An approach that combines a signing or gestural component with an integrated approach to word learning--reading, listening, speaking, and writing--has been used successfully with mildly disabled children who demonstrate difficulty acquiring sight words through typical approaches. The seven-stage sequence of instruction is described. (CL)

The article describes a structured approach to teaching sign language to severely disabled students through task analysis. The approach emphasizes four basic principles from developmental and behavioral theories: (1) environmental influence, (2) imitation, (3) reinforcement, (4) practice. A functional sign vocabulary of 250 words grouped according…

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)

Gestural cueing may be used successfully with children who do not require exposure to a sign or total communication approach. Emphasizing cueing in both the training and generalization phases of language learning, this article discusses specific learning activities, the effect of motor components on language, and procedures for using gestural…

The article describes a four-week summer course in which an eight-year-old prelingually deaf boy helped undergraduate students learn sign language and the students helped him learn English print word/phrase equivalents. (DB)

Obstacles confronting deaf students in language development are considered. American Sign Language is distinguished from English in terms of grammar, inflection and syntax, and context. The impact of deafness on language acquisition and cognitive development is examined. The importance of auditory feedback and verbal reinforcement is emphasized.…

The article addresses the use of sign language and drama with young children with such disabilities as mental retardation, aphasia, autism, and other language learning disorders. Examples of activities that integrate creative drama techniques with sign language techniques are offered. (DB)

A noncategorical preschool program for handicapped children employs two language-intervention methods: a precision method in which groupings are made by ability level and data-taking procedures are emphasized; and an experiential method which involves pretesting and posttesting but provides groupings across all ability levels. (CL)