Increasing probability of sign language learning by severely mentally retarded individuals: a discussion of learner, sign production, and linguistic variables

Abstract

A pervasive problem for educators of the severely mentally retarded is language training. In spite of extensive oral language training, many severely mentally retarded individuals never acquire functional oral language. Many of these clients, however, are able to acquire sign language communication skills. The present article discusses sign language learning in terms of learner attributes, production variables in sign, and the referential concepts which the signs represent. More specifically, it is hypothesized that by taking into account variables such as sign translucency, referential concreteness, learning readiness, and by externally organizing the signs to be learned along visual continuums, the probability of sign learning by severely mentally retarded individuals can be increased.