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)

Included is a framework for determining if a young severely language delayed child is an appropriate candidate for sign programs; a discussion of specific sign objectives; and guidelines for classroom implementation and family intervention. (Author)

Considers the signed speech of nonverbal children and the unsigned speech that evolves. Discusses possible explanations for signed speech as a development of linguistic functions. Makes suggestions for research on the relationship between language acquisition by nonverbal children and by normal infants. (PMJ)