Very few countries have an official sign language curriculum for the teaching and learning of signed languages as first/maternal (L1) and/or second (L2) languages. The book discusses its status and visibility of public education policies, consolidating signed languages as a curricular component with specific and progressive objectives that deaf children (primarily) need to acquire and develop in the same fashion that hearing children learn spoken languages as their L1/L2. Existing official sign language curricula are presented, considering broader international contexts of multilingual and multicultural education, covering all grades and levels: primary, secondary and tertiary.