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- W2024797737 abstract "It is argued that Oralism and Total Communication underestimate the profound nature of deafness and the potential value of fundamental research. The evolution of these philosophies is described, and changes in philosophy are discussed. The education of deaf children is overshadowed by continual anxiety about standards and persistent controversy about methods. This paper examines ideas that have developed during the history of the education of the deaf child. A deeper understanding of the past may help clarify present dilemmas. It is perhaps time to place the arguments for Oralism and Total Communication in their historical context and attempt to relate them to the social attitudes on which they are based. The views about the nature and potentialities of the deaf child as well as opinions of how these children should be educated are the products of social attitudes that have persisted and changed in 200 years. These attitudes have crystallized into opposing philosophical positions with associated methodologies. These positions appear to be irreconcilable in practice, for good theoretical reasons. This paper outlines the development of these opposing views, suggests the basis for them, and discusses the role of innovations such as electronic hearing aids. This discussion is not only of academic and historical interest, but is urgent and practical because of the failure of oral methods (Conrad, 1979) and Total Communication (Flint, 1979) to fully educate the majority of deaf children. The discussion concentrates on Britain and the United States, but the debate is international. It is necessary to look at other European countries to describe particular developments. The rival philosophies and their associated methods have dominated and divided educators of the deaf for approximately 200 years. Oralism uses English exclusively as the teaching medium. Total Communication advocates the" @default.
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- W2024797737 date "1984-01-01" @default.
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- W2024797737 title "The Education of the Deaf Child: For Integration or Autonomy?" @default.
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- W2024797737 doi "https://doi.org/10.1353/aad.2012.0911" @default.
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