ASL II (Q1) - Report on Total Communication and Its Impact

This report examines the concept of total communication, a philosophy used to educate children with hearing loss. It emphasizes the integration of various communication methods such as fingerspelling, speech, body language, and sign language. The goal is to optimize language development through individualized approaches, acknowledging that the implementation of total communication varies based on the child's needs and abilities. The report highlights the importance of using both hearing and visual aspects to aid communication and the significance of understanding a child's strengths and weaknesses. References are provided to support the concepts discussed, emphasizing the effectiveness of combined communication methods and the need for language competence in deaf children.

Running head: ASL II (Q1)
ASL II (Q1)
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1ASL II (Q1)
Total Communication
Total communication is philosophy to educate children having haring loss which
incorporates every mean of communication such as fingerspelling, listening, natural gestures,
speech, body language, formal signs and lip reading. Children in program of total
communication wear cochlear implants or wear hearing. Goal is optimizing development of
language in most effective way for individual child. It is truly philosophy instead of
methodology. As result, implementation of philosophy of total communication with a child
might look totally different than implementation with other child. It is approach for deaf
children which aims in making use of several communication modes depending on abilities and
needs of child (Gibbs & Springer, 2015). It helps children learn in communicating. Focus of total
communication is teaching children in communicating better though finger spelling, using body
language for expressing feelings.
Original content of philosophy of total communication was providing every child with
communication tools required for the child for developing language competence. It should
continue as goal for all teachers for all children. Spoken language and sign could be combined
effectively. However, professionals and parents should be sure language competence is
optimally developed considering needs and strengths of individual child. It encourages children
in using little hearing they might have in helping the process work. It uses both hearing and
visual aspect for helping children communicate. Teachers teaching such kinds of classes
emphasize always in learning language first. Total communication could be quite effective when

2ASL II (Q1)
used together. For really helping children, weaknesses as well as strengths of children should be
understood.
References
Gibbs, E. D., & Springer, A. (1995). Early Use of Total Communication: An Introductory Guide for
Parents. PH Brooks.