In March 2020, the WHO released their latest statistics on hearing loss, stating that over 5% of the world’s population- or 466 million people, including 34 million children are currently living with a hearing impairment globally, with a projection that the estimate will increase to over 900 million people in 2050- or one in every 10 people.
Let’s think about that statistic for a second. 1 in 10 people.
Buttressing this data, Ademokoya (2020) reiterated that 80% of the global hearing loss burden is in low- middle-income countries including Nigeria. Ademokoya explained that hearing loss among Nigerians has increased from 7.3 million in 1999 to an estimated 8.5 million in 2020.
The research also states ‘Mild, moderate or severe hearing loss alters how a person learns, communicates and integrates into society. Hearing impairment can result in social isolation and stigmatisation as well as difficulties in obtaining, performing and keeping an occupation. These characteristics therefore make the delivery of major services in terms of education, social, health and sport somewhat different for persons with hearing impairment.’
This is precisely why considering the integration of sign language teaching into the education system becomes crucial when 8.5 million people are living with a hearing impairment.
People with hearing impairments are seen as people with disabilities as we all know. However, these are very able people who have been disabled by society not creating accessibilities for them.
Let's take a trip to the 15th Century
I am sharing this mini-history lesson not just because I think it is a very interesting story but because it is proof that people with hearing impairments can live, participate and contribute to society with the integration of sign language into education. This is known as Bimodal bilingualism instead of Unimodal bilingualism where there is a shared modality, being auditory and oral.
Sign language is a communication of concepts and not necessarily words. It is body language, expression, how you use the space around you and how you use your hands.
The Fraudulent Interpreter at Mandela's Funeral
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Over the years, there has been a changing climate of deaf education and the need to reconsider the implementation of a bilingual approach. The reason is that access to inclusive educational provisions is afforded by new and developing hearing technologies( Swanwick, 2016)
So, Digital hearing aid technology and cochlear impacts have improved deaf children’s potential for spoken language development. This and the universal newborn hearing screening secures access to these technologies and early intervention programmes from birth. The provision of this has been phenomenal.
However, research suggests that there are still many educational challenges for these learners. They are now better equipped to access the mainstream curriculum through spoken language however, they will benefit a lot more from the community around them taking up the bimodal bilingual approach for a range of language, learning and social needs.
As I constantly reiterate, learning is more effective when it is being delivered in a way that is best for the receiver to learn and understand, instead of what is convenient for the giver to teach.
Due to the school of thought that deaf children should be made to learn everything to communicate with non-signers. Education for deaf children has been an immersed system of teaching sign language, lip reading for speech so they can communicate with hearing children and learning finger spelling to read English.
But why don’t hearing kids learn sign language? Why do deaf children have to learn so much to communicate? Why is there not a balance?
Especially because research has clearly shown kids who learn sign language as kids have better speech abilities and language abilities than kids who don’t.
There is a podcast called ‘My New Life’ and on the episode “Why Teach Sign Language to Your Baby?” A mother shares her story on how she taught her 4-month-old baby sign language to be able to communicate with her child before she could speak.
She taught her child simple signs to be able to tell her mum when she was 'all done' eating or 'wanted more.' Progressively, her child was able to signal to her mum when she needed help. This is because babies who learn sign language have pathways to communicate before they speak. It is why they can wave 'bye-bye' without saying it. Their understanding of languages comes way before their ability to use and understand words.
It is sufficient to underline that research has demonstrated that sign languages, as natural languages, fulfil the same linguistic, social and cognitive functions as spoken languages. (Emmorey, 2002)
The implementation of sign language for Deaf children becomes problematic as they experience a general delay in sign language and difficulties in catching up. This can be explained in part by the limited access to everyday conversation and routine.
If they only communicate with sign language in a certain bubble and then go into society and read lips to communicate, they learn how to communicate slower than someone who communicates the same ways in and outside their eco-chambers
We learn languages best by being immersed in the spaces. We use it to communicate in our everyday lives and that is how we perfect the language.
By teaching sign language in schools, we can create a more inclusive educational environment and promote greater understanding and acceptance of individuals with auditory disabilities in both education and society.
A school should be the most inclusive & safe space in society. How is that possible when our curriculum portrays education-based discrimination?
It was common practice in my school growing up to take field trips to the school for the Deaf as community service. This never sat right with me because we would go there and have no way of communicating with the people we came to see.
Essentially, we went for a photo op.
Even while I commend the people who have built schools for people with hearing impairments and put resources there for them to learn.
What is the value of education if the society they enter hasn't learned to communicate with them? Are we not then the people disabling them?
There are generations of people that go through their education system and then what?
Here is what is essential:
Our National curriculum must teach sign language from an early age. By this, I mean integrated essential classes and not optional after-school clubs.
It is only through this that there can be inclusion and proper integration into the community. It is the only way people with these hearing impairments can get jobs in all spaces without barriers and putting the burden on them to communicate. Communication goes two ways and the society we are in must also learn to create a balance.
This integration will:
1). Bridging the communication gap
For students with auditory disabilities, communication with their peers or teachers can be challenging, which may lead to feelings of isolation and frustration. However, when sign language is introduced in schools, it bridges the communication gap and enables these students to express themselves, understand others and actively participate in a learning process that includes all children. The inclusivity creates a sense of belonging, which is essential for personal and academic development.
2). Preparing students for the real world.
Incorporating sign language into the curriculum is a practical way to prepare students for the real world. Individuals with auditory disabilities are valuable contributors
By learning sign language, students are equipped with the skills needed to communicate with a wider range of people, making them more socially competent.
3). Strengthening cognitive development
Studies have shown that learning sign language can have a positive impact on cognitive development. It challenges the brain to process languages differently and enhances spatial and visual thinking skills. Its benefits span beyond verbal communication.
Incorporating sign languages into the nation’s curricula is a step towards building more inclusive and accepting societies. It empowers students with auditory disabilities, fosters empathy and understanding, prepares students for the real world, and enhances cognitive development.
Let's look at some Nigerian History
The benefits of teaching sign language in schools go beyond the classroom, positively impacting the lives of students and the communities in which they live while removing the stigma surrounding Deaf people.
You open up the gates of new knowledge, ideas and most of all you open up good and full education to the 8.5 million people who have been isolated in society.
Cultural and Deaf Community Awareness:
Alongside language instruction, introduce learners to Deaf culture, the history of sign language, and the Deaf community. Understanding the cultural context can enhance language learning.
The best place to start may vary depending on the age and prior knowledge of your learners. For young children, you may want to begin with basic signs related to their immediate environment and needs. For older learners, you can introduce a wider range of signs and more complex sentence structures.
Additionally, remember that patience and regular practice are crucial when teaching sign language. Make the learning experience enjoyable and interactive, and encourage learners to use sign language in everyday situations.
Signing out and see you soon! (haha)
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