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Sign language in deaf-and-hard-of-hearing education: comparing Sweden and Türkiye
Gülcihan Yazçayır1, Ingela Holmström2
1Faculty of Education, Department of Special Education, Bursa Uludag University, Bursa, Turkey.
Journal of Deaf Studies and Deaf Education
|June 13, 2026
Summary
Swedish and Turkish sign language education differs significantly, with Sweden prioritizing language rights and Türkiye facing challenges like oralist concerns and limited teacher fluency. Both nations need improved sign language proficiency and resources for students.
Area of Science:
- Linguistics
- Education Policy
- Sociolinguistics
Background:
- Sign language integration in education varies globally.
- Sweden has a mature bilingual sign language model.
- Türkiye is developing its sign language educational framework.
Purpose of the Study:
- To compare sign language perceptions and practices in Swedish and Turkish educational settings.
- To investigate the influence of national policies on sign language use in schools.
- To identify challenges and needs for effective sign language education.
Main Methods:
- Qualitative multiple-case study design.
- Data collection through interviews, questionnaires, observations, and document analysis.
- Thematic and cross-case analyses of data from school authorities, teachers, parents, and students.
Main Results:
- Swedish participants emphasized language rights, identity, and status.
- Turkish participants supported early access but faced oralist concerns.
- Sign language use was central in Swedish deaf schools but limited in Turkish settings due to fluency and policy issues.
Conclusions:
- Both countries require enhanced sign language proficiency among families and educators.
- Increased provision of sign language resources and curricula is essential.
- Policy and practice alignment is crucial for equitable sign language education.
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