Total Communication Learning Model: Using pictures, writing and reading to increase language capacity for deaf children

Abstract

This research described the use of total communication learning model in enhancing the language capacity of deaf children. Conventionally, the learning model employed in teaching deaf children is based on sign language and this limit their ability to communicate with people that are not deaf. Furthermore, these children are marginalized from the society because of their inability to understand the language used for public communication and, consequently, there is a problem of communication between them and other people in the society. The research was conducted through the use of qualitative research method while data as collected through the use of observation, in-depth interview, and focus group discussion. The data collected was verified through the use of source triangulation and descriptive analysis. The research revealed that total communication learning model through the use of pictures, writings, and readings increases and enhances the language skill of deaf children. It was also discovered that the model helped these children to communicate verbally with other people in their community. Conclusively, the research showed that it is possible for deaf children to communicate with other people without relying on sign language only.

Deaf and technology: A bibliometric analysis of scientific literature

“…Such a model that incorporates the use of all forms of communication in order to achieve interaction with the environment is called total communication. Thus, Purwowibowo believes that the total communication learning model has the potential to improve their language capacity in terms of speaking, writing and reading [6]. This model enables deaf children to learn new words and their meanings, as well as, to communicate in society.…”

The Total Communication Learning Model to Support the Effectiveness of Social Interaction for Deaf Children

“…Unfortunately, deaf children are often get labelled as a part of community member who are suffered a problem [6]. For all this time, they even considered as a -second-class‖, because of their lack of verbal communication with the community [7]. This point of view creates spaces and discriminations for the deaf children with the society.…”