This article examines several legal cases in Canada, the USA, and Australia involving signed language in education for Deaf students. In all three contexts, signed language rights for Deaf students have been viewed from within a disability legislation framework that either does not extend to recognizing language rights in education or that presents obstacles to systemic language planning. The limitations of disability rights legislation in each country is outlined, along with alternate legal arguments for signed language planning in education.

Additional Metadata
Keywords Deaf education, Disability rights, Language rights, Legislation, Signed language
Persistent URL dx.doi.org/10.1080/14664200903116303
Journal Current Issues in Language Planning
Citation
Snoddon, K. (2009). Equity in education: Signed language and the courts. Current Issues in Language Planning, 10(3), 255–271. doi:10.1080/14664200903116303