Sign language in deaf-and-hard-of-hearing education: comparing Sweden and Türkiye

This qualitative multiple-case study compares perceptions and practices of sign language in Sweden and Türkiye across special schools and mainstream settings. Sweden represents a well-established bilingual model, whereas Türkiye illustrates a nascent ecosystem where the formal integration of sign language into educational policy is relatively recent. This study is guided by the overarching research question: What are the perceptions and practices associated with sign language within the education systems of Sweden and Türkiye? Data from 6 school authorities, 51 teachers, 10 parents, and 9 students were collected via interviews/open-ended questionnaires, observations, and document analysis; thematic and cross-case analyses were conducted. The results showed that Swedish participants prioritized language rights, identity, and language status. In Türkiye, although most people supported access at an early age, oralist concerns related to speech sometimes prevailed. Sign language played a central role in Swedish schools for deaf-and-hard-of-hearing students and was included as a subject/support in mainstream schools. In Türkiye, its use was limited due to teachers' fluency, heterogeneous classes, and speech-first norms. In both countries, families and teachers needed to strengthen their sign language proficiency, set an example for school authorities in its use, and provide resources, while sign language-supported materials and curricula were necessary.