--What We've Learned Section--
This page contains the article SELECTED DEFINITIONS.
Modification of a standard manual sign to fit the childs visual, cognitive, and motor abilities or to accommodate for the childs visual impairment or learning needs.
Based on the work of Jan van Dijk, co-active movement is defined as moving together with the child. The adult or peer performs movements (may include objects) concurrently with the child.
Physical guidance of childs hand(s) to facilitate production of a standard manual sign for expressive communication.
Physically moving a childs hand(s) through an action or activity.
This list of Definitions represents a synthesis of information from Project SALUTEs focus groups, National Advisory Committee, staff activities, and a review of relevant literature such as the following bibliography.
Accardo, P.J., & Whitman, B.Y. (2002). Dictionary of developmental disabilities terminology. (2nd ed.). Baltimore: Paul H. Brookes.
Barraga, N., & Erin, J. (2001). Visual handicaps and learning (4th ed.). Austin, TX: ProEd.
Bloom, Y. (1990). Object symbols: A communication option (Monograph Series No. 1). North Rock, Australia: The New South Wales Institute for Deaf and Blind Children.
Chen, D. (1999). Beginning communication with infants. In D. Chen (Ed.), Essential elements in early intervention: Visual impairments and multiple disabilities (pp.337-377). New York: AFB Press.
Chen, D. (1995). The beginnings of communication: Early childhood. In K.M. Huebner, J.G. Prickett, T.R. Welch, & E. Joffe (Eds.). Hand in hand: Essentials of communication and orientation and mobility for your students who are deaf-blind. (pp.185-218). New York: AFB Press.
Coleman, J.G. (1993). The early intervention dictionary. Bethesda, MD: Woodbine
Costello, M. (1996). Developing early communication. HKNC.TAC News, 8(2), 3-5.
DeGangi, G. (1994). Documenting sensorimotor progress: A pediatric therapists guide. Tucson, AZ: Therapy Skill Builders.
Durkel, J.C. (1999). Non-verbal communication: Cues, signals and symbols. [on-line] www.tsbvi.edu/Education/vmi/nonverbal.htm.
Harlin, D. (1996). Tactile sign. TAC News, 8, 8-11.
Joint, S.A., Borellini, B., & Mathiesen, G. (1998). The survival guide: Tactile signs for deaf-blind and dual sensory impaired people who do not have language. Queensland, Australia: Deafblind Association of Queensland.
McDonough, J.T., Jr. (Ed.) (1994). Stedmans concise medical dictionary. (2nd ed.). Philadelphia: Williams and Wilkins.
McFarland, S. (1995). Teaching strategies of the van Dijk curricular approach. Journal of Visual Impairment & Blindness, 89, 222-228.
McLinden, M., & McCall, S. (2002). Learning through touch: Supporting children with visual impairment and additional difficulties. London, England: David Fulton Publishers.
McInnes, J.M. & Treffry, J.A. (1982). Deaf blind infants and children: A developmental guide. Toronto: University of Toronto Press.
Miles, B. (May,1999). Talking the language of the hands to the hands. Monmouth, OR: Deaf-Blind Link, The National Information Clearinghouse on Children who are Deaf-Blind.
Murray-Branch, J., & Bailey, B.R. (1998). Texture communication symbols: Talking through touch [Video & booklet]. Terre Haute, IN: Blumberg Center for Interdisciplinary Studies in Special Education, Indiana State University.
Pease, L. (2000). Creating a communicating environment. In S.Aitken, M. Buultjens, C. Clark, J.T. Eyre, L. Pease (Eds.) Teaching children who are deafblind (pp. 35-82) London: David Fulton Publishers.
Pick, H. (1980). Tactual and haptic perception. In R.L Welsh & B.B. Blasch (Eds.), Foundation of orientation and mobility, (pp. 89-114) New York: American Foundation for the Blind.
Reed, C.M., Delhorne, L.A., Durlach, N.I., & Fischer S.D. (1995). A study of the tactual reception of sign language. Journal of Speech and Hearing Research, 38, 477-489.
Rosen, S. (1997). Kinesiology and sensoriomotor function. In B.B. Blasch, W.R. Wiener, & R.L. Welsh (Eds.), Foundations of orientation and mobility. (2nd ed., pp. 170-199). New York: AFB Press.
Rowland, C. & Schweigert, P. (2000). Tangible symbols, tangible outcomes. Augmentative and Alternative Communication, 16, 61-78.
Rowland, C., Schweigert, P.D., & Prickett, J.G. (1995). Communication systems, devices, and modes. In K.M. Huebner, J.G. Prickett, T.R. Welch, & E. Joffe, (Eds.). Hand in hand: Essentials of communication and orientation and mobility for your students who are deaf-blind (pp. 219-259). New York: AFB Press.
Rowland, C., & Stremel-Campbell, K. (1987). Share and share alike. In L. Goetz,
D. Guess, K. Stremel-Campbell, (Eds.). Innovative program design for individuals with sensory impairments (pp.49-73). Baltimore: Paul H. Brookes.
Watkins, S. (1989). A model of home intervention for infant, toddler and preschool aged multihandicapped sensory impaired children. The INSITE model. Logan, UT: HOPE.
Van Dijk, J. (1966). The first steps of the deaf-blind child towards language. International Journal of the Education of the Blind,15(4), 112-114.
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SALUTE is a model demonstration project funded by the U.S. Department of Education grant #H324T990025 to California State University, Northridge from September 1, 1999 to August 30, 2004.