Compared linguistic flexibility of deaf and hearing children aged 8 to 15 by examining relative frequencies of their nonliteral constructions in stories written and signed or spoken. Considered seven types of nonliteral constructions. Results suggest deaf children are more competent linguistically and cognitively than are hearing children. (SKC)

The use of sign language with severely handicapped students is analyzed in light of commonly held rationales. Cognitive, motor, and sociocommunicative factors affecting the learning of sign language are discussed, as well as environmental considerations (including attitudes toward sign language and competence of teachers and other caregivers in…

When hearing raters subjectively evaluated the signed and spoken output of 25 sign language interpreters, rater agreement was between 0.52-0.86; the correlation between subjective and objective evaluation was between 0.59-0.79. Raters were unsuccessful in identifying which interpreters had deaf parents. (CB)

The fundamental link between language and action is the rationale behind the design of four interactive video programs intended to teach deaf children verb tenses, literacy, and reading comprehension, and to teach hearing parents of deaf children to use British Sign Language. The four interactive video programs are described. (MBR)

This final report discusses the outcomes of a project designed to promote higher standards for Sign Language interpreter preparations programs and to provide an opportunity for such programs to engage in self-examination. The project field-tested a set of program standards and a program self-study process with five Sign Language interpreter…

This paper describes public library services to deaf and hard of hearing persons in Denmark. Topics covered include: (1) target groups, including deaf, deafened, hard of hearing persons, professionals and relatives who have contact with the hearing impaired, and other groups using visual communication; (2) means of communication, including sign…

Research supported by a grant from the National Institutes of Health. (DD)

Revision of a report presented by Harry Bornstein to the Sixth Congress of the World Federation of the Deaf, Paris, France, 1971. (VM)

Discussed are the acquisition of native sign language by deaf children and the factors which must be considered by teachers in providing a transition from sign language to the oral method. (KW)

Concentrates on philosophical principles which agencies should consider when beginning programs for the deaf. Methods and techniques become secondary to a proper outlook for the deaf and for those working with them. (RW)

Surveys the policeman's lack of knowledge concerning the deaf and the accidental injuries and deaths which result. A training bulletin now in use by the Chicago Police Department illustrates the kind of information needed to eliminate such accidents. (MB)

The relative effectiveness of total communication and oral communication training in a parent-assisted, home-based language intervention program was studied with 15 Down's syndrome children, 18-36 months old. (Author/SEW)