This book provides student activities organized around a class science project with the Gorilla Foundation. The gorillas featured in the project have been taught American Sign Language. Many of the activities involve the use of the story "Koko's Kitten" by Francine Patterson (New York: Scholastic, Inc., 1985). Sections of the book include: (1) "To…

This paper describes the need for and the structure of a socialization program designed to provide a social environment for five deaf adults with developmental disabilities residing in two different group homes. The program was developed to address the isolation experienced by such adults living in a community with others who do not use sign…

The distinction between core and peripheral grammar made in government-binding theory sheds light on some questions concerning the acquisition of the inflectional morphology of different languages. The schedule for acquisition of the inflectional system may be determined not by the learning of particular affixes but by whether inflection is a core…

This paper discusses problems and offers suggestions related to mainstreaming hearing impaired students into composition classes. The minimum language proficiency necessary to mainstream a student is described first, followed by the recommended procedure to actually move a hearing impaired student into a regular composition classroom. Listed among…

A study was conducted of the language development of a hearing child whose mother was deaf and communicated only in sign and whose father was hearing and communicated in both sign and oral language. Results showed similarities in development between the two modalities as well as similarity between development in two separate modalities and two…

Presented are the proceedings from a 1973 national conference on the development of service programs for and with deaf people. Opening papers include an introduction to the use of American Sign Language in community programs, a deaf woman's view of her world, and guidelines for the family physician in diagnosing and treating the deaf. In the next…

A young child's acquisition of language and language-related skills in two modalities is discussed. The hearing daughter of a deaf father and of a hearing mother showed accelerated language development in both sign and speech. Reading readiness tests administered at 27 and 32 months revealed advanced development for her age. (Author/LMO)

The pilot six-week program helped five deaf-blind adults develop techniques for increased community participation including coping and problem solving, in-hand American Sign Language interpreting, Braille, Braille writers, tactilely marked appliances, mobility, and group sharing. (DB)

Describes the situations encountered in an academic library when hiring and training hearing impaired individuals as technicians in the library's cataloging department, as well as the support systems and training modifications used for these employees. (CLB)

A bilingual education program for deaf children (ages 13-16) in American Sign Language (ASL) and English is described. Using a team-teaching approach, a deaf teacher taught social studies using ASL while a hearing teacher taught language arts using Signed English and speech. Follow-up activities are summarized and a teaching unit outlined. (VW)

This article reviews the history of educational programs for deaf and hard-of-hearing students in Canada and the United States. It notes the educational options now offered, ranging from separate schools to full integration in public school programs. The greater recognition of American Sign Language and the activism of the deaf community are also…

A bilingual/bicultural approach is presented to prepare deaf students for community college English courses. The approach focuses on American Sign Language as the primary language and teaches English as a second language. Students learn, in both languages, to differentiate meaning and to render the complexities of language more accessible.…

The challenges faced by deaf students learning English are very different from those of English-as-a-Second-Language (ESL) students. These differences include the amount of linguistic input, motivation, language attitudes, and the use of a visual-spatial language. (38 references) (Author/CB)

Deaf children need reading programs which emphasize comprehension of meaning rather than syntax and grammar. Successful reading programs can emerge when reading is viewed as a highly social experience, reading materials are meaningful and highly contextualized, and semantic processing in American Sign Language is used to assist reading in English.…

Argues that bilingual (American Sign Language/English) education programs for all children with deafness, regardless of the severity of their hearing loss, may be ineffective in promoting English language literacy and access to the academic curriculum. (12 references) (MDM)