Communicating with printed words to augment signing: case study of a severely disabled deaf-blind child

Thorley, Bernie; Ward, James; Binepal, Tina; Dolan, Karen

doi:10.1080/07434619112331275743

Cited by 9 publications

(3 citation statements)

References 8 publications

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“…These AAC systems aim to increase peoples' expressive and functional communication (e.g. Schepis & Reid 2003; Schlosser 1999; Thorley et al. 1991).…”

Section: Introductionmentioning

confidence: 99%

“…These AAC systems aim to increase peoples' expressive and functional communication (e.g. Schepis & Reid 2003;Schlosser 1999;Thorley et al 1991). Compared to studies focusing on improving expressive vocabulary, the promotion of a communicative environment, which supports the current receptive communication or comprehension level of the person with intellectual disabilities, has received less attention in the research literature (Kevan 2003).…”

Section: Introductionmentioning

confidence: 99%

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A pilot investigation into the efficacy of a signing training strategy for staff working with adults with intellectual disabilities

Chadwick¹,

Jolliffe²

2009

Brit J Learn Disabil

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Accessible summary• We taught staff some useful signs to help them to communicate with people.• We asked staff if they liked the different ways of teaching we used.• We tested staff trained to see if they remembered the signs.We found out that:• Trained staff could do the signs better than untrained staff.• Staff who had been taught liked the different ways of teaching that we used.• Only a few staff used the signs a lot when they were communicating with people. SummaryTo contribute to increasing the quality and quantity of communication between staff and adults with intellectual disabilities, training was undertaken to enhance the awareness and knowledge of signing as a method of communication. Multidisciplinary team members, residential and day centre staff were trained to use 20 core signs. Training methods employed included: a training session; a training video; and a training card showing the 20 signs. Caregiver knowledge of the 20 signs was assessed between 6 and 12 months following implementation of the training. Information was also collected about the level of exposure to each of the training methods, and about staff perceptions of the usefulness and effectiveness of the different training types. Training was considered effective by staff, especially the formal training. Trained staff were significantly more accurate at signing, although this knowledge and capability did not often translate into everyday use of signs.

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“…These AAC systems aim to increase peoples' expressive and functional communication (e.g. Schepis & Reid 2003; Schlosser 1999; Thorley et al. 1991).…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A pilot investigation into the efficacy of a signing training strategy for staff working with adults with intellectual disabilities

Chadwick¹,

Jolliffe²

2009

Brit J Learn Disabil

View full text Add to dashboard Cite

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“…Specifically within the field of visual impairment, Silberman and Sacks (2007) have emphasized the role of teachers of students with visual impairments in supporting instruction in and the use of AAC for students with visual impairments and additional disabilities. There is a need for further research to examine whether the addition of braille or print to support the development of more formal communication, such as speech or signing, with persons who have visual impairments and additional disabilities has relevance as a compatible instructional strategy to promote both communication and early literacy (Finkel, Weber, & Derby, 2004;Thorley, Ward, Binepal, & Dolan, 1991). An additional unexplored territory with great promise is the use of assistive technology that is designed for persons with visual impairments to promote functional literacy with the population of persons with multiple disabilities (Hasselbring & Glaser, 2000).…”

Section: Implications For Future Researchmentioning

confidence: 99%

A Review of Research on the Literacy of Students with Visual Impairments and Additional Disabilities

Parker

Pogrund

2009

Journal of Visual Impairment & Blindness

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Research on the development of literacy in children with visual impairments and additional disabilities is minimal even though these children make up approximately 65% of the population of children with visual impairments. This article reports on emerging themes that were explored after a review of the literature revealed nine literacy studies that included students with visual impairments and additional disabilities.

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Thomas the Writer

Blischak

1995

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A case study is presented to describe the development of augmentative and alternative communication (AAC) and literacy skills by a 9-year-old child, Thomas, who has quadriplegic cerebral palsy and a central vision impairment. Thomas’s development and progress from birth to second grade is chronicled. Development and use of his AAC system also is described, along with activities for language and literacy development and his inclusion in a second grade classroom.

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Communicating with printed words to augment signing: case study of a severely disabled deaf-blind child

Cited by 9 publications

References 8 publications

A pilot investigation into the efficacy of a signing training strategy for staff working with adults with intellectual disabilities

A pilot investigation into the efficacy of a signing training strategy for staff working with adults with intellectual disabilities

A Review of Research on the Literacy of Students with Visual Impairments and Additional Disabilities

Thomas the Writer

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