[Layout Image: No Content]
Gallaudet Univeristy
Decorative Graphic: No content.

Curricula/Training Programs

This list includes a selection of the resources that the Cochlear Implant Education Center has found useful when working with students and families in our demonstration schools. This does not represent a complete list of the many resources that may be available. The absence of a resource on this list does not indicate that we do not support it; it may never have come our way. We are always in the process of trying out new things.

Curricula/Training Programs

Bringing Sound to Life: Principles and Practices of Cochlear Implant Rehabilitation

Available through Advanced Bionics

This program provides a systematic approach to spoken language habilitation for children of all ages. It includes a video training series, a manual, and a program to develop phoneme perception and a production called Word Associations for Syllable Perception (WASP). The video training series includes four videotapes: 1) Building Blocks of Spoken Language; 2) Understanding Hearing and Hearing Loss; 3) Cochlear Implants and Children: An Opportunity, Not a Cure; and 4) Principles and Practices of Cochlear Implant Rehabilitation. The videos are an excellent resource for family education and/or teacher training. The manual provides insights, strategies, and tools integral to the spoken language habilitation process. The WASP program includes a laminated set of picture cards. This program can be purchased as a package or as individual components.

My Baby and Me

Developed by: Betsy Moog Brooks. The Moog Center for Deaf Education, 12300 South Forty Drive, St. Louis, MO 63141. Available through: http://www.hearingexchange.com/store/

My Baby and Me is a notebook-style resource for parents (and professionals working with them) that provides strategies and tips for helping a child learn to listen and talk. This guide is housed in an easy-to-use "baby book" format that is personalized for each child and family. This resource provides detailed information and resources about language learning and hearing loss and provides space for families to document their child's individual development. While developed for families using an "oral only" approach to communicating with their deaf child, the information detailed is beneficial for any family interested in developing and documenting their child's spoken language skills regardless of the communication methodology chosen.


Available through: Read America, 352-735-9292, http://www.readamerica.net

This program is intended to support phonemic development and reading and includes an instructional manual and materials. The program can be used as part of a reading and/or speech development program. It addresses skills to support children in "breaking the reading code." It teaches children that letters are pictures of sounds, that sound pictures can be one or more letters, that there is variation in the code, and that there is overlap in the code.

See-the-Sound Visual Phonics

Available through: International Communication Learning Institute, www.icli.org

This program uses a combination of visual, tactile, kinesthetic, and auditory feedback cues to assist in developing phonemic awareness, speech production, and reading skills. It provides a system to help deaf children "see" and internalize English phonemes. The system includes 45 hand movements for phonemes that relate to how a sound is produced. You must participate in a formal training session provided by a certified Visual Phonics trainer prior to purchase and use of this program.

SPICE (Speech Perception Instructional Curriculum Evaluation)

Available through: Central Institute for the Deaf, 4560 Clayton Avenue, St. Louis, MO 63110, 314-977-0000 (V), 314-977-0001 (TTY), http://www.cid.wustl.edu/

SPICE is a curriculum kit for developing speech/listening skills/processing skills in children who use either cochlear implants or hearing aids. The kit includes a manual, a set of accompanying toys and picture cards, and a demonstration video. The program provides a sequence of lesson objectives and suggests a variety of activities for each objective. The activities are designed for children ages 3 through 12 and can be adapted to a variety of language levels. Goals for the curriculum are listed in four categories: detection, supra-segmental perception, vowels and consonants, and connected speech.

Top Ten Strategies for Parents (Parent manual, professional manual, videotape)

Available through :Alexander Graham Bell Association, 3417 Volta Place, NW, Washington, DC 20007 202-337-5220 (V/TTY) Web: http://www.agbell.org/

Developed by Jill Bader, Founding Director of the Hear At Home program in Colorado (303-841-7987). The manuals (one for families and one for professionals working with families) include clearly written descriptions of ten strategies to facilitate a child's learning to listen and speak. With catchy names for strategies such as "Three Ring Circus", "Bore Me To Death" and "Make Your Point", this resource provides the important premises and foundations for promoting development of spoken language skills in terms that anyone will understand. The described strategies remove the professional jargon and help make sense of the information for families. The accompanying videotape demonstrates each of the 10 strategies.

Learn To Talk Around The Clock

Available through :Alexander Graham Bell Association, 3417 Volta Place, NW, Washington, DC 20007 202-337-5220 (V/TTY) Web: http://www.agbell.org/

This oral, early intervention program is designed for professionals who work with families of children who are deaf or hard of hearing. It focuses on language learning in the child's home environment. It provides a toolbox for professionals to maximize the caregiver's language development techniques by encouraging interactions during everyday activities. The premise is that providing opportunities for interaction in everyday life provides the groundwork for auditory and language development. The curriculum includes a toolbox and VHS cassette.

Classroom Goals: Guide For Optimizing Auditory Learning Skills

Available through :Alexander Graham Bell Association, 3417 Volta Place, NW, Washington, DC 20007 202-337-5220 (V/TTY) Web: http://www.agbell.org/

This guide was designed to support development of auditory learning regardless of hearing level, type of amplification device used, grade level, or mode of communication. The guide describes practical ways for teachers to create situations to encourage development and use of residual hearing in the classroom. Lessons are suggested to demonstrate how to incorporate auditory experiences into learning. While the activities described are content specific, the strategies incorporated can be applied to any content area or book.

Cottage Acquisition Scales For Listening, Language, and Speech

Available through :Alexander Graham Bell Association, 3417 Volta Place, NW, Washington, DC 20007 202-337-5220 (V/TTY) Web: http://www.agbell.org/

A product to help assess, select objectives, and plan instruction to document and facilitate language acquisition in children with hearing loss. It is based on many of the language development beliefs of researcher Christie Yoshinaga-Itano (Language assessment of infants and toddlers with significant hearing loss, Seminars in Hearing, 1994) It includes a set of scales (pre-verbal, pre-sentence, simple sentence, complex sentence, sounds and speech) that follow the development of language, listening, cognition, and speech. The assessment component is based on language sampling. It also provides suggestions for using the tool to promote instruction in the addressed areas.

St. Gabriel's Curriculum for the development of Audition, Language, Speech and Cognition

Available through :Alexander Graham Bell Association, 3417 Volta Place, NW, Washington, DC 20007 202-337-5220 (V/TTY) Web: http://www.agbell.org/

A guide for professionals working with children with hearing loss from birth to 6 years. The guide provides a developmental sequence for the areas of audition, language, speech and cognition. The audition component describes auditory awareness, the 7-sound test, and auditory memory, The language component describes expressive and receptive developmental sequence for the structures of English. The Speech section follows the developmental stages of early speech, the development of auditory feedback skills, and an order for the acquisition of vowels, diphthongs and consonants. It also provides a developmental checklist of phonological processes. The cognitive section details a hierarchical order for the development of critical thinking skills. While the guide was developed for a center utilizing the Auditory Verbal approach, its sequences can be applied to students using a range of communication methodologies and educational approaches.

CHATS :The Miami Cochlear Implant, Auditory and Tactile Skills Curriculum

Available through :Alexander Graham Bell Association, 3417 Volta Place, NW, Washington, DC 20007 202-337-5220 (V/TTY) Web: http://www.agbell.org/

The guide provides a sequence of goals to facilitate auditory development for students of all ages using a variety of technologies including cochlear implants. There are receptive and expressive goal categories. The focus of the receptive goals is perception while the focus of the expressive goals is production. The objectives within each category follow a developmental sequence. Activities are provided to support the goals in each category.

Listen, Learn, and Talk

Available through: Cochlear Corporation, 61 Inveness Drive East, Suite 200,
Englewood, CO 80112, 800-523-5798 (V/TTY), 303-792-9025 (FAX),
E-mail: info@cochlear.com Web: http://www.cochlear.com/

An auditory habilitation program for young deaf and hard of hearing children who are learning to listen and talk. It consists of a manual and three videotapes (Babies Babble, Toddlers Talk, and Children Chatter). The videos provide practical ways that families can provide spoken language enhancement in their home. The manual provides information on the importance of parent participation in the habilitation process, theory behind auditory development, strategies for facilitating spoken language development, and integrated scales for monitoring/documenting development in listening, language, speech, cognition, and social communication.

Spoken Communication for Students Who are Deaf or Hard of Hearing: A Multidisciplinary Approach

Available through: Butte Publications, Inc., P.O. Box 1328, Hillsboro , OR 97123-1328, 866-312-8883 (V/TTY), 866-412-8883 (FAX), 503-693-9526 (Direct) E-mail: service@buttepublications.com Web: http://www.buttepublications.com

A speech text that supports the instructional best practice of using a multidisciplinary team approach to develop spoken communication skills regardless of the type and degree of hearing loss or the educational philosophy. This rehabilitative program allows for teachers, speech therapists, parents and school personnel as well as the student to work together within the classroom setting to establish, develop and support spoken communication skills. The test is user-friendly and provides pictures, forms, springboard discussions, experiments, and practical ideas for use in school or at home.

AuSpLa (Auditory Speech Language): A Manual For Professionals Working With Children Who Have Cochlear Implants Or Amplification (2003)

Available through: Bionicear.com

Manual developed by Adeline McClatchie and Mary Kay Therres, members of the pediatric cochlear implant team at Children's Hospital and Research Center in Oakland California to guide professionals in developing a communication therapy plan for children with cochlear implants and/or hearing aids. The manual includes a useful framework for rating a child's potential to use a cochlear implant as well as performance outcomes. The manual is clearly organized and presents many tools to guide planning and training in the separate yet connected areas of auditory, speech, and language development.


Available through :Alexander Graham Bell Association, 3417 Volta Place, NW, Washington, DC 20007 202-337-5220 (V/TTY) Web: http://www.agbell.org/

SMILE is a multisensory program that teaches speech, reading, and writing to children with severe language and communication delays, including those with hearing loss, dyslexia, or autism. Unique in its engaging yet simple focus, SMILE uses expressive and receptive modalities to improve the reading skills of target and general populations.

Contrasts for Auditory and Speech Training (CAST)

Available through: LinguiSystems, 3100 4th Avenue, East Moline, IL 61244-9700, 800-776-4332 (voice), 800-577-4555 (FAX) Web: http://www.linguisystems.com/custom.php

CAST is an analytic auditory training program for children with cochlear implants or hearing aids. CAST includes a pre-test, step-by-step procedures for analytic auditory training, and a progress log. It also provides 600 full-color stimulus pictures for listening practice.