And he was cued...

I could be wrong, but I've interacted with cuers in that area, and I'm pretty sure there's no CS center sponsored by MIT. There's a small student group that has hosted at least one workshop, but that's it.I I also googled around a bit for "MIT websites mentioning cued speech, and they're all affiliated with that student group.
 
Service Learning@MIT

Brad Buran is a native cuer and grew up in the Montgomery County Public School system in Maryland. He was the first cuer to graduate from the math and science magnet program at Blair High School. From there, he went on to the Honors Program at the University of Maryland at College Park, where he graduated with a bachelor's degree in Physiology and Neurobiology. He is currently at the Massachusetts Institute of Technology working toward his PhD in Speech and Hearing Bioscience and Technology. Since his arrival at MIT, Brad has created the Visual Language Consortium, a student organization that focuses on teaching the Cued Speech system and educating people about cued languages. He has also, along with transliterators, taught his peers how to cue. In 2005, Brad organized the Cued Speech Winter Workshop at MIT. He also hostes "Cues on Tap," a monthly event for all cuers in the Boston area to get together and interact. Brad has been published in the Journal of Morphology. The title of his paper is "Structural variation in the inner ears of four deep sea elopomorph fishes." He is currently working on a paper about his recent neurophysiology project examining the function of synaptic ribbons in hair cells, and is also embarking on a new molecular biology project examining the role of receptors in the auditory nerve.
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CUEDSPEECH.org > About NCSA > NCSA Awards> 2006 Service Award Recipients

ismi - Perhaps you are thinking of this:

Service Learning @ MIT > Students > Service UROPs > Projects
 
Oh OK, that's what I was thinking of... Ididn't realize it was relatively small. I know it sponsors the Cued Speech camps and things in this area.
 
I don't think cued speech is really "the answer" for deaf children. The ONLY reason cited for using cued speech versus some other method like ASL or signed english is the boasted literacy rates. Yet, not EVERY deaf signer is bad in English. We must look at the conditions surrounding a CS users education versus a signers education. Do the schools maintain the same educational standards? Have comparable funding? Is there support for students from parents in both populations? (major thing I've noticed- cueing children have cueing parents. MANY signing children have non signing parents, or parents that only know 30-100 signs.)

One method isn't the automatic solution to every deaf persons worries. It's great that you found the 'right choice' for you, but that does not make the other options "bad."
 
Aleser said:
I don't think cued speech is really "the answer" for deaf children. The ONLY reason cited for using cued speech versus some other method like ASL or signed english is the boasted literacy rates. Yet, not EVERY deaf signer is bad in English. We must look at the conditions surrounding a CS users education versus a signers education. Do the schools maintain the same educational standards? Have comparable funding? Is there support for students from parents in both populations? (major thing I've noticed- cueing children have cueing parents. MANY signing children have non signing parents, or parents that only know 30-100 signs.)

One method isn't the automatic solution to every deaf persons worries. It's great that you found the 'right choice' for you, but that does not make the other options "bad."
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Very well put.
 
Netrox,

My wife and me are thinking of using cued speech for Lotte.
She speaks well, but could use some help with pronounciation.
Her speech therapist is willing to go for it... only thing is, we would have to make our own Dutch / Norwegian system...

What's you opinion on that?
 
Found this info here...
Sounds good to me!
WHY CONSIDER CUED SPEECH?

THE LANGUAGE OF YOUR HOME. For most parents, the language of their home is a spoken language (English, Spanish, Vietnamese, German, etc.) By using Cued Speech, these parents remain accurate language models for their children because they will cue a language they already know.

LITERACY. If a family's goals include literacy for their deaf children, CS is unlike other methods. Deaf children who grow up with a cued language achieve native competency in that language and enabling them to become literate adults.

SPEECHREADING. A significant part of cued language is the information found on the mouth. This component is identical to what people see when speechreading. This means that deaf children who cue often are skilled at receiving messages from speechreading alone, since it is part of what they are accustomed to seeing. Native users of a language also have an advantage over non-native users when it comes to speechreading.

SPEECH PRODUCTION. The ability to produce speech is NOT required for cueing. Cued English is a visual language. However, if speech is a goal for your family, cueing will be a valuable asset. Cueing makes the pronunications of words completely visible.
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I've not seen any cuers since I was 9. The Richmond oral program was big on Cued speech. I used to know Cued speech but I've forgotten it.
 
Cloggy said:
Netrox,

My wife and me are thinking of using cued speech for Lotte.
She speaks well, but could use some help with pronounciation.
Her speech therapist is willing to go for it... only thing is, we would have to make our own Dutch / Norwegian system...

What's you opinion on that?
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Oh, wow! Now you are devising your own systems? Without any knowledge of linguistics? What's wrong with this picture?
 
netrox said:
I just wish that people should take cued speech much more seriously than SEE/PSE/LOVE.
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Just to return to this original statement, I am not familiar with LOVE as I think its heyday was before my time, but SEE and PSE are not worth being taken less seriously, or dismissed at all.

PSE is the best way to bridge communication between hearing non-fluent signers and deaf fluent signers. Most of the time a mediocre-good hearing signer and a deaf signer can communicate using PSE, which can be VERY ASL-like depending on who's using it. (PSE exists on a continuum from very English-like to very ASL-like.) If it weren't for PSE I don't think any hearing people learning sign would be encouraged to seek out the deaf community.

As for SEE, it has saved my butt as an interpreter numerous times, when I have been stuck in a traditional ESL class with a deaf student and our shared knowledge of SEE means I don't have to soak my arm in ice water every night from having to fingerspell EVERYTHING. No, I don't use it much outside of interpreting (except when I encounter people who initialize their signs a lot), but it is very beneficial when it comes to signing verb forms over and over again. And if my students in my writing class are familiar with SEE, I'll use it again when teaching grammar. It is a very useful tool.

This, by the way, is not an argument against cuing. I just find it ridiculous that SEE and especially PSE should be dismissed so easily.
 
Cloggy,

"Her speech therapist is willing to go for it... only thing is, we would have to make our own Dutch / Norwegian system..."

Well, CS has been adapted in several languages so I think you can find out if there's one adapted for Dutch/Norwegian.

Cueing can help them know how the words are pronounced but the child will have to know HOW to produce speech sounds. Cueing and speaking aren't the same - each are independent of each other but co-exist very well. For example, if your child doesn't know how the word is pronounced, it's often better to cue the phonemes visually and then the child will assign speech sounds to cues. In fact, you can cue a word silently and the deaf child will be able to speak the word loudly simply because he is using speech sounds to represent cues.
 
netrox said:
Cloggy,

"Her speech therapist is willing to go for it... only thing is, we would have to make our own Dutch / Norwegian system..."

Well, CS has been adapted in several languages so I think you can find out if there's one adapted for Dutch/Norwegian.

Cueing can help them know how the words are pronounced but the child will have to know HOW to produce speech sounds. Cueing and speaking aren't the same - each are independent of each other but co-exist very well. For example, if your child doesn't know how the word is pronounced, it's often better to cue the phonemes visually and then the child will assign speech sounds to cues. In fact, you can cue a word silently and the deaf child will be able to speak the word loudly simply because he is using speech sounds to represent cues.
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Provided that the child is able to produce the sounds being cued. Being able to discriminate them visually doesn't necessarily mean that the child will be able to reproduce what is seen vocally.
 
Provided that the child is able to produce the sounds being cued. Being able to discriminate them visually doesn't necessarily mean that the child will be able to reproduce what is seen vocally.
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Why are you repeating what I already said? I wrote: "Cueing can help them know how the words are pronounced but the child will have to know HOW to produce speech sounds."
 
netrox said:
Cloggy,

"Her speech therapist is willing to go for it... only thing is, we would have to make our own Dutch / Norwegian system..."

Well, CS has been adapted in several languages so I think you can find out if there's one adapted for Dutch/Norwegian.

Cueing can help them know how the words are pronounced but the child will have to know HOW to produce speech sounds. Cueing and speaking aren't the same - each are independent of each other but co-exist very well. For example, if your child doesn't know how the word is pronounced, it's often better to cue the phonemes visually and then the child will assign speech sounds to cues. In fact, you can cue a word silently and the deaf child will be able to speak the word loudly simply because he is using speech sounds to represent cues.
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We found out Dutch exists. Not Norwegian, but Swedish is used. (in Sweden and Finland).

Lotte is not that interested. She does not depend on lipreading in order to understand us, so the little experiments we did with her had little effect...

But do you have seen people around you that started late with their children..?? Just wondering..
 
netrox said:
Why are you repeating what I already said? I wrote: "Cueing can help them know how the words are pronounced but the child will have to know HOW to produce speech sounds."
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So, then, it is all about oral speech skills. But, you seem to overlook the fact that CS is defined as an adjunct skill to remove the ambiguity from speech reading. That is a receptive skill, not an expressive skill. It was designed for comprehension of receptive language, not for production of speech. And I didn't repeat what you said, I clarified it. Knowing where to place the tongue and the lips doesn't mean that the child will be able to produce the sound. There are too many other mechanisms involved. For instance, CS does not do anything to provide information regarding air pressure required for production of various phonemes
 
jillio said:
So, then, it is all about oral speech skills. But, you seem to overlook the fact that CS is defined as an adjunct skill to remove the ambiguity from speech reading. That is a receptive skill, not an expressive skill. It was designed for comprehension of receptive language, not for production of speech. And I didn't repeat what you said, I clarified it. Knowing where to place the tongue and the lips doesn't mean that the child will be able to produce the sound. There are too many other mechanisms involved. For instance, CS does not do anything to provide information regarding air pressure required for production of various phonemes
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NO... that would be like .... "hearing" - right ?
 
Cloggy,

My mother started me out on cued speech within 4 months of my deafness being confirmed ,so I don't know if this would help you. But For me, it was a helpful tool until I could lipread without visual aid. And Even if your daughter doesn't show much interest in it now, I think she'd be glad to have the lipreading skill later in times where she can't use her CI, like swimming, bathing, ect. So If i were you, I'd try to get her lipreading even if you only practice a few minutes each day. At least she'd gain some skill at lipreading for those times she can't use her CI or if for whatever reason, her CI is unavailable. Of course I am speaking of accidental breaks, malfunctions, whatever. I am not trying to advocate cued as a language, but merely a training tool to lipreading.
 
BearBeauty said:
Cloggy,

My mother started me out on cued speech within 4 months of my deafness being confirmed ,so I don't know if this would help you. But For me, it was a helpful tool until I could lipread without visual aid. And Even if your daughter doesn't show much interest in it now, I think she'd be glad to have the lipreading skill later in times where she can't use her CI, like swimming, bathing, ect. So If i were you, I'd try to get her lipreading even if you only practice a few minutes each day. At least she'd gain some skill at lipreading for those times she can't use her CI or if for whatever reason, her CI is unavailable. Of course I am speaking of accidental breaks, malfunctions, whatever. I am not trying to advocate cued as a language, but merely a training tool to lipreading.
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Thanks for the info..
My wife will very likely take it up. She allready started to learn it...
And we are using it for explaining small nuances, but hope we can expand on that.
Again, thanks for the info...
 
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