Sign language Education in Khulna: An Exploratory Study

This study explores the challenges and barriers in Bangla Sign Language (BdSL) education in Khulna, Bangladesh. Using a qualitative approach, it examines the challenges, resources and institutional support related to sign language teaching. The analysis shows that educators face major barriers such as students’ varied cognitive abilities, lack of standardized materials, and insufficient training in non-government institutions. Vygotsky’s sociocultural theory is reflected in the finding that learning depends on rich interaction, language and tools which are limited when BdSL and visual materials are scarce. Critical Deaf Pedagogy and the Deaf Cultural-Linguistics model are reflected in the way the study highlights disabled learners’ right to be taught through their own language and culture. The findings also reveal low societal awareness, although families of disabled children highly value sign language educators. The study argues that improving sign language education in Khulna requires expanding sign‑using institutions, developing standard BdSL materials, strengthening teacher preparation, and raising community awareness.

 Keywords: Awareness; Educational Resources; Hearing-Impaired Children; Institutional Support; Khulna; Sign Language Education.

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