Abstract
In this study, a nationwide questionnaire survey of public preschool teachers for children with hearing impairments was conducted. We aimed to clarify the use of different communication modes, i.e., auditory-oral and manual communication (sign language, cue sign, fingerspelling, and gesture) by teachers in Japan. We found that (a) most teachers used the auditory-oral method as the baseline mode and sign language as the main communication mode and (b) the number of teachers using fingerspelling had decreased in 3-4-year-old children, but the use of gesture had increased. (c) Many teachers used the method of simultaneously producing speech and signs. Some teachers may simultaneously communicate with signs or fingerspells. Nonetheless, further consideration is needed to yield any substantial findings about the use of different communication modes, namely auditory-oral method and manual communication in early language acquisition, for children with hearing impairments.
