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ABSTRACT INFORMATION
Title: 'Cued Speech: Empowering Parents and EI Providers to Enable Age-appropriate Language Acquisition and Reading Readiness'
Track: 3 - Language Acquisition and Development
Keyword(s): Cued Speech, language, literacy, phonics
Learning Objectives:
  1. Describe Cued Speech and the basic method for cueing the sounds of a spoken language and demonstrate how to cue actual spoken words
  2. Explain how Cued Speech creates in the mind of the child a phonological model of an entire spoken language and how this provides a foundation for development of effective oral communication and literacy skills
  3. Identify situations at home, in school, and in therapy situations where Cued Speech can be used to accelerate language acquisition

Abstract:

Cued Speech, as adapted for English, consists of 8 handshapes that represent consonant sounds and 4 locations around the mouth that represent vowel sounds. Consonant handshapes are cued in vowel locations to create a visual stream of phonemic information that supplements what is seen on the lips and what is heard with the ears (which can range from nothing to the very best sound quality that current assistive technology can provide). Cued Speech is a closed system and can be learned in a matter of a few days, whereas fluency will continue to increase over a few months of consistent practice. When a child is cued to consistently by family members, therapists, and/or teachers, he/she is presented with totally unambiguous access to all of the sounds of spoken language and can develop language and phonemic awareness naturally, at the same rate and in the same manner as a hearing child. Tools and strategies used by parents and professionals to facilitate and monitor language progress will be made more powerful when used with Cued Speech -- and language acquisition will be greatly accelerated. Cueing can start as 'cue babble' from birth and can enable age-appropriate language development even before the child is fitted with appropriate assistive technology, including implants. Research shows that children who are cued to consistently pre-implant are able to understand auditorily all of the language they acquired via Cued Speech within 6 months of implantation. Parents can freely communicate anything, in the native spoken language of the home, once they have memorized the Cued Speech system and developed minimal fluency. Video will be shared that demonstrates the use of Cued Speech in the home of the mother and daughter team conducting this presentation when the daughter was ages 2 through 5.
Presentation: Tuesday_Segell_145_SandraMosetick_1675.pdf

Handouts: Handout_1675SandraMosetick.pdf
CART: Topical Session 6- 1675.doc
PRESENTER(S) / AUTHOR(S) INFORMATION
Sandra Mosetick - Primary Presenter,POC
Alexander Graham Bell Montessori School and AEHI
     Credentials: Parent of deaf child raised with Cued Speech; certified CS instructor; past regional director of National Cued Speech Association
     Other Affiliations: Board President of A.G. Bell Montessori School & AEHI
      Sandy has used and advocated for Cued Speech for 22+ years. She has taught workshops, presented at conferences and, in 2012, organized a professional development seminar in Chicago featuring renowned experts in CS from around the world. Sandy helped found a model CS program for educating deaf children ages 0-12 with their hearing peers and edited and co-authored the booklet, Open Doors: Options in Communication and Education for Children Who are Deaf or Hard of Hearing; Oticon 1998.
      ASHA DISCLOSURE:

Financial -

Nonfinancial -
Rachel McAnallen - Co-Presenter
United States Air Force
     Credentials: Young deaf adult who grew up with Cued Speech, fluent in English and ASL. Environmental Scientist for U.S. Air Force. Graduated from RIT in Rochester, NY, in 2013 with BS/MS in Environmental Sustainability, Occupational Health and Safety.
      Rachel McAnallen is severely-to-profoundly deaf and grew up with Cued Speech. She uses one hearing aid and one cochlear implant, received at age 15. Rachel has been age-appropriate or above in English and academics from age 3 and onward. She graduated from Deerfield HS in Illinois with the highest honors, where she also scored in the 99th percentile on the National Spanish Exam. Rachel was awarded the Presidential scholarship to attend RIT in Rochester, NY, from which she graduated in 2013 with her BS/MS. She now works for the US Air Force as an Environmental Scientist and has advocated up to the highest levels of government for appropriate communication access for the deaf in the armed services.
      ASHA DISCLOSURE:

Financial - No relevant financial relationship exist.

Nonfinancial - No relevant nonfinancial relationship exist.