The sign languages of the Deaf have had a long hist ory of scant development due primarily to their not being used for higher language functio ns, particularly for education. Even in the case of the ever-increasing educational modali ties which employ the local sign language in the education of the Deaf, the situation does not l ook substantially better. The scarce access of the Deaf to the highest levels of instruction ha s resulted in their meager involvement in the education of the co mmunities they belong to. This means that the major ity of Deaf education practitioners are hearing people, users o f the dominant oral language, whose proficiency in the local sign language is frequentl y low. As a result, Deaf children are exposed to inadeq uate models of use of their sign languages, particu larly as regards expository and argumentative texts, which has an im pact on the internalization and, especially, on the manipulation of the information received, as measured by the application of knowledge and the construction of original texts. Eventually, the lack of development of