A Model for Providing Comprehensive Speech Services Within a Total Communication Program for the Deaf

The recent increase in the use of the Total Communication label by many educational programs for the deaf does not necessarily mean that there has, in practice, been an equal emphasis placed upon all areas of communication development. This paper offers a model for providing comprehensive speech services within a Total Communication program so that this type of educational approach will be more than manual education with adjunct speech services. Contributions of each member of an interdisciplinary, comprehensive, speech team are described.