“You had strong family support.”
“You went to a good school.”
“You got lots of one-on-one time, didn’t you?”
“You were exposed to other cuers.”
Sometimes, when I tell others about what Cued Speech had done for me growing up, someone will mention the above, as if those factors somehow negate or diminish Cued Speech’s efficacy. It’s like they’re implying that Cued Speech itself didn’t work, that the other factors had to compensate, or that I was the exception that proved the rule.
It’s true that family and educational support are immensely important, and often if not usually a deciding factor in a child’s success. Home and school are where the child spends most of his time. However, communication access and literacy depend highly on what the people in those environments are equipped to provide.
In a residential school, or a mainstreamed program with a strong Deaf presence, everyone is either d/hh, more visual-oriented, or have (ideally!) received training and support to meet language requirements. Staff are able to act as appropriate language models, so that ensures communication access and, to some degree, academic success.
Outside of residential schools, though, getting that access to appropriate language models can be much more challenging– not to mention the complexities of using a manual language to impart literacy in a completely separate aural language. That’s if you have access to ASL; more often, what I’ve seen is a mixture of auditory-verbal therapy and manually-coded sign systems, and the results can vary just as much from very, very good to very, very bad. In fact, many cueing parents took up Cued Speech precisely because their local programs or residential schools were not a viable option for one reason or another.
In evaluating different approaches in d/hh education, we need to look at that approach’s overall results, not just specific examples. We can’t cherry-pick outliers to prove our point. That’s probably why those statements at the beginning somewhat annoy me, because in my experience, success at attaining language and literacy through Cued Speech is the norm, not the exception.
In my experience, signing d/hh people who can write or read well tend to be in the minority. On the flip side, cueing d/hh people who have those odd grammatical or spelling flukes– not typos, but more like what you might see from ESL speakers– are the exception; the rest read, write, and talk like native hearing speakers (with varying degrees of a “deaf” voice). I’ve had more than one person tell me that they wouldn’t know I was deaf just by reading my posts.
The studies on Cued Speech that I’ve read bear this out– in fact, I haven’t yet found any studies with negative results on Cued Speech’s use. (I do recall one with “meh” results in a group of hard-of-hearing students, but that’s about it.)
I suspect that you won’t see such consistent results among deaf signers mainly due to these reasons:
- The learning curve involved in picking up any manually-coded or signed system, which demands greater commitment and effort from parents and teachers over the long term, so you’re much more likely to see a wider variation in usage and proficiency.
- The linguistic and conceptual gap between sign language and spoken language (or even just two different languages). You can patch that gap somewhat, but it’ll never replace incidental learning through full linguistic immersion (and not necessarily just reading and writing).
This isn’t to make Cued Speech out to be a magic bullet that bestows language and literacy the instant someone starts using it for their kid. What it does do is enable one to visually “recode” a language she already knows, without the delay of learning and translating through a second language. In this way, the d/hh kid is put on the same playing field as a hearing child for literacy and language acquisition, so d/hh cuers are much more likely to pick up spoken/written language at the same pace as their hearing counterparts.