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Silliman, Deborah – Learning, 1985
An elementary school class that learned sign language also benefited from several positive side effects. As the students developed a new means of communication, they also become more aware of deaf individuals and their needs. (DF)
Descriptors: Elementary Education, Finger Spelling, Hearing Impairments, Learning Activities
Download full textAkamatsu, C. Tane; Stewart, David A. – 1989
Intended to raise researchers' and teachers' awareness of fingerspelling as an important part of signed communication, a study examined its use with deaf children in the classroom. Five trained teachers of the deaf, participating in a demonstration total communication project in a public school in the Midwest, were videotaped in their own…
Descriptors: Communication Skills, Deafness, Elementary Secondary Education, Finger Spelling
Peer reviewedNewell, William – American Annals of the Deaf, 1978
Twenty-eight deaf adolescents enrolled in a day-class program for the hearing impaired were administered a battery of four short factual stories using oral, manual, simultaneous, and interpreted modalities of communication. (Author/PHR)
Descriptors: Communication Skills, Comprehension, Deaf Interpreting, Deafness
Peer reviewedPenna, Karen L.; Caccamise, Frank – American Annals of the Deaf, 1978
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)
Descriptors: Audiolingual Skills, Communication Skills, Deafness, Finger Spelling
Peer reviewedStewart, David A.; Akamatsu, C. Tane – Anthropology and Education Quarterly, 1988
Examines the social rejection and acceptance of American Sign Language (ASL) since its introduction in schools for the deaf in 1817. Concludes that the evolutionary nature of ASL binds its use to the deaf community. (Author/FMW)
Descriptors: American Sign Language, Classroom Communication, Classroom Techniques, Deafness
Department of Education and Science, London (England). – 1968
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…
Descriptors: Attitudes, Communication (Thought Transfer), Comparative Education, Exceptional Child Education
