Recent work has focused on the use of signs as an alternative communicative mode for severely language delayed children. The decision to implement signs should depend on the child's developmental, cognitive, and communicative abilities as well as the support and skill level of the classroom and family. Assessment and programming which incorporate normal language constructs and strategies will more favorably influence a productive, communicative sign language system. Included is a framework for determining if the child is an appropriate candidate for sign programs; a discussion of specific sign objectives; and guidelines for classroom implementation and family intervention.
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