Twelve stories were told to four profoundly deaf and hard-of-hearing preschool children, using either pure American Sign Language (ASL), pure Signing Exact English (SEE) II, or SEE II with ASL features and structures. Children participated more during story conditions that were either pure ASL or contained ASL signing. (DB)

This digest uses a question-and-answer format to summarize basic information about the use of English-based sign systems with children who are deaf or hard of hearing. English-based sign systems are explained as using the vocabulary of American Sign Language (ASL) with the grammatical and syntactical features of English. These systems include…

The paper considers the problem of inflectional grammar in signed communication from the viewpoint of the educational advantages for the deaf child of two contending systems: grapheme modified signing and systematically inflected signing. (CL)

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…

This paper describes Bilingual-Bicultural (BiBi) instructional programs for students with hearing impairments and proposes a model for BiBi instruction which uses parents as partners with instructors to develop the linguistic abilities of hearing-impaired students. In the model, traditionally spoken languages are conveyed via cued speech instead…

Conventional methods are inadequate for teaching deaf people, especially at college level. In order to determine whether television would be more effective, several factors needed to be investigated. Priority was given to the design of the instructional program. A multisensory method (the simultaneous method) was adopted. Tests showed that the…