Standardization of Pakistan Sign Language (PSL): A Mixed-Methods Analysis from National Policy, Linguistic, and Inclusive Education Perspectives

Abstract

The standardization of Pakistan Sign Language (PSL) constitutes a landmark advancement in Pakistan's inclusive education framework, linguistic equity paradigm, and disability rights architecture. Utilizing a convergent parallel mixed-methods design, this study empirically examines stakeholder perceptions, institutional preparedness, and pedagogical ramifications following the National Review Workshop on PSL Standardization (Islamabad, December 22-29, 2025). Quantitative data from 50 participants via Likert-scale questionnaire revealed robust consensus across awareness (M=4.48), educational efficacy (M=4.52), and training imperatives (M=4.61), while qualitative thematic analysis from semi-structured interviews with Deaf adults, educators, interpreters, and policymakers elucidated identity validation, capacity deficits, and policy-practice disjunctors. Integration confirms PSL as a foundational enabler of Deaf inclusion, contributing novel empirical evidence to Global South language planning scholarship while furnishing policymakers with operationalized recommendations.​