Effects of Manual Signing on Communicative Verbalizations by Toddlers with and without Disabilities in Inclusive Classrooms

Inclusive programs involving toddlers with and without disabilities are becoming increasingly common. However, little research has evaluated the effects of specific aspects of inclusive services on participating children without disabilities. Due in part to parental concerns over a potentially reduc...

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Bibliographic Details
Published in:Journal of the Association for Persons with Severe Handicaps 2001-06, Vol.26 (2), p.120-126
Main Authors: DiCarlo, Cynthia F., Stricklin, Sarintha, Banajee, Meher, Reid, Dennis H.
Format: Article
Language:English
Subjects:
Disabilities
Early Intervention
Inclusive Schools
Language Acquisition
Manual Communication
Preschool Education
Sign Language
Social Integration
Toddlers
Verbal Communication
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Summary:Inclusive programs involving toddlers with and without disabilities are becoming increasingly common. However, little research has evaluated the effects of specific aspects of inclusive services on participating children without disabilities. Due in part to parental concerns over a potentially reductive impact of manual signing on the communicative verbalizations of children without disabilities, we evaluated effects of manual signing by a classroom teacher on verbalizations of toddlers in an inclusive classroom. Manual signing was introduced sequentially by the teacher within ongoing verbal interactions with the toddlers in three play activities. Results indicated that teacher signing was accompanied by increases in communicative interactions involving signing with the teacher by each group of toddlers with and without disabilities. No reductive effects on communicative verbalizations were observed for any toddler group. These results offer support for using signing in an inclusive classroom without detrimental effects on the verbal functioning of children without disabilities. Future research should focus on conducting similar evaluations in other types of inclusive settings.
ISSN:0749-1425
0274-9483
2169-2408
DOI:10.2511/rpsd.26.2.120