The Deaf Ontario Now movement of 1988 called for more hiring of deaf teachers and the full implementation of American Sign Language (ASL) across the curriculum in schools with deaf students. In 1989, the Review of Ontario Education Programs for Deaf and Hard of Hearing Students recommended that ASL become a language of instruction at the Ernest C. Drury School for the Deaf in Milton, Ontario. Subsequently, the school became the site of a pilot bilingual bicultural project that led to the ratification of a policy statement on bilingual bicultural education for deaf children at all three anglophone provincial schools with deaf students in Ontario. In 1993, Bill 4 was incorporated into the Ontario Education Act, sanctioning the use of ASL and Langue des signes quebecoise as languages of instruction in all schools for deaf students in Ontario. Despite this seeming progress at the policy level in sign language planning in Ontario deaf education, there has been a marked pattern of resistance to systemic change at levels of government and teacher accreditation, the university teacher of the deaf preparation program established in 1991, and provincial school administration. This paper outlines the trajectory of deaf community activism, policy change, and subsequent resistance.

中文翻译：

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安大略教师教育的手语规划和政策

1988 年的安大略省聋人运动呼吁雇用更多聋人教师，并在有聋人学生的学校的课程中全面实施美国手语 (ASL)。1989 年，安大略省聋人和听力障碍学生教育计划审查建议 ASL 成为安大略省米尔顿欧内斯特 C. 德鲁里聋人学校的一种教学语言。随后，该学校成为双语双文化试点项目的所在地，该项目导致安大略省所有三所有聋哑学生的英语省级学校的聋童双语双文化教育政策声明获得批准。1993 年，第 4 号法案被纳入安大略省教育法，批准在安大略省所有学校中使用 ASL 和魁北克语作为教学语言作为聋哑学生的教学语言。尽管在安大略省聋人教育手语规划的政策层面上取得了明显的进展，但在政府和教师认证、1991 年设立的聋人准备计划的大学教师和省学校管理。本文概述了聋人社区激进主义、政策变化和随后的抵抗的轨迹。