More than 22 speech-therapy professionals have contributed to the development of the Sign Sleeve. Early feedback from the different settings has been encouraging, while ongoing use is helping identify practical applications and areas where the prototype can be refined.
The idea behind the initiative is to make different forms of communication more visible rather than treating sign language as something that is introduced only after a particular need has been identified.
“Some speak English, some speak Hindi, some speak sign. And no one should feel out of place for the way they communicate,” says Chaturvedi.
The project is guided by the belief that “being understood is a right” and takes a broader view of how communication environments can be designed.
Preparing the environment
A central idea behind the Sign Sleeve is to prepare the adults and environments around children rather than placing the responsibility entirely on the child.
Instead of waiting for a communication difference to be identified and then adapting the surroundings, the project introduces signs into the environment from the outset.
The approach is reflected in a question that has become central to Chaturvedi’s work: what changes when adults stop asking children to adapt and begin changing the world around them?
The Sign Sleeve is now providing an opportunity to examine that question in practice. Its use across schools and professional settings is generating different use cases, from classroom interaction to situations where quick, accessible communication may be important.
Its potential application beyond schools has also brought firefighters and first responders into the current circulation of the prototype.
From storytelling to communication
The Sign Sleeve is part of a wider body of work undertaken by The Little Listeners Club, which began with storytelling and children’s books and has expanded into early childhood education, reading access, educator enrichment and communication.
According to the organisation, its programmes have reached more than 1,500 children, circulated over 2,000 books through its Book Nook initiative, and engaged with more than 24 schools and learning spaces across 10-plus cities.
Chaturvedi’s professional background spans design, education and children’s literature. She holds a Diploma in American Sign Language (ASL) and a Certificate in Indian Sign Language (ISL) and has completed Harvard’s online programme in Early Childhood Development: Global Strategies for Implementation.
Her work with The Little Listeners Club also includes educator programmes such as Nurturing the Nurturers, alongside reading and storytelling initiatives.
The progression from storytelling to communication tools reflects a broader interest in the environments in which children learn and interact.
Making different forms of communication visible
The premise behind the Sign Sleeve is not that children should communicate in one particular way. Rather, it recognises that communication can take different forms.
A child may speak English or Hindi, communicate through sign, or combine speech with gestures, expressions and visual cues.
In early childhood, communication is often discussed through developmental milestones — when a child begins speaking, how language develops and how quickly particular skills emerge. The Sign Sleeve approaches the subject from another direction: how prepared are the adults and environments around the child to recognise different forms of expression?
That question is now being explored through actual use of the prototype.
For Chaturvedi, the work extends beyond sign language itself. It is about creating environments in which children have more than one way to participate, express themselves and be understood.
The Sign Sleeve remains a prototype, but it has moved beyond the drawing board. Its circulation across schools, professional settings and frontline institutions is now generating the practical experience that will shape its next stage.
And that may be the larger idea behind the project: communication does not always arrive as words — so the environments around children cannot rely on words alone.
By Spardha Chaturvedi
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