The research resumes presented here comprise the responses received by the Stanford Child Language Project to a general request for reports on research in progress. These reports include all those distributed at the Child Language Research Forum in April 1973. The resumes cover a wide range of topics and present, in order, the following…

This paper examines negative incorporation in various lects of two historically related sign languages, French Sign Language and American Sign Language. Negative incorporation not only offers interesting insights into the structure of French and American Sign Language, but also into the descriptive and explanatory power of variation theory. By…

Describes deafness as a sociocultural phenomenon similar to ethnicity, and discusses cultural conflict between hearing educators and deaf parents in a school for deaf children. Reports that misunderstandings often arise because parents and hearing educators use linguistic symbols and terminology differently. (KH)

For several years, states have listed accommodations allowed on state assessments. States soon found that the definitions of these accommodations varied not only across states, but also within states and even in schools. Over the past few years, states have made greater attempts to define each accommodation and to decide whether the accommodation…

This study, written in both English and Spanish, examined the decision-making process of Hispanic families living in the United States who have a child with a hearing loss. Twenty-nine families in four different geographical areas shared their experiences in learning about their child's disability, searching for appropriate interventions, and…

Describes the types of children with autism that would benefit from visual teaching strategies. Discusses the benefits and disadvantages of some of the more well-known programs that use visual teaching strategies, including movement-based systems relying on sign language, and materials-based systems such as Treatment and Education of Autistic and…

Educators in Texas and rural Louisiana programs for deaf and hard-of-hearing students used videotapes to communicate with parents, including Spanish-speaking parents; to model teaching strategies for parents to carry out at home; and to teach new sign language vocabulary to parents. Communication between parents and students, and between parents…

This narrative of a graduate student with deafness describes her experiences in various educational environments including oral communication, total communication, and mainstreamed. The article emphasizes the role of parents as the child's best advocates and advises parents to trust their own instincts and not accept the authority of professionals…

According to enrollments in schools for the deaf and data from the national census and neonatal hearing screening programs, the incidence of severe and profound childhood deafness in Australia is, and has been, less than commonly assumed. Factors implicated include improved medical care, mainstreaming, cochlear implants, and genetic science. Data…

Four experiments examined the utility of real-time text in supporting deaf students' learning from lectures in postsecondary (Experiments 1 and 2) and secondary classrooms (Experiments 3 and 4). Experiment 1 compared the effects on learning of sign language interpreting, real-time text (C-Print), and both. Real-time text alone led to significantly…

This study identifies and evaluates the pathways available from school to vocational education and training and to work, for students who are deaf or hard of hearing. Research involved interviews with seven young people from Victoria who had either just completed secondary school and were enrolling in a VET course, or had completed a course and…

This study examined the expressive communication and language of seven hearing mothers and their deaf infants. Total communication intervention programming was begun before 9 months of age, and communication behaviors were observed during free play when infants were 12 and 18 months old. Other data were obtained in structured interviews with…

A review of literature addresses two main issues: (1) how the acquisition of English by deaf signing children has been understood as an instance of second language learning; and (2) how deaf children learn to read English, given this understanding. The first chapter chronicles the history of language use in deaf education and reviews research on…

This guide is designed to help teachers and parents help handicapped children to acquire the mechanics of language and develop ways of communicating with others. The text covers: (1) establishing objectives for language mastery; (2) birth and development of language; (3) contributions and limitations of the child's environmental context; (4)…

The book summarizes the current state of knowledge concerning language development in children with Down Syndrome (DS). The first chapter reviews language development in normal children, noting such stages as gestures, first sounds, development of understanding, first spoken words, and the two-word stage. The next chapter examines language skills…