Legal Foundations

Albania

n/a

Andorra

n/a

Austria

1. Curriculum for the Subject “Sign Language”

Name of document (original language): Handreichung für den Unterrichtsgegenstand „Österreichische Gebärdensprache“
Description of contents: Austrian Sign Language as a “modern language” within the context of a non-obligatory subject or functional-therapeutical training.
Year: learning years 1-4
Number of hours: 1-3 per week
Link/Source: http://www.cisonline.at/fileadmin/kategorien/Handreichung_OEGS__27-Juni_2013.pdf

2. Initial and Continuing Teacher Training for Bilingual Education

Name of document (original language): Lehrgang Gebärdensprache im Unterricht – Bilinguale Bildung
Description of contents: Teachers in compulsory schools who are involved in the education of pupils with hearing impairments are the target group of this programme.
Number of hours of Austrian Sign Language course: 0 (zero)
Link/Source: http://www.ph-kaernten.ac.at/fileadmin/media/lehrgaenge/Curricula/PHK_LG_GB_Curr_Geb%C3%A4rdensprache_20121107.pdf

3. Legal Recognition of Sign Language: Yes.

(Authors: VK, 11/2015)

Belgium/Flanders

1. Legal Recognition of VGT: Yes

Comment:
In Belgium/Flanders only one school out of five assigns Vlaamse Gebarentaal, Flemish Sign Language (VGT) a status equal to Dutch in line with a bilingual school philosophy. During a 3-year-project the school devised a curriculum based on a cultural translation of the national curriculum for Dutch as well as on the experiences of their teachers who have been trying to put the concept of a bilingual-bicultural school into practice for 18 years. This project is called ‘leerlijnen’.

(Authors: Liesbeth Matthijs, Marieke Kusters and Maartje De Meulder, 1/2016)

Belgium/Wallonia

1. Law Concerning Bilingual Education

Name of document (original language): Décret portant organisation de l'enseignement maternel et primaire ordinaire et modifiant la réglementation de l'enseignement (Date: 13-07-1998, published in the Moniteur Belge on 28-08-1998; relevant modifications of the Decree: 23-01-2009; 17-10-2013).
Description of contents: Starting in 2009, bilingual education by immersion in written French language and French Belgian Sign Language (LSFB) may be provided to deaf and hard-of-hearing pupils within the general education system (both kindergarten and elementary school levels). This bilingual education is provided by a signing teacher working next to a non signing teacher in a co-enrolment class consisting of a different number of deaf/hard of hearing pupils and hearing pupils. In addition to the general education programme, the deaf and hard of hearing pupils benefit from two weekly educational hours on sign language and Deaf culture.
Grade/year: 1 – 6
Link: http://www.ejustice.just.fgov.be/cgi_loi/change_lg.pl?language=fr&la=F&table_name=loi&cn=1998071333

2. Law Concerning Bilingual Education

Name of document (original language): Décret relatif à l'organisation pédagogoque du 1er degré de l'enseignement secondaire (Date: 30-06-2006, published in the Moniteur belge on 31-08-2006; relevant modification: 17-10-2013) et Décret portant organisation de l'enseignement secondaire de plein exercice (Date: 29-07-1992, published in the Moniteur belge on 13-10-1992; relevant modification: 17-10-2013).
Description of contents: Since September 2013, deaf and hard of hearing pupils may benefit from bilingual education immersion programme within the general education system. The law is similar to the one concerning the kindergarten and elementary level with the exception that in year 8 and 9 deaf and hard of hearing pupils may benefit from two additional educational hours of French language.
Grade/year: 7 – 8
Link/Source: http://www.gallilex.cfwb.be/document/pdf/30998_008.pdf and http://www.gallilex.cfwb.be/document/pdf/17144_025.pdf

3. Law Concerning Bilingual Education

Name of document (original language): Décret portant organisation de l'enseignement secondaire de plein exercice (Date: 29-07-1992, published in the Moniteur Belge on 13-10-1992; relevant modification: 13-07-2016).
Description of contents: Starting in September 2016, deaf and hard of hearing pupils may benefit from bilingual education in immersion in the mainstream school system. The law is similar to the one concerning the first degree of secondary education (grade 7 – 8).
Grade/year: 9 – 12
Link/Source: http://www.gallilex.cfwb.be/document/pdf/17144_025.pdf
Will be modified in the upcoming months by this recently adopted decree: http://archive.pfwb.be/100000002041086

4. Initial and Continuing Teacher Training for Bilingual Education

Name of document (original language): Arrêté ministériel approuvant le dossier de référence de la section intitulée "Formation complémentaire des enseignants en immersion en langue des signes" classée au niveau de l'enseignement supérieur pédagogique de promotion sociale de type court et de régime 1 (date: 02-07-2012, published in the Moniteur Belge on 31-07-2012).
Description of contents: Continuing Teacher Training for Bilingual Education in Sign Language. Legal basis to be found in article 13§ 4 of the Decree of 13-07-1998 mentioned above in this document.
Number of hours of the Continuing Teacher Training: 480 educational hours ("périodes").
Link/Source: http://www.gallilex.cfwb.be/document/pdf/37876_000.pdf

5. Legal Recognition of National Sign Language:

Yes in the French Community. No at the federal level.

(Authors: Delphine le Maire, July 2016)

Bosnia & Herzegovina

n/a

Bulgaria

n/a

Croatia

1. Law Concerning Bilingual Education

Name of document (original language): Zakon o hrvatskom znakovnom jeziku i ostalim sustavima komunikacije gluhih i gluhoslijepih osoba u Republici Hrvatskoj, NN 82/15, na snazi od 01.08.2015.
Description of contents: In the “Law on Croatian Sign Language and Other Forms of Communication” the right to communication, information and education in HZJ is guaranteed. This law was passed by parliament and came into effect on 1 August 2015. It is mainly declarative; no precise courses of action are described.
Link/Source: http://www.zakon.hr/z/815/Zakon-o-hrvatskom-znakovnom-jeziku-i-ostalim-sustavima-komunikacije-gluhih-i-gluhoslijepih-osoba-u-Republici-Hrvatskoj

2. Legal Recognition of National Sign Language: Yes.

(Author: VK, OK by Marina Milkovic, 11/2015)

Cyprus

n/a

Czech Republic

1. Law Concerning Bilingual Education

Name of document (original language): Zákon č. 561/2004 Sb., o předškolním, základním, středním, vyšším odborném a jiném vzdělávání (školský zákon).
Description of contents: In §16 Education of Children, Pupils and Students with Special Educational Needs of “Act No. 561 of 24 September 2004 on Pre-school, Basic, Secondary, Tertiary Professional and Other Education (Education Act)” it is stated that “(7) Disabled children, pupils or students shall be, during their education, entitled to the free use of special textbooks and special didactical and compensatory teaching aids provided by the school. Children, pupils and students who are deaf-and-mute [sic] shall be entitled to free education through or by means of sign language. Visually impaired children, pupils and students who cannot read normal print shall be entitled to education using Braille print. Children, pupils or students who cannot communicate in spoken language shall be entitled to free education through or by means of compensatory ways of communication.”
Link/Source: http://www.msmt.cz/dokumenty/act-no-561-of-24th-september-2004
The amendment of 1 April 2015: all of § 16 Educational support of education of children, pupils and students with special educational needs
incl. (2): “The support measures consist in (...) using of Czech sign language interpreters, transcribers (typists speech-to-write) for the Deaf ...”
incl. (7): “Support measures in the education of the child, pupil and student who cannot hear is chosen so as to ensure schooling in the communication system of Deaf and Deafblind persons according to the needs of the child, pupil or student (see Zákon č. 384/2008 Sb. ZÁKON ze dne 23. září 2008, kterým se mění zákon č. 155/1998 Sb., o znakové řeči a o změně dalších zákonů a další související zákony).
Pupils and students who are educated in the Czech Sign Language are concurrently provided education also in written Czech Language. Czech Language is taught to those pupils and students by methods normally used in teaching Czech as a foreign language.
When the school uses a Czech Sign Language interpreter, it ensures that his/her activity is performed by a person who proves education or work experience and education gained knowledge of Czech Sign Language at the level of a native speaker and the interpreter skills allowing adequate education of the child, pupil or student.” iv. Decree of the Act (in preparation, it will be valid from 2016/9/1).
Link/Source: http://www.msmt.cz/dokumenty/konsolidovany-text-skolskeho-zakona

2. Additional Legal Basis

Name of document (original language): Zákon č. 384/2008 Sb., o komunikačních systémech neslyšících a hluchoslepých osob, ze dne 23. září 2008, kterým se mění zákon č. 155/1998 Sb., o znakové řeči a o změně dalších zákonů a další související zákony.
Description of contents: By “Act no. 384/2008 Coll. on the communication systems of Deaf and Deafblind persons of 23 September 2008” the “Act no. 155/1998 Coll. on sign language as well as other related laws” was amended:
§7: The Use of Communication Systems for Deaf and Deafblind People: “Deaf and deafblind persons have the right to: a) the use of the communication systems of the deaf and deafblind persons, b) education using the communication systems of the deaf and deafblind persons, c) learning the communication systems of the deaf and deafblind people, which is regulated by another legal regulation (reference to the Educational Act)” [see above].
§8 (3): “Students of secondary schools, universities and universities of applied science who are deaf or deafblind are entitled to an interpreter. These services will be free.”
§9: “Parents of deaf or deafblind children are entitled to education in the adequate system of communication.”
Link/Source: http://www.cun.cz/dokumenty/zakon-o-komunikacnich-systemech-neslysicich-a-hluchoslepych-osob-zakon-c-384-2008-sb.pdf

3. Legal Recognition of National Sign Language: Yes.

Note:
According to the state curriculum of the Czech Republic, there are specific curricula for individual schools. There is one Common Educational Framework (defined in the Education Act, see above) defined for preschool education, one for education in elementary schools as well as one which is designated for education in elementary schools particularly for students with IQ lower than 50, one for grammar schools and for 6 other types of secondary schools. See http://www.nuv.cz/t/rvp. The 2 Czech schools teaching bilingually have not made their curricula public.

(Authors: VK and Andrea Hudáková, 01/2016)

Denmark

1. Curriculum for the Subject “Sign Language”

Name of document (original language): Dansk tegnsprog i folkeskolen – god praksis for tilrettelæggelse og gennemførelse (2007).
Description of contents: “Danish Sign Language in primary school, Good Practice for planning and implementation” offers an 80-page description of the subject from academic year 1 to 9, including: Identity, history, culture and social relations. BSL, ASL and languages from Scandinavian neighbouring countries are also included. Milestones and competences are described on p. 29ff.
Grade/year: 1–2, 3–4, 5–6, 7–8–9
Number of hours: Number of hours is not included.
Link/Source: http://pub.uvm.dk/2007/tegnsprog/

Additionally, there is a decree (“Bekendtgørelse om folkeskolens undervisning i tegnsprog”), describing the subject of Danish Sign Language. The seven paragraphs of the decree determine:

Sign language for all pupils with hearing-impairments, irrespective of hearing aids/CI;
Educational objectives: Communicative competences, understanding of sign language and its use;
Sign language instruction includes the acquisition of forms of expression, visual attention, including communicating with other sign language users or with hearing persons via interpreters;
Sign language can be taught in regular class, separate, or in individualised instruction. Accordingly, the mandated number of total teaching hours of 1400 per year can be exceeded;
Based on pedagogical and psychological evaluation, the school’s headmaster decides if sign language classes are appropriate/recommended. Sign language classes should take place in schools or in a group situated at another location within the community;
Requirements for teachers;
The decree comes into effect on 1 August 2014. (Source: https://www.retsinformation.dk/forms/R0710.aspx?id=163903)

2. Legal Recognition of National Sign Language:

No, only by establishing the Danish Sign Language Council in May 2014: http://dsn.dk/tegnsprog/about-the-danish-sign-language-council

(Authors: VK, OK by Anne Kjærgaard, 01/2016)

Estonia

n/a

Finland

1. Law Concerning Bilingual Education

Name of document (original language): Perusopetuslaki.
Description of contents: The “Basic Education Act” (28/1998) states that:
§10,1: Sign Language can be used as a language of instruction at school.
§10,2: If necessary, deaf pupils should be instructed in sign language.
§12,2: Sign language can also be taught as the first language. The custodian may choose the language of instruction (in general) if the municipality organises instruction in one of those languages mentioned in the Basic Act (10§, 1+2).
The Board of Education emphasises that this language may not be the mother tongue of either the child or its parent. It is described as the “childs’ own language”, the language “the child masters the best”.
Grade/year: 1-9
Link/Source: http://www.edu.fi/erityinen_tuki/viittomakielisten_oikeudet_aidinkielen_opetuksessa

2. Law Concerning Bilingual Education

Name of document (original language): Lukiolaki.
Description of contents: The “law on upper secondary school” (629/1998) states:
§6,1: The language of instruction at a school can also be a sign language.
§8,2: Sign language can also be taught as first language and pupils have the right to decide upon this matter.
Grade/year: 10–12
Link/Source: http://www.oph.fi/download/172124_lukion_opetussuunnitelman_perusteet_2015.pdf

3. Law Concerning Bilingual Education

Name of document (original language): Laki ammatillisesta peruskoulutuksesta.
Description of contents: The “law on vocational education” (630/1998) states:
§11,1: The language of instruction can also be a sign language.
§12,3: Sign language can also be taught as first language and pupils have the right to decide about this matter. Additionally, there is another law stating that pupils are entitled to an interpreter if the instruction is not held in sign language. The extent of interpreting services will be provided to the extent that is absolutely necessary.
Grade/year: Vocational training
Link/Source: http://www.edu.fi/erityinen_tuki/viittomakielisten_oikeudet_aidinkielen_opetuksessa

4. Curriculum for Bilingual Education

Name of document (original language): Perusopetuksen opetussuunnitelman perusteet, 2014.
Description of contents: Core curriculum for primary schools. Foundations, guidance and goals. Building on this, teachers have to establish a curriculum for their own classroom. Sign Language is mentioned several times. It is stated that Finnish and Swedish are the languages of instruction, but as long as pupils reach the learning targets languages of minorities and other native tongues can also be used. Finnish Sign Language and other minority languages are mentioned in Chapter 9. Chapter 9.3 states that if instruction is held in sign language the goal is that identity, culture and community are strengthened. Media should be used. Deaf, hard of hearing and hearing pupils can be users of sign language. The curriculum refers to the constitution. The groups instructed in Finnish Sign Language can be either homogenous or heterogeneous. In the section regarding the goals of instruction there are also goals for Finnish Sign Language for each academic year.
In Chapter 10 “Bilingual Education” 2 options are mentioned:
1. “immersion” (more than 25% of instruction in another language)
2. “enriching” education (less than 25% in another language)
Grade/year: 1-9
Link/Source: http://www.oph.fi/download/163777_perusopetuksen_opetussuunnitelman_perusteet_2014.pdf

5. Curriculum for the Subject “Sign Language and Literature”

Name of document (original language): Lukion opetussuunnitelman opetussuunnitelman perusteet, 2015.
Description of contents: Core curriculum for “Sign Language and Literature” (Viittomakieli ja kirjallisuus), see 4.
Grade/year: 10-12
Number of hours: Same number as in “(Finnish or Swedish as) Native Tongue and Literature”: 6 obligatory courses and 3 additional, voluntary courses. One course lasts approximately 38 hours.
Link/Source: https://eperusteet.opintopolku.fi/#/fi/lukio/1372910/oppiaine/1383538;
http://www.oph.fi/download/172124_lukion_opetussuunnitelman_perusteet_2015.pdf

6. Legal Recognition of National Sign Language: Yes.

Comment:
In May 2015 a Sign Language act came into force in Finland. The Act does not create any new rights, but promotes the linguistic rights signers already have and clarifies their status as a language and cultural group. It protects the rights of the users Finnish Sign Language/Finnish-Swedish Sign Language (but not the Sign Languages used in e.g. neighbouring countries or by other immigrants). The other purpose of the law is "to raise awareness about sign language users and their rights as a linguistic cultural minority among the Finnish authorities and increase the possibilities of the sign language users to use their own language and receive information in sign language" (quoting the page of the Ministry of Justice
http://www.oikeusministerio.fi/fi/index/ajankohtaista/tiedotteet/2015/04/viittomakielistenoikeuksiaedistavaviittomakielilakivoimaantoukokuunalusta.html)

(Authors: VK and Päivi Rainò, 07/2016)

France

1. Law Concerning Bilingual Education

Name of document (original language): Loi n° 2005-102 du 11 février 2005 pour l'égalité des droits et des chances, la participation et la citoyenneté des personnes handicapées.
Description of contents: Since February 2005, parents have the legal right to choose between monolingual and bilingual education. Moreover, pupils are entitled to learn LSF and they may choose it as an examination subject (e.g. in a school leaving certificate, see “5. School Leaving Certificate Examination in LSF”).
Link/Source: Article 19 in: http://www.legifrance.gouv.fr/affichTexte.do?cidTexte=JORFTEXT000000809647

2. Curriculum for the Subject “Sign Language”

Name of document (original language): Arrêté du 15 juillet 2008 (BOEN n° 33 du 4 septembre 2008) (Programmes) – Enseignement de la langue des signes française à l’école primaire and Circulaire n°2008-109 du 21 août 2008 – Conditions de mise en œuvre du programme de la langue des signes française à l'école primaire.
Description of contents: Content and desired learning outcomes with regards to communicative, linguistic and cultural aspects are described. These aspects are also related to the general goal of the according grade.
Grade/year: 0–5
Number of hours: LSF education is equivalent to the amount of French education (e.g. about 10 hours per week at the age of 6, therefore about 360 hours per year).
Link/Source: http://www.education.gouv.fr/cid22247/mene0817503a.html and
http://www.education.gouv.fr/cid22246/mene0800665c.html

3. Curriculum for the Subject “Sign Language”

Name of document (original language): Arrêté du 3 juin 2009 (BOEN n°29 du 16 juillet 2009) – Programme de l'enseignement de la langue des signes française au collège.
Description of contents: Increased emphasis is put on studying the language per se and on developing a metalinguistic discourse. The curriculum includes grammar, interactive discourse, sign language literature, socio-cultural knowledge and expansion of vocabulary. The expected competences are listed for each grade.
Grade/year: 6–10
Number of hours: 2 hours per week
Link/Source: http://www.education.gouv.fr/cid28873/mene0911014a.html and
http://cache.media.education.gouv.fr/file/29/14/2/Programme_LSF_college_65142.pdf

4. Curriculum for the Subject “Sign Language”

Name of document (original language): Arrêté du 3 juin 2009 (BOEN n°29 du 16 juillet 2009) – Programme de l'enseignement de la langue des signes française au lycée d'enseignement général et technologique et au lycée professionnel.
Description of contents: Content and desired learning outcomes with regards to communicative, linguistic and cultural aspects of LSF are described (also competence in mediation between LSF and written French). Following the French and modern language education, the topic of “deaf life in the community with LSF” is introduced as a frame. The expected competences are graded according to the school profile and differentiated for first or second language.
Grade/year: 11–13
Number of hours: 3 hours per week
Link/Source: http://www.education.gouv.fr/cid28874/mene0911019a.html and
http://cache.media.education.gouv.fr/file/29/14/4/Programme_LSF-lycee_65144.pdf

5. School Leaving Certificate Examination in LSF (elective)

Name of document (original language): Note de service n°2007-191 du 13 décembre 2007 (BOEN n°46 du 20 décembre 2007): Définition de l'épreuve facultative de langue des signes française (LSF) aux baccalauréats général et technologique.
Description of contents: Duration of preparation, language and procedure of the exam and grading are defined. Persons who are qualified to conduct the examination are subject to the same regulations as for every other subject of the school leaving certificate examination. It is explicitly stated that this subject is not reserved for pupils who are deaf or hard of hearing.
Grade/year: 13, Leaving Certificate – qualification for higher education.
Duration of examination: 50 minutes
Link/Source: http://www.education.gouv.fr/bo/2007/46/MENE0701889N.htm

6. Initial and Continuing Teacher Training for Bilingual Education

Name of document (original language): Note de service n° 2009-188 du 17 décembre 2009 (BOEN n° 48 du 24 décembre 2009) (Personnels): Création dans le secteur disciplinaire ‘enseignement en langue des signes française.
Description of contents: Qualified teachers for primary or secondary level can qualify to teach their subject in LSF. In this document the required examination of teachers is described: LSF competences of at least B2 level according to the Common European Framework of Reference for Languages is required as well as technical terms, vocabulary and use of language suitable for the grade, knowledge and competences in Deaf culture and intercultural regards, knowledge of the institutional frame and the topic of accessibility. A high value is set on building competences in real LSF, in opposition to merely producing manually coded language.
Duration of examination:30 minutes
Link/Source: http://www.education.gouv.fr/cid50068/menh0929050n.html

7. Legal Recognition of National Sign Language: Yes.

Note:
Circulaire n° 2010-068 du 28 mai 2010 (BOEN n°25 du 24 juin 2010) – Enseignements primaire et secondaire – enseignement spécialisé: Organisation of «Pôles pour l'accompagnement à la scolarisation des jeunes sourds», http://www.education.gouv.fr/cid52184/mene1013746c.html > under revision in 2016!

(Authors: VK and Siglinde Pape, 01/2016)

Germany

1. Curriculum for the Subject “Sign Language”

Name of document (original language): Fach Deutsche Gebärdensprache (DGS). Jahrgangsstufen 1 – 10.
Description of contents: Curriculum for German Sign Language (DGS) for grades 1–10 and secondary school in the federal states Berlin-Brandenburg.
Grade/year: 1–10
Link/Source: https://bildungsserver.berlin-brandenburg.de/fileadmin/bbb/unterricht/rahmenlehrplaene/Rahmenlehrplanprojekt/amtliche_Fassung/Teil_C_DGS_2015_11_16_WEB.pdf

2. Curriculum for the Subject “Sign Language”

Name of document (original language): Lehrplan für das Fach Deutsche Gebärdensprache für die bayerische Grundschulstufe des Förderzentrums für Hörgeschädigte (Jahrgangsstufe 1–5).
Lehrplan für das Fach Deutsche Gebärdensprache für die bayerische Hauptschulstufe des Förderzentrums für den Förderschwerpunkt Hören.
Lehrplan Deutsche Gebärdensprache für Schülerinnen und Schüler mit sonderpädagogischem Förderbedarf im Förderschwerpunkt Hören in der Realschule zur sonderpädagogischen Förderung mit dem Förderschwerpunkt Hören, in Realschulen, Fachoberschulen und Gymnasien in Bayern.
Description of contents: Curriculum for German Sign Language (DGS) for grades 1–11 in the federal state Bavaria.
Grade/year: 1–11
Link/Source: https://www.isb.bayern.de/download/8947/dgs-grundschulstufe.pdf,
https://www.isb.bayern.de/download/8948/dgs_hauptschulstufe.pdf,
https://www.isb.bayern.de/download/8949/dgs-realschule-gesamt.pdf,

3. Curriculum for the Subject “Sign Language”

Name of document (original language): Deutsche Gebärdensprache. Hilfen für die Einführung in Schulen, mit DVD.
Description of contents: DGS introduction for schools in the federal state Baden-Württemberg.
Link/Source: http://www.bildungsplaene-bw.de/site/bildungsplan/get/documents/lsbw/Bildungsplaene/Bildungsplaene-SBBZ/SBBZ-Hören/Handreichung_DGS.pdf

4. Curriculum for the Subject “Sign Language”

Name of document (original language): Fachlehrplan Deutsche Gebärdensprache (Jahrgangsstufe 1–10).
Description of contents: Curriculum for German Sign Language (DGS) in the federal state Saxony-Anhalt.
Grade/year: 1–10
Link/Source: http://www.bildung-lsa.de/files/62886edf9cdbda3cf843201c33540583/LP_DGS_010815.pdf

5. Initial and Continuing Teacher Training for Bilingual Education

Name of document (original language):
Description of contents: Prüfungsordnungen für das Bachelorstudium und das Masterstudium im Fach Sonderpädagogik mit den Fachrichtungen Gebärdensprachpädagogik/ Hören und Kommunikation für Grundschulen, für die Integrierte Sekundarstufe und Gymnasien, Humboldt-Universität zu Berlin.
Link/Source: https://www.reha.hu-berlin.de/studium/studiengaenge-1/copy_of_studiengaenge

6. Initial and Continuing Teacher Training for Bilingual Education

Name of document (original language):
Description of contents: Das Unterrichtsfach Gebärdensprache, Universität zu Köln.
Link/Source: http://zfl.uni-koeln.de/zfl-modulhandbuchnavi.html

7. Legal Recognition of National Sign Language: Yes.

(Authors: VK and Claudia Becker, 11/2015)

Greece

1. Law Concerning Bilingual Education

Name of document (original language): ΝΟΜΟΣ 2817 (2000): ΕΚΠΑΙΔΕΥΣΗ ΤΩΝ ΑΤΟΜΩΝ ΜΕ ΕΙΔΙΚΕΣ ΕΚΠΑΙΔΕΥΤΙΚΕΣ ΑΝΑΓΚΕΣ ΚΑΙ ΑΛΛΕΣ ΔΙΑΤΑΞΕΙΣ (ΦΕΚ 78Α, 14.03.2000).
Description of contents: Law 2817 (2000): Legal recognition of Greek Sign Language in education (Article 1.4).
Link/Source: http://www.et.gr/index.php?option=com_wrapper&view=wrapper&Itemid=104&lang=en

2. Law Concerning Bilingual Education

Name of document (original language): ΝΟΜΟΣ ΥΠ’ ΑΡΙΘ. 3699. Ειδική Αγωγή και Εκπαίδευση ατόμων με αναπηρία ή με ειδικές εκπαιδευτικές ανάγκες. Ο ΠΡΟΕΔΡΟΣ ΤΗΣ ΕΛΛΗΝΙΚΗΣ ΔΗΜΟΚΡΑΤΙΑΣ. Εκδίδομε τον ακόλουθο νόμο που ψήφισε η Βουλή: ΚΕΦΑΛΑΙΟ Α΄ ΓΕΝΙΚΕΣ ΔΙΑΤΑΞΕΙΣ.
Description of contents: In law 3699 (2008) Article 7.1 the bilingual education of deaf people in Greece is recognised.
Link/Source: http://www.et.gr/index.php?option=com_wrapper&view=wrapper&Itemid=104&lang=en

3. Curriculum for Bilingual Education

Name of document (original language): ΔΕΠΠΣ – ΑΠΣ ΓΙΑ ΚΩΦΟΥΣ ΚΑΙ ΒΑΡΗΚΟΟΥΣ ΜΑΘΗΤΕΣ. (A΄ ΤΟΜΟΣ) Έγκαιρη παρέμβαση – Νηπιαγωγείο-Δημοτικό.
Description of contents: Curriculum for education in primary schools from 2004 (Ministry of Education and Culture, Pedagogical Institute).
Grade/year: 1–6
Number of hours: Autonomous decision of schools.
Link/Source: http://www.pi-schools.gr/special_education_new/html/gr/8emata/analytika/analytika.htm

4. Curriculum for Bilingual Education

Name of document (original language): ΔΕΠΠΣ – ΑΠΣ ΓΙΑ ΚΩΦΟΥΣ ΚΑΙ ΒΑΡΗΚΟΟΥΣ ΜΑΘΗΤΕΣ. (Β΄ ΤΟΜΟΣ) Δευτεροβάθμια Εκπαίδευση.
Description of contents: Curriculum for education in secondary schools from 2004 (Ministry of Education and Culture, Pedagogical Institute).
Grade/year: 7–9
Number of hours: Autonomous decision of schools.
Link/Source: http://www.pi-schools.gr/special_education_new/html/gr/8emata/analytika/analytika.htm

5. Curriculum for the Subject “Sign Language”

Name of document (original language): ΠΡΟΓΡΑΜΜΑ ΣΠΟΥΔΩΝΕΛΛΗΝΙΚΗΣ ΝΟΗΜΑΤΙΚΗΣ ΓΛΩΣΣΑΣ ΓΙΑ ΤΗΝ ΥΠΟΧΡΕΩΤΙΚΗ ΕΚΠΑΙΔΕΥΣΗ.
Description of contents: Curriculum for Sign Language instruction, including topics like text comprehension, text production, grammar exercises, literature and constructed action (Ministry of Education and Culture, Pedagogical Institute).
Grade/year: 1 – 9
Number of hours: Autonomous decision of schools.
Link/Source: http://www.pi-schools.gr/special_education_new/html/gr/8emata/analytika/analytika.htm

6. Initial and Continuing Teacher Training for Bilingual Education

Name of document (original language): No document available; occasionally seminars, materials and packages for initial and continuing teacher training.
Description of contents: Depends on the seminar.
Grade/year:
Number of hours for SL: Not specified.
Link/Source: http://www.specialeducation.gr/frontend/article.php?aid=208&cid=69, http://prosvasimo.gr/docs/pdf/Katagrafi-Ekpaideutikou-Ylikou/material-kofosi.pdf

7. Legal Recognition of National Sign Language: No.

(Author: VK, OK by Chrissostomos Papaspyrou, 11/2015)

Hungary

1. Legal Recognition of National Sign Language: Yes.

Comment:
Hungarian Sign Language is an officially recognised language, but not an accredited language, therefore it is at the moment not possible to take a language exam.
In paragraph 14 the “Law about Hungarian Sign Language and its Use (2009)” mentions schooling of hearing impaired pupils e.g. deaf and hard of hearing pupils (“A hallássérült gyermekek oktatására vonatkozó egyes szabályok”) and points to § 20 which will come into force in 2017, although it has not been formulated yet. From 2017 onwards, Hungarian Sign Language will be an obligatory subject in special institutions as well as an optional subject in integrated settings. The choice of bilingual education will be assured in special institutions. Parents will have the right to choose which course of studies their children should pursue. http://net.jogtar.hu/jr/gen/hjegy_doc.cgi?docid=A0900125.TV#lbj19id1703

(Authors: VK and Andrea Perlusz, 01/2016)

Iceland

1. Law Concerning Bilingual Education

Name of document (original language): Lög um stöðu íslenskrar tungu og íslensks táknmáls. 2011 nr. 61 7. Júní.
Description of contents: Act on the status of the Icelandic language and Icelandic Sign Language”: “Deaf and Hearing Impaired children have the right to obtain knowledge and skills in two languages: Icelandic Sign Language and Icelandic, as both languages are of equal status although they play a different role in the pupils’ lives.”
Link/Source: http://www.althingi.is/lagas/nuna/2011061.html

2. Law Concerning Bilingual Education

Name of document (original language): Lög um grunnskóla, 2008 nr. 91 12. Júní.
Description of contents: The “Compulsory School Act” includes 2 articles of relevance for signing pupils: Article 16 Reception plans and pupils whose native language is not Icelandic: The language of instruction in compulsory schools shall be Icelandic. Other languages than Icelandic may be used for instruction whenever this is required by the nature of the matter or by the National Curriculum Guide. “(...) Pupils whose native language is not Icelandic shall be entitled to training in Icelandic as a second language. The aim of the training shall be for the pupils to become actively bilingual and capable of studying at compulsory schools and to become active participants in Icelandic society. Compulsory schools may validate the native language skills of pupils whose native language is not Icelandic as part of their compulsory schooling, replacing compulsory schooling in another foreign language.”
Article 25 Learning objectives: “The National Curriculum Guide shall stipulate the content and structure of education in Icelandic, Icelandic as a second language or Icelandic sign language, mathematics, English, Danish or another Nordic language, arts and crafts, the natural sciences, physical education, the social sciences, equal rights, religion, life skills and information and communication technology.”
Link/Source: http://www.althingi.is/lagas/137/2008091.html
In English: https://www.menntamalaraduneyti.is/utgefid-efni/namskrar/adalnamskra-grunnskola/

3. Curriculum for the Subject “Sign Language”

Name of document (original language): Icelandic National Curriculum Guide for Compulsory Schools – with Subject Areas (English version).
Description of contents: Icelandic Sign Language is described in the same subject as Icelandic. “The bilingual school subject of Icelandic Sign Language and Icelandic is organised as an integral subject in the same way as Icelandic as a mother tongue“ (p.109). The Subject and its learning targets are described in detail starting at page 109/chapter 19.5.
Grade/year: 1–10
Number of hours: Icelandic and Icelandic Sign Language take up 18,08% of the total number of hours (see page 50).
Link/Source: https://www.menntamalaraduneyti.is/utgefid-efni/namskrar/adalnamskra-grunnskola

4. Legal Recognition of National Sign Language: Yes.

(Author: VK, OK by Valgerður Stefánsdóttir, 11/2015)

Ireland

1. Curriculum for the Subject “Sign Language”

Name of document (original language): Leaving Certificate Applied - Programme Statement & Outline of Student Tasks
Description of contents: The Leaving Certificate Applied allows deaf students to choose Irish Sign Language courses instead of modern languages. Hearing students can choose sign language only as a part of the module modern language. The PDF (see below) offers a detailed description of content, structure and learning outcomes to be achieved.
Grade/year: Last two years of the Irish school system.
Number of hours: 4 modules for deaf students, up to 2 modules for hearing students. 1 module = 30 hours = 1 Semester.
Link/Source: http://www.pdst.ie/sites/default/files/Sign%20Language.pdf

2. Legal Recognition of National Sign Language: No.

Miscellaneous:

Name of document (original language): Education Act 1998
Description of contents: „2.(1) ‘support service’ means the services which the Minister provides to students or their parents, schools or centres for education in accordance with section 7 and shall include any or all of the following: (…) e. provision for students learning through Irish sign language or other sign language, including interpreting services.”
Link/Source: http://www.irishstatutebook.ie/eli/1998/act/51/enacted/en/pdf

Comment:
There is a policy advice paper which is not fully implemented, but functions merely as a guideline, see http://ncse.ie/wp-content/uploads/2014/09/DeafEducationReport.pdf

(Author: DG, OK by John B Conama, 1/2016)

Italy

1. Law Concerning Bilingual Education

Name of document (original language): Legge 104/1992.
Description of contents: ight to use LIS, also in school and university. Right to do examinations in LIS and with an interpreter. There are no special curricula but the law states that instruction according to the general curricula can be adapted for the communication of the student (sign language; braille; images; etc.).
Link: http://www.normattiva.it/uri-res/N2Ls?urn:nir:stato:legge:1992-2-5;104

2. Legal Recognition of National Sign Language: No at national level, but yes at regional level with approval from many local governments. Moreover, no legal recognition, but the right to use it is recognized (in court, in university, for driving licence examinations, for examination to enter in the job world, etc.).

Miscellaneous:
Legge 517/1977 regulates inclusion of deaf children in mainstream schools. http://www.normattiva.it/uri-res/N2Ls?urn:nir:stato:legge:1977-8-4;517

(Author: VK, OK by Enrico Dolza, 06/2017)

Latvia

n/a

Liechtenstein

n/a

Lithuania

1. Law concerning Bilingual Education

Name of document (original language): Lietuvos respublikos švietimo ir mokslo ministras į s a k y m a s dėl dvikalbio kurčiųjų ugdymo sampratos patvirtinimo 2007 m. sausio 15 d. Nr. ISAK-65 Vilnius.
Description of contents: Order by the Ministry of Education on Education of Deaf People. IV Organisation of Bilingual Education: Education is based on the right of a child to get education in her mother tongue/in gestural language.
Link/Source: http://www.litlex.lt/scripts/sarasas2.dll?Tekstas=1&Id=101207&Vr=1&Pr=2

2. Curriculum for Bilingual Education

Name of document (original language): 2013–2014 ir 2014–2015 mokslo metų pagrindinio ir vidurinio ugdymo programų bendrieji ugdymo planai.
Description of contents: Order by the Ministry of Education: General Plan for Primary and Secondary Education Programs. Cf 221.5.: Foreign languages can be taught either in Lithuanian or in sign language. 221.8.: Interpreters are listed as a means of instruction. 233.2: Deaf or hearing impaired pupils who study in general education programs should have lessons in ‘gestural language’ 2–3 hours/week and 6–8 hours/week in Lithuanian.

3. Curriculum for the Subject “Sign Language”

Name of document (original language): Bendrosios nuostatos. Pagrindinis ugdymas. Kalbos. Lietuvių gestų kalba.
Description of contents: This curriculum contains detailed subject-specific regulations for all subjects, including Lithuanian for pupils who are hard of hearing. Regulations for the subject Lithuanian Sign Language are specified, including a detailed description of contents, teaching targets and assessment for both deaf and hard of hearing pupils.
Grade/year: 5–6, 7–8, 9–10
Link/Source: http://portalas.emokykla.lt/bup/Puslapiai/pagrindinis_ugdymas_kalbos_lietuviu_gestu_kalba_bendros_nuostatos.aspx

4. Legal Recognition of National Sign Language: Yes.

(Authors: VK, OK by Laimutė Gervinskienė, 11/2015)

Luxembourg

n/a

Macedonia

1. Miscellaneous

Name of document (original language): ЗАКОН за употреба на знаковниот јазикот (Службен весник на Република Македонија бр. 105 од 21 август 2009 година).
Description of contents: The “Law for use of sign language” from 2009 is divided in 5 thematic sections. In Section III the learning/studying of sign language is specified. Subsection 9: Pupils who are deaf or hard of hearing and visit a primary or secondary school should learn sign language, therefore a subject should be established for these pupils. The law does not point to any curriculum.
Number of hours: Not defined.
Link/Source: http://www.pravo.org.mk/documentDetail.php?id=4677

2. Initial and Continuing Teacher Training for Bilingual Education

Name of document (original language): ЗАКОН за употреба на знаковниот јазикот (Службен весник на Република Македонија бр. 105 од 21 август 2009 година).
Description of contents: The “Law for use of sign language” (2009) is divided in 5 thematic sections. In Section III the learning/studying of sign language is described. Subsection 8: The Institute for “Defectology” offers studies in sign language.
Number of hours: Not defined.
Link/Source: http://www.pravo.org.mk/documentDetail.php?id=4677

3. Legal Recognition of National Sign Language: Yes.

(Authors: VK, OK by Zora Jachova, 11/2015)

Malta

n/a

Netherlands

There is a “convenant” signed 26 June 1998 between the five schools for the deaf and the government to introduce bilingual deaf education. A convenant is an agreement which has no juridical strength. Within the document, standardizing Dutch Sign language and providing bilingual education is requested.
In 2002, a new governmental announcement was made with promises regarding the recognition of Dutch sign language (NGT) and the further development of NGT as well as the improvement of the social position of Deaf people. For the implementation of NGT in the deaf education a budget of 4 million euros was allocated.
(https://zoek.officielebekendmakingen.nl/dossier/28000-XVI/kst-28000-XVI-124?resultIndex=8&sorttype=1&sortorder=4)
While the social position of Deaf people improved by increased use of interpreters sign language in the fields of work, education and news on television, NGT still is not recognized, nor is it a right of deaf children to receive a bilingual education. As per August 2014, a new educational policy was implemented with the name of ‘Passend Onderwijs’ (Appropriate Education). Under current educational policy all disabled children integrate in regular education. They are only referred to special education when a regular school cannot provide appropriate education due to the disability of the pupil. (Corrie Tijsseling)

1. Curriculum for the Subject “Sign Language”

Name of document (original language): -
Description of contents: The Curriculum for NGT is not an own document but a part of the teaching materials.There is a national agreement through Sprong Vooruit, see table (PDF).
Grade/year: 1-8
Number of hours: Not defined.
Link/Source: http://www.sprongvooruit.nl/leerlijnen

2. Legal Recognition of National Sign Language: Yes (since 09/2020).

(Authors: VK, OK by Corrie Tijsseling und Connie Fortgens, 11/2015)

Norway

1. Law concerning Bilingual Education

Name of document (original language): Lov om grunnskolen og den vidaregåande opplæringa.
Description of contents: The “Education Act. Act relating to Primary and Secondary Education. With amendments as of 25 June 2010, 31 May 2011, 2012, 2013 and 2014. In force as of 1 August 2014” describes in Section 2-6: Sign language instruction in primary and lower secondary education and in Section 3-9: Sign language instruction in upper secondary education.
Section 2-6: “Sign language instruction in primary and lower secondary education. Pupils who have sign language as their first language or who on the basis of an expert assessment need such instruction, have the right to primary and lower secondary instruction both in the use of sign language and through the medium of sign language. The content of the education and the amount of time allocated to it are decided in regulations pursuant to sections 2-2 and 2-3 of this Act. The municipality may decide that instruction through the medium of sign language and in the use of sign language shall be provided at a different location than the pupil’s local school. Children under compulsory school age with a special need for sign language instruction have the right to such instruction. The Ministry issues further regulations. Before a municipality makes any decision pursuant to the first and third subsections, an expert assessment shall be made.”
Section 3-9: “Sign language instruction in upper secondary education. Young people who have the right to upper secondary education pursuant to section 3-1 and who have sign language as their first language or who, following expert assessment, need such instruction, have the right to choose upper secondary education and training in and through the medium of sign language in a sign language environment as defined in the second subsection or the right to use a sign language interpreter in ordinary upper secondary schools. The same applies to adults admitted to upper secondary education without rights pursuant to section 3-1. Before a decision is made by the county authority, an expert assessment shall have been submitted. For the purposes of this Act, the term sign language environment shall refer to schools that have specially adapted educational provisions both in the use of sign language and through the medium of sign language for hearing impaired pupils. The right to instruction both in the use of sign language and through the medium of sign language pursuant to the second subsection is limited to the education programmes and programme areas provided by these schools. Parts of this instruction may be provided with the help of an interpreter. The duration and content of the education are decided in regulations pursuant to sections 3-2 and 3-4 of this Act. The Ministry may issue further regulations, among other things concerning admissions.”
Link/Source: https://www.regjeringen.no/en/dokumenter/education-act/id213315/

2. Curriculum for Bilingual Education

Name of document (original language): Norsk for døve og sterkt tunghørte.
Description of contents: This curriculum for the subject “Norwegian for the Deaf and Hard of Hearing” is not a bilingual curriculum. But it defines: “Norwegian for the Hearing Impaired should be seen in the context of the Norwegian Sign Language curriculum. In combination the two languages provide the necessary foundations for the tuition of pupils who will go on to become functionally bilingual in Norwegian society. The two languages should also help create a basis for multilingualism and participation in international arenas.”
Link/Source: http://www.udir.no/kl06/NOR5-04?lplang=eng

3. Curriculum for the Subject “Sign Language”

Name of document (original language): Læreplan i norsk tegnspråk.
Description of contents: The “Norwegian Sign Language Subject Curriculum” describes the subject NSL, including teaching targets and assessment. There is an official version in English provided by the Norwegian Directorate for Education and Training (see link).
Grade/year: 1–13
Number of hours: The number of hours are defined on page 2: Primary school, Years 1–7: 2059 teaching hours.
Lower secondary school, Years 8–10: 678 teaching hours.
Programmes for general studies: Vg1: 75 teaching hours; Vg2: 75 teaching hours; Vg3: 75 teaching hours.
Vocational education programmes: Vg1: 56 teaching hours; Vg2: 56 teaching hours.
Supplementary studies qualifying for higher education: Vg3: 113 teaching hours.
Link/Source: http://data.udir.no/kl06/NOR4-04.pdf?lang=eng

4. Curriculum for the Subject “English”

Name of document (original language): Engelsk for døve og sterkt tunghørte.
Description of contents: he curriculum states that the students shall learn the English language. Among other things they learn to interact in and use English, preferably in several modalities. This entails developing a vocabulary in BSL/ASL and English.
Grade/year: 1–13
Number of hours: Year 1–4: 138 teaching hours. Year 5–7: 228 teaching hours. Year 8–10: 222 hours. Vocational education programmes: Vg1: 84 teaching hours; Vg2: 56 teaching hours. Supplementary studies qualifying for higher education: Vg1: 140 teaching hours.
Link/Source: http://www.udir.no/kl06/ENG2-02

5. Curriculum for the Subject “Drama and Rhythmic”

Name of document (original language): Drama og rytmikk for hørselshemmede.
Description of contents: The curriculum for “Drama and rhythmic for the hearing impaired” replaces the curriculum/subject music.
Grade/year: 1–10
Number of hours: Year 1–7: 285 teaching hours. Year 8–10: 85 teaching hours.
Link/Source: http://www.udir.no/kl06/MUS3-01

6. Legal Recognition of National Sign Language: Yes.

(Authors: VK, OK by Torill Ringsø, 11/2015)

Poland

1. Law concerning Bilingual Education

Name of document (original language): Rozporządzenie Ministra Edukacji Narodowej z dnia 24 lipca 2015 r. w sprawie warunków organizowania kształcenia, wychowania i opieki dla dzieci i młodzieży niepełnosprawnych, niedostosowanych społecznie i zagrożonych niedostosowaniem społecznym
Description of contents: The decree came into force on September 1st 2015 and defines conditions for organizing special education for students with special needs including deaf students. Any pre-school and school where a deaf child attends is obliged to provide sign language or other alternative methods of communication classes according to his/her needs. The number of such classes per week should be adjusted to the student’s needs and defined in an individual educational and therapy program. They are classified as rehabilitation classes („zajęcia rewalidacyjne“) and are offered in addition to the standard educational classes.
Grade/year: Obligatory at every level of education except adult education.
Number of hours: Up to 3 hours per week.
Link/Source: http://dziennikustaw.gov.pl/DU/2015/1113/1

2. Law concerning Bilingual Education

Name of document (original language): Rozporządzenie Ministra Edukacji Narodowej z dnia 7 lutego 2012 r. w sprawie ramowych planów nauczania w szkołach publicznych.
Description of contents: The decree defines the minimal number of additional rehabilitation classes („zajęcia rewalidacyjne“) per week for students with special needs in different school types (more: https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Poland:Educational_Support_and_Guidance). The amendment of the decree, which came into force on September 1st 2015, states that the school authorities can allow for up to three hours of sign language lessons per week, regardless of the hearing status of the pupil. These lessons are offered in addition to the standard educational classes and can be implemented at any school level.
Grade/year: Any school level.
Number of hours: Up to 3 hours per week.
Link/Source: Initial decree (no relation to sign language): http://dziennikustaw.gov.pl/DU/2012/204/1 Amendment of the decree: http://dziennikustaw.gov.pl/DU/2014/1993/1

3. Legal Recognition of National Sign Language: Yes.

(Author: DG, OK by the Polish Ministry of Education. Thanks to Paweł Rutkowski, 04/2017)

Portugal

1. Law concerning Bilingual Education

Name of document (original language): Ministério da educação: Decreto-Lei n.º 3/2008 de 7 de Janeiro.
Description of contents: Chapter 5, Special Schools: Article 23 defines bilingual education for deaf students.
Link/Source: http://legislacao.min-edu.pt/np4/np3content/?newsId=1530&fileName=decreto_lei_3_2008.pdf (Homepage of the Ministry of Education, temporarily unavailable)
http://cavaloazul.net/wordpress/wp-content/uploads/2011/03/Decreto-Lei-3-de-2008.pdf (PDf version of the law; private, non-official homepage)

2. Curriculum for the Subject “Sign Language”

Name of document (original language): Programa curricular de Língua Gestual Portuguesa. Educação pré-escolar e ensino básico.
Description of contents: This document defines the learning targets for LGP for each academic year. In 2.4 “Educação Bilingue: LGP e LP” there is a general description of LGP instruction which states that it should be equivalent to the Portuguese instruction of hearing children. Contrastive instruction is recommended. There is also a general description of bilingual education.
Grade/year: 0–9
Number of hours: The document states that it should be equivalent to the amount of instruction in Portuguese of hearing children (see page 24).
Link/Source: http://www.dge.mec.pt/sites/default/files/ficheiros/programacurricularlgportuguesa.pdf

3. Curriculum for the Subject “Sign Language”

Name of document (original language): Programa curricular de Língua Gestual Portuguesa ensino secundário.
Description of contents: This document defines the learning targets for LGP for each academic year.
Grade/year: 10–12
Number of hours: The amount of lessons should be equivalent to the hours of instruction in Portuguese for hearing children (see page 19).
Link/Source: http://www.portaldocidadaosurdo.pt/Portals/2/pdf/ProgramaCurricularLGP-es.pdf

4. Legal Recognition of National Sign Language: Yes.

(Authors: VK, OK by Mariana Martins, 11/2015)

Romania

1. Law Concerning Bilingual Education

Name of document (original language): ORDIN privind aprobarea Regulamentului de organizare și funcționare a învățământului special și special integrat, în conformitate cu Hotărârea Guvernului nr. 536/2011 privind organizarea şi funcţionarea Ministerului Educaţiei, Cercetării, Tineretului şi Sportului, În temeiul art. 48, art. 49, art. 50 din Legea Educației Naționale nr.1/2011.
Description of contents: Pupils meeting the definition under paragraph (1) are entitled to specific adaptations such as using Braille system for blind students, using sign language for students with hearing impairments including service of an authorized interpreter if necessary.
Link/Source: http://www.edu.ro/index.php?module=uploads&func=download&fileId=14471

2. Curriculum for Bilingual Education

Name of document (original language): Programe şcolare pentru clasele I-IV Şcoala Specială pentru elevi cu handicap de auz- hipoacuzici, Ministerul Învăţământului, Secretariatul de Stat pentru Handicapaţi, Institutul Naţional pentru Recuperare şi educaţie Specială a persoanelor handicapate, Bucureşti 1993, Aprobat cu nr. 333365/1992.
Description of contents: This adapted curriculum for special schools for deaf and hard of hearing children contains the subjects Romanian Language, Language and Communication, Reading and writing, Grammar, Mathematics, History, Geography and Lipreading as well as the number of hours per week for each grade level. The document also specifies the types of activities (teaching, assessment, teacher choice), the general objectives for each grade level as well as the topics to study for each subject and each level. Teachers use both verbal communication and sign language to teach pupils based on this adapted curriculum (page 14, II, page 16, 7).
Grade/year: 1–4

3. Curriculum for Bilingual Education

Name of document (original language): Programe şcolare pentru clasele V-VIII Şcoala Specială pentru elevi cu handicap de auz- hipoacuzici, Ministerul Învăţământului, Secretariatul de Stat pentru Handicapaţi, Institutul Naţional pentru Recuperare şi educaţie Specială a persoanelor handicapate, Bucureşti 1993, Aprobat cu nr, 327325/1993.
Description of contents: This adapted curriculum for special schools for deaf and hard of hearing children contains the subjects Romanian Language, Language and Communication, Reading and writing, Grammar, Mathematics, History, Geography and Lipreading as well as the number of hours per week for each grade level. The document also specifies the types of activities (teaching, assessment, teacher choice), the general objectives for each grade level as well as the topics to study for each subject and each level. Teachers use both verbal communication and sign language to teach pupils based on this adapted curriculum.
Grade/year: 5–8

4. Legal Recognition of National Sign Language: Yes.

(Authors: VK, OK by Alina Boca, 3/2016)

Scotland

1. Curriculum for Bilingual Education

There is no specific curriculum for Scotland, but some schools and services use the “National Deaf Studies Curriculum” which is used across the UK.

Name of document (original language): National Deaf Studies Curriculum.
Description of contents: The “National Deaf Studies Curriculum” by the “National Deaf Studies Working Group” is designed to assist children in exploring all aspects of their identity as bilingual children in today’s multi-cultural world. To achieve this aim, the curriculum has five core units: Deaf Identity, Deaf History, Communication, Communication Technology, Deaf Community and Culture. This curriculum is not an official document. Schools may purchase the document in order to it in addition to the national regulations. The detailed content is not publicly available since the curriculum is licensed.
The curriculum includes a year by year guide on how to teach Deaf Studies to deaf students particularly in deaf schools or resourced groups. Following issues are covered: BSL, Deaf culture, Deaf history, technology and identity.
Link/Source: http://www.fbarnes.camden.sch.uk/useful-info/resources/national-deaf-studies-curriculum

Comment 1:
“Curriculum for Excellence” is the name of the national curriculum used by all schools in Scotland. BSL may be used with deaf pupils, but this is not mentioned in official documents. In the future, if BSL is suggested as a modern language, the prescription of a particular approach would be unlikely. How the curriculum will be implemented is decided by local authorities.
http://www.educationscotland.gov.uk/learningandteaching/thecurriculum/whatiscurriculumforexcellence/

Comment 2:
Currently, the school system in Scotland does not treat BSL as equivalent in status to Gaelic. The national curriculum documents contain a section on Gaelic education with outcomes for the entire curriculum in Gaelic, including focus on Gaelic literacy/oracy. This is not the case with BSL. However, schools can decide to teach BSL as part of the “1+2 languages policy”. This policy says that schools must

introduce a second language in primary 1 (when children are 4 to 5 years old) and

a third in primary 5 (when they are about 10 years old).

ensure that the second language which students have been learning from P1 is taught until S3, i.e. the 3rd year of secondary school when children are aged 14.

It is possible for a primary school cluster (a group of schools which feed into a secondary school) to offer BSL as L2 or L3. Instruction of BSL can then be continued at High School level. However, so far we know of only one school cluster that has enabled students to choose this course of education.

2. Legal Recognition of National Sign Language: Yes.

Comment: In the future, the BSL Act may make a difference in the educational situation across Scotland.

(Authors: VK and Rachel O’Neill, 01/2016)

Serbia

1. Law concerning Bilingual Education

Name of document (original language): Zakon o osnovama sistema obrazovanja i vaspitanja.
Description of contents: The “Law on the Basis of the System of Education and Upbringing, Official Gazette no. 72/2009, 52/2011, 55/2013, 35/2015” (authentic interpretation and 68/2015) stipulates that Serbian language is to be used in education. Members of a minority are to be educated in their mother tongue. By exception, instruction can either be bilingual or in Serbian in accordance with a special law. Furthermore, instruction can partially take place in a foreign language within a bilingual setting in accordance with this law and a special law. Education for persons using sign language, that is, special scripture or other technical solutions, can be in sign language or with the tools of that language (Article 9).
Link/Source: http://www.paragraf.rs/propisi/zakon_o_osnovama_sistema_obrazovanja_i_vaspitanja.html

2. Law concerning Bilingual Education

Name of document (original language): Zakon o visokom obrazovanju.
Description of contents: The “Law on Higher Education”, Official Gazette no. 76/2005, 100/2007 (authentic interpretation, 97/2008, 44/2010, 93/2012, 89/2013, 99/2014, 45/2015 – authentic interpretation and 68/2015) stipulates that an institution for higher education can organize studies i.e. certain segments of studies in “gestural language” for students with disabilities (Article 80).
Link/Source: http://www.paragraf.rs/propisi/zakon_o_visokom_obrazovanju.html
Source: Žižić, D., Jovanovic, V., Mišljenović, U. (2016) The report on the position of the Deaf community in Serbia in the field of media, availability of interpreting services and education. The Viribus Unitis Foundation for Regional Development
(see http://www.viribus.pl/images/pliki/Exchange/2016_The_report_on_the_position_of_the_Deaf_community.pdf).

3. The Right to Sign Language

Name of document (original language): Zakon o upotrebi znakovnog jezika.
Description of contents: The “Law on Sign Language Use” (adopted on April, 28, 2015) establishes the right to use a sign language: “The right to use sign language includes the right of a deaf person to learn sign language and the right to use services of a sign language interpreter. No one shall deny a deaf person the right to use sign language. A deaf child has the right to learn and use sign language. A parent, that is, a deaf child's care provider, as well as all the other persons, shall not prevent him/her from learning and using sign language” (Article 4).
And also: “Education in educational institutions and studies at institutions of higher education shall be in sign language for deaf persons, in accordance with their needs, abilities and possibilities. (…)” (Article 9).
Note: This law does not establish a school subject for Serbian Sign Language.
Link/Source: http://www.parlament.gov.rs/upload/archive/files/cir/pdf/zakoni/2015/673-15.pdf
Source: Žižić, D., Jovanovic, V., Mišljenović, U. (2016) The report on the position of the Deaf community in Serbia in the field of media, availability of interpreting services and education. The Viribus Unitis Foundation for Regional Development.

4. Legal Recognition of National Sign Language: Yes.

(Authors:VK, OK by Desanka Zizic, 01/2016)

Slovakia

1. Law Concerning Bilingual Education

Name of document (original language): Zákon č. 245/2008 Z.z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov.
Description of contents: Section 10 of the general regulations:
Deaf children and pupils have the right to use sign language in class.
Link/Source: http://www.minedu.sk/data/att/10246.pdf

2. Curriculum for Bilingual Education

Name of document (original language): Vzdelávací program pre deti a žiakov so sluchovým postihnutím - ISCED0, ISCED1, ISCED2, ISCED3. Bildungsministerium, 26. Mai 2009.
Description of contents: This document includes officially required standards for the education of hearing impaired children and pupils, adressing learning targets, competences, subjects, modes of communication and methods of instruction. In addition to Slovakian language, pupils have the right to use Slovakian Sign Language. The document also includes specifications on the different methods of instruction for hearing impaired pupils; one of those is the bilingual approach. Slovakian Sign Language is mentioned as an elective subject. By September 2016 it will become a compulsory subject in academic year 0–9 (with 1–3 hours per week).
Link/Source: http://www.statpedu.sk/sites/default/files/dokumenty/statny-vzdelavaci-program/vp_sp_isced_0_1_2_3_vp.pdf

3. Curriculum for the Subject “Sign Language”

Currently (as of May 2017) this curriculum is not yet approved by the Ministry of Education.

Name of document (original language): Posunkový jazyk pre prípravný ročník až 4. ročník základnej školy pre žiakov so sluchovým postihnutím ISCED1.
Description of contents: The “Curriculum for Sign Language for hearing impaired pupils” includes a detailed description of the contents and goals of the subject from preschool to grade 4.
Grade/year: 0–4
Number of hours: 1–3 hours per week

4. Curriculum for the Subject “Sign Language”

Currently (as of May 2017) this curriculum is not yet approved by the Ministry of Education.

Name of document (original language): Posunkový jazyk pre 5.až 9. ročník základnej školy pre žiakov so sluchovým postihnutím ISCED 2.
Description of contents: The “Curriculum for Sign Language for hearing impaired pupils” includes a detailed description of the contents and goals of the subject for academic year 5–9.
Grade/year: 5–9
Number of hours: 1–3 hours per week

5. Initial and Continuing Teacher Training for Bilingual Education

Studies of „Education for the Deaf and Hearing Impaired“ at the Faculty of Education in Bratislava

Name of document (original language): No specific document available.
Description of contents: One possible track within the curriculum for the studies of special needs education is Deaf Education. This also includes courses in Slovakian Sign Language and bilingual education. The same contents are also available as a continuing education course.
Number of hours: In the bachelor and master program the 3 subjects each have 2 hours per week every semester which amounts to 14 ECTS.

6. Legal Recognition of National Sign Language: Yes.

Comment
In Slovakia there is an educational law, a national core curriculum as well as individual curricula developed by each school. These school specific curricula are often not available to the public, therefore we do not know their contents. One curriculum for secondary school for the deaf available to us includes Slovakian Sign Language to an extent of 1 hour a week for 5 years as a compulsory subject.

(Authors: VK and Darina Tarcsiová, 02/2016)

Slovenia

1. Curriculum for the Subject “Sign Language”

Name of document (original language): Slovenski znakovni jezik, nižje poklicno izobraževanje.
Description of contents: This curriculum describes the subject Slovenian Sign Language for the secondary school of the Deaf and Hard of Hearing in lower vocational education.
Grade/year: 1 – 3 (secondary school)
Number of hours: 102 (1 hour per week)

2. Curriculum for the Subject “Sign Language”

Name of document (original language): Slovenski znakovni jezik, srednje poklicno izobraževanje.
Description of contents: This curriculum describes the subject Slovenian Sign Language for secondary school of the Deaf and Hard of Hearing in middle vocational education.
Grade/year: 1 – 4 (secondary school)
Number of hours: 117 (1 hour per week)

3. Curriculum for the Subject “Sign Language”

Name of document (original language): Slovenski znakovni jezik, srednje tehnično izobraževanje.
Description of contents: This curriculum describes the subject Slovenian Sign Language for secondary school of the Deaf and Hard of Hearing in middle technical education.
Grade/year: 1 – 5 (secondary school)
Number of hours: 172 (1 hour per week)

4. Curriculum for the Subject “Sign Language”

Name of document (original language): Slovenski znakovni jezik, poklicno tehniško izobraževanje.
Description of contents: This curriculum describes the subject Slovenian Sign Language for secondary school of the Deaf and Hard of Hearing in middle vocational-technical education.
Grade/year: 1 – 2 (secondary school)
Number of hours: 69 (1 hour per week)

5. Legal Recognition of National Sign Language: Yes.

Comment 1
The law for “the use of Slovenian Sign Language” (2002) secures the right of deaf people to use their mother tongue and the right to an interpreter is mentioned, but the educational domain is not mentioned. https://www.uradni-list.si/1/content?id=39212

Comment 2
There is a law for bilingual kindergartens and schools. The deaf are not yet defined as a minority, so this law does not apply to bimodal bilingual kindergartens and schools. http://pisrs.si/Pis.web/pregledPredpisa?id=ZAKO2611

(Authors: Bernarda Kokalj and Boris Černilec, 05/2017))

Spain

1. Law concerning Bilingual Education

Name of document (original language): 18476 LEY 27/2007, de 23 de octubre, por la que se reconocen las lenguas de signos españolas y se regulan los medios de apoyo a la comunicación oral de las personas sordas, con discapacidad auditiva y sordociegas.
Description of contents: Article 4 k defines bilingual education. Article 7.1 is concerned with the facilitation of sign language acquisition (to be supported by administration). Article 7.2. defines that this law shall also establish bilingual education. The articles mentioned above refer to pupils who are deaf, hard of hearing or deafblind using an officially recognized spoken language and Spanish Sign Language or respective regional sign languages.
Some autonomous regions /communities have regional laws based on this law, like in Catalunya the LLEI 17/2010, del 3 de juny, de la llengua de signes catalana. (Spain is divided in 17 autonomous communities with their own autonomous parliaments and in 50 provinces. Many autonomous communities are made up of several provinces.)
Link/Source: https://www.boe.es/buscar/act.php?id=BOE-A-2007-18476

2. Curriculum for Bilingual Education

There is no national curriculum but several regionally applied documents.

3. Legal Recognition of National Sign Language: Yes.

(Authors: VK, OK by Carolina Plaza-Pust and Jordina Sanchez Amat, 01/2016)

Spain/Catalunya

1. Law concerning Bilingual Education

Name of document (original language): The llei 17/2010, del 3 de juny, de la llengua de signes catalana.
Description of contents: This law is based on the Spanish “LEY 27/2007, de 23 de octubre, por la que se reconocen las lenguas de signos españolas y se regulan los medios de apoyo a la comunicación oral de las personas sordas, con discapacidad auditiva y sordociegas”. It shall ensure the acquisition of LSC within sign bilingual education, and a definition of sign bilingual education is given. The law is based on the Statute of Autonomy of Catalunya (2006, article 5.6): “The public authorities shall guarantee the use of Catalan Sign Language and conditions of equality for deaf people who choose to use this language, which shall be the subject of education, protection and respect.”
Link/Source: http://www.parlament.cat/portal/pls/portal/documentnom?p_nom=TL118.pdf

2. Curriculum for the Subject “Sign Language”

Name of document (original language): Educació primària. àmbit de llengües. Llengua de signes catalana.
Description of contents: Elaborated curriculum for Catalunyan Sign Language/primary level. Note: This is a draft from 2010 which is still in order as a provisional curriculum in 2015.
Grade/year: 1–6
Number of hours: Not defined.

3. Curriculum for the Subject “Sign Language”

Name of document (original language): E Educació secundària obligatòria. àmbit de llengües. Llengua de signes catalana.
Description of contents: Elaborated curriculum for Catalunyan Sign Language/secondary level. Note: This is a draft from 2010 which in 2015 is still in order as a provisional curriculum.
Grade/year: 7–10
Number of hours: Not defined.

4. Legal Recognition of National Sign Language: Yes.

Note 1:
“Ple del Parlament. (1994). Resolució 163/IV del Parlament de Catalunya, sobre la promoció i la difusió del coneixement del llenguatge de signes. Butlletí Oficial del Parlament de Catalunya, 250, 15.568-15.569.”
Page 15.568 states that the Parliament of Catalunya urges the Executive Council to progressively adopt Spoken and Sign language bilingualism in the field of education in Catalunya (...). This is a basis for bilingual education, although it is not a juridical order.

Note 2:
Catalunyan laws do not affect the rest of Spain. However, Spanish laws affect Catalunya.

(Authors: VK, OK by Jordina Sanchez Amat, 11/2015)

Sweden

1. Curriculum for Bilingual Education

Name of document (original language): Läroplan för specialskolan, förskoleklassen och fritidshemmet 2011.
Description of contents: The curriculum for special schools is a partly adapted version of the national curriculum and allows for bilingual education. Adapted subjects: Swedish Sign Language, Swedish, English, Modern languages and Movement & Drama. The general curriculum consists of 9 years, this one introduces an additional 10th year.
Grade/year: 1–10
Link/Source: http://www.skolverket.se/om-skolverket/publikationer/visa-enskild-publikation?_xurl_=http%3A%2F%2Fwww5.skolverket.se%2Fwtpub%2Fws%2Fskolbok%2Fwpubext%2Ftrycksak%2FRecord%3Fk%3D2697

2. Curriculum for the Subject “Sign Language”

Name of document (original language): Läroplan för specialskolan, förskoleklassen och fritidshemmet 2011.
Description of contents: Subject curriculum Swedish Sign Language in chapter 3.25 of the curriculum for special schools.
Grade/year: 1–10
Number of hours: 725 hours sign language (within the total 7965 hours of instruction during grades 1–10).
Link/Source: http://www.skolverket.se/om-skolverket/publikationer/visa-enskild-publikation?_xurl_=http%3A%2F%2Fwww5.skolverket.se%2Fwtpub%2Fws%2Fskolbok%2Fwpubext%2Ftrycksak%2FRecord%3Fk%3D2697

3. Curriculum for the Subject “Sign Language”

Name of document (original language): Läroplan för specialskolan, förskoleklassen och fritidshemmet 2011.
Description of contents: Subject curriculum Swedish Sign Language in chapter 3.30 of the curriculum for special schools.
Grade/year: 1–10
Number of hours: 725 hours of sign language (within the total 7965 hours of instruction during grades 1–10).
Link/Source: http://www.skolverket.se/om-skolverket/publikationer/visa-enskild-publikation?_xurl_=http%3A%2F%2Fwww5.skolverket.se%2Fwtpub%2Fws%2Fskolbok%2Fwpubext%2Ftrycksak%2FRecord%3Fk%3D2697

4. Curriculum for the Subject “Sign Language”

Name of document (original language): Läroplan och kursplaner för grundskolan 2011.
Description of contents: Subject curriculum Swedish Sign Language for hearing pupils in chapter 3.19 of this general curriculum for compulsory schooling.
Grade/year: 1–9
Number of hours: 320 hours of sign language (within the total of 6785 hours of instruction during grades 1–9).
Link/Source: http://www.skolverket.se/laroplaner-amnen-och-kurser/grundskoleutbildning/specialskola/teckensprak-for-horande

5. Legal Recognition of National Sign Language: Yes.

Note:
The following link gives an explanation (in English) of laws that apply to special schools: https://www.skolverket.se/2.881/special-school/what-rules-govern-the-special-school-1.89728

(Authors: VK, OK by Asa Helmersson und Ola Hendar, 01/2016)

Switzerland

DSGS and LSF are recognized by regional constitutions in Zurich and Geneva, respectively.
https://www.admin.ch/opc/de/classified-compilation/20051651/index.html#a12
https://www.admin.ch/opc/de/classified-compilation/20132788/index.html#a16

Turkey

In the 2015/16 Turkey has started to teach TiD to deaf/hearing impaired pupils in elementary school - and will continue to do so.

1. Curriculum for the Subject “Sign Language”

Name of document (original language): Türk İşaret Dili Dersi (1. Sınıf) Öğretim Programı.
Description of contents: This curriculum contains detailed subject-specific regulations for the subject Turkish Sign Language including detailed description of contents, teaching targets, ways of implementation, assessment as well as intended outcomes at the end of an academic year.
Grade/year: 1 (only for the school year 2015/2016). This subject will be taught to grade 2 and 3 as well.
Number of hours: 2 hours per week
Link/Source: http://orgm.meb.gov.tr/meb_iys_dosyalar/2015_08/17065456_tid1.snfprog1.pdf

2. Legal Recognition of National Sign Language: Yes.

(Authors: Okan Kubus, 01/2016)

United Kingdom

Comment:
There is no Curriculum for Bilingual Education. But some schools and services use the National Deaf Studies curriculum which is used across the UK.
The „National Deaf Studies Curriculum“ by the National Deaf Studies Working Group “is designed to assist children in exploring all aspects of their identity as bilingual children in today’s multi-cultural world. To achieve this aim the curriculum has five core units: Deaf Identity, Deaf History, Communication, Communication Technology, Deaf Community and Culture.”
This Curriculum is not an official document. It can be bought by schools and used in addition to the national regulations. The detailed content is not publically available since the curriculum is not for free. It includes a year by year guide about how to teach Deaf Studies to deaf students particularly in deaf schools or resourced groups. It includes BSL, Deaf culture, Deaf history, technology, and identity.
See http://www.fbarnes.camden.sch.uk/useful-info/resources/national-deaf-studies-curriculum

2. Legal Recognition of National Sign Language: Yes.

(Author: VK, thanks to Steve Emery, Rachel O’Neill and Maartje De Meulder, 01/2016)