ABSTRACT
In this chapter, we explore signed language learning considering atypicality and learner diversity. The prior research literature we review includes L1 sign learning by deaf children with signed language disorders or other cognitive impairments such as Autism Spectrum Disorder, and L2./Ln sign learning by hearing learners with language or learning impairments. We also examine the factors that create expected learner diversity, sometimes referred to as language aptitude. As there is very little established pedagogical practice regarding atypical learners, we close with signed language instructors and language therapists in mind by offering suggestions for pedagogical practices with atypical learners and directions for future research.
