Sign Language

Using sign language...

- Discretely gives signal
- Gives easy implementation for self regulation
- Limits classroom disruptions

Implementation

Overview

The teacher provides background information on the use of sign language to communicate.
The class generates ideas on how to use sign language within the classroom.
Sign language may be used for classroom procedures, secret signals, or classroom managements.
- May I use the bathroom?
- May I get a drink?

Core Components

- Signs are taught and practiced
- Follow through on signs is accepted
- Practiced by all

Proactive Implementation

- Proactively implementing sign language may look like establishing a set of sign language requests that the room will utilize throughout the year and practicing these requests. Sharing the why and orgin of the language may be beneficial.

Responsive Implementation

- Responsively implementing sign language may look like teaching students how to sign specific requests in order to address a need for signaling.

Connection

If the need is connection then students may use a set of signals that prompt or reinforce others.

Skills Training

If the need is skill building then the students may use the requests as a way of prompting support.

Awareness

If the need is awareness then the student may be prompted with a sign as a reminder for to meet a specific expectation or request.

Emotional Regulation

If the need is regulation then the student may use sign language to request a break for regualtion.

Consider Factors Prior to Start

Gender, race, function, topography, family dynamics, interpersonal relationships

Resource availability, classroom instruction, physical space, time, technology

Intensifying or Fading During

REMINDER

- Make a note to document when you're starting this intervention.
- After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.

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