Communication methods and literacy acquisition in children with hearing impairments

Abstract

About 130 years have passed since education in Japan began for children with hearing impairments. Vocational education was favored through the first half of the 20th century, but today education similar to that at ordinary schools is being conducted at schools for the deaf, and the number of hearing-impaired persons who enter university is increasing. There are also many children who attend classes for the hard of hearing at ordinary schools. Recently, communication methods used at deaf schools have become diversified. Many deaf schools use an aural-oral approach at the base, but schools also using sign language in tandem have increased. Teaching methods for Japanese have also changed from an instructive method to a communication-based method. Individual variations in Japanese literacy achievement in children with hearing impairments are considerable, but on average their achievement in reading and writing is delayed and biased in comparison with hearing children. Literacy acquisition seems to require phonological awareness and understanding of concepts in Japanese. It is thought that children with hearing impairments can acquire, over a long period of time, a specific phonological awareness by simultaneously using various senses including visual information, muscular sense, and Kana-character imagery, in addition to use of hearing aids. Education that develops phonological awareness and understanding of concepts in Japanese is indispensable. Diverse, long-span educational supports related to literacy acquisition must be continued at the elementary and junior high school stages.