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This article reports on a study of literacy practices in a Norwegian preschool where deaf and hearing children are enrolled in the same group and where communication is based on both sign language and spoken language. The aim of the study was to explore pathways to literacy for young deaf children within this setting. Our implicit assumption is that deaf children access literacy in much the same way as hearing children do. In the study we ask what kind of literacy events occur in the preschool and we examine how these events might allow for participation by the young deaf children on equal terms with their hearing peers. The study is conducted within a sociocultural framework. From this perspective, literacy is perceived as a social practice in everyday activities. Within the range of social activities in the preschool, some significant literacy events were analysed with regard to their nature and impact on literacy learning for deaf children. Data are based on video recordings, field notes and interviews with teachers. The results demonstrate that a number of events vital to literacy learning represent great educational challenges in inclusive settings with both hearing and deaf children.

This paper describes the impact of the use of cochlear implants with deaf children in Norway over the last 20 years and examines how this intervention has raised new expectations and some tensions concerning the future of education for deaf students. The paper reports on two national studies of communication within school learning environments and the educational experiences of young children with implants in Norwegian preschools and primary/elementary schools. These studies involved observations of classroom discourse and teaching activity and interviews with teachers, administrators, parents and pupils. Results suggested that there was a variety of patterns of use of Norwegian and of Norwegian Sign Language and several modes of communication including speech alone, sign alone and speech with sign. These varied according to local interpretations of national legislation for deaf children in district schools and programs for the deaf, the nature of the school placements, the use of available resources and teacher judgements about the needs of the children with a CI in specific classroom activities. Conclusions are drawn in relation to the future impact of cochlear implantation on the educational policies and services for deaf children and their families in Norway. Great expectations: Perspectives of cochlear implantation of deaf children in Norway People were overwhelmed with amazement. "He has done everything well," they said. "He even makes the deaf hear and the mute speak." Mark 7:37. 1

In Norway today, most deaf children are in their local nursery school together with hearing children. To facilitate inclusive settings where deaf and hearing children can interact on equal terms require knowledge about deafness and the needs of these children. This study shows that nursery schools have challenges in developing such inclusive settings especially concerning knowledge and competence. We discuss how the framework for the nursery school curricula, programs and expertise may impact deaf children's opportunities for collaboration in significant literacy events.