Use of sign language for numerals is used to teach basic facts. Counting is first described, followed by sections on addition and subtraction facts and on reinforcing activities. (MNS)

Discusses background information about the deaf that may be useful to reading teachers working with older deaf students; suggests additional sources of information on sign language and reading instruction for the deaf. (MKM)

The article describes methods used to bring a seven-year-old boy with severe auditory and visual impairments and no communication skills to a level of oral communication within one year. The manual, graphic, and oral-aural strategies used are described. (Author/DB)

Describes a cooperative-learning project of the Kansas School for the Deaf and a nearby public high school. Students first participated in a workshop on visual-gestural communication and then met together daily for two weeks to design and build their 4' by 8' miniature golf "greens". Goals of communication, cooperative learning,…

This manual is intended to accompany a videotape entitled "Tangible Symbol Systems." The manual summarizes techniques shown in the videotape, gives additional background and technical information, and supplies recordkeeping forms. It is aimed at teachers, parents, and others who work with individuals who have severe/multiple sensory…

This digest uses a question-and-answer format to address issues that parents should consider when thinking about the total communication (TC) approach for a child who is deaf or hard of hearing. Total communication is explained as the use of any/all modes of communication (manual, oral, auditory, and written) depending on the needs of the child.…

Seven steps by which an interdisciplinary team can decide whether to initiate an auxiliary (nonvocal) communication program for severely handicapped students are examined. Auxiliary programs include three categories: manual communication, communication aids, and communication codes. Factors in evaluating commercial systems and examples of…

Disfluencies in the verbal and signed language of a 10-year-old moderately mentally retarded boy were analyzed. Discussion addresses implications for the accurate characterization of stuttering in manual communication and appropriate approaches to management in such cases. (DB)

This 10-day institute provided its 26 participants with: (1) presentations on the need for and methods of providing library services for the deaf and hearing impaired, covering such topics as the cataloging and acquisition of deaf material, and Braille Institute and Library of Congress resources for the physically handicapped; (2) field trips to a…

This digest uses a question-and-answer format to summarize basic information about the use of English-based sign systems with children who are deaf or hard of hearing. English-based sign systems are explained as using the vocabulary of American Sign Language (ASL) with the grammatical and syntactical features of English. These systems include…

The onset and maintenance of visual attention to signing was observed in three profoundly deaf children (ages two and three) while interacting with their hearing mothers about a picture story. All children experienced problems with the need to focus simultaneously on the mother's signs and the picture book. Suggestions for developing visual…

Describes the situations encountered in an academic library when hiring and training hearing impaired individuals as technicians in the library's cataloging department, as well as the support systems and training modifications used for these employees. (CLB)

A bilingual education program for deaf children (ages 13-16) in American Sign Language (ASL) and English is described. Using a team-teaching approach, a deaf teacher taught social studies using ASL while a hearing teacher taught language arts using Signed English and speech. Follow-up activities are summarized and a teaching unit outlined. (VW)

Based on a program developed to help the integration of deaf persons into the world of work, this manual is intended to familiarize adult basic education (ABE) teachers with the special needs of deaf persons. Information is provided to answer questions such as: (1) What is so different about deaf students? (2) What is "deaf culture"? (3)…

This paper proposes new policies which stress making explicit the roles of sign communication and speech in total communication programs for students with hearing impairments. A review of the literature supports the need to redefine total communication, provide improved preservice and in-service training of teachers in effective communication…