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Make your own NVC charts
To make your own eyegaze chart with the 40+ sounds, use a manila folder and cut out center. (see diagram)
Write the symbols on the forward/reverse sides of chart. Be sure the symbols match so the SENDER/RECEIVER will each be looking at the same symbols/colors. (Hint: the reverse side will be written counter clockwise and the forward side clockwise.) Non-speech clients are ready to communicate.
The SENDER looks in the center of chart to indicate he/she is ready to communicate. Sender looks at a SYMBOL/COLOR and the RECEIVER verbalizes the chosen SOUND. Continue building a word phonetically, and look AGAIN in the center to indicate you are finished communicating.
Y-UE is duplicated at the symbol of the asterisk (*) on NVC charts. You can cue Y UE by looking at * red. Note where Y-UE and IE (you and I) are placed on charts. They are used often in everyday conversations.
& C Q X are not sounds…but were placed on charts to use in our SPELLING classes.
The NVC charts can be adapted to other languages. They are compatible with Cued Speech with one caution. You MUST sequence the sounds properly because of the colors/numbers used in coding (instead of mouth configurations of CS)
I purchased colored bingo markers, poker chips, teddy bear markers, etc. for use on my charts and students’ desk guidelines charts. Teaching English as a second language is made easier when using NVC charts. The vowels are around the outsides of the chart, and the consonants are at the points of the Tic-Tac-Toe lines. The colors/numbers are in the center of charts. If you are deaf, you can SEE the sounds each marker makes.
If you can use the pronunciation guide in your dictionary, you will have no problems cueing. This New View of Cueing had been beneficial in teaching Reading and Spelling to others.
. NU-VUE-CUE has been developed with games, tools, Educational Sticker Books, charts and many adaptations. The Multiply Handicapped benefited by using NVC during our Pilot Program at NISEC. It was included in the IEP.
Did you notice on the charts above, the color codes were all blue, except the last one was orange. There is only ONE Hand Symbol that uses the ORANGE color…You will note the Symbols can have 1, 2, 3, or 4 colors listed. In a Foreign Language, there may be 5 or 6.( green-purple ) The words we CUED were UP ME NOISE.
Futuristically, I see the benefit of the Guidelines being on each student’s desk. The student would learn where the vowels/consonants/diphthongs were located…one at a time…in their Spelling Class. An Instructor could be teaching the difference in the sound of /e/ and /i/. By placing the colored markers on these short vowels, the teacher could determine if a child was hearing/processing the sounds correctly. Differences in the sounds in words like big, bed/ bid, bed/ six, sex/ egg, igloo/ Ted,Tim would be easy to SEE as a teacher walked around the room and noted the blue marker at the CHIN or the blue marker at the THROAT positions indicating the two different SOUNDS. Words like READ/RED/READ (I READ the RED book. You will READ the book, too.) You could SEE the difference in MOUTH and CHIN sounds… The long EE sound is at the Mouth/blue and the short E is at the Chin/blue….using the desk NVC chart. It would be easy to teach how some consonants affect the sound of a vowel. The sounds like /s/ and /sh/ are both blue, but the /s/ is at the /// hand and the /sh/ is at the ) _/ hand. Sugar starts with the letter (s) but sounds like (sh). The word (as) is spelled ‘a s’ but sounds like (az).
Older students might have a word like JABOT and would cue its pronunciation as ZH B OE ………………/’’’ //// ‘ s’’’ / yellow, //// red, s yellow……………………….Hearing impaired students could SEE the differences. The Hearing student would be learning/processing the SOUNDS that you could SEE, which would enhance the transfer of knowledge to manual CUEING….as per Cued Speech. Students in a mainstreaming or reverse mainstreaming situation would benefit.