The Importance of Including Sign Language in School Curricula: A Call for Global Change

While schools extensively teach various spoken languages, sign language is often overlooked. This article explores the reasons behind this disparity, highlighting historical, perceptual, resource, and demographic factors. It also suggests ways to improve this educational imbalance.

Historical Precedents and Educational Curricula

The teaching of different languages in schools has evolved over time, heavily influenced by historical precedents. Language education has traditionally focused on spoken languages, attributed to their prominence in literature, commerce, and diplomacy. This historical emphasis has shaped current curricula, often leading to the exclusion of sign language.

Perception and Misconceptions About Sign Language

Sign languages are sometimes viewed as less traditional or less valuable, despite their richness and complexity. This perception can stem from a lack of understanding about the linguistic capabilities of sign languages. Furthermore, outdated beliefs, such as the assumption that sign language hinders speech development in deaf children, still exist and contribute to this exclusion.

Resource Availability and Curriculum Standards

The inclusion of sign language in curricula faces significant challenges related to resource availability. Many schools lack qualified instructors, teaching materials, and appropriate training programs. Moreover, educational systems often prioritize widely spoken languages for practical reasons, such as global communication. These standards can limit the inclusion of sign language, despite its importance.

Awareness and Advocacy

There is growing awareness about the importance of sign language education among policymakers and educators, but this awareness has not yet reached the same level as for spoken languages. Advocacy efforts are crucial to increasing the visibility and inclusion of sign language in educational curricula worldwide. As awareness of the rights of individuals with disabilities grows, so too must our commitment to inclusive education.

Demographics and Resource Allocation

In many regions, the number of students who are deaf or hard of hearing is relatively small. This demographic factor can lead schools to prioritize resources on languages that benefit a larger student population. However, the communication barriers faced by deaf students and their families highlight the need for a more inclusive approach.

Legal and Policy Frameworks

While some countries have made strides in recognizing sign language, others still lack legal requirements or incentives to include it in educational curricula. This highlights the need for stronger legal frameworks to ensure the inclusion of sign language in schools.

Call for Global Change and Personal Reflections

Currently, there is a class in my high school that teaches sign language, but I believe it should be made a required course, just as Spanish is taught in the United States. If we all know how to sign, we can better communicate with deaf people, which is crucial for their inclusion and social integration.

The debate around sign language and spoken language dates back to 1880, when educators in Milan, Italy, and other countries held a vote on the matter. Despite significant progress, the debate continues. On January 28th, the second reading of the sign language bill will take place in the House of Commons in Westminster, London. I pray that we will make tangible progress in this battle.

The journey towards a world where sign language is universally included in school curricula is far from over, but it is a cause worth fighting for. Just like spoken languages, sign languages are invaluable tools for communication and an essential part of a holistic education.