Communication approaches currently in use in the education of deaf children and young people in the UK

Communication approaches currently in use in the education of deaf children and young people in the UK BATOD’s role in this document is to describe the range of communication approaches currently in use in the UK. BATOD does not endorse any one particular approach. The Association’s aim is to promote excellence in the education of deaf children and young people through whichever approach is being used. Statement of Entitlement All children and young people have the right to a language and/or developed communication system which enables them to communicate effectively in a variety of settings and for a variety of purposes, including accessing education. Communication Choices Once a child has been diagnosed with a significant hearing loss his/her parents may be confronted with making a decision about the communication approach they, and the child, should adopt. In order to participate fully in making this decision, parents should have clear and unbiased information about the possible options. Their choice may depend on a number of factors such as the family situation and home language, whether the child has additional special educational needs, and perhaps the degree of deafness. Outside influences such as accessibility to a peer group using the same communication approach, and the range of educational placements available may also affect preference. Having taken these factors into consideration, parents may also weigh up the philosophical arguments and possible outcomes of the different approaches. Broadly speaking communication approaches can be categorised under 3 main headings: auditory/oral, manually coded English, and sign bilingualism. The future aims of parents undertaking these approaches might be: Auditory/Oral We want our child to speak, write and understand spoken and written English. To attain these goals we will need to make optimum use of our child’s residual hearing and to interact with him/her using spoken language. Manually Coded English (MCE) We also want our child to speak, write and understand spoken and written English but we think that by using a supplementary manual system we can establish a means/ease of communication. Eventually we hope this will lead to fluent verbal conversations. Sign Bilingualism

I want my child to have his/her easiest/preferred/natural way of communicating, so that he/she will have access to the Deaf Community and functional (perhaps written) use of English. BSL will be our child’s first language. The selected approach should be based on the child’s communication needs, parental preference and following detailed assessment by all concerned with the child’s development. In due course, as the child develops and matures, respect should be accorded to his/her views about the choice of, and expressed preference for, a particular mode of communication. In addition to the Communication Approaches outlined above, different methods or modes under each heading may be used to try to fulfil the ultimate aims. These, as well as clarification of terms associated with the communication of deaf people, are detailed below. COMMUNICATION APPROACHES AUDITORY/ORAL APPROACHES The majority of deaf children will have sufficient hearing, through the use of appropriate audiological aids, to develop understanding of spoken language and to acquire intelligible speech. It is expected that they will follow a similar process of language acquisition to that of hearing children. Auditory/Oral approaches include the following: 1.1 The Natural Aural approach which fosters the development of spoken language. Meaningful interaction and conversation encourage the growth of auditory discrimination skills, using everyday experience rather than through direct teaching. The Maternal Reflective or Graphic Oral method. In many cases the Natural Aural Approach is often supported using written back-up. However, within this Approach, The Maternal Reflective or Graphic Oral method prescribes the use of writing down a great deal of what is said during a lesson. This may be shown in a conversational format, and then used for reflection (hence ‘reflective’) i.e. pupils being encouraged to look back at what at what was said in conversations in which they participated. The intention is that through reflecting pupils can then understand the structure and rules of the language they are learning. It is termed ‘maternal’ because it takes as its model the way in which mothers and other family members encourage communication and language development with their hearing infants, i.e. through conversation. 1.2 Structured Oral approaches which are used to encourage one or more of the following: • • • •

speech acquisition language development optimum use of residual hearing lipreading (speech reading)

The approach demands the planning of structured processes involving systematic teaching. 1.3 Lipreading (or speech reading) This is the understanding of speech through the recognition of the facial patterns of different phonemes and groups of phonemes forming words in context. Good language levels will usually aid the ability to lipread. Many deaf people use both lipreading and their residual hearing to aid communication. 1.4 Auditory Verbal Therapy A parent centred approach which seeks to develop spoken language through a structured programme based on a highly enhanced auditory and language input. For example, listening skills are organised on a hierarchy of auditory difficulty from detection to comprehension. An Auditory Verbal Therapist helps parents to carry out programmes/exercises with their child. APPROACHES IN WHICH THERE IS A MANUAL COMPONENT TO SUPPLEMENT SPOKEN LANGUAGE – MANUALLY CODED ENGLISH (MCE) MCE approaches include the following: 2.1. Total Communication (TC) The original definition (Denton 1968 – USA) referred more to a philosophy than a communication approach or method. Denton described it as ‘the full spectrum of language modes, child devised gesture, the language of signs, speech reading, finger spelling, reading, writing and residual hearing’ There is now much variation in its interpretation and use. Some people see it as a flexible approach to communication in which children may vary in how they receive and express language. Therefore, they may use a variety of modes such as aural/oral communication, British Sign Language (BSL), fingerspelling, Sign Supported English or Signs Supporting English (SSE). Others describe it as a method in which signed and auditory/oral components are combined, i.e. SSE is used. 2.2 Fingerspelling This is the manual representation of the letters of the alphabet by 26 different hand positions. In the UK this is accomplished by means of a two-handed alphabet but other variants exist. Fingerspelling is an integral part of sign language and sign supporting systems. 2.3 Sign Supported English or Signs Supporting English (SSE). This is a manual support system incorporating signs taken from BSL together with fingerspelling. It is used in English word order to supplement spoken words but does attempt to present every element of the spoken utterance. Its aim is to clarify the spoken message and lessen ambiguity. 2.4 Signed English (British) Signs taken from BSL together with generated signs and markers, are used, with fingerspelling to give an exact manual representation of spoken English. It is used primarily as a tool for the teaching of reading and writing.

2.5 Makaton This comprises a specially selected vocabulary (taken from BSL) to provide a basis for communication, often with children with severe learning difficulties. It is structured in stages of increasing complexity and follows the normal pattern of language development. The initial stages comprise basic vocabulary necessary to express some essential needs. Subsequent stages contain more complex language. 2.6 Signalong Signalong was devised as a more flexible approach to that offered by Makaton and was considered as primarily for children with speech and language and/or learning difficulties or autism. The signs used are nearly all drawn from BSL and are delivered in conjunction with spoken language. 2.7 Cued Speech A one-handed supplement to spoken language devised to clarify the phonemes of language that are ambiguous or invisible in lip-reading. 2.8 Paget-Gorman Signed Speech (Previously Paget-Gorman Systematic Sign Language [PGSS]) This is a simultaneous grammatical representation of spoken English, for use as an aid to the teaching of language. The signs have been artificially developed within a logical system but do not correspond to BSL national or regional signs. 2.9 Augmentative & Alternative Communication (AAC) A means by which an individual can supplement or replace spoken communication. Often use is made of a symbol system such as Bliss, Rebus or Makaton symbols. Objects of reference and objects of significance may be used in the earliest stages of communication, especially for deaf/blind children and those with a dual or multi-sensory impairment. The objects of reference may be selected from a chart, board, or vocabulary book, either mechanically or electronically, to form sentences. Picture Exchange Communication (PECs) and pictured symbols (Picsyms) are also used to encourage choice and empower pupils to make choices. Widget is a computer programme that produces symbols at the same time as words are typed, thereby offering extra information for the learner. Voice Output Communication Aids (VOCAs) are devices whose primary function is to use electronically stored speech as a means of communication. In it's broadest sense, the term could apply to everything from a speaking birthday card to sophisticated communication software. SIGN BILINGUALISM This is an approach to the education of deaf children in which the language of the Deaf Community (BSL) and the language of the hearing community (English) are used. Generally

the child’s first language is BSL and the spoken language of the family is learned as a second language. This may be through speech or a combination of speech and sign (e.g. SSE), or through the written form, or through all of them. It should be noted that in some cases BSL will also be the language of the family. 3.1 Sign Multilingualism This is a more appropriate term where children come from homes where a different language other than English is used (e.g. Welsh, Urdu, Punjabi). 3.2 British Sign Language (BSL) BSL is recognised as a language in its own right in the United Kingdom. It is distinct from English. It is the sign language indigenous to the Deaf Community in Britain. It has been defined as a visual, gestural language in terms of both perception and production. As it is perceived visually within space, signs can be combined simultaneously to convey meaning. Body and head posture, facial expression, lip movement and body language play a distinctive role in contributing to meaning. Fingerspelling also has a supplementary role (e.g. the names of places or people are usually fingerspelt). BSL has its own grammatical structure and linguistic features. As such, it cannot be used simultaneously with spoken English. Children educated using BSL learn English as an additional language. In a mainstream setting a communicator will be required.

Implementasi Model Pembelajaran Anak Tunarungu di Kelas Inklusi Pembelajaran anak tunarungu di kelas inklusi tidaklah mudah. Sebelum menempatkan anak tunarungu di kelas inklusi, sebaiknya persyaratan dibawah ini dapat dipenuhi, yaitu: 1. Anak tunarungu harus memiliki bahasa yang cukup. Artinya sebelum anak tunarungu dimasukan dalam kelas inklusi terlebih dahulu harus memiliki bahasa yang dapat menjembatani pembelajaran yang dilakukan dikelas inklusi dan mampu berkomunikasi dengan baik. Hal ini sangat diperlukan agar anak tunarungu mampu mengikuti pembelajaran dengan anak

2.

3. 4. 5. 6.

regular lainnya tanpa harus menjadi penonton di dalam kelas. Tanpa bahasa yang cukup anak tunarungu hanya sebagai hiasan di kelas inklusi tanpa bisa mencerna dan memahami pembelajaran yang diberikan oleh guru. Sekolah yang di dalamnya menyertakan anak berkebutuhan khusus harus memiliki guru pendamping yang berlatarbelakang PLB, lebih baik lagi jika guru pendamping tersebut berlatarbelakang dari sekolah luar biasa dengan bidang kajian yang sama dengan anak berkebutuhan khusus yang ada di kelas inklusi. Guru regular hendaknya memahami karakteristik anak tunarungu serta sedapat mungkin mampu berempati terhadap anak tunarungu agar pembelajaran yang diberikan dapat dipahami dengan mudah. Guru regular mampu menggunakan prinsip-prinsip pembelajaran bagi anak tunarungu seperti prinsip keterarahwajahan, keterarahsuaraan, prinsip intersubyektivitas dan prinsip kekonkritan. Lingkungan di sekolah inklusi harus kondusif dan dapat menerima keberadaan anak berkebutuhan khusus. Sarana dan prasarana yang mendukung bagi anak berkebutuhan khusus.

Jika persyaratan diatas telah dipenuhi, maka selanjutnya pembelajaran di kelas inklusi bagi anak tunarungu dapat dilakukan. Pembelajaran tunarungu yang paling utama dan terutama adalah pembelajaran bahasa. Pembelajaran bahasa ini diperoleh melalui percakapan. Untuk mencapai kepada pembelajaran yang bermakna bagi tunarungu dibutuhkan pendekatan khusus yaitu metode maternal reflektif.(MMR). Pembelajaran bagi tunarungu berbeda dari pembelajaran yang ada pada umumnya. Hal ini dikarenakan tunarungu tidak dapat menerima informasi melalui pendengarannya dan untuk itu maka diperlukan adanya visualisasi untuk lebih memudahkan tunarungu menyerap informasi. Melalui metode maternal reflektif ini tunarungu diolah bahasanya. Mulai dari mengeluarkan suara, mengucapkan kata dengan benar sesuai dengan artikulasinya, hingga tunarungu mampu berkomunikasi dengan menggunakan beberapa kalimat yang baik dan benar.Secara garis besar, kegiatan pembelajaran dengan menggunakan metode ini terdiri atas kegiatan percakapan, termasuk di dalamnya menyimak, membaca dan menulis yang dikemas secara terpadu dan utuh. Dengan ini anak memahami dan dapat menemukan sendiri kaidah-kaidah percakapan. 1. Kegiatan Percakapan

Kegiatan percakapan menjadi ciri utama dalam menggunakan metode maternal reflektif, karena penyampaian materi ajar semua bidang studi dilakukan melalui percakapan. Dalam metode ini dikenal dua jenis percakapan, yaitu percakapan dari hati ke hati atau conversation form heart to heart dan percakapan linguistik atau linguistic conversation (Uden, 1977). Percakapan dari hati ke hati merupakan percakapan yang spontan, fleksibel untuk mengembangkan empati anak. Ungkapan yang dimaksud anak melalui kata-kata atau suara yang kurang jelas, gesti atau gerakan-gerakan lainnya dan isyarat ditangkap oleh guru (seizing method) dan dibahasakan sesuai dengan maksudnya kemudian meminta anak untuk mengucapkannya kembali (play a double part). Namun dalam kegiatan ini

guru tetap menjaga lajunya percakapan dan pertukaran yang terjadi di antara anggota yang bercakap (anak dengan anak atau anak dengan guru) misalnya berupa persetujuan, penyangkalan, imbauan, atau komentar atau pertanyaan untuk memperjelas pesan komunikasi. Membaca dan menulis penyandang tunarungu dikembangkan melalui percakapan. Pada awalnya perilaku berbahasa mereka berada pada taraf pengungkapan diri melalui gesti atau gerakan-gerakan lainnya, isyarat, dan suara-suara yang kurang jelas maknanya yang kemudian dibahasakan oleh guru melalui seizing method dan play a double part. Anak menerima masukan bahasa tersebut melalui membaca ujaran dan atau melalui pemanfaatan sisa pendengarannya. Ungkapan-ungkapan bahasa yang belum ditangkap secara sempurna dari diucapkannya dalam kegiatan percakapan itu dituliskan atau divisualkan dalan bentuk tulisan yang kemudian dibacanya. Bacaan visualisasi hasil percakapan dipahami anak secara global intutif karena apa yang ditulisi dan dibacanya merupakan ide-ide mereka sendiri. Oleh karena itu membaca merupakan ide-ide mereka sendiri. Oleh karena itu membaca permulaan pada anak tunarungu menurut MMR merupakan membaca ideo visual. Pengenalan bunyi fonem (vokalisasi dan konsonan) diberikan menyatu dalam kata dan pengucapannya sehingga lebih bermakna yang pada akhirnya anak mengenal huruf, kata, cara pengucapan, dan cara penulisannya. Dengan demikian dapat diaktakan bahwa perkembangan kemampuan berbahasa anak berlangsung secara serempak. Pelaksanaan pembelajaran di kelas inklusi bagi guru reguler hendaknya mengikuti teknik atau kaidah-kaidah guru sekolah luar biasa dalam membelajarkan anak tunarungu, prinsip-prinsip MMR harus dipahami oleh guru reguler, sehingga sekalipun di dalam kelas regular anak tunarungu tetap dilibatkan dalam proses pembelajaran yang sedang berlangsung. Kemampuan guru dalam melibatkan anak tunarungu dalam proses pembelajaran memang tidak semudah membelajarkan anakanak yang mendengar, dikarenakan setiap kata yang diucapkan oleh guru harus dimengerti dan dipahami anak terlebih dahulu sebelum masuk ke dalam substansi materi yang akan diberikan. Pembelajaran anak tunarungu di kelas inklusi haruslah benar-benar terprogram dan selalu berbasis pada pengembangan bahasa anak yang dilakukan secara berkesinambungan, karena tanpa bahasa yang dikuasai anak tunarungu, maka pembelajaran di kelas inklusi tidak akan bermanfaat. 2. BKPBI dan Bina Wicara Sebagai Pendukung dalam Pembelajaran Tunarungu di Sekolah Inklusi

Bina Komunikasi Persepsi Bunyi dan Irama (BKPBI) ialah pembinaan dalam penghayatan bunyi yang dilakukan dengan sengaja atau tidak sengaja, sehingga sisasisa pendengaran dan perasaan vibrasi yang dimiliki anak-anak tunarungu dapat dipergunakan sebaik-baiknya untuk berintegrasi dengan dunia sekelilingnya yang penuh bunyi. Pembinaan secara sengaja yang dimaksud adalah bahwa pembinaan itu dilakukan secara terprogram; tujuan, jenis pembinaan, metode yang digunakan dan alokasi waktunya sudah ditentukan sebelumnya. Sedangkan pembinaan secara tidak sengaja

adalah pembinaan yang spontan karena anak bereaksi terhadap bunyi latar belakang yang hadir pada situasi pembelajaran di kelas, sepeti bunyi motor, bunyi helikopter atau halilintar, kemudian guru membahasakannya. Misalnya, “Oh kalian dengar suara motor ya ? Suaranya ‘brem... brem... brem...’ benar begitu ?”. Kemudian guru mengajak anak menirukan bunyi helikopter dan kembali meneruskan pembelajaran yang terhenti karena anak bereaksi terhadap bunyi latar belakang tadi Secara singkat tujuan BKPBI adalah sebagai berikut : o

o o o o

Agar anak tunarungu dapat terhindar dari cara hidup yang sematamata tergantung pada daya penglihatan saja, sehingga cara hidupnya lebih mendekati anak normal. Agar kehidupan emosi anak tunarungu berkembang dengan lebih seimbang. Agar penyesuaian anak tunarungu menjadi lebih baik berkat dunia pengalamannya yang lebih luas. Agar motorik anak tunarungu berkembang lebih sempurna. Agar anak tunarungu mempunyai kemungkinan untuk mengadakan kontak yang lebih baik sebagai bekal hidup di masyarakat yang mendengar.

Dalam hal kemampuan berbicara, BKPBI dapat membantu agar anak tunarungu dapat membentuk sikap terhadap bicara yang lebih baik dan cara berbicara yang lebih jelas. Sarana BKPBI mencakup : Ruang Khusus untuk kegiatan pembelajaran yang sebaiknya dilengkapi dengan medan pengantar bunyi (sistem looping). 2. Perlengkapan terdiri atas perlengkapan nonelektronik dan perlengkapan elektronik. 3. Alat-alat penunjang yaitu perlengkapan bermain. 4. Tenaga khusus pelaksana BKPBI hendaknya memenuhi beberapa persyaratan, antara lain memiliki latar belakang pendidikan guru anak tunarungu, memiliki dasar pengetahuan tentang musik, dan memiliki kreativitas dalam bidang seni tari dan musik. 1.

Sekolah yang di dalamnya terdapat anak tunarungu,hendaknya memiliki ruang BKPBI sebagai pendukung dalam membelajarkan anak tunarungu dalam mengolah bahasanya. Sehingga kemampuan berbahasa anak tunarungu dapat ditingkatkan dan semakin berkembang. Guru berlatarbelakang pendidikan luar biasa kajian tunarungu, sangat diperlukan dalam mengembangkan bahasa anak tunarungu melalui BKPBI dan Bina Wicara.Untuk itu sekalipun berada di kelas inklusi namun anak tunarungu tetap mendapatkan latihan strong>BKPBI dan Bina Wicara. strong>BKPBI dan Bina Wicara ini sebaiknya diberikan secara rutin dan terus menerus hingga kosa kata anak bertambah banyak dan pada akhirnya mampu berkomunikasi dengan baik dan benar. Pembelajaran anak tunarungu di kelas inklusi yang dipaparkan diatas adalah salah satu contoh bentuk pembelajaran yang memasukan anak tunarungu di kelas regular untuk bersama-sama belajar dengan anak mendengar lainnya namun dalam waktu tertentu anak tunarungu tersebut diberikan latihan-latihan yang mampu membantu anak untuk memperoleh bahasa dan mengolah bahasa yang sudah dimilkinya melalui pendekatan MMR lalu ditunjang dengan latihan strong>BKPBI dan Bina Wicara.

Memasukan anak tunarungu ke dalam kelas inklusi tanpa memberikan layanan yang sesuai dengan kebutuhan anak tersebut hanyalah sia-sia dan menambah penderitaan anak tunarungu saja. Untuk itu agar tidak menjadi penderitaan anak tunarungu sebaiknya sekolah harus benar-benar memberikan semua kebutuhan anak tunarungu dalam proses pembelajarannya melalui kegiatan-kegiatan pembelajaran dengan pendekatan MMR melalui percakapan dengan didukung strong>BKPBI dan Bina Wicara. Dengan demikian pembelajaran anak tunarungu yang dilakukan di kelas inklusi dapat bermakna, sehingga anak tunarungu keberadaanya di sekolah inklusi bukan hanya sekedar diterima namun juga terlayani secara kebutuhannya yang terkait dengan kemampuannya untuk berbahasa dan berkomunikasi tanpa harus mendiskriminasikannya. DAFTAR PUSTAKA o o o

o

o o o

o

Bunawan, Lani dan C. Susila Yuwati (2000), Penguasaan Bahasa Anak Tunarungu, Yayasan Santi Rama, Jakarta Departemen Pendidikan Nasional (2000), Pengajaran Bina Persepsi Bunyi dan Irama untuk Anak Tunarungu, Jakarta Direktorat Pendidikan Luar Biasa (2004), Pedoman Pendidikan Terpadu/Inklusi Alat Identifikasi Anak Berkebutuhan Khusus, Dirjen Dikdasmen, Depdiknas, Jakarta Dardjowidjoyo, Soenjono (2003), Psikolinguistik Pengantar Pemahaman Bahasa Manusia, Yayasan Obor Indonesia, Unika Atmajaya, Jakarta Gatty (1994), Mengajarkan Wicara kepad anak-anak Tunarungu, Alih bahasa Hartotanojo, Yayasan Karya Bakti, Wonosobo Griffey, Nicholas (1981), A Survey of Present Metods of Developing Language in Deaf Children Hargrove, Linda and James Poteet (1984), Assessment in Special Education (the education evaluation), Prentice Hall. Inc, New Jersey Nugroho Bambang (2004), Pentingnya Intervensi Dini Secara Edukatif Bagi Anak Tunarungu, Makalah Pelatihan Teknis Tunarungu, Jakarta

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Interview with David Denton Creator of Total Communication (TC) and Author of: Listening to Deafness: An Old Song Sung Differently Monday, August 15th 2005

Topic: Educating Deaf Children Font Size S M L Email Printer Friendly RSS

Beck:

Good

Denton:

Hi

ShareThis Virtual Seminar

morning

Doug.

Happy

David, to

be

thanks here,

for

thanks

for

joining the

me.

invitation.

Beck: Dave, would you please review a little bit of your professional bio for us? Denton: Sure, Doug. Ive been involved with educating deaf children for the last 35 years. My bachelors degree was in deaf education in North Carolina, My masters degree was from Cal State University at Northridge. My masters program focused on Educational Administration and I was awarded an honorary doctorate in Deaf Education from Western Maryland College, in Westminster, Maryland in 1971 for creating and developing the Total Communication program, and also for establishing the largest masters program in Deaf Education in America. I should note that Western Maryland College is now called McDaniel College. Beck:

How

was

it

that

you

got

interested

in

deaf

education?

Denton: I was actually in law school, when I had an opportunity to teach and coach after-school activities at a large school for the deaf. I was very surprised when I learned the kids were not taught sign language! They all used sign language to speak with each other outside of classbut it wasnt taught in school, and more or less it was frowned upon in the elementary schools. So you see, the children taught each other signs and they used them at lunch, recess and on the playground, but in class they were supposed to use auditory trainers and try to get by learning to speak and hear. So to me, that was fairly unusual and unexpected. I had to learn sign language very quickly, and did so to get by as a coach in basketball and football. Of course, this was back in the early 1960s, and deaf education in America at that time was based on the simultaneous method, which was essentially using signs and speech, also called the combined method. Beck:

How

is

that

different

from

Total

Communication

(TC)?

Denton: Well the major difference is that the simultaneous method was used after the fact, and it essentially discouraged signs. The simultaneous method stated that if signs were used, signs would discourage the use and development of speech and lip-reading skills. Additionally, parents were shut out from the educational system at that time. Total communication has as its foundation, that we had to bring the family into the process, and we had to facilitate lip reading, sign language and maximal communication via the transfer of information, using all channels together. Beck: I know there have been many heated controversies regarding the educational approach to the deaf child, and obviously youve had to defend TC many times and many ways in difficult situations. How did you spread the concept of Total Communication? Denton: In 1967, I became the Superintendent of The Maryland School for the Deaf. We initiated classes in sign language for parents and siblings across the state, just about anywhere we could find space to hold class! So we pretty much just jumped in and started teaching TC, and it picked up steam and started to take on a life of its own. As best we know, the term itself, total communication was first used by Roy Holcomb in California. I liked the term because it was inclusive and made sense, so we adopted the term to represent our philosophy that a multi-sensory approach to the education of deaf children is the best way to go. TC is visual, dynamic and based primarily on manual communication. Beck: Dr. Denton, what do you think were the most significant developments in deaf education over the last 25 years? Denton: Thats hard to say, but perhaps the most significant development has been the emergence of American Sign Language (ASL) as a cornerstone of the education, socialization and integration for the community of deaf people. Beck: Thats a great point. What about your thoughts on cochlear implants? Denton: Certainly cochlear implants have made a significant impact on deaf people and deaf education. I think that as cochlear implant technology has improved, their acceptance has become more widespread. Cochlear implants truly do speak for themselves, and the results and outcomes have far exceeded our early expectations. Cochlear implants have made mainstream education available to many children. Although I was one of the people with serious reservations about cochlear implants 20 years ago, I am excited and enthused by them at this time, and I believe my thoughts and experiences are shared by many. Beck: Dave, youre a fascinating person. I could speak with you for hours.but I know weve got to wrap this up. Can you please tell me the name of your new book?

Denton: Sure, Doug. Its called Listening to Deafness: An Old Song Sung Differently. The ISBN is 1-4137-3873-7, and its available through Amazon.com. Beck:

Can

you

tell

me

about

the

origin

of

the

books

title?

Denton: YesIm glad you asked! Many, many years ago, I was outside watching three deaf adolescent children signing to each other. It was beautiful and dynamic, and I thought to myselfIf music was visual, it would look like this! Beck:

Thanks so

Denton:

much

for

sharing

your

My

time

with

me

pleasure

this

morning Doug.

-------------------Listening to Deafness: ISBN available through Amazon.com.

An

Old

Song

Sung

Differently 1-4137-3873-7

Interviewed David Denton Creator of Total Communication (TC) and Author of: Listening to Deafness: An Old Song Sung Differently