Since the time of the initial advocacy for the Total Communication philosophy, the use of sign systems for simultaneous communication with deaf students has been a focus of strongly held opinion, particularly among teachers. Regardless of the reasons for teachers holding particular attitudes (negative or positive), it is likely that there will be a relationship between those attitudes and their performances in learning and using the necessary sign skills. The study reported here sought to determine the extent of any association between teachers’ attitudes toward the use of simultaneous communication and their effectiveness in using that mode of communication. The hypothesis that teachers with more positive attitudes toward the use of simultaneous would be more effective in the use of that form of communication was supported. Implications for the employment and deployment of teachers in a range of communication settings are discussed.
|Number of pages||4|
|Journal||Australian Journal of Education of the Deaf|
|Publication status||Published - 1998|