Akademik Veri Yönetim Sistemi
JOURNAL OF DEAF STUDIES AND DEAF EDUCATION, 2026 (SSCI, Scopus)
This qualitative multiple-case study compares perceptions and practices of sign language in Sweden and T & uuml;rkiye across special schools and mainstream settings. Sweden represents a well-established bilingual model, whereas T & uuml;rkiye 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 T & uuml;rkiye? 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 T & uuml;rkiye, 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 T & uuml;rkiye, 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.