This paper describes a combination of cued speech and signs called Complete Signed and Cued French, which is designed to enable deaf children to progress simultaneously in signed and spoken language, respect each child's learning rhythm, and develop expressive skills in conjunction with comprehension abilities. (Author/JDD)

A survey of teachers' and students' perceptions of the difficulty of learning American Sign Language (ASL) suggested that teachers generally rated the learning difficulty levels higher than students, and both groups cited such sociolinguistic and affective problems as cultural inhibitions, interacting with the deaf, and attitudes and motivations…

Acquisition of passive and active vocabulary in sign and oral language was analyzed in 2 children congenitally deaf, through age 54 months. Acquisition of sign occurred more quickly than oral language. Production of active nouns, function words, and "wh" question words in sign was equivalent to that of hearing peers, and was later transferred to…

This article focuses on the complex dynamics and the practical demands of teaching English to deaf children for whom British Sign Language (BSL) is a preferred/dominant language. A model focusing on the relationship between English and BSL is presented, and implications for curriculum and teaching methods are drawn. (DB)

Videotapes of simultaneous communication users were analyzed by three sign language professionals. Successful simultaneous communication was characterized by clear lip movement, fingerspelling of ambiguous signs, eye contact, communication of mood and attitude, modality match, and grammatical facial expression. Matching the semantically…

Reports on a study to examine the role of music in the deaf culture and to relate the findings to music education programs for hearing-impaired students. Finds that cultural identification is a major factor in deaf individuals' involvement with music. Concludes that music can have an important role in the education of most hearing-impaired…

Compared 6-month-old hearing infants' responsiveness to infant-directed and adult-directed signing. Results replicated those found with deaf infants, namely that infants showed greater attentional and affective responsiveness to infant-directed sign than to adult-directed sign, suggesting that infants are prepared to detect sign motherese…

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)

This reprinted article of a 1966 study found that 38 children with deafness who had learned to communicate manually before entrance to school were superior in reading, speech reading, and written language compared to 38 children with deafness who had not learned to communicate manually before school entrance. (CR)

Videotaped productions of isolated American Sign Language signs or sentences were presented at speeds of two to six times normal. Results indicated a breakdown in intelligibility at around 2.5 to 3 times the normal rate. Results are similar to those found for auditory reception of time-compressed speech suggesting a modality-independent limit to…

Critically examines the traditional notion of American Sign Language/English bilingualism. This model is contrasted with the "ASL/English as a spoken language" bilingual model in which the modality constraints facing the deaf child are presented as the fundamental issue for ASL/English bilingualism. Empirical and applied research supporting the…

This article describes the key features of a Montreal bilingual program for children with deafness. The underpinnings of the program are outlined and then special attention is given to the considerations for the use of Quebec Sign Language and French as it relates to developing literacy in children with deafness. (Contains references.) (Author/CR)

Teachers rated the functional use of cochlear implants in 51 students (ages 4-21) with hearing impairments. Students with a known etiology and rural address, who used sign language at home or school, were less likely than others to use the implant as a primary channel for receptive communication. (Contains references.) (Author/CR)

This study with 64 deaf employees working in either signing work groups or nonsigning workgroups found that employees' perceived empowerment was significantly higher in the signing work groups. Deaf associates in signing work groups experienced greater psychological stress and role conflicts, whereas deaf associates in nonsigning groups…

Describes a residential school classroom for deaf third graders. A critical school skill, the ability to engage in literacy activities, grows from the ability to exploit American Sign Language-based (ASL) literacy practices, which are indigenous to the culture of signing deaf people and critical for literacy learning when ASL is the medium of…