Twenty-one nonverbal autistic children, 4- to 9-years-old, with language ages of 4- to 24-months, participated in the communication learning program from 1 to 3 years. Simultaneous verbal and manual signs were chosen as the communications mode. The children initially displayed infrequent, unrecognizable vocalizations (Screeches, or vocal…

The article gives an example of how, even though an individual's capacity to use or to learn a spoken language may be significantly impaired by brain damage, the ability to acquire a non-oral language system may remain intact. (Author/NCR)

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)

Deaf children (N=52) were administered a videotaped presentation of a vocabulary test under one of five conditions: Total Communication (TC) with audio; TC without audio; Manual Communication (MC) with no mouth movement; Oral Communication (OC) with audio; and OC without audio. Modes using MC or TC yielded performances significantly superior to OC…

This study compared teachers' ratings of the speech intelligibility and receptive communication skills of 15 severely deaf and 15 profoundly deaf students using five methods of communication; and students' scores on tests of these receptive communication methods. Teachers' ratings generally were lower than test scores, with low correlations…

Examines the effect that hearing parents' communication methods have on the self-esteem of their deaf children. Results indicate that adolescents whose parents used total communication (speech, finger spelling, and sign language) had higher self-esteem scores than adolescents whose parents used speech only. Makes recommendations for school social…

Notes that sign language is the third most used second language in the United States and that early childhood is an ideal language-learning time. Describes the experiences of one preschool where American Sign Language has become an integral part of the curriculum. Includes guiding principles, classroom do's and don'ts, and a resource list of…

This review of research on language development of hearing children of deaf parents identified three areas of focus: (1) oral language development; (2) sign language development; and (3) mode of communication--oral and/or manual. Areas of future study are suggested. (Author/DB)

Three booklets offer guidelines for individuals with communication disorders and their families concerning: (1) alternate and augmentative communication (AAC); (2) manual communication (boards and displays); and (3) electronic communication devices. The first booklet considers the type of individual who can benefit from the use of AAC and what the…

Research indicates that using the manual alphabet in classes of non-deaf students is effective both for spelling and vocabulary instruction. Teachers appreciate the way signing physically involves the students, acts as a self-cueing system, is inexpensive, and helps with writing problems like "b" and "d" reversals. Other advantages are: (1) it is…

Examined were the cognitive and social play behaviors of hearing impaired kindergarten children. Relations probed included those between: (1) children's social and cognitive play and sign-based or oral-aural-based classroom instruction; (2) children's overall efforts to communicate and type of class instruction; and (3) the quality of children's…

The purpose of this study was to survey teacher training programs for teachers of the deaf, to ascertain the extent to which American Sign Lanuage (ASL) and Manually Coded English (MCE) are taught in such programs, and to solicit the opinions of university personnel on the role of ASL and MCE in the language development of deaf children. The…

The deaf and hard of hearing have special problems and information needs which are not well recognized among librarians. Since there are many degrees of impairment the librarian must be aware not only of the differences in hearing impairment but also of the differences in ability to communicate. The deaf use sign language, finger spelling, and…