Sign Language Basics

What paras need to know about sign language in school settings — ASL vs. other systems, the para's role, and practical guidance for working alongside or developing basic signing skills.

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| Audience | Paras who work with students who use sign language or sign-supported communication; general orientation for paras new to deaf and hard-of-hearing settings. |

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| Why This Matters |

| Sign language in school settings is not one thing. ASL is a complete, natural language. SEE-II and Signed Exact English are manually coded systems. Conceptually Accurate Signed English is a hybrid. Total Communication programs use multiple modalities simultaneously. Knowing which system a student uses — and why — is the starting point for providing appropriate support. |

The Landscape: Different Systems, Different Purposes

American Sign Language (ASL)

ASL is a fully independent visual language with its own grammar, syntax, and structure. It is not English rendered in signs — it has a completely different grammatical structure. ASL is the primary language of many Deaf people in the United States and is recognized as a natural language. Students whose families are part of the Deaf community may use ASL as their first language.

A para who does not know ASL cannot communicate naturally in ASL. If a student's primary language is ASL, they are entitled to a qualified educational interpreter — not an untrained para who knows a few signs. Paras should understand this distinction and not overestimate their own signing competency.

Manually Coded English Systems

Systems like Signed Exact English (SEE-II) and Conceptually Accurate Signed English (CASE) represent English in a visual-manual form. They use many ASL signs but follow English word order and grammatical structure. These systems are used in many school settings to support literacy development in students who are deaf or hard of hearing.

SEE-II: Signs each English word, including grammatical markers (verb endings, plural -s, articles). More complete English representation; requires more signing.

CASE/PSE (Pidgin Signed English): A blend of ASL signs in English word order, without the full grammatical markers of SEE-II. More commonly used by hearing people learning to sign.

Total Communication

Total Communication is an educational philosophy that uses all available modes of communication simultaneously: speech, sign, fingerspelling, pictures, gestures. It does not specify a particular sign system. Many self-contained programs for students with hearing loss use some form of Total Communication approach.

Key Word Signing and Makaton

Some students with significant cognitive disabilities, autism, or complex communication needs use key word signing — signing only the most important words in a spoken phrase, not every word. Makaton is a structured vocabulary of key word signs used in many early childhood and special education settings in the UK and increasingly in the US. These are not the same as ASL and are designed to support communication, not to replace a spoken or signed language.

The Para's Role in Signing Settings

The para's role depends on the setting and the student's needs:

In a program with a qualified educational interpreter: The interpreter is the primary communication bridge. The para's role is instructional support, not interpretation. Do not speak directly to the student while expecting the interpreter to interpret — direct your communication to the student and let the interpreter do their job.

In a Total Communication or key word signing program: The para is expected to use signs with students. The level of fluency required varies. Basic functional vocabulary (daily schedule, classroom routines, behavior supports) is the minimum.

With a student who uses key word signs as an AAC strategy: Learn the student's key vocabulary and use it consistently.

Building Basic Signing Skills

If your assignment includes signing expectations, invest in skill development:

Fingerspelling: Learn to fingerspell the alphabet legibly. Fingerspelling is used for names, places, and words without established signs.

Student-specific vocabulary: Learn the signs most relevant to the student's daily routines, academic content, and communication needs. This is more immediately useful than general vocabulary lists.

ASL resources: Handspeak.com, Lifeprint.com, and the ASL App provide accessible video instruction. YouTube has extensive ASL instructional content.

Feedback from qualified signers: Have a Deaf adult, educational interpreter, or ASL specialist review your signing if possible. Self-taught signing often includes errors that interfere with communication.

Respectful Practice in Deaf Education Settings

Do not speak for a student who signs — give them the opportunity to communicate and wait for it.

Maintain eye contact when communicating with a signing student — not the interpreter.

Do not place your hands on a student to prevent signing. This is both a rights violation and a communication barrier.

Learn and use the student's name sign if they have one. Name signs in Deaf culture are given by the Deaf community, not chosen by hearing people.

Recognize that Deaf identity is a cultural and linguistic identity, not simply a medical condition. Engage with it respectfully.

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| ✅ Try this | ⚠️ Watch out for |

| Know which signing system the student uses, learn the vocabulary most relevant to their daily routines and program, and treat signing as the student's primary communication mode with the same respect you would give spoken language. | Overestimate your signing competency or assume that knowing a few signs is sufficient to be a student's primary communication support. If a student needs a qualified interpreter, advocating for one is part of the para's professional responsibility. |

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| Bottom line | Sign language in schools takes many forms. The para's job is to know which system the student uses, build the signing skills the role requires, and support — not replace — qualified interpreters and specialists. Fluency is a goal; respectful, consistent effort is the starting point. |

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