The need for selection, standardization, and development of signs and manual communication systems for use in the educational setting is discussed. (Author)

The article presents eight lessons for teaching practical signs to deaf-blind individuals. (CL)

A similtaneous verbal and gestural approach to communication was used with 11 autistic children (5 to 10 years old). Available from: Journal of Practical Approaches to Developmental Handicap, 3304-33rd Street N.W., Calgary, Alberta, Canada T2L 2A6. (SBH)

The fingerspelling component of thirteen samples of Visible English (the system of communication in which all speech is supposed to be simultaneoously fingerspelled) used by teachers in classrooms in two schools for the deaf were analyzed linguistically. Only 56 percent of what should have been fingerspelled was present and legible. (Author/CFM)

Examination of American Sign Language--produced by a deaf child acquiring the language from deaf parents, and videotaped at age 13, 15, 18, and 21 months--shows conformity to many of the phonological rules operative for all languages. (Author/CFM)

Reviews cases which support the view that parts of the left hemisphere control languages, no matter how it is expressed, while right-side regions are involved only in skilled nonlinguistic movements and perceptions. Compares recent findings with previously held theories. (ML)

The study examined the rate and order of conservation in 24 deaf children, ages 8.2 to 12.9 years using standard Piagetian instructions and procedures in sign language. Even the older children failed to demonstrate control over the conservation concept suggesting the presence of a cognitive difference in deaf children. (DB)

By describing the paternalism inherent in the parallels between the history of Burundi and that of deaf people, a letter to a woman in Burundi with five deaf children attempts to persuade her to allow her youngest to further her education in the United States. (LMO)

Thirty audiologists, speech pathologists, educators of the deaf, and language teachers were asked to sort 60 compositions written by signing and nonsigning deaf students and by English as a second language (ESL) students. The professionals could not sort the compositions correctly but tended to attribute lower quality texts to deaf signers.…

Guidelines for working with the hearing impaired in an inpatient substance abuse treatment program include recognition of the deaf culture, use of a qualified sign language interpreter, fluency in American Sign Language and deaf culture by the primary substance abuse counselor, and patient contact with recovering deaf persons. (DB)

Sixty minimally verbal autistic children (mean age five years) were exposed to one of four language training conditions: speech alone, sign alone, or simultaneous or alternate presentation of speech and sign. Regardless of training condition, pretreatment verbal imitation ability positively predicted the size of child-initiated spoken vocabulary…

To explore training with multiple exemplars, six severely retarded students (ages 5-21) were taught signed labels for categories of natural objects using either three or five good examples. The arithmetic difference between the two conditions indicated higher levels of generalization following training with five examples for five of the six…

Offers guidelines for working with deaf actors and sign language interpreters. Contains useful information for directors wanting to cast deaf actors in roles of deaf characters and to include sign language-interpreted performances of some of their regular productions. (JD)

Games which help hearing-impaired students develop language skills include the barrier game (students help others to arrange items in the same order as theirs); hiding game (students determine objects' hiding places by asking questions); describing game (students describe objects as others draw them); and telephone game (a message is passed…

Discusses the responses of over 100 US colleges and universities to a survey regarding their policy on accepting American Sign Language (ASL) as meeting the foreign language requirement. While some accept ASL, most do not because they do not consider it a foreign language, nor deafness a culture. (SED)