Sign systems in special education: some experiences of their use with deaf children

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Abstract
The recent and striking growth in the use of sign-systems with communication-handicapped children other than the deaf has not been monitored by systematic research. Sign-systems have been in use with deaf children, however, for a considerable number of years and much research has been undertaken aimed at evaluating their effectiveness as a means of developing communication. This research is discussed, and the conclusion is that using signs with deaf children is not unproblematic. The findings may well be applicable to the use of signs with any communication- handicapped child. Thus enthusiasm for alternative communication approaches should not be mistaken for efficacy.