Getting Ready: BSL (British Sign Language) Free
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Sign Language Typology Series
SIGN LANGUAGE TYPOLOGY SERIES The Sign Language Typology Series is dedicated to the comparative study of sign languages around the world. Individual or collective works that systematically explore typological variation across sign languages are the focus of this series, with particular emphasis on undocumented, underdescribed and endangered sign languages. The scope of the series primarily includes cross-linguistic studies of grammatical domains across a larger or smaller sample of sign languages, but also encompasses the study of individual sign languages from a typological perspective and comparison between signed and spoken languages in terms of language modality, as well as theoretical and methodological contributions to sign language typology. Interrogative and Negative Constructions in Sign Languages Edited by Ulrike Zeshan Sign Language Typology Series No. 1 / Interrogative and negative constructions in sign languages / Ulrike Zeshan (ed.) / Nijmegen: Ishara Press 2006. ISBN-10: 90-8656-001-6 ISBN-13: 978-90-8656-001-1 © Ishara Press Stichting DEF Wundtlaan 1 6525XD Nijmegen The Netherlands Fax: +31-24-3521213 email: [email protected] http://ishara.def-intl.org Cover design: Sibaji Panda Printed in the Netherlands First published 2006 Catalogue copy of this book available at Depot van Nederlandse Publicaties, Koninklijke Bibliotheek, Den Haag (www.kb.nl/depot) To the deaf pioneers in developing countries who have inspired all my work Contents Preface........................................................................................................10 -
Communication
Communication rarechromo.org Communication guide Communication isn’t just about speech. We communicate in lots of different ways. Speech, signing, pointing, eye contact, body movements, expressions etc. It can and is used by everyone, every day. This guide was written to help parents whose child has a rare chromosome or gene disorder, and includes ideas to help them to teach communication skills and to learn how to communicate with their child who has a developmental delay. Speech is a skill that children begin to develop as babies. Infants start by communicating through crying, then they move onto develop babbling speech which contains no real words. This can carry on for some time. For most children, their first words are made up of simple vowel sounds like ‘da da’, ‘ma ma’ or ‘ba ba’. Gradually children begin to use these sounds to form language but this can come at very different ages. As children begin to develop more complicated language, they produce longer words and can string words together to form a sentence. By the time they start school; most children have speech that is easily understood. However, some children take longer to develop their speech to a level where everything they say can be understood. Some children do not learn to speak at all and have to find other methods of communicating their wants and needs. If your child has a Speech – the oral sounds that are made developmental delay, speech Language - the use of words or gestures will often also be delayed, or Receptive skills - understanding language not develop at all. -
Listening with Your Eyes
Listening with your Eyes (Photo from terptopics.com) Abby BradleyGilbert Hilltown Cooperative Charter Public School Eighth Grade Project January 7 June 6, 2014 “You need to focus on a deaf person’s abilities. Not their disabilities. The only thing I can’t do is hear.” ~ Marlee Matlin Marlee Beth Matlin is an American actress. Being deaf since eighteen months old, she is the only deaf performer to win an Academy Award for Best Actress in a Leading Role, which she won for the movie Children of a Lesser God. At the age of twenty one, she became the youngest woman in history to win that award. She has been in both film and television resulting in a Golden Globe, with two other nominations, and four Emmy nominations. (Wikipedia Marlee Matlin) I had the pleasure of meeting her briefly, after I saw her sign in Boston, at Bunker Hill Community College. I feel privileged that I got to be in her presence, and I loved what she had to say. She connected with the audience through her sense of humor and it felt like I was with a friend and not a famous actress. Marlee Matlin, Marlee Matlin (Photo: http://www.omahahomeforboys.org/) like many deaf people, serves as a reminder to us that deaf people can rise to great heights, when they refuse to be held back. Introduction Deaf people can do anything hearing people can do except hear. They have American Sign Language for this. You don’t have to listen to understand ASL, because more than anything it’s a visual form of communication. -
SIGNALONG in Swindon
SIGNALONG in Swindon What is Signalong? It encourages Total Communication. This means using a combination of speech, facial expression, body language, tone of voice and sign to communicate our message. It is based on BSL (British Sign Language) but only key words are signed. Key words are the important words that you want to emphasise in a sentence / phrase, for example: the dog is eating the biscuit. It is sign supported communication. You always sign AND say the word. This means that it will encourage language development, not hinder it, in any way. It’s similar to Makaton and Mr Tumble’s signs, but in Swindon we chose to use one system across all settings …that choice was Signalong. Signs are introduced in everyday, real-life situations using objects or pictures. For example, every time you give your child a cup, you would say the word “cup”, and use the sign alongside this. Why sign with my child? There is no evidence that signing holds back speech and language. Signing can help reduce frustration. It gives your child a way of getting their message across. develop a child’s understanding of words Signing helps to . Spoken words are fleeting and quickly gone. This can make them hard to learn. The combination of seeing a sign and making a sign can help children to remember new words. Signing will help to gain your child’s attention as they will look at the actions that you make. Signing slows down your rate of speech. Slowing down your talking will make it easier for your child to follow. -
Linguistic Access to Education for Deaf Pupils and Students in Scotland
BRITISH SIGN LANGUAGE AND LINGUISTIC ACCESS WORKING GROUP SCOPING STUDY: LINGUISTIC ACCESS TO EDUCATION FOR DEAF PUPILS AND STUDENTS IN SCOTLAND © Crown copyright 2009 ISBN: 978-0-7559-5849-8 (Web only) This document is also available on the Scottish Government website: www.scotland.gov.uk RR Donnelley B56660 02/09 www.scotland.gov.uk BRITISH SIGN LANGUAGE AND LINGUISTIC ACCESS WORKING GROUP SCOPING STUDY: LINGUISTIC ACCESS TO EDUCATION FOR DEAF PUPILS AND STUDENTS IN SCOTLAND The Scottish Government, Edinburgh 2008 ACKNOWLEDGEMENTS We are very grateful to the many individuals who have contributed their time and commitment to this study. Appendix 2 lists the main organisations who have taken part. The views expressed in this report are those of the researcher and do not necessarily represent those of the Scottish Government or Scottish officials. © Crown copyright 2009 ISBN: 978-0-7559-5849-8 (Web only) The Scottish Government St Andrew’s House Edinburgh EH1 3DG Produced for the Scottish Government by RR Donnelley B56660 02/09 Published by the Scottish Government, February, 2009 CONTENTS 1. INTRODUCTION (including glossary of abbreviations) 1 2. METHODS 4 I Statistical information I Qualitative information I Documentary information THE LINGUISTIC ACCESS CONTEXT FOR DEAF PUPILS AND STUDENTS IN SCOTLAND 3. LANGUAGE APPROACHES USED WITH DEAF PUPILS IN SCOTLAND 7 I Monolingual approaches I Bilingual approaches I ‘No specific policy’ I Regional variation 4. LINGUISTIC ACCESS FOR DEAF STUDENTS IN FURTHER AND HIGHER EDUCATION 11 THE SCHOOL SECTOR: LINGUISTIC ACCESS TO EDUCATION FOR DEAF PUPILS NUMBERS OF PUPILS AND PROFESSIONALS 5. THE NUMBER OF DEAF PUPILS 13 I Scottish Government Statistics I ADPS statistics I Presenting statistics on the population of deaf pupils I Statistics relating to educational attainment I Recommendations 6. -
Qualifications for Teachers of Hearing and Visually Impaired Children And
abcdefghijkm = bÇìÅ~íáçå=aÉé~êíãÉåí sáÅíçêá~=nì~ó= pìééçêí=Ñçê=iÉ~êåáåÖ=aáîáëáçå= bÇáåÄìêÖÜ=beS=Snn= = = qÉäÉéÜçåÉW=MNPNJOQQ=MVMV= Chief Executives of Scottish Local Authorities c~ñW=MNPNJOQQ=TVQP= Directors of Education ãáâÉKÖáÄëçå]ëÅçíä~åÇKÖëáKÖçîKìâ= Headteachers of Schools ÜííéWLLïïïKëÅçíä~åÇKÖçîKìâ= Other interested organisations = 30 January 2007 _____ GUIDANCE ON APPROPRIATE QUALIFICATIONS FOR TEACHERS OF CHILDREN AND YOUNG PERSONS WHO ARE HEARING IMPAIRED, VISUALLY IMPAIRED, OR BOTH HEARING AND VISUALLY IMPAIRED. 1. I am directed by the Scottish Ministers to draw your attention to the attached guidance as to what shall constitute appropriate qualifications for teachers of children and young persons who have a hearing impairment, or visual impairment, or both hearing and visual impairment. 2. On 30 September 2005 The Requirements for Teachers (Scotland) Regulations 2005 (Scottish Statutory Instrument 2005/355) came into force. These Regulations set out the requirements to be met by education authorities in employing teachers in the course of discharging their duty under section 1 of the Education (Scotland) Act 1980, as amended, and section 2(1) of the Standards in Scotland’s Schools etc. Act 2000. In particular, the Regulations require that where an education authority employs a teacher wholly or mainly to teach pupils who are hearing impaired, visually impaired or both hearing and visually impaired, then that teacher must possess an appropriate qualification to teach such pupils. 3. The qualification is defined in terms of specific competences, as detailed at Appendix A. These comprise the specialist knowledge, understanding and skills required of teachers to enable them to teach pupils who are hearing impaired, visually impaired or both hearing and visually impaired. -
A Theory of Indexical Shift Meaning, Grammar, and Crosslinguistic Variation
“82612_12374_ch01_3P” — 2020/6/24 — 8:44 — page iii — #3 A Theory of Indexical Shift Meaning, Grammar, and Crosslinguistic Variation Amy Rose Deal The MIT Press Cambridge, Massachusetts −1 London, England 0 +1 “82612_12374_ch01_3P” — 2020/6/24 — 8:44 — page iv — #4 c 2020 Massachusetts Institute of Technology All rights reserved. No part of this book may be reproduced in any form by any electronic or mechanical means (including photocopying, recording, or information storage and retrieval) without permission in writing from the publisher. This book was set in Syntax and Times Roman by Westchester Publishing Services. Printed and bound in the United States of America. Library of Congress Cataloging-in-Publication Data Names: Deal, Amy Rose, author. Title: A theory of indexical shift : meaning, grammar, and crosslinguistic variation / Amy Rose Deal. Description: Cambridge : The MIT Press, 2020. | Series: Linguistic inquiry monographs ; 82 | Includes bibliographical references and index. Identifiers: LCCN 2019049201 | ISBN 9780262044189 (hardcover) | ISBN 9780262539210 (paperback) Subjects: LCSH: Indexicals (Semantics) | Nez Percé language—Semantics. Classification: LCC P325.5.I54 D43 2020 | DDC 497/.4124—dc23 LC record available at https://lccn.loc.gov/2019049201 10987654321 −1 0 +1 “82612_12374_ch01_3P” — 2020/6/24 — 8:44 — page v — #5 To Barak −1 0 +1 “82612_12374_ch01_3P” — 2020/6/24 — 8:44 — page vi — #6 −1 0 +1 “82612_12374_ch01_3P” — 2020/6/24 — 8:44 — page vii — #7 The unseen is proved by the seen, Till that becomes unseen and receives -
Translating, Interpreting and Communication Support Services Across the Public Sector in Scotland
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Total-Communication-And-AAC.Pdf
icommunicate SPEECH & COMMUNICATION THERAPY Total Communication What is total communication? This is a holistic view of communication, often using a range of modalities, or even thinking “outside the box” to create a system of communication that works for an individual. Other definitions of Total Communication include: ! Using any means and every means to communicate and/or receive a message ! Creating a system that best fits an individual to communicate, optimizing his skills and reducing his impairments ! A “catch-all” that ensures that an individual has access to some means of communication ! Facilitating and assisting each person by providing supports and opportunities to become involved and to actualize their potential For most of us speech is our primary means of communication (although many of us are unaware of the extent that body language and facial expression play in conveying our message). Sometimes, we need to look beyond speech and think of communication in a broader sense, what we call Total Communication. Total communication focusses on every possible modality to express our message and help the information be understood and processed. Conversely, we also need to give the individual with a communication difficulty as many resources and opportunities to convey their message in a way that is understood. The individual with the communication disorder When we have to relate to, or communicate with, someone with a communication disorder we are often unaware of many simple tools that are available to us to improve the interaction. These tools do not have to be expensive or technical to be the most effective (although in some cases technology is the best option). -
Speech and Language Therapy Childhood Education Report
INTERACTIVE TOOLS FOR TEACHERS AND CHILDREN AT INITIAL EDUCATION Project number: 2017-1-UK01-KA201-036761 SPEECH AND LANGUAGE PATHOLOGY INTERACTIVE TOOLS FOR TEACHERS AT INITIAL EDUCATION INTELLECTUAL OUTPUT 1 SPEECH AND LANGUAGE THERAPY CHILDHOOD EDUCATION REPORT Copyright ©2017-2020 Speech and Language Pathology Interactive Tools for Teachers at Initial Education – 2017-1-BG01-KA201-036295 This project (2017-1-BG01-Ka201-036295) has been funded with support from the European Commission (Erasmus+ Programme). This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Executive Summary Legal Regulation: It is clear that though a common regulation for inclusion exists across the EU states, the implementation of this varies widely and dramatically across the partner countries of this project. This is in part down to the historic frameworks of how schooling is implemented, the historic ways which children with special needs have been dealt with, and the financial and organisational restrictions on the implementation of new directives over these existing infrastructures and methodologies. The overarching drive towards inclusion is being tackled in each of the countries in different ways, and from different starting points, and is leading to the earlier detection of greater numbers children in schools with speech, language, and communication needs, as has been observed by the professionals who undertook our survey. It is hoped that the differing legal situations would not be a barrier to implementation of the developments of the project, but it is clear that the EU members involved in the project are each moving towards the EUs vision for inclusion and thus apps which target methods to detect SLCN and then improve SLC skills in children will drive their inclusion in the classroom. -
Communication Approaches Currently in Use in the Education of Deaf Children and Young People in the UK
Communication approaches currently in use in the education of deaf children and young people in the UK BATOD’s role in this document is to describe the range of communication approaches currently in use in the UK. BATOD does not endorse any one particular approach. The Association’s aim is to promote excellence in the education of deaf children and young people through whichever approach is being used. Statement of Entitlement All children and young people have the right to a language and/or developed communication system which enables them to communicate effectively in a variety of settings and for a variety of purposes, including accessing education. Communication Choices Once a child has been diagnosed with a significant hearing loss his/her parents may be confronted with making a decision about the communication approach they, and the child, should adopt. In order to participate fully in making this decision, parents should have clear and unbiased information about the possible options. Their choice may depend on a number of factors such as the family situation and home language, whether the child has additional special educational needs, and perhaps the degree of deafness. Outside influences such as accessibility to a peer group using the same communication approach, and the range of educational placements available may also affect preference. Having taken these factors into consideration, parents may also weigh up the philosophical arguments and possible outcomes of the different approaches. Broadly speaking communication approaches can be categorised under 3 main headings: auditory/oral, manually coded English, and sign bilingualism. The future aims of parents undertaking these approaches might be: Auditory/Oral We want our child to speak, write and understand spoken and written English. -
A4 Manuals Template
2.i PLACEMENT All signs start within an area knownasthe signing window. This extends from the top of the head tothewaist and fromjust beyond each shoulder. Theplacement of the sign can be used toaddmeaning, and sometimesmoves outsidethe window. For example, signsrelating to the groundor floor or low downonaperson (e.g."socks") would besigned at waist level or atthe bottom of the signing window. Signsrelating to the sky or ceiling would be signed at the height or at the top of the signing window. All of the illustrations in all of the SIGNALONG manuals are performed by a right-handed signer. Because we know that there are left and right-handed signers we refer to the "working hand" and "supporting hand"–REMEMBER YOU NEED TO BE CONSISTENT, this avoids confusion and gives a point of focus to the person you are signing to. Mid-line Working Side Supporting Side Signing Window 2.ii PARTS OF THE HAND middle (2nd) index ring (1st) (3rd) palm knuckles little (4th) thumb blade wrist palm blade heel 2.iii SIGNALONG LETTER SHAPES – based on BSL A B C D E F G H I J K L M N O P Q R S T U V W X Y Z 2.iv BASIC HANDSHAPES FLAT HAND OPEN HAND CLAWED HAND BENT HAND CUPPED HAND BUNCHED HAND CLOSED HAND FIST HAND “C” HAND FULL “C” HAND “O” HAND FULL “O” HAND “M” HAND “N” HAND “R” HAND “V” HAND The last six shapes are based on the RIGHT handshape of British two-handed fingerspelling, but could also apply to the left hand.