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Abstract
In 1985 the Ministry of Education in Venezuela initiated the Model of Integral Attention to the Deaf Child, a change from the oralist practice to a bilingual model in the schools for the deaf. This involved eliminating the teaching of spoken Spanish as the main objective, as well as introducing Venezuelan Sign Language (LSV) into the schools. This triggered an intense period of changes which had indelibly marked the local Deaf community. We approach the Model from the perspective of linguistic planning, describing its objectives and its effects on the acquisition, the structure (the corpus) and the status of LSV: LSV and Signed Spanish were relocated in the diglossia existing until then; an academic variant of LSV emerged and the number of LSV users increased. The study was based on the qualitative analysis of interviews with five witnesses of that process.
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