The case of a deaf preschool child whose parents and teacher cooperated in a Total Communication and Signed English approach is cited. A record of the child's utterances is presented to illustrate growth in language to a level near that of a hearing child. (CL)

Eight teachers' interaction with their preschool students with deafness, while sharing selected books, revealed that story-reading was more successful when children became involved, teachers followed the text closely in their own words, children had more than one exposure to the text, and when the confusing use of simultaneous communication was…

The paper describes a program of teaching simultaneous communication (total communication) to behaviorally disordered preschool children, and presents the cases of two autistic and two autisticlike children. Simultaneous communication involves tactile, visual, oral, and auditory modalities and combines spoken language with Signed English. Before…

Project RITCH (Research In Total Communication in the Home) developed a model videotape program to teach total communication to families of young hearing-impaired children in their homes. Discussed are the process of designing the videotape prototype, field testing, characteristics of a model home program, and videotape distribution through local…

This article summarizes a paper by Robert E. Johnson et al., "Unlocking the Curriculum: Principles for Achieving Access in Deaf Education." The paper examines the failure of total communication practices to educate deaf children and recommends that deaf children learn American Sign Language first and learn English as a second language. (JDD)

Hearing impaired children from birth to age 5 in rural areas throughout the state of Utah are served by a home-based program which trains parents to communicate effectively with their hearing impaired child. The program is based on the following premises: (1) the preschool years are critical for developing communication skills; (2) the home is the…