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- W2208397831 abstract "[Sign Language: Analysis of its Structure and its Incidence on the Deaf Child’s Development] Deaf childrens’ education at present time is mainly oriented towards the acquisition of speech. This pedagogical option is founded on a number of ideas. In this paper we discuss two of them which seem particularly important. First, the sign system of communication spontaneously used by deaf people is usually supposed not to have a genuine linguistic status. As a consequence, it is systematically excluded from the deafs’ school. The work we examine here shows that the sign language has the same structural characteristics as oral languages. Similarities between oral and sign languages also appear at the level of processes of acquisition. The second point discussed here concerns the idea that using signs to communicate would divert the efforts which deaf children should orient towards learning to speak. Empirical evidence shows that this is false. Deaf children exposed to sign language from birth appear to be more competent for oral tasks than those exposed to oral language (even in the case where the latter group has received an early and intensive oral training). The conclusion is that the exposure to sign language from birth allows the normal development of linguistic dispositions shared by all human beings and that it permits satisfactory communication experiences with the environment. These factors facilitate the integration of deaf children into the community of both deaf and hearing people." @default.
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- W2208397831 date "1979-01-01" @default.
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- W2208397831 title "Le Langage Gestuel: Analyse de sa Structure et de Son Incidence Sur Le Développement De L’Enfant Sourd" @default.
- W2208397831 doi "https://doi.org/10.5334/pb.639" @default.
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