Three Spanish deaf preschoolers were taught receptive vocabulary in oral English, English sign-mix, oral Spanish, Spanish sign-mix, and sign alone. Subject one learned best using sign alone. Subject two performed best using oral Spanish or sign alone. Subject three seemed to profit from sign, Spanish sign-mix, or oral English. (Author/SW)

This paper discusses the issue of oral versus sign language in educating people who are deaf, focusing on Hungary, which currently emphasizes oralism and discourages the use of Hungarian Sign Language. Teachers of people who are hearing impaired are trained to use the acoustic channel and view signing as an obstacle to the integration of deaf…

The goal of the Manual/Simultaneous Communication Department (M/SCD) at the National Technical Institute for the Deaf (NTID) is to assist deaf students in developing communication skills. (Author)

The historical developments of the use of lipreading from 1500 A.D. to 1931 are described. Education of the deaf is traced from its beginnings in Spain to England, Belgium, Holland, and France with the use of quotations from literature and old documents. The lives and works of Charles Michel de l'Epee and Samuel Heinicke, the beginning of…

Repercussions of "Language and Education of the Deaf" by Herbert R. Kohl are examined as a followup. The original study described the education and achievement of profoundly deaf individuals in America, presented a critique of the literature that had grown around the problems of the deaf, and focused on the relative failure of deaf education.…

The results of study in England and Wales to determine the place of fingerspelling and signing in deaf education are reported. The scope and procedure of the inquiry, its context, the meaning of terms, the linguistic quality methods of communication, variable factors likely to affect the attainments of children with impaired hearing, and present…