Covering the Bases: Pairing Sign with Spoken Word in Early Childhood Settings
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| Title: | Covering the Bases: Pairing Sign with Spoken Word in Early Childhood Settings |
|---|---|
| Language: | English |
| Authors: | Waters, Chelsea L. (ORCID |
| Source: | Young Exceptional Children. Sep 2020 23(3):130-142. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Early Childhood Education |
| Descriptors: | Interpersonal Communication, Speech Communication, Sign Language, Young Children, Communication Strategies, Early Childhood Education, Inclusion, Student Needs, Hearing Impairments, Total Communication, Language of Instruction, Teaching Methods, Class Activities, Peer Relationship, Family Involvement |
| DOI: | 10.1177/1096250619845644 |
| ISSN: | 1096-2506 |
| Abstract: | Communication is an innate behavior people engage in to convey one's thoughts, needs, and interests to others (Knapp, Hall, & Horgan, 2014). Recommended Practices from the Division for Early Childhood of the Council for Exceptional Children (DEC, 2014) encourage teachers to partner with families to implement strategies that support communication skill development for young children (i.e., E1, F4, INS2, INT3, and TC2). The purpose of this article is to detail simultaneous communication, which is a communication strategy that involves pairing spoken and signed key words or phrases to convey essential concepts through both modalities. Teachers and families can implement this strategy to support multiple modes of communication and foster inclusion across early childhood settings (CAST, 2011; Cologon & Mevawalla, 2017). First, the advantages of simultaneous communication will be described. Then, practical application of this strategy will be detailed for implementation across settings. |
| Abstractor: | ERIC |
| Entry Date: | 2020 |
| Accession Number: | EJ1266859 |
| Database: | ERIC |
| Abstract: | Communication is an innate behavior people engage in to convey one's thoughts, needs, and interests to others (Knapp, Hall, & Horgan, 2014). Recommended Practices from the Division for Early Childhood of the Council for Exceptional Children (DEC, 2014) encourage teachers to partner with families to implement strategies that support communication skill development for young children (i.e., E1, F4, INS2, INT3, and TC2). The purpose of this article is to detail simultaneous communication, which is a communication strategy that involves pairing spoken and signed key words or phrases to convey essential concepts through both modalities. Teachers and families can implement this strategy to support multiple modes of communication and foster inclusion across early childhood settings (CAST, 2011; Cologon & Mevawalla, 2017). First, the advantages of simultaneous communication will be described. Then, practical application of this strategy will be detailed for implementation across settings. |
|---|---|
| ISSN: | 1096-2506 |
| DOI: | 10.1177/1096250619845644 |
