We chose the auditory-verbal approach because we wanted Brooke to grow up in "typical" learning and living environments that allow her to become an independent, participating, and contributing citizens in society. We do not want Brooke to need special services just to participate in normal everyday activities. It is our desire that Brooke will be active and involved in the community, able to listen and to speak without anyone "knowing" she is hearing impaired.
The principles of auditory-verbal practice are:
- Frequent visits to the audiologist to make sure Brooke's hearing aids are working at the optimal level for her to learn spoken language.
- Seeking the best available sources of medical treatment and technological amplification of sound for the child. This is why we travel to the University of Chapel Hill for her audiological care and have purchases a fm system for private use.
- Learning to Listen means we are teaching Brooke to understand the meaning of any sounds heard, including spoken language, and making sure that I have the skills to teach Brooke sound meanings all day long.
- Helping Brooke learn to respond and to use sound in the same way that children with normal hearing learn.
- Recognizing that I am the most important models for Brooke to learn speech and spoken communication.
- Working to help Brooke develop an inner auditory system so that she is aware of her own voice and will work to match what she says with what they hear others say. In other words, teaching Brooke to listen to herself talk and to self-correct any mistakes she makes in speech.
- Knowing how children with normal hearing develop sound awareness, listening, language, and intellect and using this knowledge to help Brooke learn new skills.
- Observing and evaluating Brooke's development in all areas. Able to change her training programs when new needs appear.
- Helping Brooke participate educationally and socially with children who have normal hearing by having her participate in normal everyday activities with other children and having the same expectations for her as for normal hearing children.
The auditory-verbal approach depends highly on parental involvement. It is not a classroom approach but a style of interaction between parent and child. It requires me to commit to the intensity of the therapy so that the Brooke will make as much progress as she can. I am pleased with her progress and fully expect her to be ready for Kindergarten in the fall of 2011.
Additional information about the auditory-verbal approach is available from: Help Kids Hear
