The SKI*HI Institute (Utah) has developed a system of coactive signing for children who are deaf and blind. The system includes optimized coactive signs that are functional, easy to feel, easy to relate to the referent, and easy to make. It also includes techniques for effective coactive sign use. Videotapes of lessons are described. (Author/DB)

A training sequence is presented for teaching the manual alphabet beginning with the hand shapes that look most like the letters they represent. Each manual letter is then paired with an associated word. (CL)

This paper argues that current practices in total communication classrooms have basically assigned the responsibility of communication to hearing-impaired students who must adapt to the variation in communication behaviors displayed by each of their teachers. The paper advocates use of a model communication and language policy designed to…

Words in English often have multiple meanings, causing concepts to be paired with incorrect signs when working with deaf students, such as the concept of "made up" meaning either "invented" or "decided." A method called "sentence chains" is recommended as a drill to learn to link concepts with their appropriate signs. (JDD)

Describes two manual aids used in educating deaf children in Peking: the Chinese finger alphabet for teaching Chinese characters, and a new device being experimented with called the Chinese finger syllabary. Sample illustrations are given for both, as well as for the Pinyin finger alphabet. (PJM)

The authors describe the results from a study using sign language and the manual alphabet to improve spelling skills of learning disabled second graders. (SBH)

The manual alphabet was used as an adjunct to a linguistic reading system to achieve the following goals with primary grade learning disabled children: (1) ensure attention, (2) reinforce the learning of phonemes, (3) guide the student if he had difficulties, (4) introduce prefixes and suffixes, and (5) provide the child with an independent…

Twenty college students learned sign language vocabularly via an interactive videodisc system, while 20 control group students learned the same signs through a traditional classroom approach. The experimental group took one-third less time to learn as many signs as the control group. (Author/JDD)

A training manual for teaching functional sign training to the severely multiply handicapped was developed using the Signing Exact English (SEE) system. The program, which was adapted from the Functional Speech and Language Training Program, is designed for persons who lack refined motor, speech, and language skills. Procedures are outlined to use…

Suggestions are offered to help hearing teachers use effective nonverbal techniques in conjunction with signing when communicating information to hearing impaired students. Topics discussed include use of discourse markers, ways of maintaining eye contact, gaining/maintaining student attention, and effective turn-taking. (JW)

Comments on James J. Fernandes' article (CS 706 160). (PD)

A special set of skills is essential for interpreting for mainstreamed deaf preschool students. Eleven issues in clarifying the job of the preschool interpreter are discussed, such as whether hearing children should learn to sign and how to encourage communication among hearing and deaf children. (JDD)

This article discusses the use of sign language to facilitate language development of children with developmental disabilities mainstreamed into the early childhood setting. It discusses the benefits of using sign language, presents a rationale for its use, and provides instructional guidelines and resources. (JDD)

Classes of 9th-grade and 11th-grade students with deafness read contemporary poetry and created their own poems through writing, sign language, and mime. The poetry of the profoundly deaf students followed the syntax of sign language, while students with residual hearing focused on the elements of form, especially rhyming. (JDD)

In a 6 weeks' unit on traffic education using flannel graphs, filmstrips and models, 12 special class students (IQ 55-82) ages 7- to 11-years-old learned six basic skills including crossing a road, obeying traffic lights and walking on country roads. (CL)