Evaluating the pros and cons of teaching sign language to a child with a severe-to-profound hearing loss (who cannot benefit from the use of hearing aids) should take into account several important factors.
A child who is born with a hearing loss that is inherited genetically and whose parents are also deaf will grow up learning sign language. Using sign language, the child will communicate effectively with family members and probably an extended deaf community. Effective communication with family members is definitely a "pro" of teaching sign language to a relatively small proportion of deaf children.
However, a child relying exclusively on sign language typically is not able to communicate easily and effectively with most hearing persons. That's the primary "con" of teaching to a child who is deaf sign language as the primary method of communication. Most children with deafness are born to hearing parents.
Nowadays, the family of a child newly identified with profound hearing loss is always given the option of management first with hearing aids and then, after a trial period of 3 months or more, the possibility of a cochlear implant. A cochlear implant is a complex device that converts sound to electrical signals that activate the hearing nerve directly.
Cochlear implantation is followed by intensive auditory rehabilitation and speech-language therapy to develop effective oral communication (speaking and hearing). Children who receive a cochlear implant in the first few years after birth typically develop good speech and language skills.
Children benefiting from cochlear implantation go to school with hearing children, speak on the telephone, function quite well in various communication settings, and have the same opportunities for work and higher education as hearing children.
Informed decisions about communication method and education of children with deafness are generally made soon after birth by the child's parents, with accurate and up-to-date information supplied by audiologists, physicians, and other health care professionals.
Consideration of sign language doesn't need to be an either/or decision. Children with deafness who receive a cochlear implant during the first few years after birth can, with proper rehabilitation ,develop oral language like hearing children while they also also learn sign language. These fortunate children grow up essentially bilingual, just as children who are exposed on a daily basis to two languages (like English and Spanish) become naturally bilingual speakers.
This is a matter of opinion, but I would give the following pros and cons:
Pros
Cons
I can't think of a single one. I believe the cons listed in the community answers below are based on prejudice.
Lorene Hogan James has written: 'The what? when? and how? of teaching language to deaf children' -- subject(s): Education, Deaf, Language arts (Elementary), English language, Language arts (Preschool)
Pro: Deaf people can communicate with hearing people that do not know ASL easier, thus they can be apart of the hearing community. Cons: Because it is not their natural language.... and because they cannot hear.... it is difficult and frustrating to learn. Deaf people are visual people, so ASL is their natural language.. Also, if Deaf people only learn Oralism then they can only communicate with hearing people, and not other Deaf people.
Deaf children can learn language through various methods such as sign language, speech therapy, and lip reading. Early intervention and exposure to language-rich environments are crucial for their language development. Deaf children may also benefit from technology such as hearing aids or cochlear implants to access sound.
Joseph Rosenstein has written: 'Research studies on the psycholinguistic behavior of deaf children' -- subject(s): Deafness in children, Language 'Verbal behavior of the deaf child' -- subject(s): Deaf children, Language
Thomas Gallaudet discovered the method of teaching sign language to the deaf in France. He observed the success of the French Sign Language while studying at the Royal Institution for Deaf-Mutes in Paris in the early 19th century.
Learning sign language is important for deaf children because it is their natural language and provides full access to communication and social interaction. It also enhances cognitive development, promotes literacy skills, and fosters a sense of belonging within the Deaf community.
Alexander Ewing has written: 'Educational guidance and the deaf child' 'Teaching deaf children to talk'
sign language is the way deaf people talk but not with their mouth they use their hands to talk you can talk to deaf people by using sign language
Grace Margaret Harris has written: 'Language for the preschool deaf child' -- subject(s): Deaf, Deaf children, Deafness in children, Means of communication
Deaf children may struggle with learning to read and write because they do not have full access to spoken language and may not develop phonemic awareness naturally. Additionally, deaf children may have limited exposure to written language and struggle with understanding the relationship between sounds and letters. Finally, the lack of early exposure to language can delay the development of literacy skills in deaf children.
Alexander Graham Bell faced challenges teaching speech to the deaf because his methods were controversial at the time and some educators for the deaf preferred using sign language. Additionally, many individuals were skeptical of his ideas and doubted the effectiveness of teaching speech to deaf individuals. Bell also faced financial constraints that made it difficult to carry out his research and teaching efforts.
she was blind and deaf so she learned how to do language with her hands from her teacher teaching her.