Students with the dual handicaps of hearing impairment and mental retardation display special problems in language acquisition. These problems do not appear to have been addressed by curricula that have been designed for either of the single handicap groups. Since specially designed curricula for this population are virtually nonexistent, a program that was developed to teach sign language to hearing impaired-mentally retarded students is described. The development of the program was based on a scientist/practitioner model of education. A rationale for the choice of a sign system (Signed English) is described. Teaching method suggestions, record keeping ideas, and sample teaching activities are discussed. Attention is drawn to the problem of family member involvement in programs of this type. (Author)