Presents the international flag and pennant code and suggests a variety of classroom uses of this means of communication. (CP)

Describes an art activity in which ninth-grade students developed a graphic language from the system of symbols used in sign language. Students learned to sign, practiced with deaf students, and experimented with mirroring hand movements graphically. The exercise increased student awareness of rhythm and visual cues in nonverbal communication. (AM)

Included is a framework for determining if a young severely language delayed child is an appropriate candidate for sign programs; a discussion of specific sign objectives; and guidelines for classroom implementation and family intervention. (Author)

Considers the signed speech of nonverbal children and the unsigned speech that evolves. Discusses possible explanations for signed speech as a development of linguistic functions. Makes suggestions for research on the relationship between language acquisition by nonverbal children and by normal infants. (PMJ)

This article first describes various augmentative communication systems including sign language, picture symbols, and voice output communication devices. It then explains ways to embed augmentative communication within four types of early childhood classroom activities: (1) special or planned activities, (2) meal time, (3) circle time, and (4)…

Twelve effective strategies commonly used by deaf adults when reading to deaf children are discussed. Techniques for combining American Sign Language and English exposure are presented, as are story-telling strategies for maintaining attention, using role play, using eye gaze to elicit participation, and relating stories to real world concepts.…

This guide is designed to help teachers and parents help handicapped children to acquire the mechanics of language and develop ways of communicating with others. The text covers: (1) establishing objectives for language mastery; (2) birth and development of language; (3) contributions and limitations of the child's environmental context; (4)…

A regional center for physically disabled children in Gothenburg, Sweden, called Bracke Ostergard, teaches non-speaking pupils to communicate with Bliss symbols. School records were examined for the 38 non-speaking pupils, mostly cerebral palsied, who had been trained to use Bliss symbols. Results showed that, of the 32 cerebral palsied children,…