Every hearing-impaired child needs to develop communication, in one form or another.
This communication is the essential pre-requisite to the acquisition of language.
Access to the oral form of communication made necessary by the predominance of oral language in the country’s social life, remains a primary objective of education for all hearing-impaired children.
Consequently, as from the time of diagnosis, pluridisciplinary care of the child and his/her family is fundamental.
In addition to psychological guidance, the fitting of a hearing-device - and possibly a vibro-tactile device - together with an appropriate speech therapy - are an integral part of any educational project.

To achieve the aim set out above, use can be made of :
    a)  oral language with lip-reading.
    b)  oral language with the addition of visual/motor aids to lip-reading (LPC, AKA, etc…)
    c)  Simultaneous oral and sign language (French, German, Spanish ... sign-language)
    d)  oral language and sign-language.

BIAP CT 17 recommends putting one or several of these options into practice within communication strategies determined by the child’s characteristics and development and by the social and educational context.

The main point, in each case, is to make sure :

•  that there is communication between the child and those around him or her.
•  that the strategy adopted does not hinder access to oral language.

       Perpignan (France) 1988.05.02