Dr.

Marilyn Friend outlines six communication options for the deaf/hard-of-hearing,

ranging from purely spoken-visual systems (e.g., lip-reading spoken English, and cued speech) to
visual-gestural systems (e.g., SEE21, Signed English, PSE2, and ASL3). The 2011 article, Some
parents angered by Daniels' picks for School for the Deaf board members4 outlining Indiana
then-governor Mitch Daniels controversial decision to emphasize spoken-visual communication
modes within their classrooms, personal experience reinforces my opinion that an integrated
approach utilizing both types of methods is often optimal. Three personal scenarios in particular
influence my thoughts:
1) Having grown up with a deaf great uncle, his hard-of-hearing son-in-law (my second
cousin-in-law), and my third cousin (their profoundly deaf grandson/son), I have
observed (at times, with great heartache) the impact of unaddressed hearing disabilities
within and across generations of a family. The youngest of that triumvirate did not feel
accepted and included in any social or academic circle until he lived within a Texas
School for the Deaf community, learning to sign and to interpret visual cues. A teacher
within that community now, he would be among the first to support a blended approach.
2) I have a hard-of-hearing student who acquired a cochlear implant three years ago.
Though quiet and reserved, he now progresses well in a mainstream classroom with
learning accommodations provided by his schools learning center. (He had significant
struggles academically and socially prior to his implant procedure.) His hearing loss still
demands that he lip-read as needed; he does not sign with ASL within the school
community but continues to do so with his deaf associates outside school.
3) I have been mesmerized (thats absolutely the word!) during various unanticipated
opportunities to witness a deaf community in social interaction. This has usually
occurred in a restaurant, with community members primarily ASL-signing to one another.
Dr. Friend is rightit IS a beautiful language (Friend, 2013, p. 338)pure poetry with
hands, facial and body expressions. Still, among their number, typically also present
were the non-deaf and I also saw lip-reading in simultaneous action. To be fluent in both
seemed to be the most beneficial to all concerned.

1 Signing Exact English

2 Contact Signing/Pidgin Sign English
3 American Sign Language
4 Higgins, W. (2011, May 18). Indianapolis Star Education Section. Retrieved from
http://archive.indystar.com/article/20110518/NEWS04/105180321/Some-parents-angered-by-Danielspicks-School-Deaf-board-members

I recognize that such a blended approach is not a one size that fits all. Friend notes that there
are many advantages to educating [deaf] students in an inclusive environment, yet details the
challenges therein as well. I was especially intrigued by the bilingual-bicultural (Bi-Bi)
approach she detailed where ASL and ESL were utilized concurrently (Friend, 2013, p. 362).
Ultimately, the family should play a significant role in deciding the best educational approach for
their deaf family member. I concur with the research of researchers B. J. Hardin, et al, who
conclude in their 2014 article, Family-Centered Practices and American Sign Language (ASL):
Challenges and Recommendations5 that, A family-centered focus should be responsive to
individualized, collaborative relationships and services for those who are deaf. This team
further asserts, Recognition and respect for families who are part of deaf culture should include
flexible practices that are guided by genuine, respectful interactions to meet the needs of the
family. Flexibility should allow for open communication that promotes understanding differing
points of view, but also encourages a willingness for professionals to empower the family to
make the decision that is best for them. I have experienced sad failures within my own family
when this methodology was rejectedand profound successes in situations I have witnessed
since that time where this approach was the norm.

5 Hardin, B. J., Blanchard, S. B., Kemmery, M. A., Appenzeller, M., & Parker, S. D. (2014). FamilyCentered Practices and American Sign Language (ASL): Challenges and Recommendations. Exceptional
Children, 81(1), 107-123. doi:10.1177/0014402914532229