About ABSLEP
Learn More About Who We Are and What We Do
Welcome to the Association of British Sign Language Education Professionals (ABSLEP).
Since 1989, we have supported BSL teachers and assessors across the UK.
Our mission is to improve BSL education by providing professional development, networking opportunities, and community support.
Vision, Mission, and Our Work
What We Stand For
At ABSLEP, we are committed to supporting and growing the community of Deaf BSL education professionals. Since 1989, we have worked to improve BSL education across the UK.
Our mission is to provide high-quality professional development and networking opportunities. We aim to empower our members through education and support.
What We Do:
- Provide Support – We offer advice and information to our members and the public.
- Build Community – We connect and support members through our private Facebook group, ABSLEP Connect.
- Promote Education – We help develop British Sign Language (BSL) education and work with others to support its growth.
Governance
How We're Managed
Learn how ABSLEP is managed and governed to ensure we uphold our values and mission.Meet the TeamTeaching Pathways
Explore Your Journey in BSL Education
Learn about the different pathways and qualifications for BSL teachers. Whether you are starting your journey or looking to advance your career, we provide information and support for all levels.
Explore Teaching Pathways
Support Us
Help Us Continue Our Work
Your donations help us provide vital support to BSL teachers and assessors. Learn how you can contribute to our mission.
Donate Now
Celebrating 35 Years of ABSLTA
For the past 35 years, we've been a big part of the growth and development of BSL teaching. From our early days to now, we've seen BSL teaching become more recognised and respected.This wouldn't have been possible without the hard work of many dedicated people who helped shape BSL education into what it is today.
Take a look back with us at our history, learn about the important people who have led the way.
