This activity is aimed at students at all levels to familiarise themselves with the British two-handed finger spelling alphabet.
Enter the site and the student can choose from three activities: Make a Sentence, Know Your Signs and What's This Word.
Make a Sentence: the student inputs their own choice of words which are then converted into symbols. This is done by clicking on the appropriate symbol on screen. As each symbol is clicked, the appropriate letter appears in the word boxes lower down the screen. When the student is happy with the word in the word boxes they click Enter. This causes the word to be converted to the appropriate symbols and be displayed in the sentence box. When the user is happy with the whole sentence they have the option of printing it, playing the game again or returning to the menu page by clicking on the appropriate buttons.
Know Your Signs: the student is presented with a word (in alphabet form) and has to convert it into symbols by clicking on the corresponding symbols on screen.
What's This Word?: the student is presented with a word shown in symbols and has to interpret the word and convert it into alphabetical form.
Useful web links:
The British Deaf Association
has a comprehensive site which includes the BDA's fingerspelling font to use
on your word processor. Enter 'font' into the search box and follow the link
for The British Deaf Association online - Free fingerspelling font then follow
the instructions.You will be asked for your email address. The font is then
emailed to you automatically. Add it to your current fonts by adding it to the
fonts file in your version of Windows (usually found on the C drive).
Well worth a look is The Royal National Institute for Deaf Peoples' site which has an animated program that allows you to type in a letter, word or phrase and see the finger spelling.
You can also visit the DeafSign
site where you will find a 2-Handed Keyboard Translator and a BSL 2-Handed Fingerspelling
Translator. Type in a letter or phrase and it will show you the signs.
