Common Characteristics of Auditory Programs

Abstract

T h e idea of using sound as the primary m o d e of st imulation to teach deaf chi ldren probably seems contrdictory to some. There is, nevertheless, m o u n t i n g evidence of the efficacy of this approach . To unde r s t and what is m e a n t by the te rm "auditory learning" as appl ied to a child with p ro found hear ing impai rment , we n e e d to consider the basic proper t ies of the stimulus, that is, "sound" itself. Some of the concepts relative to sound, its transmission, the user, a n d the problems associated with auditory learning are listed below. These are features that must be considered whenever one a t tempts to establish an auditory p rog ram for a child with severe or profound hea r ing loss.