Abstract
Current reviews of the literature continue to evidence that even with current assistive listening technology, many children who are deaf or hard-of-hearing (D/HH) persist in demonstrating English language and literacy gaps compared to hearing peers (e.g., C. Mayer 2016; C. Mayer, & Trezek, 2018). For example, Geers, Tobey, Moog, and Brenner (2008) reported that “only about half” (p. 262) of children using cochlear implants (CIs) (and no sign to support their speech production) achieved age-appropriate abilities by third grade. Given the continually-reported variability of results (e.g., Harris, 2016; C. Mayer, & Trezek, 2018), an alternative is warranted. Signing Exact English (S.E.E.), a system designed and demonstrated to encode grammatically-accurate English, is discussed as an option to support the development of speech, listening, English language and literacy when Listening and Spoken Language (LSL) or American Sign Language (ASL) are not deemed appropriate by teams discussing Individual Family Service Plans (IFSP) or Individualized Educational Program (IEP). In this article, S.E.E. as it is used in the United States, is contrasted with the many terms that have been used to describe the practice of simultaneously speaking and signing (e.g., total communication, simultaneous communication, sign supported speech, etc.). Research-based responses to common remarks about S.E.E. are also provided.
Recommended Citation
Rendel, K. Bargones, J. Blake, B. Luetke, B. & Stryker, D. S. (2018). Signing Exact English; A Simultaneously Spoken and Signed Communication Option in Deaf Education. Journal of Early Hearing Detection and Intervention, 3(2), 18-29. DOI: https://doi.org/10.26077/gzdh-rp64
Retrieved from https://digitalcommons.usu.edu/jehdi/vol3/iss2/5
