Linguistic ideologies as barriers to inclusive educational policies for Deaf sign language users in Spain: The experience of Deaf university graduates

Abstract

The evolution of access to education for people with hearing disabilities in Spain has improved significantly in recent decades. However, a lack of resources and communication, along with persistent prejudices and stereotypes about the Deaf Community and signed languages, has continued to limit their participation in the educational system and their access to higher education. This article presents a qualitative study that examines the perceptions of Deaf individuals who have completed higher education regarding the attitudinal, educational, communicative, and linguistic barriers they encountered throughout all stages of the educational system. The findings reveal that stereotypes and prejudices about Deaf people and sign language persist and have a negative impact on their academic development. In particular, linguistic ideologies that marginalize signed languages and reinforce the hegemony of oralism as the dominant educational norm are identified. These ideologies influence teachers’ attitudes and are perceived to shape institutional environments in which sign languages are viewed as secondary or unnecessary. A notable finding is the perceived lack of trust among educators in the academic abilities of Deaf students, as well as insufficient teacher training concerning their educational and linguistic needs. The results highlight the need for inclusive educational policies that address the cultural foundations of education through the linguistic ideologies that perpetuate exclusion, in order to ensure genuine and equitable inclusion.