Year of Award
Bachelor of Arts (BA)
College of Education & Allied Health
Communication Disorders and Deaf Education
deaf, hearing, speech, lipreading, residual, sensory
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.
Clair, Mary Colleen, "The Multi-Sensory vs. the Uni-Sensory Approach to Auditory Training" (1970). Theses, Dissertations, and Capstone Projects. 142.
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