Semantics: The Forgotten Component in Teaching Language to Hearing-Impaired Children

The purpose of this article is to indicate to professionals engaged in the teaching of language to hearing-impaired children that although there are many materials, activities, and suggestions relating to syntax and phonology available and used, there is a disproportionately low emphasis on semantics. It suggests that the use of a total communication approach might be of value in meeting the need to include this language component in formal teaching.