Sign language is the primary mode of communication for individuals who are deaf or hard of hearing, allowing them to express themselves and interact with others.

Children typically begin acquiring sign language from birth to 6 months, as they observe and interact with their caregivers and the surrounding environment.

In sign language acquisition, children typically acquire vocabulary and grammar simultaneously, rather than sequentially as seen in spoken language acquisition.

Simultaneous Communication is the process by which deaf children acquire sign language from their hearing parents, who use both spoken language and sign language simultaneously.

The rate and success of sign language acquisition in children are influenced by multiple factors, including exposure to sign language from birth, quality of instruction, and parental involvement.

The Multi-Word Stage in sign language acquisition is characterized by the emergence of two or more signs combined to express more complex ideas and concepts.

Deaf children may face challenges such as difficulty distinguishing between similar signs, limited vocabulary, and delayed development of grammar in the process of acquiring sign language.

Deaf adults acquiring sign language as their second language undergo a process known as Second Language Acquisition, which involves learning a new language in addition to their native language.

The success of sign language acquisition in deaf adults is influenced by various factors, including age at onset of deafness, level of education, motivation, and individual differences.

Total Communication refers to the use of both sign language and spoken language simultaneously in communication, allowing individuals with hearing impairments to access information through multiple modalities.

Early exposure to sign language for deaf children has been associated with enhanced cognitive development, improved language skills, and stronger social and emotional development.

Non-Manual Features in sign language refer to the use of handshapes, facial expressions, and body movements to convey meaning and add emphasis to communication.

Common misconceptions about sign language include the belief that it is a universal language, that it is only used by deaf people, and that it is not a real language.

Sign Language Literacy refers to the process by which deaf children learn to read and write in their native sign language, enabling them to access written information and express themselves through written communication.

Nicaraguan Sign Language (NSL) is an example of a sign language that is not based on a spoken language. It emerged spontaneously within a community of deaf children in Nicaragua in the 1980s.