Signature Instruction

By: Carmen Willings
teachingvisuallyimpaired.com
May 26, 2024
Developing a signature is an important skill for all students, including those who are blind or have low vision. Students should be encouraged to create their initials, sign their first and last names, and sign their complete signature within a confined space using a signature guide. Here are some approaches and steps to teach students how to sign their names:
 
  • Mangold Approach: This method focuses on learning the strokes involved in forming cursive letters. Students learn individual strokes and letters one at a time, gradually combining them to create their signature. Emphasis is placed on muscle memory and forming letters in an appropriate size.
  • Braille Cell Method: In this method, students use the dot positions of the braille cell to form letters. Initially, letters may be squared off, but students can be encouraged to curve the letters as they become more proficient. This method leverages tactile memory to help students form their signature.
  • Signature Template: Using a signature template with enlarged letters, students learn the formation of letters by tracing them. Once students are comfortable with the letter formations, they transfer them to raised-line paper to practice writing their signature in a smaller size.
 
Here are some steps to guide students in developing their signatures:
  • Tactually identify lines and spaces on raised-line paper.
  • Practice writing "pointers" (letters with points) in cursive, such as u, i, w, r, and t.
  • Practice writing "mounds" (letters with rounded tops), such as m, n, v, and x.
  • Practice writing "tails" (letters with descending strokes), such as j, y, and z.
  • Practice writing "balls" (letters with rounded shapes), such as c, a, d, g, and o.
  • Practice writing other cursive letters, such as f, q, s, p, and k.
  • Practice writing capital letters.
  • Practice writing the first and last name in cursive.
  • Practice writing numerals.
 
Practice writing signatures in various contexts to understand their importance and when they are needed. By following these approaches and steps, students with low vision can develop a legible and functional signature that meets their individual needs and preferences.

Practice Activities

Practicing writing or signing one's name is a fundamental skill that promotes independence and identity. By consistently providing opportunities for name-writing practice and using supportive materials and strategies, you can help the student develop confidence and proficiency in this essential skill.

  • Regular Practice Opportunities: Set aside dedicated time each day for the student to practice writing or signing their name. This can be integrated into the beginning or end of the instructional session, or during transition times.
  • Provide Adapted Materials: Ensure the student has access to adapted materials that support their writing or signing process. This may include signature guides, bold line pens, or graphite pencils, depending on the student's needs and preferences.
  • Use Worksheets and Data Collection Sheets: Incorporate name-writing practice into everyday tasks, such as signing worksheets, data collection sheets, or attendance charts. Encourage the student to sign their name independently whenever possible.
  • Verbalize the Date: Extend the activity by having the student verbally state or write the current date alongside their signature. This reinforces the connection between writing one's name and situational awareness, such as understanding the date.

ECC Instruction

The ecc
teaching strategies
compensatory skills
Concept DevelopmentAlternative CommunicationEmergent Literacy​Access Print
​Pre-Braille ​Braille Code​​​Braille Formatting
​Braillewriter​​Slate & Stylus​​Tactile Graphics​Nemeth Code​Access Classes​Abacus ​Organize​​Study Skills​Time Management​​​​Listening Skills
assistive technology
social skills
Self determination
sensory efficiency
Sensory Input
​​​Sensory Areas & Rooms​​​
​Auditory ReadinessVisual Efficiency Skills​Optical Device Instruction​Tactual Efficiency​Tactile Readiness ​
Independent Living
​ Eating & Table MannersClothing IdentificationTelephoneFood PreparationMoney & BudgetService Agencies​SafetyHygiene & GroomingPersonal HealthHousehold Skills​​Shopping & Consumerism
Orientation & Mobility
Recreation & Leisure
career & vocational