Contents
Preface and Acknowledgments |
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Postscript |
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1. |
Introduction |
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Addressing Concerns about Sign-Communication Training and Teaching |
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Special Populations |
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The Simplified Sign System |
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Goals, Clarifications, and Recommendations |
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Other Potential Users of the Simplified Sign System |
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Contents and Structure of the Two Volumes |
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2. |
Use of Manual Signs and Gestures by Hearing Persons: Historical Perspectives |
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The Origins of Language |
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Signs as a Natural and Universal Form of Communication |
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Gestural and Sign Use Cross-Culturally |
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Sign Communication in North America |
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Europeans in the New World and their Communicative Interactions through Signs |
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Early European Gestural Communication |
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Concluding Remarks |
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3. |
Deaf Persons and Sign Languages |
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Deaf Education and the Recognition of Sign Languages |
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Sign Production |
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Different Sign Languages and Obstacles to Sign Communication Worldwide |
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Unique Aspects of Sign Languages |
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Iconic Signs |
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Sign Language Acquisition |
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Concluding Remarks |
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4. |
Sign Communication in Persons with an Intellectual Disability or with Cerebral Palsy |
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An Early Study |
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Intellectual Disability |
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Cerebral Palsy |
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Recommendations for Enhancing the Sign-Learning Environment |
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Selecting Signs |
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5. |
Childhood Autism and Sign Communication |
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Childhood Autism |
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Sign-Communication Training and Teaching |
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Dispelling Myths |
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Teaching Generalization and Spontaneous Communication Skills |
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Motor and Imitation Abilities |
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Other Non-Oral Approaches |
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Evaluative Comments |
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6. |
Sign-Communication Intervention in Adults and Children with Aphasia |
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Introduction to Aphasia and Apraxia |
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Sign-Communication Training Outcomes |
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Sign Facilitation of Spoken Language |
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Acquired Childhood Aphasia and Landau-Kleffner Syndrome |
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Developmental Language Disorder and Childhood Apraxia of Speech |
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Concluding Remarks |
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7. |
Use of Manual Signs and Gestures by Hearing Persons: Contemporary Perspectives |
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Teaching Signs to Hearing Infants of Hearing Parents |
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Socioeconomic Intervention Programs and Language |
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Attention-Deficit Hyperactivity Disorder (ADHD) in Academic Settings |
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Using Manual Signs to Improve Reading Comprehension |
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Facilitating Foreign Language Vocabulary Acquisition |
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Learning to Sign May Positively Affect One’s Cognitive Abilities |
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Concluding Remarks |
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8. |
Development of the Simplified Sign System |
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Background Information |
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Step One: Iconic Sign Selection |
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Step Two: Sign Formation Modification |
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Step Three: Testing of Simplified Signs with Undergraduate Students |
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Step Four: Comparison Testing of Simplified Signs |
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Step Five: Feedback from Users |
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Step Six: Memory Aids |
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Concluding Remarks |
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9. |
Application and Use of the Simplified Sign System with Persons with Disabilities |
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Approaches to Teaching the Simplified Sign System |
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Guidelines for Using the Simplified Sign System |
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Frequently Asked Questions |
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Concluding Remarks |
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Appendix A: Sign Language Dictionaries and Other Sources |
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Appendix B: Handshapes |
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Appendix C: Palm, Finger, and Knuckle Orientation |
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Palm Orientation |
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Finger/Knuckle Orientation |
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Glossary |
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References |
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Author Biographies |
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Name Index |
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Subject Index |