Texas School for the Blind and Visually Impaired
Outreach Programs
www.tsbvi.edu | 512-454-8631| 1100 W. 45th St. | Austin, TX 78756
2015 Texas Symposium on Deafblindness
Saturday 10:30-12:00 Breakout Session
Give Yourself a Hand:
Using Signs in the Life Skills Classroom
Presented by
Susie Tiggs, Statewide Lead for Deaf/Hard of Hearing
Services, Region 11 ESC, Ft. Worth
stiggs@esc11.net
Theresa Johnson, Director of Summer Programs, TSD,
ERCOD
theresa.johnson@tsd.state.tx.us
Developed for
Texas School for the Blind & Visually Impaired
Texas Deafblind Outreach
Information from the Power Point
Agenda
1. Why Signs?
2. Types of Signs
3. Getting Started
Figure 1 Drawing of a light bulb.
Dilemma
Figure 2 Photo of a young girl named Kimberly.
Figure 3 A "speech balloon" that reads, "Reasons to Use Signs in My Life Skills Classroom".
2015 TX Symposium on Deafblindness – Give Yourself a Hand, Tiggs, S. & Johnson, T.
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Figure 4 A completed "checklist" with a figure holding a pen. The list of items included in the checklist is noted below.
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Gross motor for signing develops before fine motor for speaking.
Visual and kinesthetic learners
Stimulates areas of brain associated with speech and language
Multiple modes of input strengthens connections in the brain
Language building block for learning
Provides conceptual info that enhances vocabulary development
Decreases frustration
Figure 5 Cartoon showing two stick figures, one female and one male. The female says, "Better communication skills = happier
and more independent students." The male says, "Increases chance of successful communication!"
Mary No Name
Video
Figure 6 Graphic of the original agenda with a checkmark beside 1. Why Signs?
2015 TX Symposium on Deafblindness – Give Yourself a Hand, Tiggs, S. & Johnson, T.
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Figure 7 Word balloon that reads, "Types of Signs".
Figure 8 A stick figure with question marks around his head stands beside the following: Types of signs: Signing Exact English,
American Sign Language, Contact Signs / Pidgin Signed English, Functional Signs.
Figure 9 Image of a whiteboard with a marker. The list below appears on the board.
Signing Exact English (SEE)
 English word order
 Speak and sign simultaneously
 Each word has one sign, regardless of concept
o Example: “run” is the same sign for each concept
 “I run down the street.”
 “My nose is running.”
 “The engine is running.”
2015 TX Symposium on Deafblindness – Give Yourself a Hand, Tiggs, S. & Johnson, T.
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Figure 10 A picture of Dennis Davino. Beside him are the words below.
Transcription of SEE Sample
Hello. My name is Dennis Davino. Welcome to the Cypress College Educational Interpreter
Training Program. Look at the classes we are planning. Our first classes begin the week of
Aug. 22nd, 2015. Hope to see you there.
Note: In Signing Exact English all grammatical features, including all suffixes and affixes are
produced manually.
Figure 11 Image of a whiteboard with a marker. The list below appears on the board.
American Sign Language (ASL)
 A natural visual-gestural language which has evolved to meet the linguistic needs of its
users.
 It is fully accessible to deaf individuals.
 Signs are conceptual:
o Example: “run” is the different sign for each concept.
 I run down the street
 My nose is running.
 The engine is running.
2015 TX Symposium on Deafblindness – Give Yourself a Hand, Tiggs, S. & Johnson, T.
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Figure 12 A picture of Dennis Davino. Beside him are the words below.
Transcription of ASL Sample
Hello. My name is Dennis Davino. Welcome to the Cypress College Educational Interpreter
Training Program. Look at the classes we are planning. Our first classes begin the week of
Aug. 22nd, 2015. Hope to see you there.
Note: American Sign Language has a unique grammar and structure independent of English.
Figure 13 Image of a whiteboard with a marker. The list below appears on the board.
Pidgin Signed English (PSE)
 Used by individuals who have a command of the English language and incorporate
English into the communication along with the use of ASL signs
 Uses English word order, but deletes connecting words and word endings
 Used with or without voice
2015 TX Symposium on Deafblindness – Give Yourself a Hand, Tiggs, S. & Johnson, T.
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Figure 14 A picture of Dennis Davino. Beside him are the words below.
Transcription of PSE / Contact / CASE Sample
Hello. My name is Dennis Davino. Welcome to the Cypress College Educational Interpreter
Training Program. Look at the classes we are planning. Our first classes begin the week of
Aug. 22nd, 2015. Hope to see you there.
Note: In PSE / CASE English word order is used but most of the function words of English are
omitted. Features of ASL such as pluralization by repetition are incorporated.
Figure 15 Image of a whiteboard with a marker. The list below appears on the board.
Functional Signs
 Used by individuals with cognitive disabilities
 Use concrete words and gestures
 Signs may be used in isolation or in short incomplete phrases
 Assist in receiving or conveying a message
Figure 16 Cartoon showing two stick figures, one female and one male. The female says, "Functional signs!" The male says,
"What will you be using?”
2015 TX Symposium on Deafblindness – Give Yourself a Hand, Tiggs, S. & Johnson, T.
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Figure 17 Video screen for the The SKETCH Show.
Figure 18 Graphic of the original agenda with a checkmark beside 1. Why Signs? and 2. Types of Signs.
Figure 19 A word balloon reads, "Getting Started."
Figure 20 A stick figure carries an arrow shape that points up. The words "Start small, increase." appear beside the figure.
2015 TX Symposium on Deafblindness – Give Yourself a Hand, Tiggs, S. & Johnson, T.
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Figure 21 A female stick figure with her index finger raised high. Two word balloons appear along side her that read, "Voice: It's
time for lunch." and "Sign: Lunch"
Figure 22 A whiteboard with the words, "Repeat frequently. Different situations." written at the top. Below the words are various
images of water coming from a faucet into an open palm holding soap, a figure in a bathtub, a fish jumping from a fishbowl, a
figure slipping in water near a Slippery When Wet sign, a figure standing in water up to the neck, and a glass of water.
Figure 23 A girl covers her eyes as a small white dog lies on a pillow in her lap. The word, “Watching” is printed on the board
beside the picture.
Figure 24 A baby laughs as he lies propped on his arms on the floor. The words, "Facial Expressions" is printed beside the
picture.
Figure 25 An assortment of tactile and picture symbols is displayed on a table next to a container marked, "All Done".
2015 TX Symposium on Deafblindness – Give Yourself a Hand, Tiggs, S. & Johnson, T.
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Figure 26 One figure stands on the shoulders of the other with his hands on a shelf that has the words, "Ask for help." displayed
on it. Printed next to that image are the words, "Create need for communication."
Figure 27 Circling the image of a light bulb are a series of 8 boxes spaced above an arrow moving clockwise. The boxes read
as follows: Start Small, Use Carrier Phrases, Repeat in various situations, Teach signs in context, Make sure the student is
attending, Use facial expressions, Use visual /tactile symbols, Create a need for communication.
Figure 28 Above a photo of a young girl written on a board are the words, "Sign Approximations, Accept, Model".
Kimberly’s Communication Portfolio
Figure 29 The same young girl is seen holding onto the door knob of a restroom. Her hands form a fist with the thumb extended
out and an arrow superimposed over the image indicates the signing hand is moving left and right. The drawn image for the
formal sign image appears beside this picture and reads, “Sign: “R” handshape moves back and forth.”
2015 TX Symposium on Deafblindness – Give Yourself a Hand, Tiggs, S. & Johnson, T.
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Selecting Vocabulary
Figure 30 Two stick figures confer over what might be a map.
Selecting Vocabulary
Figure 31 Three different stick figures are shown. The one on the left clicks his heels, the middle figure holds a piece of paper,
and the figure on the right stand with her left index finger pointed above her head. There are bulleted lists below each. The
words that appear under each figure are shown in the three columns listed below this image.
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Requests
Comments
Feelings
Greetings
Labels
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Favorite toys
Favorite activities
Favorite foods
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Routines
Repetitive
Frequently used
Thematic units
Selecting Vocabulary
Figure 32 On the whiteboard are printed the words, "Iconic signs" and "Natural gestures". Beside these words appear sign
cards showing the signs for "eat" and "drink".
Selecting Vocabulary
2015 TX Symposium on Deafblindness – Give Yourself a Hand, Tiggs, S. & Johnson, T.
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Figure 33 On the whiteboard you see hands forming the figerspelled letters "t" and "j". Beside these is a name badge that
reads, "Hello my name is Theresa"
Selecting Vocabulary
Figure 34 On the whiteboard a stick figure stands with puffs of steam coming out of his ears. Beside him are the words,
"Introduce signs that will help communicate when frustrated.”
Figure 35 A graph: In the center circle are the words, "Selecting Vocabulary". Six circles surround each containing a word or
phrase. Moving from 12:00 position clockwise they read as follows: "Favorites," "Conversations", "Frequent activities", "Iconic
signs", “Name signs”, and “Signs to reduce frustration”.
Figure 36 On the whiteboard under the banner WARNING!!! is the photo of a baby in a highchair and the sign picture for "More".
2015 TX Symposium on Deafblindness – Give Yourself a Hand, Tiggs, S. & Johnson, T.
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Figure 37 Two stick figures listen to a "string-and-tin-can" telephone. Written above them on the white board are the words,
“Consistency is essential! As a team, agree on signs used!”
Internet Resources
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Lifeprint.com
Aslpro.com
Signingsavvy.com
Handspeak.com
Mysmarthands.com
Signingtime.com
Books, Flashcards, Games
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Timetosign.com
Signingtime.com
Harriscomm.com
Barnesandnoble.com
Amazon.com
Gupress.gallaudet.edu
DVDs
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Signs vs ASL Curriculum!
Harriscomm.com
Signingtime.com
Amazon.com
Smart Phone/Tablet Apps
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Many free and low cost
Drawings vs pictures vs video
Descriptions of how to sign
Fingerspelling vs signs
2015 TX Symposium on Deafblindness – Give Yourself a Hand, Tiggs, S. & Johnson, T.
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Sign Language Classes
Figure 38 A stick figure stands with palms up and an arch of question marks over his head. The words listed below apppear to
his right.
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Community College
Continuing Education
Libraries
Churches
Regional Day School Programs
Figure 39 The image of the whiteboard with “Agenda or Summary Layout” as the banner and checks beside these items 1. Why
Signs?, 2. Types of Signs, 3. Getting Started appear to the left of a light bulb.
Livebinder
Information, resources, and links from this presentation can be found in a Livebinder. Simply
click on the tabs and/or subtabs to begin browsing. http://bit.ly/14la3FV
Figure 40 QR Code
2015 TX Symposium on Deafblindness – Give Yourself a Hand, Tiggs, S. & Johnson, T.
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Figure 41 Image of Using Sign Lanuage in Special Education Classroom in the Livebinder.
Questions? More Information?
Figure 42 A stick figure points to the LFD logo and the information contained below for contacting Theresa Johnson and Susie
Tiggs.
Theresa Johnson, M.Ed.
Outreach Specialist
Educational Resource Center on Deafness
theresa.johnson@tsd.state.tx.us
Susie Tiggs, M.Ed.
State Lead for Deaf/HH Services
ESC Region 11
stiggs@esc11.net
2015 TX Symposium on Deafblindness – Give Yourself a Hand, Tiggs, S. & Johnson, T.
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Give Yourself a Hand: Using Signs in the Life Skills Classroom
Theresa Johnson, M.Ed. and Susie Tiggs, M.Ed.
Figure 43 QR Code
Why Use Signs with Life Skills Students?










Gross motor for signing develops before fine motor for speech
Often visual or kinesthetic learners rather than auditory learners
Difficulty with expressive language and verbal skills
Sign stimulates areas of brain associated with speech and language
Language building block for learning
Multiple modes of input strengthens connections in the brain
Sign provides conceptual info that enhances vocabulary development
Alternate communication decreases frustration
Sign increases chance of successful communication
Better communication skills = happier and more independent students
Types of Signs

Signing Exact English (SEE)
o English word order
o Speak and sign simultaneously
o Each word has one sign, regardless of concept

American Sign Language (ASL)
o A natural visual-gestural language which has evolved to meet the linguistic needs
of its users.
o It is fully accessible to deaf individuals.
o Features of ASL:
 Signing Space
 Non-Manual signals
 Directionality
 Number systems
 Role shifts
2015 TX Symposium on Deafblindness – Give Yourself a Hand, Tiggs, S. & Johnson, T.
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
Pidgin Signed English (PSE)
o Used by individuals who have a command of the English language and
incorporate English into the communication along with the use of ASL signs
o Uses English word order, but deletes connecting words and word endings
o Used with or without voice

Functional Signs
o Used by individuals with cognitive disabilities
o Use concrete words and gestures
o Signs may be used in isolation or in short incomplete phrases
o Assist in receiving or conveying a message
What will you be using?
o FUNCTIONAL SIGNS!

Getting Started







Start small, increase
Use carrier phrases
Teach signs in context
Make sure student is watching
Facial expressions must match message
Use visual supports as well
Create need for communication
Sign Approximations and Documentation


Sign approximations
o Accept approximation
o Model correct formation
Create a Communication Portfolio, documenting signs and approximations
Selecting Vocabulary




Involve Team!
Include
o Requests
o Comments
o Feelings
o Greetings
o Labels
Motivating Signs
o Favorite toys
o Favorite activities
o Favorite foods
Iconic signs
2015 TX Symposium on Deafblindness – Give Yourself a Hand, Tiggs, S. & Johnson, T.
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




Repetitive Words
o Routines
o Frequently used
o Thematic units
Name signs
Signs that will help communicate when frustrated
Be careful using “more” in isolation
Consistency is essential! As a team, agree on signs used!
Learning Sign Language

Internet Resources
o www.aslpro.com
o www.Lifeprint.com/disctionary.htm
o www.Signingsavvy.com
o www.handspeak.com

Books, Flashcards, Games
o Timetosign.com
o Signingtime.com
o Harriscomm.com
o Barnesandnoble.com
o Amazon.com
o Gupress.gallaudet.edu

DVDs
o
o
o
o
Signs vs ASL Curriculum!
Harriscomm.com
Signingtime.com
Amazon.com

Smart Phone/Tablet Apps
o Many free and low cost
o Drawings vs pictures vs video
o Descriptions of how to sign
o Fingerspelling vs signs

Sign Language Classes
o Community College
o Libraries and Churches
o Regional Day School Programs
2015 TX Symposium on Deafblindness – Give Yourself a Hand, Tiggs, S. & Johnson, T.
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Theresa Johnson, M.Ed.
Outreach Specialist
Educational Resource Center on Deafness
stiggs@esc11.net
Susie Tiggs, M.Ed.
State Lead for Deaf/HH Services
Education Service Center Region 11
stiggs@esc11.net
Information, resources, and links from this presentation can be found in a Livebinder at
http://www.livebinders.com/play/play?id=550830 .
Simply click on the tabs and/or subtabs to begin browsing.
A Livebinder is a virtual three-ring binder where you can organize information on the internet or
documents from your personal collection. When a link to a website is added it remains a live
link to the internet; Livebinder is not affected by changes in websites, unless the address
changes. Feel free to browse this Livebinder, and the countless other binders, anytime.
Figure 44 QR Code
2015 TX Symposium on Deafblindness – Give Yourself a Hand, Tiggs, S. & Johnson, T.
18
2015 TX Symposium on Deafblindness – Give Yourself a Hand, Tiggs, S. & Johnson, T.
Texas School for the Blind & Visually Impaired
Outreach Programs
Figure 45 TSBVI logo.
Figure 46 IDEAs that Work logo and OSEP disclaimer.
2015 TX Symposium on Deafblindness – Give Yourself a Hand, Tiggs, S. & Johnson, T.