Plight of deaf and dumb children in education

Manica Post

By Liberty Dube

20 December 2011

So often deaf people are sidelined even by groups trying to reach out to people with disabilities because of the language barrier. Children living with deafness have been the most affected as it has affected their education.

Most deaf adults in Zimbabwe today have poor literacy skills due to late diagnosis, lack of consistent education and poor resources. An estimated 135 000 (2.5%) school children in Zimbabwe have some degree of deafness.

WHO states that 10% of the population has a disability. Leonard Chelshire also states that 75% of children with disabilities never complete primary school. Can the millennium goal of universal primary education be achieved without including children with disabilities?

In Manicaland, there are 210 deaf pupils and there is only one school which has a resource class for deaf people which is Munyoro Secondary in Zimunya district. Sign language has not yet been officialised and is not taken as one of the formal languages like Shona and Ndebele. It is reported that in every three children who are out of school in Zimbabwe, one is a child with a disability.

Although there is no school for the deaf, the Ministry of Education Sport and Culture, in 1990, started Resource units for deaf children at Primary and Secondary schools around the country. These are special classes in ordinary schools where deaf children can learn in small groups with their own teacher. The Government has set up structures to provide education to all children with disabilities.

In 1999 an early intervention programme was established at the only organisation in the province which provides deaf children with opportunities to learn sign languages.  Nzeve Deaf centre, which is working towards addressing the plight of deaf and dumb children, offers vocational training skills like gardening, poultry, fashion and fabrics and carpentry for deaf students.  Children with hearing loss are enrolled in NZEVE programmes and their parents and siblings are also involved.

NZEVE has acted as a focal point for the Deaf community and for teachers of the deaf employed within the Ministry of Education.  Recently, the organization opened a new workshop at their premises for deaf youth. The extension will increase the capacity of the organisation to train more young people and administer the project efficiently.

The Minister of Education, Sport and Culture, Mr David Coltart said there is need to increase awareness of the needs of the deaf. He said more awareness is necessary so that parents understand the importance of bringing their children when they are still very young.  He said that since almost all parents of deaf children are not deaf, the need to teach sign language to their parents must not be underestimated.

“We all have a responsibility to change this and make sure that parents and school authorities are aware that children with disabilities have the right to go to school.

“But then we must ensure that they do not just sit at the back of the class learning little.

“It is vitally important that our teachers and schools provide education to all children appropriate to their individual needs. The government of Zimbabwe is working to make all schools “Child Friendly”.

“What this means is that every school and every teacher is able to cater for every child appropriate to his or her ability.

“Placing children with disability in ordinary schools is the preferred option so that they can learn with other children.

“But this will only be possible for deaf children if Zimbabwe Sign Language is understood and used by more Zimbabweans. I am happy to report that my Ministry this year has approved two new dictionaries of Zimbabwe Sign Language.

“It is reported that of in every three children who are out of school in Zimbabwe, one is a child with a disability. We all have a responsibility to change this and make sure that parents and school authorities are aware that children with disabilities have the right to go to school.

“But then we must ensure that they do not just sit at the back of the class learning little. It is vitally important that our teachers and schools provide education to all children appropriate to their individual needs,” said Minister Coltart.

He challenged business people to assist the development of market linkages for deaf young people who would have acquired practical skills.  “Deaf Youth who are out of school now have more space where they can learn vocational skills. But as we all know, acquiring skills does not automatically mean Deaf youth can become self sufficient. Marketing the goods that they produce is challenging especially in the current adverse economic environment in Zimbabwe.

“I would like to encourage business people here today to assist the development of market linkages for these Deaf young people or even employ some of them as they graduate after three years at Nzeve’s youth training project.”

The Nzeve Deaf centre Director, Mrs Libby Foster said children with disabilities should also be embraced in mainstream schools and be offered resources since they deserve equal right for education. “Oftenly, deaf children are sidelined and disadvantaged. Some of them – if not few – acquire primary education only and never realise their dreams. There is lack of resources to meaningfully help the deaf child. It is a pity that sometimes the deaf community is associated with poverty. Some of them are begging in the streets yet they also deserve that privilege to go to school.

“There is need to take sign language as a formal language. I am glad the Minister (David Coltart) has promised to address the challenges faced by the deaf community, particularly on educational (visual) equipment.

“Most of the children we are working with are profoundly deaf but we are aware of many children with partial hearing loss in ordinary schools who are struggling. We have tested 900 children and most of these children do not get any special help. Many of these children would be able to be mainstreamed and included in ordinary schools

“However, teachers need training and supporting to be able to change their teaching methods and help these children. There are more than 200 deaf children in schools in Manicaland, half of them are in boarding schools.

“Their homes are too far from schools with Resource units, so they need to board, but many parents cannot afford the fees. These are the children BEAM is meant to help but they have not been getting BEAM funds,” she said.