must be considered when looking at different programs. Each factor can play a role in the success of any Deaf child in their education.h Hearing Loss: the amount of hearing that a child has lost or the amount of residual hearing that a child has will influence the amount of information that may be gained auditorily. The amount of loss can but does not always affect the ability to acquire speech. Some hard-of-hearing children have a difficult time learning to speak, while some profoundly deaf children do learn to speak (Quigley 1984). h Identification of Deafness: the earlier a child is identified to have a hearing loss, the sooner intervention can be given. A child with a hearing loss needs to have access to language whether the choice be oral or sign language (Quigley 1984). h Parental Support: The amount of parental support and involvement, regardless of program choice, is extremely important to a child's success in school (Quigley 1984). h Qualified Teachers: It is very important, regardless of program choice, that the teachers have the appropriate training in their method of instruction (Quigley 1984). Oral Philosophy:In general, oral programs have an emphasis on spoken language and listening. They are taught through oral/verbal instruction or the use of an oral interpreter. No sign language is used. Oral programs may use one or more of the following strategies/tools for instruction: speech/audiological training, assistive devices, developing listening skills (Quigley 1984). Many oral programs are private schools, however there are some public oral programs. Bilingual/Bicultural Philosophy:The bilingual/bicultural philosophy recognizes American Sign Language (ASL) as the primary language of the deaf child and uses ASL for instruction and conceptual understanding of material (Mason 1995). In addition, they teach English as a second language for reading and writing. The child is considered "bilingual" when they have mastered...
