It was found that whilst the two sign languages are certainly related, 37% of signs analysed were completely different in structure and a further 16%, whilst similar, still contrasted in one of the four parameters of hand-configuration, location, movement or orientation.
"[3] Article 5 of the Act also ensures that the government must promote all aspects of education and awareness in regards to Icelandic Sign Language.
[3] Article 7 appoints the Icelandic Sign Language Council whose role is to give advice to the government regarding the implementation of regulations for Icelandic Sign Language.
[5] In 1874, Páll outlined his objectives for teaching his students in a newspaper article.
He wanted his students to be able to express their thoughts and be understood through writing, finger language and pointing, and did not care about speaking Icelandic or lip reading.
[4] In 1922, the Danish mouth-hand system was adopted as the new teaching method, with the objective of having the students speak and understand speech augmented with finger spelling and signs.
All signing was banned in the classroom because the sole objective of oralism was to teach the students to speak and understand Icelandic.
[4] In the early eighties, new principal Guðlaug Snorradóttir introduced a new teaching method called Total Communication to the deaf school.
The main objective of the school remained teaching the students to speak and understand Icelandic.
The teachers at the school did not know Icelandic Sign Language, and so the students could only communicate with them through speaking.
[6] Icelandic Sign Language has somewhat variable word order depending on the verb used.