Signing systems that attempted to represent spoken language via manual signs -- some invented, and some borrowed from natural sign languages -- have historically been used in classrooms with deaf children. However, despite decades of research and use of these systems in the classroom, there is little evidence supporting their educational…

The reference manual of preferred sign language signs represents an effort by a special South Carolina task force to develop a single, systematized approach for signing in instructional settings throughout the state. The manual, which contains illustrations and instructions for formation of approximately 2,500 signs, was developed by establishing…

The study of effects of mode (manual only, manual plus oral, and manual plus oral plus aural) and language (Signed English or American Sign Language) on the comprehension of deaf students (mean age 16 years) found no significant treatment effect for mode of presentation; there was an interaction between languages and mode. (Author/DB)

The article considers whether young deaf children of hearing parents should learn American Sign Language (ASL) as their first language and whether teachers in day high school programs should use manual communication. It concludes that, because ASL is the key to deaf culture, it should be used by parents and teachers. (DB)

A review of problems with using such manual communication systems as cued speech, fingerspelling, Signed or Manual English, American Sign Language, and Pidgin Sign provides a rationale for using a combination of American Sign Language and Pidgin Sign and a few markers from Signed English for a Total Communication system. (CB)

Describes the development of the Interactive Video Questionnaire for interviewing deaf persons. The questionnaire uses videodisc and bar-code readers to present survey questions on screen in American Sign Language, Signed English, speech reading, or as English subtitles. (DB)

Historical and current trends, practices, and perspectives regarding manual communication in educating deaf children are discussed, including Manually Coded English systems and American Sign Language. Issues concerning choice of sign language/systems and instructional strategies that support sign usage (such as Total Communication, Simultaneous…

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…

Examines the social rejection and acceptance of American Sign Language (ASL) since its introduction in schools for the deaf in 1817. Concludes that the evolutionary nature of ASL binds its use to the deaf community. (Author/FMW)

This booklet provides information to families with young children who are deaf or hard of hearing to assist them with communication, socialization, and education choices. It provides: (1) a description of each of the various modes of communication available for use with and among children with are deaf or hard of hearing, including American Sign…

This article discusses principles for intervention with young children who have hearing impairments. It covers the nature of hearing loss; diagnosis and types of hearing impairments; sensory aids; and benefits and limitations of different approaches including the auditory-verbal, auditory-oral, cued speech, total communication, American Sign…