This paper discusses the ambiguities which exist in the literature regarding the various sign systems available for use with nonverbal multiply handicapped individuals. Several authors' descriptions of the systems are presented and compared in order to point out inconsistencies which may be a source of confusion for teachers and therapists who are seeking more information about sign language and manual codes. Research findings regarding the perceptual qualities of sign systems and their adaptation to the human processing mechanism are presented with implications for teaching signs to multiply handicapped learners.
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