By Lionel Evans
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Extra resources for Total communication: structure and strategy
Sample text
In Denmark, there has been a significant acceptance of total communication. By 1980, the majority of children with slight hearing loss were integrated into ordinary schools with varying levels of support. Partially hearing children were placed in special education units in ordinary schools. The majority of deaf, but also some partially hearing, children attended the four residential schools for the deaf. There was also a national residential college for continuing education beyond the compulsory school age of sixteen years.
The most significant departure from the pure oral approach was the recognition of signing, and especially sign Page 14 language. There was, of course, not complete agreement about its use among educators of deaf children. Scouten (1973), although strongly advocating the use of fingerspelling with speech, questioned the concept of total communication on grounds that it undervalued the place for oral development and that the use of sign language might impair the development of English. Equally strong arguments were made in favor of sign language.
Spanish one-handed manual alphabet (1620) 2 2. English two-handed manual alphabet (1698) 4 3. French one-handed manual alphabet (19th century) 6 4. American one-handed manual alphabet (19th century) 8 5. Hand shapes of Cued Speech 41 6. American one-handed manual alphabet 46 7. British two-handed manual alphabet 47 8. Traditional Danish one-handed manual alphabet 48 9. Three manual counting systems 50 10. Signs for MOTHER in three sign languages 57 11. Two signs identical in location/movement, not hand shape 58 12.