• communicating with their clients,
• suggesting the use of Cued Speech as a communication system or tool for the client and his / her family and associates,
• orienting clients to speechreading in a concrete manner, with the assistance of cued-speechreading based instructional lessons (e.g., Discovering Cued Speech) and practice materials.
• present spoken language visually at the phonemic level as a listening target and reinforcement of listening accuracy for adjusting to hearing aids and cochlear implants
  

Speech Language Pathologists
Speech language pathologists (SLPs) evaluate, diagnose, prescribe and provide therapy for communication needs related to spoken language. Speech language pathologists have expanded the use of Cued Speech to many populations needing their services.
Cued Speech is a tool with which the clinician or therapist gains precision and efficiency of instruction and improved carry-over of learning.

SLPs incorporate Cued Speech into their work to:

• communicate with clients
• suggest the use of Cued Speech as a communication system,
• differentiate phonemes / speech sounds visibly and clearly in therapy and ,
• clear up confusion resulting from phonemes/sounds that are missing, distorted, or homophonous,
• reduce repetitions of spoken communication, thus relieving frustration,
• present spoken language visually at the phonemic level, be free of emphasis on written dictionary spellings and diacritical markings
• express variations in pitch, stress, and rate by slight movements of the cueing hand.
  

Teachers of the Deaf
Teachers of the deaf are educators who serve students who are deaf or hard of hearing. An individual teacher may or may not have comprehensive skills in various modes of communication systems and approaches, knowledge and skills in educational processes, or education of students of specific ages.

Those teachers who focus on auditory understanding and spoken language can incorporate Cued Speech into listening, language, speech, speechreading, phonics, reading, and all academic and social areas. Cueing motivates students and reinforces those skills precisely every minute of the day.

Those Teachers who use Cued Speech while teaching can provide direct visually-complete access to English (or any other spoken language) for the benefits of having the appropriate language base for literacy. They will see the glow of a deaf or hard of hearing child’s face who sees the ambiguity of moving lips become meaningful when he or she understands the message being conveyed.

All teachers using Cued Speech consistently can

• feel the ease of introducing new and complex language in incidental conversation and non-structured situations
• reduce repetitions of spoken communication, relieving both teacher and students of frustration
• enrich classroom instruction by having time to develop creative and critical thinking, not just getting the message across
• immediately correct mispronunciations without resorting to written symbols
• be more successful with more children.
• Respond with flexibility to families who seek an avenue of clear communication with their child which they can learn fully relatively quickly and support the development of spoken language and literacy.
  

School Administrators
School administrators handle the interests of a diverse constituency, including students, families, the school board and the community. The unique phonemic base of Cued Speech has resulted in its being beneficial for phonics instruction (English and other languages), articulation therapy, teaching children with learning disabilities, and providing speech and language instruction for students with developmental disabilities.

Cued Speech is an ideal tool for parents of students who are deaf or hard of hearing. By offering Cued Speech to families and in the school program, the school administrator can:

• Feel confident that the long-term prognosis for a students language development and reading achievement is improved if Cued Speech is used consistently,
• Encourage positive interaction among family members via the clarity Cued Speech brings to spoken language,
• Give parents a concrete opportunity to share their language and culture with their child,
• Provide full inclusion (with the services of a cueing transliterator) in the school of the child’s neighborhood peers;
• Expect age-appropriate graduation.
  

Teachers — Special Education, Reading, Pre-reading
The unique phonemic base of Cued Speech has resulted in its being beneficial for phonics (matching sound to written phonemes) instruction and pronunciation (English and other languages).

Teachers and parents can help children and students accelerate their learning by taking advantage of the following attributes of Cued Speech:

• Consistent visual delineation of the sound (based on phonemes rather than the vagaries of spelling);
• Focus on the face and the production of speech sounds;
• Sensory-integrated reception and expression of the target sounds;
• Unified syllabic patterning of sound groups
  

  See Multiple Uses of Cued Speech