ROLE PLAYING USED TO ELICIT LANGUAGE FROM HEARING IMPAIRED CHILDREN
Keywords:
CHILDRENAbstract
In an effort to improve the hard of hearing child's expressive skills, language therapy programs in the schools usually concentrate on the syntactical rules rather than on the pragmatic aspects of language which promote interpersonal communication. Historically, methods for teaching syntax to these children were borrowed from techniques used in deaf education (Barry, 1914; Streng, et al, 1955). Current programs usually rely on teacher modeled stimuli requiring specific pupil responses (McGinnis, 1973; Monterey, 1971 ). These structured programs directed at artificial stimulation of language continue to be popular despite studies showing that hard of hearing children can utilize language in the normal way (Wilcox and Tobin, 1974). Wepman (1976), in discussing communication
therapy with aphasics, suggested that the therapist consider a change from the direct linguistic approach to one that concentrates on increasing the patient's thinking, especially his thinking about things other than how he is expressing himself. This outwardly oriented approach "deblocks" the intellect and permits language comprehension and use to function (Weigle and Bierwisch, 1970).
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