- Short Contents
- About the Editors
- The Promises (?) of Deaf Education:: From Research to Practice and Back Again
- The History of Language and Communication Issues in Deaf Education
- Legal Advocacy for Deaf and Hard-of-Hearing Children in Education
- Preparing Teachers of Students Who Are Deaf or Hard of Hearing
- Effective Instruction for Deaf and Hard-of-Hearing Students:: Teaching Strategies, School Settings, and Student Characteristics
- Supporting Students in General Education Classrooms
- Current and Future Technologies in the Education of Deaf Students
- Evidence-based Curricula and Practices That Support Development of Reading Skills
- Will Cochlear Implants Close the Reading Achievement Gap for Deaf Students?
- The Demands of Writing and the Deaf Writer
- Mathematics Instruction and Learning of Deaf and Hard-of-Hearing Students:: What Do We Know? Where Do We Go?
- Deaf Children with Severe Multiple Disabilities:: Etiologies, Intervention, and Assessment
- Reflections on Identity
- Deaf Studies in the 21st Century:: “Deaf-gain” and the Future of Human Diversity
- Cochlear Implants:: Family and Young People’s Perspectives
- The Impact of Early Identification of Deafness on Hearing Parents
- How Does Speech Intelligibility Affect Self and Others’ Perceptions of Deaf and Hard-of-Hearing People?
- Emerging Sign Languages
- Early Language Acquisition and Adult Language Ability:: What Sign Language Reveals About the Critical Period for Language
- Communication Choices and Outcomes During the Early Years:: An Assessment and Evidence-based Approach
- Early Communication in Sign and Speech
- Language Acquisition and Critical Periods for Children Using Cochlear Implants
- Newborn Screening and Earlier Intervention with Deaf Children:: Issues for the Developing World
- Prelinguistic Vocalizations in Infants and Toddlers with Hearing Loss:: Identifying and Stimulating Auditory-guided Speech Development
- Children and Youth Who Are Hard of Hearing:: Hearing Accessibility, Acoustical Context, and Development
- Performance Outcomes for Adult Cochlear Implant Users
- Play and Theory of Mind:: Indicators and Engines of Early Cognitive Growth
- Learning Disabilities in Deaf and Hard-of-Hearing Children
- Executive Function, Cognitive Control, and Sequence Learning in Deaf Children with Cochlear Implants
- Working Memory, Deafness, and Sign Language
- Paradigm Shifts, Difficult Truths, and an Increasing Knowledge Base in Deaf Education
- Author Index
- Subject Index
Abstract and Keywords
The extent to which a deaf person’s spoken language is intelligible to hearing listeners is an essential component of spoken language communication, influencing both the quality and the success of interactions. Beyond affecting the ability to communicate ideas, feelings, and experiences efficiently and successfully, speech intelligibility may also have an impact on interpersonal functioning and on others’ perceptions of the speaker.
Many deaf and hard-of-hearing (DHH) persons have voice and speech characteristics that affect their speech intelligibility. As a result of special education laws and recent technological developments with regard to sensory aids and assistive listening devices, DHH children are predominantly included in classes with hearing peers, where spoken language is the primary mode of communication. For DHH children, therefore, analysis of the effects of spoken language intelligibility on social interactions is of special importance. Accordingly, this chapter examines the ability of DHH individuals at different ages and in various educational programs to use spoken language for communication. More generally, it addresses the impact of speech intelligibility on the lives of DHH individuals. It focuses on how speech intelligibility affects others’ attitudes toward these individuals, as well as ways in which it affects their own emotional states, social relationships, and perspectives on occupational competencies.
Tova Most School of Education and the Department of Communication Disorders Tel-Aviv University Tel-Aviv, Israel
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