Abstract
The use of manual communication and sign languages for language education of autistic, deaf retarded, and mentally retarded individuals is receiving increasing attention by educators. Modifications of sign systems for this purpose emphasize simplicity, redundancy, and English word order. Effective utilization of manual communication for these populations requires a better understanding of the physical and linguistic bases of sign languages than now exists. Preliminary evidence from studies of oral-only, manual-only, and oral-manual modes of communication suggests that flexibility in utilizing all modes is the most effective teaching method. The present paper will consider the possible utilization of modifications of the American Sign Language for use in three general areas: instruction of deaf students in the classroom, communication between hearing parents and young deaf children, and communication with individuals with handicaps other than deafness.
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