Many professions, including the field of Sign Language Interpreting, benefit from, and indeed require practitioners to continue to enhance their skills and knowledge throughout their professional lives. Workshops are one way of accomplishing this goal. If one lives in a metropolitan area, workshops are generally plentiful. However, for…

Discusses campus signage and the image it gives to visitors about the institution itself, as well as ways to evaluate existing sign systems to determine whether they are properly conveying the messages intended. How design, graphics, colors, logos, fabrication, and locations support the principal function of signs, not detract from them, are…

This paper explains how the hearing loss of deaf persons affects communication, describes methods deaf individuals use to communicate, and addresses the role of interpreters in the communication process. The volume covers: communication methods such as speechreading or lipreading, written notes, gestures, or sign language (American Sign Language,…

Gestural cueing may be used successfully with children who do not require exposure to a sign or total communication approach. Emphasizing cueing in both the training and generalization phases of language learning, this article discusses specific learning activities, the effect of motor components on language, and procedures for using gestural…

Examines the group narrative, a folk tradition that is widespread among deaf children. Shows how the use of American Sign Language elements and traditional group narrative style can be used in developing deaf children's appreciation and mastery of English-based texts and the world view they contain. (SED)

Explains how to make a well-designed signage package that is effective and enhances visitor first impressions of an institution. Examines questions to ask when planning traffic-pattern signage and the significance of the different hierarchy of signs; concludes with advice on signage design. (GR)

The article describes a 6-week course (10 classroom hours) to teach community emergency personnel basic sign language skills. An outline of each session's activities is provided. (DB)

The CIPP (Context Input Process Product) Evaluation Model is recommended for use in self-assessment of sign language programs. Five areas should be assessed: personnel selection, curriculum, student placement, media utilization, and supervision. For each area, a checklist is offered to determine whether existing goals and objectives require…

Discusses the use of signs in libraries and lists 12 steps to create successful signage. Highlights include consistency, location, color, size, lettering, types of material, user needs, signage policy, planning, in-house fabrication versus vendors, and evaluation, A selected bibliography of 24 sources of information on library signage is included.…

Describes how to use effective signage, or visual guidance, for more efficient use of CD-ROM technology in elementary and secondary school library media centers. Setting CD-ROM policies and procedures is considered; the use of posters, brochures, flowcharts, and other formats is discussed; and examples are included. (LRW)

Activities of the Kendall Demonstration Elementary School in developing a formal K-12 curriculum dealing with the history and culture of deafness are described. The planned curriculum will cover self-knowledge, communication strategies, American Sign Language, history, literature, and issues in deafness. A sample unit on self-knowledge is offered.…

Discusses meeting ADA guidelines when purchasing permanent signs for schools. Provides ADA guidelines and discusses the use of raised characters and braille. Notes that ADA guidelines are not the same thing as building codes; noncompliance is enforced through the Justice Department. (GR)

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)

Describes how using American Sign Language can facilitate the development of skills in spoken English for deaf and hard-of-hearing students. Discusses factors influencing how well a child with deafness will develop spoken language and the need to teach the two languages separately. (CR)

Describes the integration into a hearing classroom environment of a third grader who learns to rely less on other individuals' help and more on her own abilities. Includes list of suggestions for teachers of similar special needs students. (ET)