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Fingerspelling is the representation of the letters of a writing system, and sometimes numeral systems, using only the hands. These manual alphabets have often been used in deaf education and have subsequently been adopted as a distinct part of a number of sign languages. There are about forty manual alphabets around the world. Historically, manual alphabets have had a number of additional applications—including use as ciphers, as mnemonics and in silent religious settings.
Sign languages are languages that use the visual-manual modality to convey meaning, instead of spoken words. Sign languages are expressed through manual articulation in combination with non-manual markers. Sign languages are full-fledged natural languages with their own grammar and lexicon. Sign languages are not universal and are usually not mutually intelligible, although there are also similarities among different sign languages.
British Sign Language (BSL) is a sign language used in the United Kingdom (UK), and is the first or preferred language among the Deaf community in the UK. Based on the percentage of people who reported 'using British Sign Language at home' on the 2011 Scottish Census, the British Deaf Association estimates there are 151,000 BSL users in the UK, of which 87,000 are Deaf. By contrast, in the 2011 England and Wales Census 15,000 people living in England and Wales reported themselves using BSL as their main language. People who are not deaf may also use BSL, as hearing relatives of deaf people, sign language interpreters or as a result of other contact with the British Deaf community. The language makes use of space and involves movement of the hands, body, face, and head.
Makaton is a communication tool together with speech and symbols, to enable people with disabilities or learning disabilities to communicate. It is not a British Sign Language (BSL) or any form of Sign Language in its own right. Makaton supports the development of essential communication skills such as attention, listening, comprehension, memory and expressive speech and language. The Makaton language programme has been used with individuals who have cognitive impairments, autism, Down's Syndrome, specific language impairment, multisensory impairment and acquired neurological disorders that have negatively affected the ability to communicate, including stroke and dementia patients.
Signing Exact English is a system of manual communication that strives to be an exact representation of English vocabulary and grammar. It is one of a number of such systems in use in English-speaking countries. It is related to Seeing Essential English (SEE-I), a manual sign system created in 1945, based on the morphemes of English words. SEE-II models much of its sign vocabulary from American Sign Language (ASL), but modifies the handshapes used in ASL in order to use the handshape of the first letter of the corresponding English word.
Cued speech is a visual system of communication used with and among deaf or hard-of-hearing people. It is a phonemic-based system which makes traditionally spoken languages accessible by using a small number of handshapes, known as cues, in different locations near the mouth to convey spoken language in a visual format. The National Cued Speech Association defines cued speech as "a visual mode of communication that uses hand shapes and placements in combination with the mouth movements and speech to make the phonemes of spoken language look different from each other." It adds information about the phonology of the word that is not visible on the lips. This allows people with hearing or language difficulties to visually access the fundamental properties of language. It is now used with people with a variety of language, speech, communication, and learning needs. It is not a sign language such as American Sign Language (ASL), which is a separate language from English. Cued speech is considered a communication modality but can be used as a strategy to support auditory rehabilitation, speech articulation, and literacy development.
Irish Sign Language is the sign language of Ireland, used primarily in the Republic of Ireland. It is also used in Northern Ireland, alongside British Sign Language (BSL). Irish Sign Language is more closely related to French Sign Language (LSF) than to BSL, though it has influence from both languages. It has influenced sign languages in Australia and South Africa, and has little relation to either spoken Irish or English. ISL is unique among sign languages for having different gendered versions due to men and women being taught it at different schools.
Oralism is the education of deaf students through oral language by using lip reading, speech, and mimicking the mouth shapes and breathing patterns of speech. Oralism came into popular use in the United States around the late 1860s. In 1867, the Clarke School for the Deaf in Northampton, Massachusetts, was the first school to start teaching in this manner. Oralism and its contrast, manualism, manifest differently in deaf education and are a source of controversy for involved communities. Oralism should not be confused with Listening and Spoken Language, a technique for teaching deaf children that emphasizes the child's perception of auditory signals from hearing aids or cochlear implants.
The recorded history of sign language in Western societies starts in the 17th century, as a visual language or method of communication, although references to forms of communication using hand gestures date back as far as 5th century BC Greece. Sign language is composed of a system of conventional gestures, mimic, hand signs and finger spelling, plus the use of hand positions to represent the letters of the alphabet. Signs can also represent complete ideas or phrases, not only individual words.
Manually-Coded English (MCE) is a type of sign system that follows direct spoken English. The different codes of MCE vary in the levels of directness in following spoken English grammar. There may also be a combination with other visual clues, such as body language. MCE is typically used in conjunction with direct spoken English.
Japanese Sign Language, also known by the acronym JSL, is the dominant sign language in Japan and is a complete natural language, distinct from but influenced by the spoken Japanese language.
Manually coded languages (MCLs) are a family of gestural communication methods which include gestural spelling as well as constructed languages which directly interpolate the grammar and syntax of oral languages in a gestural-visual form—that is, signed versions of oral languages. Unlike the sign languages that have evolved naturally in deaf communities, these manual codes are the conscious invention of deaf and hearing educators, and as such lack the distinct spatial structures present in native deaf sign languages. MCLs mostly follow the grammar of the oral language—or, more precisely, of the written form of the oral language that they interpolate. They have been mainly used in deaf education in an effort to "represent English on the hands" and by sign language interpreters in K-12 schools, although they have had some influence on deaf sign languages where their implementation was widespread.
Bimodal bilingualism is an individual or community's bilingual competency in at least one oral language and at least one sign language, which utilize two different modalities. An oral language consists of an vocal-aural modality versus a signed language which consists of a visual-spatial modality. A substantial number of bimodal bilinguals are children of deaf adults (CODA) or other hearing people who learn sign language for various reasons. Deaf people as a group have their own sign language(s) and culture that is referred to as Deaf, but invariably live within a larger hearing culture with its own oral language. Thus, "most deaf people are bilingual to some extent in [an oral] language in some form" In discussions of multilingualism in the United States, bimodal bilingualism and bimodal bilinguals have often not been mentioned or even considered, in part because American Sign Language, the predominant sign language used in the U.S., only began to be acknowledged as a natural language in the 1960s. However, bimodal bilinguals share many of the same traits as traditional bilinguals, as well as differing in some interesting ways, due to the unique characteristics of the Deaf community. Bimodal bilinguals also experience similar neurological benefits as do unimodal bilinguals, with significantly increased grey matter in various brain areas and evidence of increased plasticity as well as neuroprotective advantages that can help slow or even prevent the onset of age-related cognitive diseases, such as Alzheimer's and dementia.
Singapore Sign Language, or SgSL, is the native sign language used by the deaf and hard of hearing in Singapore, developed over six decades since the setting up of the first school for the Deaf in 1954. Since Singapore's independence in 1965, the Singapore deaf community has had to adapt to many linguistic changes. Today, the local deaf community recognises Singapore Sign Language (SgSL) as a reflection of Singapore's diverse linguistic culture. SgSL is influenced by Shanghainese Sign Language (SSL), American Sign Language (ASL), Signing Exact English (SEE-II) and locally developed signs.
Deaf education is the education of students with any degree of hearing loss or deafness. This may involve, but does not always, individually-planned, systematically-monitored teaching methods, adaptive materials, accessible settings, and other interventions designed to help students achieve a higher level of self-sufficiency and success in the school and community than they would achieve with a typical classroom education. There are different language modalities used in educational setting where students get varied communication methods. A number of countries focus on training teachers to teach deaf students with a variety of approaches and have organizations to aid deaf students.
The history of deaf education in the United States began in the early 1800s when the Cobbs School of Virginia, an oral school, was established by William Bolling and John Braidwood, and the Connecticut Asylum for the Deaf and Dumb, a manual school, was established by Thomas Hopkins Gallaudet and Laurent Clerc. When the Cobbs School closed in 1816, the manual method, which used American Sign Language, became commonplace in deaf schools for most of the remainder of the century. In the late 1800s, schools began to use the oral method, which only allowed the use of speech, as opposed to the manual method previously in place. Students caught using sign language in oral programs were often punished. The oral method was used for many years until sign language instruction gradually began to come back into deaf education.
Namibian Sign Language is a sign language of Namibia and Angola. It is presumed that there are other sign languages in these countries.
Pierre Patrick Gorman, was an Australian librarian and academic who specialised in education for children with disabilities. Gorman, born profoundly deaf, was the first deaf person to receive a doctorate at Cambridge University.
Language acquisition is a natural process in which infants and children develop proficiency in the first language or languages that they are exposed to. The process of language acquisition is varied among deaf children. Deaf children born to deaf parents are typically exposed to a sign language at birth and their language acquisition follows a typical developmental timeline. However, at least 90% of deaf children are born to hearing parents who use a spoken language at home. Hearing loss prevents many deaf children from hearing spoken language to the degree necessary for language acquisition. For many deaf children, language acquisition is delayed until the time that they are exposed to a sign language or until they begin using amplification devices such as hearing aids or cochlear implants. Deaf children who experience delayed language acquisition, sometimes called language deprivation, are at risk for lower language and cognitive outcomes. However, profoundly deaf children who receive cochlear implants and auditory habilitation early in life often achieve expressive and receptive language skills within the norms of their hearing peers; age at implantation is strongly and positively correlated with speech recognition ability. Early access to language through signed language or technology have both been shown to prepare children who are deaf to achieve fluency in literacy skills.
Sir Richard Arthur Surtees Paget, 2nd Baronet was a British barrister and amateur scientific investigator, who specialised in speech science and the origin of speech. Following the publication of his book on these topics, Human Speech, in 1930, Paget worked for the remaining decades of his life on a new type of signing system for the deaf, which became the Paget Gorman Sign System.
References
- ↑ Broussine, Eric; Scarborough, Kim (September 25, 2013). Chapter 7: Promoting Effective Communication- SAGE Books. SAGE Publications . doi:10.4135/9781446288191. ISBN 9781849200844.Robert Pardoe
- 1 2 Broussine, Eric; Scarborough, Kim (2011). Supporting People with Learning Disabilities in Health and Social Care. London: SAGE Publications Ltd. p. 126. ISBN 9781849200837.
- 1 2 Fraser, W. I.; Grieve, R. (0981). Communicating with Normal and Retarded Children. Bristol: John Wright & Sons. p. 156. ISBN 0723605726.
- ↑ Schlesinger, I. M.; Namir, Lila (2014). Sign Language of the Deaf: Psychological, Linguistic, and Sociological Perspectives. New York: Academic Press. p. 162. ISBN 978-0126251500.
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