The Norwegian government is considering making sign language an elective subject in secondary schools, aiming to promote better communication between hearing and deaf students. However, this proposal has attracted criticism from the Norwegian Deaf Association, which believes that it primarily benefits hearing students who wish to learn sign language. The association argues that while teaching sign language as an elective is a step forward, truly effective communication and understanding can only be achieved if all students learn sign language as a core subject.

The Deaf Association advocates for including sign language in the curriculum on the same terms as Nynorsk, one of the two official written forms of the Norwegian language. They argue that making sign language a core subject would facilitate communication and understanding, thereby enhancing inclusiveness for both deaf and hearing students. By learning the basics of sign language early on, all students would be better equipped to communicate with peers regardless of their hearing ability.

If implemented, this change could significantly impact the educational landscape in Norway, fostering a more inclusive environment where language barriers are addressed. Sign language education could lead to improved social interactions among students and potentially reduce stigma surrounding deafness, creating a society that values and accommodates diverse communication methods. The ongoing discourse surrounding this proposal is indicative of a larger movement towards accessibility and inclusivity in education.