Tactile reception of fingerspelling and sign language

C. M. Reed; L. A. Delhorne; N. I. Durlach

doi:10.1121/1.2024713

Tactile reception of fingerspelling and sign language

The Journal of the Acoustical Society of America ◽

10.1121/1.2024713 ◽

1987 ◽

Vol 82 (S1) ◽

pp. S24-S24

Author(s):

C. M. Reed ◽

L. A. Delhorne ◽

N. I. Durlach

Keyword(s):

Sign Language ◽

Tactile Reception

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Glove Translates Sign Language Into Spoken Words

Leader Mag Digital Object Group ◽

10.1044/leader.nib3.25102020.15 ◽

2020 ◽

Keyword(s):

Sign Language ◽

Spoken Words

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Understanding the Communication Needs of Culturally and Linguistically Diverse Students Who Are Deafblind

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig12.81 ◽

2017 ◽

Vol 2 (12) ◽

pp. 81-88

Author(s):

Sandy K. Bowen ◽

Silvia M. Correa-Torres

Keyword(s):

Sign Language ◽

Augmentative And Alternative Communication ◽

Linguistically Diverse ◽

Spoken Language ◽

Culturally And Linguistically Diverse ◽

Alternative Communication ◽

Linguistically Diverse Students ◽

The Past ◽

Communication Needs ◽

Different Cultures

America's population is more diverse than ever before. The prevalence of students who are culturally and/or linguistically diverse (CLD) has been steadily increasing over the past decade. The changes in America's demographics require teachers who provide services to students with deafblindness to have an increased awareness of different cultures and diversity in today's classrooms, particularly regarding communication choices. Children who are deafblind may use spoken language with appropriate amplification, sign language or modified sign language, and/or some form of augmentative and alternative communication (AAC).

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