By: Claire Roen
May 21st, 2021
In the special needs community, communication barriers are a constant issue for children and families. For many disabled people this is addressed in the form of speech therapy and physical therapies in order to improve oral communication. However, some people with special needs are unable to communicate orally, generating an even more difficult barrier. In an attempt to close the gap between neurotypical and disabled people, the use of sign language could create a new communication pathway allowing disabled people to further express their needs and desires as well as increase the level of connection and community between disabled and non-disabled individuals.
When analyzing the special needs community, a commonly used idea is the Social
Model of Disability. Unlike the Medical Model, which regards disability as an
illness in need of a cure, "[t]he social model of disability asserts that
contingent social conditions rather than inherent biological limitations
constrain individuals' abilities and create a disability category" (Stein,
2007). In the context of this model, it becomes the duty of society to provide
every opportunity for inclusion of people with disabilities. In order to allow
people with disabilities to communicate with the world, access to a language
such as ASL is extremely important. In addition to this model, the idea of
disability extends further than the affected individual. "It is not just the
child who experiences the communication disability; the family, teachers, peers,
and community are also handicapped without a language to use in communicating
with the child. Sign language can empower non-Deaf children to triumph over
their communication disabilities" (Toth, 2009). By providing a language for
people with disabilities, society not only provides an opportunity for those
individuals to overcome their obstacles but also promotes a sense of community
that benefits anyone who interacts with a disabled person, and therefore,
benefits society as a whole.
There are many studies that provide evidence that ASL is extremely beneficial
for people with special needs. For example, "Sign language has been proven an
effective strategy to support language acquisition for students with autism"
(Carr, 2013). Because many people with autism are nonverbal, it is incredibly
important for the wellbeing of these individuals to find ways to communicate
with the world around them. Through sign language these people are given the
opportunity to improve spoken communication and develop a second mode of
expression. On top of this, "proficiency in the use of sign language may enhance
children's ability to learn basic sight words. It is evident that the
acquisition of sign language not only benefits hearing children, but children
with learning disabilities as well" (Toth, 2009). Researchers have developed in
depth methods to help children with disabilities learn to communicate. They use
"a multi-sensory approach that incorporates hearing, writing, and seeing…
[since] some children learn best when content is presented in several
modalities" (Easterling, 2004). Because of the tactile style of sign language,
it provides the perfect outlet for children to develop more unique communication
skills. By utilizing a taclite language, society can provide opportunities for
success for all students, regardless of learning style.
While spoken language is more commonly known, it is not a feasible skill for
many individuals. "In a sign language system, words and concepts are expressed
by gestures or signs and are combined with facial expressions, body movements,
and/or fingerspelling… the ability to create images for words facilitates
recall" (Toth, 2009). Because of this unique style, people who struggle with
spoken language can practice and retain language skills through the use of sign
language. "For some children sign language training produced a higher percentage
of independent [requests] [and] vocalizations during training" (Tincani, 2004).
While some people with disabilities may use ASL as their primary source of
communication, others simply use it as an aid for developing better spoken
language skills. Even in this context, ASL provides an extremely necessary
experience that betters the life of people with disabilities. Even beyond
language skills, ASL greatly benefits people with special needs. It "not only
aids in decreasing the likelihood of challenging behaviors from occurring but
also aids in increasing the individuals independence and assistance in them
becoming successful members of society" (Pattison, 2016). This improves the
lives of disabled people and those interacting with them.
Because of the unique style of ASL, people are able to adapt the language to fit
their background and needs. In one study "each child individually adapted sign
usage to support memory and retrieval" (Beecher, 2012). This diversity makes ASL
even better equipped to support the special needs community. Another benefit of
using ASL is the tactile nature of the language. Because many people with
disabilities struggle with object permanence and articulating their needs,
giving them access to physical representations of those things creates a better
environment for success.
All in all, it is evident that sign language acquisition is beneficial for
people with disabilities and those around them. By providing an opportunity for
communication and connection, people with disabilities can actively participate
in society, improving the quality of life for all.
Works Cited
Easterling, G. S. (2004, December 9). Effects of a constant time delay procedure
and sign language instruction on sight word acquisition of elementary school
children with learning disabilities. ProQuest.
https://www.proquest.com/openview/a689822da9f1a1670903de0537fa7c6d/1?cbl=18750&diss=y&loginDisplay=true&pq-origsite=gscholar.
Beecher, Larissa, and Amy Childre. "Increasing Literacy Skills for Students with
Intellectual and Developmental Disabilities: Effects of Integrating
Comprehensive Reading Instruction with Sign Language." Education and Training in
Autism and Developmental Disabilities, vol. 47, no. 4, 2012, pp. 487--501. JSTOR,
www.jstor.org/stable/23879641. Accessed 22 May 2021.
Carr, E. G., & Kologinsky, E. (2013, February 27). ACQUISITION OF SIGN LANGUAGE
BY AUTISTIC CHILDREN II: SPONTANEITY AND GENERALIZATION EFFECTS. Wiley Online
Library. https://onlinelibrary.wiley.com/doi/abs/10.1901/jaba.1983.16-297.
Tincani, Matt. "Comparing the Picture Exchange Communication System and Sign
Language Training for Children With Autism." Focus on Autism and Other
Developmental Disabilities, vol. 19, no. 3, Aug. 2004, pp. 152--163,
doi:10.1177/10883576040190030301.
Pattison AE, Robertson RE. Simultaneous Presentation of Speech and Sign Prompts
to Increase MLU in Children With Intellectual Disability. Communication
Disorders Quarterly. 2016;37(3):141-147. doi:10.1177/1525740115583633
Toth, Anne. "Bridge of Signs: Can Sign Language Empower Non-Deaf Children to
Triumph over Their Communication Disabilities?" American Annals of the Deaf,
vol. 154, no. 2, 2009, pp. 85--95. JSTOR, www.jstor.org/stable/26234583. Accessed
23 June 2021.
Stein, Michael Ashley. "Disability Human Rights." California Law Review, vol.
95, no. 1, 2007, pp. 75--121. JSTOR, www.jstor.org/stable/20439088. Accessed 26
June 2021.
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