The study discourses on topical issues in Deaf education in Africa; including: marginalization of signed languages; acquisition and development of signed languages; attitudes towards signed languages as medium of learning and teaching; and policy formulation and implementation of signed languages in Deaf education. The study establishes that signed languages, caught between negative societal perceptions, lethargic language and educational policies and an outdated pedagogy, suffer from a paucity of recognition and development as distinct languages; and the development of instructional/learning materials. To remedy the situation, the negative societal perceptions need to be overhauled to recognize signed languages as distinctive languages to be used in teaching and learning backed by sound language and educational policies as well as grounded pedagogical approach utilising relevant instructional/learning materials.