A training sequence is presented for teaching the manual alphabet beginning with the hand shapes that look most like the letters they represent. Each manual letter is then paired with an associated word. (CL)

Discusses how to use currently available standard ESL material with deaf students. Available from the English Department, Gallaudet College, Washington, DC 20002. (EKN)

Words in English often have multiple meanings, causing concepts to be paired with incorrect signs when working with deaf students, such as the concept of "made up" meaning either "invented" or "decided." A method called "sentence chains" is recommended as a drill to learn to link concepts with their appropriate signs. (JDD)

Following a discussion of the role of classifiers (i.e., verbs of motion and location) in American Sign Language, this manual presents a six-unit program designed to teach students to produce sentences with classifiers. First, an overview is provided of the hierarchy of verbs of motion and location produced when the resources of the body are…

Motoric factors that should be considered in selecting signs to teach severely handicapped learners are reviewed and discussed. They are grouped into three categories: prehension movement patterns, unilateral/bilateral movement patterns, and combinations of successive actions, with a fourth set included of less objectively definable factors…

The simultaneous presentation of picture book and signer on split screen videotape made literature more accessible and vital to hearing-impaired students. Suggestions are provided for preparing students for the viewing, discussing the story after viewing, and making videotapes. (CB)

Social studies should help children answer the question: Why do people act the way they do? Ways in which elementary teachers can help children see a connection between the personal events in their own lives, inner feelings and senses, and the world beyond the classroom are described. (RM)

The manual is intended as a course resource to help hearing secondary students learn to communicate with deaf peers or family members. The total communication approach is described and reasons for its use advanced. An introductory section explains the philosophy, general goals, and program objectives of the course. Ten lesson plans are then…

The authors describe the results from a study using sign language and the manual alphabet to improve spelling skills of learning disabled second graders. (SBH)

The manual teaches SignFont, a written form of sign language. Following a brief introduction, the first of three major sections describes the SignFont alphabet, structured according to the parts of every sign that is written (handshape, action area, location, movement). The second section discusses in greater detail how the SignFont characters are…

Describes an art activity in which ninth-grade students developed a graphic language from the system of symbols used in sign language. Students learned to sign, practiced with deaf students, and experimented with mirroring hand movements graphically. The exercise increased student awareness of rhythm and visual cues in nonverbal communication. (AM)

The manual alphabet was used as an adjunct to a linguistic reading system to achieve the following goals with primary grade learning disabled children: (1) ensure attention, (2) reinforce the learning of phonemes, (3) guide the student if he had difficulties, (4) introduce prefixes and suffixes, and (5) provide the child with an independent…

A training manual for teaching functional sign training to the severely multiply handicapped was developed using the Signing Exact English (SEE) system. The program, which was adapted from the Functional Speech and Language Training Program, is designed for persons who lack refined motor, speech, and language skills. Procedures are outlined to use…

Suggestions are offered to help hearing teachers use effective nonverbal techniques in conjunction with signing when communicating information to hearing impaired students. Topics discussed include use of discourse markers, ways of maintaining eye contact, gaining/maintaining student attention, and effective turn-taking. (JW)

Comments on James J. Fernandes' article (CS 706 160). (PD)