The Multi-Sensory vs. the Uni-Sensory Approach to Auditory Training

Author

Mary Colleen Clair, Fontbonne College

Year of Award

1970

Degree

Bachelor of Arts (BA)

College

College of Education & Allied Health

Department

Communication Disorders and Deaf Education

Keywords

deaf, hearing, speech, lipreading, residual, sensory

Abstract

The purpose of this paper is to view the different approaches used in auditory training of the deaf child. Educators who advocate oralism agree that auditory training is an essential area, however, they disagree on how to deal with it. Some favor the multi-sensory approach. This approach makes use of any residual hearing that the child might have. It also capitalizes on the other senses, such as vision and touch. The uni- sensory approach, like the multi-sensory, makes use of any residual hearing. Unlike the other, it does not combine any other senses with hearing. It makes use of only the one sense. In this paper, both approaches are studied and advocates of both are cited. Although many disagreements can be seen, all agree that auditory training is a most essential area.

Comments

Original copy bound in Deaf Education Theses 1970. Manuscript 8 of 8.

Document Type

Restricted Thesis

Recommended Citation

Clair, Mary Colleen, "The Multi-Sensory vs. the Uni-Sensory Approach to Auditory Training" (1970). All Theses, Dissertations, and Capstone Projects. 142.
https://griffinshare.fontbonne.edu/all-etds/142