Book contents
- Frontmatter
- Contents
- Foreword
- Preface to the 1995 edition
- Acknowledgements
- 1 The Handicap of Deafness
- 2 The Deaf Child at Play
- 3 Day-to-Day Living
- 4 Discipline and Punishment
- 5 Learning to Communicate: Equipment
- 6 Learning to Communicate: Education
- 7 Coming to Terms with Deafness
- 8 Family Life with a Deaf Child
- 9 The Family and the Community
- 10 Overview
- Appendix I The Interview Schedule
- Appendix II The Interview Situation: Advantages and Disadvantages
- Appendix III The Sample
- Bibliography
- Index
6 - Learning to Communicate: Education
Published online by Cambridge University Press: 24 November 2009
- Frontmatter
- Contents
- Foreword
- Preface to the 1995 edition
- Acknowledgements
- 1 The Handicap of Deafness
- 2 The Deaf Child at Play
- 3 Day-to-Day Living
- 4 Discipline and Punishment
- 5 Learning to Communicate: Equipment
- 6 Learning to Communicate: Education
- 7 Coming to Terms with Deafness
- 8 Family Life with a Deaf Child
- 9 The Family and the Community
- 10 Overview
- Appendix I The Interview Schedule
- Appendix II The Interview Situation: Advantages and Disadvantages
- Appendix III The Sample
- Bibliography
- Index
Summary
Apart from equipment, special help for young deaf children is available in the form of teaching. Relative to other handicaps the young deaf child is reasonably well provided for by a peripatetic service of qualified teachers who usually visit mothers and children in their homes though in city areas the mothers and children may visit a central clinic. Ideally these visits are once a week.
Of the parents in this sample, 65 per cent (79) saw a peripatetic teacher weekly. In cases where the child was attending school, their experience prior to starting school is included. A further 20 per cent (24) were visited by a peripatetic teacher less regularly. Occasionally this was once a fortnight, more often it was at irregular intervals. A further 5 per cent (6) had had one or two sessions with a peripatetic teacher. These sessions were purely for the purpose of assessment. Fifteen per cent (19) of the sample had had no help at all in this way.
Sessions with a peripatetic teacher could take various forms. Some parents found the emphasis was on the teacher teaching the child.
Boy, 3 years, moderately deaf
He used to bring games and puzzles, and do things to get him to look. That was the main object, to get him to look at your face.
Boy, 5 years, moderately deaf
It was sensible. I mean it was just showing you games. Probably you couldn't see much point in a lot of it, you know. Hiding things under cups and telling him to tell you which one it's under, but I suppose it was all getting general language into him.
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- Chapter
- Information
- Deaf Children and their Families , pp. 95 - 128Publisher: Cambridge University PressPrint publication year: 1995