Map and description of 40-acre defensive driving range being built for secondary school driver education programs in the Burke County Public Schools of North Carolina. Features include a beginner course, streets, driveways, expressway, gravel road, a driver education building, and an emergency skid area. (Author/DN)

Revision of a report presented by Harry Bornstein to the Sixth Congress of the World Federation of the Deaf, Paris, France, 1971. (VM)

Discussed are the acquisition of native sign language by deaf children and the factors which must be considered by teachers in providing a transition from sign language to the oral method. (KW)

Concentrates on philosophical principles which agencies should consider when beginning programs for the deaf. Methods and techniques become secondary to a proper outlook for the deaf and for those working with them. (RW)

Surveys the policeman's lack of knowledge concerning the deaf and the accidental injuries and deaths which result. A training bulletin now in use by the Chicago Police Department illustrates the kind of information needed to eliminate such accidents. (MB)

The relative effectiveness of total communication and oral communication training in a parent-assisted, home-based language intervention program was studied with 15 Down's syndrome children, 18-36 months old. (Author/SEW)

Three Spanish deaf preschoolers were taught receptive vocabulary in oral English, English sign-mix, oral Spanish, Spanish sign-mix, and sign alone. Subject one learned best using sign alone. Subject two performed best using oral Spanish or sign alone. Subject three seemed to profit from sign, Spanish sign-mix, or oral English. (Author/SW)

Human languages can incorporate signs without obvious physical relationship to their referents. The nature of the relationship between sign (i.e., word or sign) and referent in signed and spoken languages is discussed from cognitive and historical research perspectives, and observations are given on the biological bases of this phenomenon.…

Questionnaire responses of 723 schools for severely mentally retarded, physically handicapped, communication disordered, and autistic children or nonvocal communication systems in England, Scotland, and Wales indicated a slow down in the trend of using nonvocal systems in all countries, with the Makaton Vocabulary predominating. (CL)

Examines the spontaneous language of deaf children without forcing the analysis to fit the features of a spoken language system. Suggests linguistic competence of deaf children is commensurate with their cognitive age and is not adequately described by the standard spoken English language tests. (EKN)

Three experiments examined short-term encoding processes of deaf signers for different aspects of signs from American Sign Language. Results indicated that deaf signers code signs at one level in terms of linguistically significant formational parameters. The semantic and iconic information of signs, however, has little effect on short-term…

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)