This document provides an overview of a seminar on speech development and correction for deaf learners. The seminar aims to teach participants how to develop the spoken language skills of deaf children. It covers topics like understanding the speech mechanism, developing articulation, rhythm, auditory skills, and language. It also discusses guiding principles, strategies, and considerations for organizing an effective speech program. The schedule outlines activities over two days, including mastering assessment tools, demonstration teaching, and evaluating participant learning.

2. PID
Philippine Institute for the
Deaf
25 YEARS
Teaching Deaf Children to

3. FACILITATOR : Julie G. Esguerra
BSEEd * M.A. SPED-Speech Correction, PNU
Speech Pathology, San Jose State Univ, USA
SpEd Teacher, 41 yrs, Phils.* SpEd Trainor, 5 yrs, USA
One of the “100 Women Who Made a Difference”
Phil. Centennial Celebration, 1999
One of the 10 Outstanding Manilans, 2002
International Public Speaking Champion, USA, 1999
One of the 10 Incredible Pinoys (Inquirer TV)
Woman of Distinction, Soroptimist International
Founder/President–Phil. Institute for the Deaf (ORAL)
Founder/President–Touching Lives, Inc. USA

4. Speech Development
and Correction
For Deaf Learners

5. LEARNING OUTCOMES
• Understand
Learning Competencies for
Speech Development & Correction
when working with Deaf Learners;

6. LEARNING OUTCOMES
• Master the Northampton Charts
as a tool for Developing the
Speech of Deaf Learners,
and other special considerations;

7. LEARNING OUTCOMES
AR
RHY T
TIC
AU
O
DIT
HM
RY
LA
N
A
GU
GE
• Understand the Four Learning Areas to
develop the Spoken Language of the deaf
Articulation*Rhythm*Auditory*Language

8. LEARNING OUTCOMES
• Understand Other Considerations to Develop
the Spoken Language of the Deaf
Lip Reading, Pitch & Voice Improvement

9. LEARNING OUTCOMES
WOR DL IST
WOR DL IST
PE R
PE R
SOUND
SOUND
• Write an Initial Wordlist per
Sound and a Short Lesson Plan
for Hands On Practice
Teaching;

10. LEARNING OUTCOMES
• Learn from significant observation,
Recognize and discuss
Areas for Improvement

11. SEMINAR SCHEDULE of ACTIVITIES
DAY 1
* Overview
* Understanding the Speech Mechanism
* Areas in Speech Development and
Correction
* Guiding Principles
* Strategies in Speech Development
• Understanding the Main Tool –
The Northampton Charts

12. SEMINAR SCHEDULE of ACTIVITIES
DAY 2
* Mastery of the Northampton Charts
* Organizing the Speech Program
* Class Management
[Speech Room, Kit, Lesson Plan, Aids]
* One Language Approach
* Demonstration Teaching
* Evaluation * Open Forum
* Summation

13. be
o
it t
w is
Ho
af ?
de
Ca
n t
su c h e
c ee y t
d i rul
sc h n r y
oo egu
ls ?
lar
C an
th ey
und
er st
an d
whe
n w
e ta
w it h lk
ou r
lip s ?
C an t h e DEA F
r eally b e ab le
t o list en ?
an d SPEA K ?
t
ey
h
an h
C it
or
h
lly
a
ar
e
on
c
ng
i
er
v
eo
p

15. Did you know __?
A CHILD'S BRAIN IS PROGRAMMED
TO LEARN FOUNDATIONAL
LANGUAGE SKILLS IN THE FIRST 6
YEARS OF LIFE

16. Importance of Speech Development
for DEAF Learners
•
•
•
•
•
•
•
To be like anyone else
To enjoy using his intact speech organs
To understand sounds in his environment
To be connected with anyone he likes
To cope in regular schools
To achieve his dream career
To be independent and self reliant

17. Statement of Principles
• Deaf children are entitled to,
and must have, a languagerich educational experience.

18. The deaf can hear,
talk and lip read.
They only need guidance
to do all these.
They need to be reassured
that what they are saying
is acceptable
and understood because they cannot hear
their own voice to correct themselves.

19. The teacher guides them in the
whole process so they can master
all the sounds they utter.

20. The Deaf Can Hear & Talk
•
•
•
•
•
•
Their speech organs are intact
The deaf has residual hearing
They have the mental capacity
They can be like anyone else
They just need a model to imitate from
They just need to master in their mind
how words are pronounced
• They just need constant practice to
master the art of speaking & conversing

21. Understanding the
SPEECH MECHANISM

23. ARTICULATION
• Initially, develop mastery of the 5 Basic
Vowel Sounds (Northampton Charts)
• Master One Consonant Sound at a time
• Speech Drills :
- Nonsense Syllables
- Phrases
- Words
- Sentences (Q/A)
• Master Other Vowel Sounds (One at a time)
• Recite Rhymes, Poems, Action Songs, etc.

24. Speech = Articulation
• the act or process of articulating speech
• the adjustments and movements of
speech organs (tongue, lips, teeth, jaw,
nose, etc.) involved in pronouncing a
particular sound and taken as a whole
• effective production of comprehensible
speech so the listeners may understand
one’s thoughts, feelings and ideas

25. ARTICULATION
• Direct Imitation from the teacher’s pattern

26. ARTICULATION
Mastery of Individual Sounds
• Correct mouth formation based from
the Speech profile drawing

27. RHYTHM TRAINING
• Training in the regular beat or
tempo of words, phrases,
sentences, poems, songs, etc.
• Training in the accentuation
• Training to produce a cluster of
sounds or words in one breath arc

28. RHYTHM TRAINING
* Discriminate Different Tempos
Fast
Slow
* Master Temporal Patterns
pum PUM
PUM pum
* Learn Accentuation
1st Syllable
2nd Syllable
3rd Syllable
* Phrasing and Paraphrasing
(Use of breath arcs)

29. RHYTHM TRAINING
Drills on accentuation
* accent on the syllable
TAble
aGAIN
eleMENtary
1ST
SYLLABLE
2ND
SYLLABLE
3RD
SYLLABLE
* accent on the word
a BLUE ball
2nd WORD
use a
GUN
3RD WORD

30. AUDITORY TRAINING
Awareness of Sounds and Discrimination of *Animal Sounds
*Noise makers
*Musical Instruments
*Vehicular Sounds
*Household Sounds
*Environmental Sounds
*Simple Story Lines
*Talking on the phone
*Natural Phenomenon
*Names (Esp. Own Name)
*People’s Voices
*Recorded Songs
*Everyday Expressions
*Commands
*Simple News
*Others

31. AUDITORY TRAINING
• Most deaf children have some residual
hearing.
• Teach a deaf child how to use residual hearing
to have access to spoken language
• The speech signal is redundant. Since it
carries excess information, it is not necessary
to hear every sound to understand a message
• Additionally, there is also a great emphasis on
speech and speech reading.
• The ultimate educational goal is to place the
child in a mainstream school environment.
• Early intervention is key.

32. AUDITORY TRAINING
Although deaf children always hear distorted
sounds, with listening practice, the sounds
they hear, presented with visuals, they will
learn to associate such sounds to
appropriate concepts and meanings.
Eventually, they will master
these sounds and converse with
more confidence.

33. LANGUAGE DEVELOPMENT
Develop skills to ask & answer questions
Present Question and Answer Patterns
What_? Who__? Where_? Where_? When_?
Why_? What kind_? How_? How much_?
Whose_? Whom_? Do/does_? Did_? Can_?
Will_? Should_? Would_? Yes/No Qs
+ Critical Thinking Questions
Language must be experienced to be mastered

34. LANGUAGE DEVELOPMENT
What ________?
Visual Aid
Teacher
Deaf Student
(dog’s pic)
What is this?
This is _______.
(point to ceiling) What is that?
That is _______.
(apple’s pic)
What color is it? It is _________.
Reverse Roles
Deaf Student
Teacher
(unknown things) What is this? It is ________.
(touch something
in the room What is it? It is ________.
he may not know)
Do endless Q/A

35. LANGUAGE DEVELOPMENT
Who ________?
Visual Aid
(known pics)
(pic on wall
(apple’s pic)
Teacher
Who is this?
Who is that?
Deaf Student
He (she) is ______.
He/she is _______.
What color is it? It is _________.
Reverse Roles
Deaf Student
Teacher
(unknown pics) Who is this? He/she is ______.
(pic from your
wallet)
Who is that? He/she is ______.

36. GUIDING PRINCIPLES
• Start where the child is. We enter his
world and not him forced out of his to
understand us.
• Provide activities which suit the child’s
capacity, pace and academic level.
• Be like a parent to a child. Set some time
to do Home Visits to label important
things at home, as well as, making the
Home-School Partnership stronger.

37. GUIDING PRINCIPLES
• Develop rapport and establish good
friendship and chemistry to win the
child’s trust and cooperation.
• Maintain a cheerful, pleasant and
expressive personality with the needed
intensity of energy.
• Revolve around child’s interests and
things very familiar to him.

38. GUIDING PRINCIPLES
• Always require the child’s full attention
and check occasionally if he’s still with
you in the on-going speech work
• Recognize and praise all the little efforts
the child he does even if it’s still far from
accuracy.
• Maintain enough balance of a love and
discipline to constantly motivate the
child and be in control of the class.

39. GUIDING PRINCIPLES
• Incidental lessons are better understood
and mastered as they experience the
sounds and situations.
• Language must be experienced before it
can be mastered.
• Color the activities with a variety of
techniques, aids, games to keep him
going

40. GUIDING PRINCIPLES
• Record constantly significant observations
for continuing basis of IEP .
• If the child is unable to respond to your
question or command, re-phrase your
statements to a form and style he can
understand.
• Keep in mind that the speech organs are
muscles in which movements can be
managed.

41. GUIDING PRINCIPLES
• Be sensitive to all non-verbal communication
and verbalize them.
• Always attempt to encourage the child to
directly imitate your speech patterns.
• Always end each session with a positive note.
• Rate the child’s performance periodically and
report them to the parents so they may also
do the necessary follow thru.

42. STRATEGIES IN SPEECH
DEVELOPMENT
• Direct Imitation
•
•
•
•
•
•
•
•
•
•
Tadoma Method (Hand Feel of Voice)
Amplify/ Diminish the sounds/letters
Speech Profile Drawing
Use of breath arcs and tapping.
Syllabication
Comparison and Contrast
Transcription
Color Emphasis on Sound being Developed
Visual Clues and Aids
Speech Exercises to develop flexibility of
tongue

45. HOMEWORK
• Complete your Wordlist of each
sound in the Northampton Charts
• Choose a Sound to teach and
write a 10-minute lesson plan
• prepare pictures of each word
and be ready to do a short practice
teaching

46. Speech Development
and Correction
For Deaf Learners
DAY 2

47. ARTICULATION GAME
The first time the DEAF are presented
a word to say, they don’t have a clue
how to articulate it.
Let’s experience being DEAF again.
Pronounce this word ->

48. Sp ez ieller
L eh r er

49. antidisestablishmentarianism
A Political philosophy that is opposed to the
Separation of the church and state

50. anti dis establishmen taria nism
28 letters
1
2
3
4
5
6
7
8
9
10
11

51. Schedule of Activities
* Mastery of the Northampton Charts
* Organizing the Speech Program
* Class Management
[Speech Room, Kit, Lesson Plan, Aids]
* One Language Approach
* Demonstration Teaching
* Evaluation * Open Forum
* Summation

53. OTHER CONSIDERATIONS
Speech Reading (Lip Reading)
When sounds are taught individually,
they master each mouth formation and
begin their lip reading skills.
Teachers must always present
proper mouth formation and articulation
for them to master lip reading.

54. OTHER CONSIDERATIONS
•
•
•
•
•
Speech Reading Activities
Spelling Activity
Mastery of own name, classmates,
names of family members, names of
people in school, etc
Daily Expressions
Greetings
Commands

55. OTHER CONSIDERATIONS
Improvement of Pitch
Awareness of Different Pitch Levels
HIGH
MODERATE
LOW
1. We let the child know if his PITCH
is not appropriate.
2. Practice High and Low to get moderate
3. Practice with animal sounds, vehicular
sounds and music instruments

56. OTHER CONSIDERATIONS
Voice Improvement
• The teacher determines if the child’s voice is
too soft or too loud
• Train to modulate it thru voice clues
• Master the sounds to be accentuated,
with a louder voice, and those not to
be accentuated – using softer voice
• Breathing exercises to support voice
production
• Practice until required voice is developed

57. Improvement of Voice Quality
•
•
•
•
•
Hoarseness
Voice Box Disorders
Laryngeal Problems
Dysphonia
Nasality
Rhinolalia Aperta
Rhinolalia Clausa
• Neurological Voice Disorders
Interdisciplinary Teams
Voice problems caused by:
of voice professionals:
• abnormal control, coordinaotolaryngologists,
tion, or strength of voice box
muscles due to an underlying
laryngologists, speech
neurological disease such as:
language pathologists,
stroke, Parkinson's disease,
and multidisciplinary
multiple sclerosis etc.
professionals.

58. OTHER CONSIDERATIONS
ONE LANGUAGE APPROACH
1. Teacher and parents must agree on what language to
use before any remedial program is started.
2. The family must ensure its usage at home.
3. The family members must help each other to speak that
language properly at all times.
4. Always provide the best (shortest) patterns (verbalized
or written to enable the child to master the language.
5. Give up all the slang words/idioms and restrict
yourselves to use the regular words/expressions found
in the dictionary of books.
6. Encourage the child to communicate using voice,
meaningful phrases short sentences, questions,
requests
7. Recognize and reward all the child’s efforts.

59. Organizing the Speech Program
* Schedule the frequency of speech
sessions based on the severity of the
case and available time
* Prepare Speech Room requirements.
* Do an initial assessment during the first
meeting to write an IEP
* Write the Lesson Plan based on his IEP
* Prepare instructional materials

60. Organizing the Speech Program
• Progress recording and evaluation of
activities done for the day.
• Planning for the next session’s lessons.
• Writing Quarterly Progress Reports

61. Organizing the Speech Program
LESSON PLANNING
1. Informal conversation and greetings
* Motivation Activity
2. Speech Exercise [Tongue, Lips, Jaw, Palate
Breathing, Voice Building etc.]
3. Introduction of the Sound
[Direct Imitation, Speech Profile, Tadoma]
4. Speech Drills
*Nonsense Syllable Drill *Phrase Drill
*Word Drill
*Sentence Drill (Q/A)
5. Appreciation Activity [Poem, Song, Game, Role
Playing, Storytelling etc]

62. SPEECH KIT
• Materials for Speech Exercises
•
•
•
•
•
•
*tongue cut outs, sticky candies, jam, stick-ons, candy
balls, lollipops, pendulum type toys, tongue depressors,
tissue paper, feathers, pin wheels, water basin, confetti,
mouth drawings, balloons, paper cup, bottle of water,etc.
Face mirror (wall or face), face towel
Tape Recorder
Workbooks
Crayons, colored pencils
Picture cards/posters
Photos of people, places and events

63. SPEECH ROOM
•
•
•
•
•
•
•
•
•
Wall mirror good for two heads
Small work table facing the mirror
Unlimited visual aids for speech drills
Calendar, toy clock
Weather illustrations
Illustrated Word Groups
Progress Chart
Story Pictue Books
Sound Awareness Toys/Recordings

64. Big Picture Motivational Aids
• At Home
* At the Playground
• In School
* In the Bathroom
• In the Market
* In the City
• At the Park
* In the Province
• At the Beach
* In the Movie House
• At the Mall
* During Christmas
• In Church
* In the Supermarket
• At the Party
* In the Library
• In the Zoo
* At the Cemetery
* Every possible experience a child may enjoy talking
about, esp. family souvenir pictures

65. DEMONSTRATION
TEACHING
*
FEEDBACK * OPEN FORUM