With the disability with their speech is it often an extreme challenge for one who is Deaf to excel with cued speech (NIDCD, 2002). The purpose behind educating students in a classroom with cued speech is to essentially challenge one who is Deaf to speak when in the classroom rather than use American Sign Language ("Oralism," 2012). Because most children who are not Deaf learn to speak at a very young age they are able to advance in their phonetic milestones quicker than those who are Deaf (Accredited Language, 2010). Those children who are Deaf or hard of hearing they are not able to advance as progressively due to their speech impairment, the purpose of cued speech within their classroom is to help them essentially catch up to the same phonetic milestones that other children have already reached (Accredited Language, 2010).
The debate between Manualism (American Sign Language) or Oralism (Cued Speech) comes from the background of Thomas Hopkins Gallaudet returning from France during the 19th century and bring back what is now known as American Sign Language (Lewis, 2003). It has been used in schools to educate not only adults but mostly children (Lewis, 2003). After Thomas Hopkin Gallaudet's return American Sign Language was first used at a school for those who are Deaf or Hard of hearing located in Connecticut. The language was then integrated into many schools throughout the country (Lewis, 2003). Speech has been around since the first man roamed the earth but it was not until the late 19th century and the backing of Alexander Graham Bell was oralism reputable throughout the homeland (Greenwald). After Alexander Graham Bell's address to the NAS (National Academy of Sciences) oralism was put into use at nearly every school that hosted Deaf or hard of hearing students. Once Alexander Graham Bell's motion was set into play the existence of American Sign Language was nearly wiped from existence within schools (Greenwald).
