Presents an approach that seeks to understand the sociocultural context of communication analysis among deaf children. The discussion has three parts: (1) identification of components of an anthropological approach and discussion of its relevance to deaf communication research; (2) description of a current research project; and (3) discussion of…

Six diagnostic tasks of two choice discrimination skills were used to assess 32 hearing impaired/mentally handicapped adults residing in a state institution. Two tasks measured sign discrimination skill, two measured visual discrimination, and two measured motor discrimination. (Author)

The longitudinal study investigated the language acquisition strategies employed over one and one-half years by an eight-year-old autistic child learning sign language. There were specific deviations in language development noted, in spite of providing the child with appropriate sign language training. (Author)

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)

Analysis of the communicative skills of a nine-year-old deaf boy with minimal schooling showed pantomiming and gestures to be his major mode of communication. Certain semantic patterns prevailed. Use of left or right hand also had semantic correlates. Formal and idiosynacratic signs were discovered in the boy's vocabulary. (Author/PJM)

Argues for the existence of two types of communities other than the diglossic deaf communities--isolated and developing deaf communities. The history, sign language and finger spelling of the Grand Cayman deaf community are discussed. As the deaf community develops, it is thinning out and breaking up. (PJM)

Compares the effectiveness of a visual only approach (mouthing and signing) with a simultaneous visual and auditory approach (signing and speaking) in teaching autistic-like children to communicate. Results suggest the simultaneous approach may be superior. In addition, receptive abilities precede expressive. Implications of therapeutic…

The use to and by 40 hearing impaired students (3 to 18 years old) of speech, signs, fingerspelling, writing, gestures, American Sign Language, and pictures was investigated. Findings of a nationwide study were combined with local data to make recommendations for a program concentrating on modes, usage, flexibility, and cognitive/linguistic…

Describes a research project intended to develop a description, within a generative model, of British Sign Language grammar, with particular focus on time expressions. (AM)

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…

Reports on research into the early semantic-syntactic utterances of deaf children as compared to those of learning children. It is suggested that differences in acquisition patterns may be attributable to the pedagogical nature of deaf language acquisition. (Author/AM)

Describes ways one teacher of deaf and hard of hearing elementary students used videotape recordings to communicate with parents on classroom activities and on the progress of individual children. Tapes show the teacher introducing new signs; teaching speech skills, academic activities, and inclusion activities; or speaking directly to parents…

Communication strategies essential to make lesson content clear and visible when using sign language with deaf students are described. The strategies include getting students' attention, not overloading students with confusing visual stimuli, allowing students time to absorb visual information thoroughly, and carefully differentiating between…

Five children with severe educational retardation, aged 5-12, were involved in sign training in which the spoken words corresponding to signs were receptively known to participants. Whether signs were taught concurrently or in a serial fashion, signs taught by total communication were acquired faster than those taught by sign-alone training.…

Presents results of a survey of sign language interpreter training and provision in European Community countries. The questionnaire addressed such areas as: language forms used by deaf people and interpreters; training funding and priorities; interpreter evaluation, registration, availability, and salaries; and societal acceptance of sign language…