D e a f -n e s s

A G u i d e f o r

Pa re n t s,Te a ch e rs a n d

Community Wo rk e rs

United Nations Educational,Scientific and Cultural Organization

A ck n ow l e d ge m e n t s

The manuscript for the Guide was prepared by Philemon A.O. Akach and edited by Doreen Woodford.Susie Miles provided her support and advice in the editing. UNESCO wishes to acknowledge their collaborationin this endeavour; special thanks to school communities,UNAD and UNISE for their involvement in this project.

The views expressed in this document are those of the authorsand do not necessarily reflect those of UNESCO.

ED-2000/WS/33

UNESCOCombating Exclusion throug EducationDivision of Basic Education7 Place de Fontenoy75352 PARIS 07 SPFranceTel: 33-1-45 68 11 95Fax: 33-1-45 68 56 27E-mail: s.vayrynen@unesco.orghttp://www.unesco.org/education/educprog/sne

Contents

Introduction 5

Programme 1 Sign language 9

Programme 2 Education for the deaf 13

Programme 3 Early identification of deafness 19

Programme 4 Parents of deaf children 23

Programme 5 Creating employment for deaf people 27

Programme 6 Organizations of deaf people 29

Some addresses 32

All over the world there are deafp e o p l e . I n t e rn ational stat i s t i c sestimate that some 2.5% of the

world population has some degree ofdeafness. Some of these people are borndeaf, and some become deaf as a result ofchildhood illnesses, accidents or othertraumas. Some children are deaf becausethere is an inherited type of deafness intheir family, but these make up a verysmall number of the total of deaf peoplein the world.

There are also many people who beginto lose their hearing as they become old.This manual does not talk about old-agedeafness.

Some of the results of being deaf

We use our hearing to locate the source ofsound and to find out what it is telling us.The world is full of sounds of all kinds,some pleasant and some unpleasant. Welearn to listen to some sounds and to cutout others. For example, if a tractor is atwork every day near our house we stoplistening to the sound it makes becausewe know what that sound is, and that ithas no special message for us; but if wehear a bicycle bell we jump out of the way.

Some deaf people can hear somesounds and not others. Some deaf peoplecannot hear any sounds at all. All deafpeople are different.

The most important sounds we hearare the sounds of speech. We use speech

to communicate with other people. (Welisten to our own speech, too, so that weare not talking too loudly or too quietly.)Deaf people often have difficulty in com-municating with other people, especiallywith people who can hear.

People who go deaf after they havelearned to talk feel very cut off when theyhave this difficulty of communicatingwith other people. Sometimes a hearingaid may help them to hear other peoplebetter, but this depends on their level ofdeafness. (See Programme 3.)

Children who are deaf

Deafness in children does not only makeit difficult for them to communicate withother people; it also slows down, or evenprevents altogether, their learning.

A great deal of what children learncomes from what they (over) hear. Theyhear their family members talking andthey learn. They hear people in the com-munity talking and they learn. They hearother children talking and they learn.They hear the radio or television and theylearn. All this is in addition to what is saidto them.

Children who are deaf miss out on allthis learning. Even children who are onlya little bit deaf miss out; children who arevery deaf miss out nearly everything. Sothey need very special help in order tolearn. (See Programme 2.)

This special help will come fromschooling; but parents, siblings, family

5

Introduction

members and the community are allneeded to help as well.

It is important that this special helpstarts as early as possible, so diagnosis isimportant. (See Programme 3.)

Children who lose their hearing afterthey have learned to talk, and have beentalking long enough to develop their spoken language, need special help tocontinue their schooling, to continue todevelop their language and to preservetheir speech.

If they have some hearing left a hear-ing aid, if available, may help. There aremany problems with hearing aids (seeProgramme 3). Sign language will also beneeded. (see Programme 1.)

Children who are born deaf, or lose their hearing before their spoken language is developed, are most likely tobe helped by sign language. Lip-reading is also useful but is very difficult. (SeeProgramme 2.)

Sign languages

Sign languages are languages that do nothave words. They are produced by usingpositions and movements of the hands,face and body.They depend on space andposition in space. (See Programme 2).They are real languages, can be used toexpress everything that spoken languagesexpress, and have their own grammar.They have to be learned like any otherlanguage.

Hearing children learn by listening tothe language spoken around them. Deafchildren need to see sign language usedaround them in order to learn. They findit as easy to learn to use sign language ashearing children find it to talk.

The best people for the deaf childrento learn from are adult deaf people whothemselves use sign language. Parents,family members, the community andteachers can all learn sign language fromadult deaf people.

Teachers need to learn sign language

properly, and know it well, if they are toteach deaf children. But if they have deafchildren to teach before they have anopportunity to learn sign language well,they can help the children by learningsome signs and using them when theytalk.This is not sign language and shouldbe replaced by sign language as soon aspossible. Deaf adults may come in andhelp with the deaf children.

Deaf children also need to learn toread and write the language that is spokenin the community, just as hearing childrenlearn to read and write. They will needspecial help to do this. They can learn allthese, and all other school subjects too,with the help of sign language.

More about sign languages

Every country has its own sign languagejust as every country has its own spokenl a n g u a g e s. Some of these have dictionari e sand other teaching materials. Just as aspoken language may differ a little fromplace to place inside one country, so asign language may differ a little fromplace to place. But it will be fairly stan-dardized and easily understood by all whouse it.

Not all deaf people use sign language,but the majority do. (Many deaf peopleknow more than one sign language just asmany hearing people know more than onespoken language.) Deaf people who usesign language think of themselves as a dis-tinct community.

Because language influences culture,this community has a distinct culture.Deaf children need to know and sharethis culture as well as the culture of theirhome and community.

The capital letter “D” is usually usedto describe the people who belong to thecommunity of sign-language users. Theyare Deaf people.

Sign languages can be used exactlylike spoken languages, to communicateanything (and everything).

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Deaf children need to meet each otherand to communicate with each other.Sometimes there is more than one deafchild in a family or community, which isgood. But sometimes children need to goto school to meet other deaf children.(See Programme 2.)

More about deaf culture

The Deaf community very much enjoysshared activities and has, where possible,special clubs, gatherings and events, withas many opportunities for socializing aspossible. Many of these clubs and eventshave strong competent deaf leadership.

Deaf people pass on the communityculture by story telling, traditions and legends.

Deaf people consider the nurture ofdeaf children, the sharing with them ofthe culture, and helping them to learnand develop sign language, very impor-tant.

The deaf community has its own rulesof polite behaviour, social behaviour, andcommunication behaviour. These alldepend on visual signals.

Achievement

If deaf children receive a good and suit-able education then they are every bit ascapable as hearing people. There is thesame range of ability.

They can be academically successful— doctors, lawyers, lecturers. They cando many jobs — printers, carpenters,

farmers, dressmakers. They can and domarry and bring up children. They canlearn and understand the appropriatereligious faith. They can be responsiblecitizens and know what is right and whatis wrong. But these things only happen ifthey are given opportunities.

While not every deaf person uses signlanguage, it is fairly generally accepted by the majority that these opportunitiesare greatly increased by the use of signlanguage. This sign language needs to beknown as well, and used as well, as anyspoken language.

The only thing deaf people can-not do is hear

In the video that accompany this manualyou will see interviews with deaf people inAfrica. Deaf people discuss the impor-tance of early identification and interven-tion for deaf children. Parents of deafchildren talk about the value of learningsign language. Deaf people talk aboutschooling and the importance of sign lan-guage. They talk about the deaf commu-nity and culture.You will learn about deaforganizations, local, national and interna-tional. Some prominent deaf leadersexplain how they have succeeded in theworld.

Some books you might find helpful toread are mentioned in this manual, and atthe end you can find addresses or organi-zations that you can contact to get moreinformation and help.

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Signed languages are the nat u r a llanguages of deaf people. They arethe languages deaf people use when

they communicate with one another.

Some questions for you to consider, or dis-cuss with the other people in your group:1. What do you think happens if deaf people

talk to each other (without using signlanguage)?

2. Some deaf people do learn to talk as wellas sign. They usually sound different fromhearing people. Why do you think thishappens?

3. How do you think deaf children learn signlanguage?

Wherever there are deaf people there are sign languages and the best way fordeaf children to learn them is to pickthese languages up naturally, throughexposure, in just the same way as hearingchildren learn spoken languages. Thenthey can use them to do everything that hearing children do with their spokenlanguage.

Linguists and psychologists havestudied signed languages and have foundthat they are equal to spoken languages inevery way.

Helpful re a d i ng: Po i s n e r, H., Klima, E., andBellugi, V.(1987). What the Hands Reveal aboutthe Brain.

Why is it important fordeaf children to learn to sign?

All human beings need to communicate.Communication is difficult without language. People who cannot communi-cate their needs, desires, thoughts andfeelings to other people may be lonely andisolated. They will not become educated,and as a result, may never be able to earna living, be self-sufficient, or take theirplace in the community. This is a tragedyand need not happen to children who aredeaf. It can be prevented by learning tosign and communicate with others whocan sign. The more people around thechildren who can sign the better for themit will be. Deaf children’s brains are notaffected by their deafness, they can learnabout the world around them and all theschool lessons through signed language.They use their eyes to see the language,and their hands, faces and bodies to pro-duce the language.

If they are not able to communicateeasily it may affect their psychologicalhealth as well as their learning.

When should deaf childrenlearn to sign?

It is important for deaf children to learnto sign as early as possible. Like all chil-dren they need affection and care, butcommunication is very, very important. Ifthere is no one in the family who uses signlanguage then the deaf child needs otherchildren and adults who are deaf and do

9

Programme 1Sign language

use sign language.The other people in thechild’s family should also learn to sign asmuch as possible so that they can com-municate with the child.

Where can deaf childrenlearn to sign?

As soon as possible the family should findout where there are organizations orgroups of deaf people. They will then help the family and the child to learn signlanguage.

Remember:A the earlier a deaf child learns to sign

the more likely that child is to be suc-cessful in school and in later life

A communication is necessary for goodpsychological health and adjustment

A the child needs to know what is hap-pening in his family and community

A deaf child playing outside may seesome of the children suddenly runtowards the river. The children ranbecause they heard someone shoutingabout a very big fish. The deaf childmay never know why they ran awayfrom the game.The child might thinkit was her fault!

A house in the community might bepulled down very suddenly. Everyonewill have heard people talking aboutthe dangerous roof and know why ithas been demolished. The deaf childmay never know why it has beenpulled down. That child might beafraid that his house could be pulleddown suddenly too!

A the child needs to learn about rightand wrong and to understand thefamily and community rules

A the child needs friends to play andlearn with. Older children’s friend-ships depend almost entirely on com-municating together. The youngerchildren need to understand play andgame rules and patterns

A older children need to know what is

happening in the country and in theworld

Knowledge depends on communication.Relationships depend on communication.Behaviour depends on communication.Living in society depends on communica-tion.

Can you think of other things that depend oncommunication?

Children have rights

It is generally recognised throughout theworld that children need and have a rightto education. Deaf children share thatneed and right.

The Salamanca Framework for Action(1994) states that:Education policies should take full account ofindividual difference and situations. Theimportance of sign language as a medium ofcommunication among the deaf, for exam-ple, should be recognized and provision madeto ensure that all deaf persons have access toeducation in their signed language. Owing tothe particular communication needs of deafand deafblind persons, their education maybe more suitably provided in special schoolsor special classes and units in mainstreamschools. (See Programme 2.)Deaf people have a right to use signedlanguage and deaf children and youngpeople have a right to education by andwith sign language.

How do deaf childrenlearn?

All children learn through observationand discovery as well as through directteaching. They learn through interactionwith others and with the environment;through touching, tasting, smelling andexploring.They learn through experimen-tation, by asking questions and by solvingproblems. This all starts long before theygo to school.

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Children need to learn other skills likeself-help, self-care, particularly cleanli-ness. They need to learn co-operationwith others and community spirit.Teachers build on what has been, and isbeing, learned at home or in the commu-nity.

Hearing children learn all thisthrough, or accompanied by, spoken lan-guage. Deaf children do not hear the spo-ken language and so miss a lot of thelearning, unless sign language is usedinstead.With sign language they are likelyto learn much more about all thesethings.

How do deaf children learnto read and write?

Reading is one of the most importantways through which everybody, young orold, goes on learning. Reading is impor-tant for understanding messages, adver-tising, laws, notices, instructions andmany other things. Reading is a way ofsharing the ideas, emotions and experi-ences of other people. Reading is a diffi-cult skill for deaf children to learn.

No children learn reading unless theyare first able to communicate and to uselanguage. Being able to use sign languageand to communicate makes it easier fordeaf children to learn to read.

Writing is an important way of com-municating, of recording facts and ideas,of passing on instructions.This is anotherdifficult thing for deaf children to learn.Sign language may make it easier forthem.

The language that the deaf childrenare learning to read and write is a secondlanguage for them.

Helpful reading: Akach, P. and Mweri, J. (1990).Kenyan Sign Language as a Second LanguageCurriculum. (Obtainable from the KenyanNational Association of the Deaf.)

What do teachers of deaf children need to know?

Teachers of deaf children need to knowhow to teach any children! It is importantthat they learn sign language and knowhow to use it in teaching (if they do notyet know sign language they can still star tto teach the deaf children but learn signlanguage as quickly and as well as possi-ble).

Deaf teachers, as long as they knowhow to teach, are very useful. Other deafadults are also useful in many ways ineducation.

Deaf and hearing people workingtogether in a school or classroom can helpeach other and benefit the children.

Opportunities to train as teachers ofdeaf children have been, and still are, lim-ited in many countries. Neverthelessmuch good work has been done. As moretraining opportunities are provided therewill be more and more trained teachers.Some of these will be deaf themselves.

Some of the teachers may be deaffrom childhood, some may be deafenedpeople (becoming deaf later in life - seeIntroduction) some may be partially hear-ing (having some hearing). It is good fordeaf children to meet a range of differentdeaf people.

It is important that there is good com-munication between all these people andthe deaf children. It is easier if everyoneuses sign language. It is right to respectdeaf people who choose not to use signlanguage. But it is better not to employthem in schools where sign language isused.

Deaf children need role models

Deaf people, who are happy and success-ful in all kinds of jobs and in their lives,provide role models for deaf children.

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How can deaf people communicate with the wider world?

One of the most important ways for deafpeople to communicate with hearing peo-ple who do not understand sign languageis through trained interpreters.

Interpreters are people who aretrained to translate the sign language intospoken language. They go with deaf people to meetings, hospital, court, places of worship, lectures and all other activitieswhere communication between deaf peo-ple and hearing people is taking place.

Interpreting is a skill and takes a longtime to learn.Where there are no trainedinterpreters, friends and family who canuse sign language are needed to helpcommunication between deaf and hearingpeople. But it is better to use trained pro-fessionals if possible.

Trained interpreters follow an ethicalcode. More and more interpreters areslowly being trained in Africa and othercontinents. There are, for example, twouniversities in South Africa which offertraining at graduate and post-graduatelevel. Other countries have courses which

help people who already know sign lan-guage to train “on the job”.

More and more hearing people wantto learn sign language just as they wouldlearn any other language. Some hearingchildren, especially the siblings of deafchildren, enjoy learning sign language.

the re are two deaf members o f par l i ament in Afr ica

Some deaf people study at university andget degrees at all levels.

Some more questions to discuss or thinkabout:1. Why is it important for a deaf child to

learn to communicate?2. What is it like for a teacher of hearing

children to have a deaf child join theclass?

3. How would you help that teacher?4. How many ways can you think of to help

a family include their deaf child in thedaily happenings?

Do you know where sign language can belearned in your own locality?

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Deaf children need and have a rightto education (see Programme 1).

At present many deaf children do nothave that opportunity.They can be helpedat home and in the community in manyways, particularly if people find ways ofcommunicating with them, playing withthem and being friends with them.Can you think of ways of helping deaf chil-dren who cannot go to school?

Fortunately many countries are tryingvery hard to increase the opportunities fordeaf children to have access to education.As well as governments, deaf peoplethemselves and parents have set upschools and classes. Local communitieshave found ways of including deaf chil-dren in local schools.

One deaf man star ted a l l the school s for dea f chi l dren ,and the tra in ing for teache rs

of the deaf , in one reg ion in PDR Congo . A sma l l school

i n Uganda has been se t up by a g roup o f parents . A deafman in Ba rbados i s t eaching af ew deaf ch il d ren . A g roup o f

pa rents have sta rted a school inIndia . Ju st a f ew examples .

The re a re many more.

There are different forms of schoolingthat have been established for deaf chil-dren. All of them have some advantagesand some disadvantages.

In some places parents may be able tochoose how their children are educated inother places there may not be any choice.Wherever the children are educated it isimportant that parents are involved in theeducation.

Some schools are only for deaf chil-dren (this is called “special schooling”).Some advantages are:A that the children have other deaf chil-

dren to play with and to learn withA that there are more teachers and a big-

ger range of subjects and skills can betaught

A there may be more specialist equip-ment and books available

A often there are deaf adults doing manyof the other jobs in the school – clean-ing, cooking, house-parenting, etc.

Some disadvantages are:A that the children may not learn how to

live in society with many differentpeople.They may find it hard to settleafter they leave school and theirfriends

A residential schools are very costly. Inmany countries it is too expensive tobuild enough schools for all the deafchildren

A parents may find it expensive to fetchthe children home for the holidays andtake them back when term starts.

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Programme 2Education for the deaf

They may be tempted to leave thechildren at school without visitingthem

The school may be a day school. Butoften the school has to serve a wide areaand therefore will be a boarding school.Some disadvantages are:A that the children may lose touch with

their familiesA that the children do not often meet

hearing childrenA that the children may miss the activi-

ties of school during the holidays.They may not have friends in the localcommunity

Some advantages are:A that it is likely that they will have many

deaf friends when they leave schoolA that they have no difficulty in commu-

nicating with each other outside lesson times

A that there is no danger of the childrenfeeling the isolation that deaf childrenoften feel if they are only with peopleand children who have difficulty incommunicating with them

Some of the big re s ident i a ls chool s (for examp le in

Ethiopia) have been educat ingdeaf chi ld ren fo r a long t ime

and provided a re source o f wel l-educated deaf peop le whocan help new schools and un its .

Some deaf children are taught in classes(often called “Units”) attached to regularschools for hearing children. These areusually day schools.

An advantage is that the children,deaf and hearing, play together.Sometimes they do things like art andgames together. They grow up knowingabout each other. They may be in thesame school as their brothers and sisters.

A disadvantage is that, in so small agroup of deaf children, it may be difficult

to meet all the varying needs. They maybe excluded from some activities becausethey are deaf.

Some deaf children are placed in aclass of hearing children (this is usuallycalled “mainstreaming”). This is a place-ment with difficulties unless there is somespecial help and attention for the deafchild.The child may not understand whatthe teacher is saying and doing.The otherchildren may exclude or make fun of thedeaf child.

In some communities all the children,hearing, deaf, physically or intellectuallydisabled, blind, go to school together (thisis often called “inclusive education”).Themain advantage is that this provides areal-life situation, but it does need teach-ers to be able to understand and adapt tomany different children and their needs.

Sometimes all the disabled children goto school together. If this is the situation,it is important that everyone realizes thatthe deaf children are able to learn asmuch as any hearing child with the same level of intelligence. (Deaf childrenhave the same range of intelligence as anyother group of children – most are aver-age, some may be brighter, some may beless so).

In some countries there are so manydeaf children needing education thatincluding them in regular schools may bethe only way to provide for them all.

All these ways of educating deaf chil-dren depend on good teaching. Theydepend on good communication. Wherethese are present, each way has someadvantages and some disadvantages.Can you think of other advantages and dis-advantages not listed above?

Some reminders

Reading is a very important part of edu-cation. It is part of literacy.There are sev-eral definitions of literacy, but mostinclude ability to read and write (see Programme 1). Children are said to have

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a “reading age”.This means that they canread books and other things that themajority of children of that age can read.Example: A child with a reading age ofseven can read what most seven-year-oldscan read. Some seven-year-olds may havea reading age below seven, some aboveseven, but most will be able to read at thesame level.

For many years, in all parts of theworld, people have been worried becausedeaf children often have a lower readingage than their hearing peers. Now newways of helping to improve this are beingdeveloped.

Helpful Reading: Paul, P. (1998). The Develop–ment of Reading, Writing and Literate Thought

Many deaf adults in Africa have not beenable to go to school. Some are learning toread in adult life, but some have not hadthat opportunity.

Here are some questions for you to thinkabout or discuss:1. Which of the different ways of edu-

cation do you think is better for deaf chil-dren? Can you say why you think this?

2. What do you think may be the problemsfor the teachers who have one deaf childin their class of hearing children? Howcould the problems be solved?

3. Do you know what hearing children feelabout having deaf children in theirschool? Ask some hearing children tothink about it and tell you.

4. Do you think that there is a differencebetween the educational needs of deafchildren at the beginning of primary edu-cation and deaf children at the end ofprimary education?

Secondary and vocational education isneeded for deaf young people. There areincreasing opportunities for this in manycountries in Africa but still not enough.

Before school

It is very important that communicationwith a deaf child begins very early.Parents communicate with babies rightfrom birth. If a child is found to have beenborn deaf then the communication needsto continue in every way the parent canthink of. Sometimes it is helpful to bring adeaf person into the child’s life so that thechild and the family can start to use signlanguage.

Some young deaf children can be sentto pre-school. This may be for deaf chil-dren only, or it may be for other children.Then it is helpful if somebody therelearns sign language. Sometimes a deafadult can go with the small child.

Sometimes families are very clever atdeveloping a “home-sign-language” withthe babies and small children. This mayonly be understood within the family butis helpful in preparing for sign-languagelearning.

School-age children

When children lose their hearing, at what-ever age, it is important that communica-tion continues. The use of sign languagehelps with this.

Using the signs of the sign languagewith talking is helpful until sign languagehas been learned by the child and thefamily and community. This is not signlanguage but it is signed/spoken language.

Some children who lose their hearingwhen they are older may learn to lip-read.This means they can see what people aresaying by watching their faces andmouths. This is a difficult skill, becausemany sounds that are used in talking arenot visible so words may look alike but bedifferent. These difficulties differ in eachspoken language but two examples fromEnglish are:

coat and goat look the sameship and shop look nearly the same

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Can you see the difference in lip-reading between children andchicken?“send the children to market”“send the chicken to market”

Some children become good at this diffi-cult skill, especially children who knewthe spoken language well before they losttheir hearing. These children can beencouraged to improve their skill and addit to the sign language they are learningand using. It is difficult for even the bestlip-readers to get the full content of a les-son or conversation from lip-reading byitself.Here is another question for you to thinkabout:

Do you think it is easier for an older childwho goes deaf to stay in the same school, orgo to a special school for deaf children?(note: in many countries the child has to goto the special school)?

Education is something that family, school and community are all involved in

Education includes the social and culturalbackground of the family and communi-ty. It includes the decisions and happen-ings of the family, community, localityand nation.

Deaf children have a broader knowl-edge if they know these things and theculture, decisions and happenings of deafpeople.

More about education

Many people are interested in bilingual-ism and biculturalism. It is interesting for everybody if they know more than one language and share in more than oneculture.

Some schools for deaf childrendescribe the education they offer as“bilingual and bicultural”. They areteaching the deaf children sign languageand the written form of spoken language.

Some people believe that it is better tolearn sign language well first and thenlearn reading and writing; other peoplethink that the two can be learned at thesame time.

There are some schools with classesfor deaf children where all the childrenlearn both languages.

One of the very good things aboutbicultural education is that deaf childrenbecome familiar with the ways of interac-tion and behaviour of both cultures.

Read again what was written inProgramme 1 about deaf adults workingin schools either as teachers themselves orworking with the hearing teachers.

Wherever deaf children are edu -cated they need to follow the full edu -cational programme that the hearingchildren follow and , as much as is possi-ble, take the same public examina -tions . Some will then go on to highereducation and professional qualifications.

There is a great deal more involved inlearning by and teaching of deaf children.

Helpful reading: Quigley, S. P. (1982). The Edu-cation of Deaf Children (Edward Arnold)

A little about ways that helpdeaf children to learn

It is a mistake to think that it is easy fordeaf children to learn. Deafness makes itdifficult. Sign language helps consider-ably.

It is a mistake to think that it is easy toteach deaf children.Teachers develop spe-cial skills and understanding. There aremany good teachers of deaf childrenthroughout all countries, including thosein Africa. Most of these have found signlanguage a great help in their work.

Some of the education starts at home... looking at pictures and books, count-ing, drawing, colouring, matching pic-tures and objects.

In school the teacher will use many

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visual materials for the children. Storiescan be told with pictures and objectsmatched to the printed names. It is nothard to learn the names of, and signs for,many objects.Words and signs for actionsare a little harder. Children learn quiteeasily about colours and shapes. Soonthey may start to put the signs together.This needs a lot of practice and many dif-ferent examples.

Practical activities help. Communica–ting about them together, and telling otherpeople about them also help.

Some schools use sign language, read-ing and writing together and call it “totalcommunication”. These are schools thatuse all three from the beginning of thechild’s education. Many schools addspeech as well. Hearing teachers may findit difficult not to talk while they are usingsign language. It helps to remember thatno two languages can be used at the sametime! So using spoken language andsigned language together causes only con-fusion! But the teacher is well equippedby knowing both languages well.

Deaf children benefit from havingplenty of experiences to discuss and learnabout. The ordinary activities of outside-the-classroom are good teaching aids.Going to places is better than looking atpictures of the places. Making things, orwatching them being made, can be veryhelpful.

But the language to think about theexperiences, to remember them, to tellother people about them, will be providedby the teacher. Drawing , and, when thechildren are ready, writing , will help to“fix” the learning.

If possible, go and look at some deafchildren in school.Then think about whatseemed best and what seemed not sogood about what you have seen.

The responsibility of government

The laws and educational arrangementsof each country are different. But it ismost important that people in authority,and people who have power, understandthe needs of deaf children.

Each country may make its own deci-sions about how best to provide educationfor all deaf children, but the efforts of par-ents, teachers and communities need theforce of legislation and the involvement ofgovernment.

Legislation is very important butimplementation is more important.

Here are some questions for you to thinkabout or discuss:1. How can deaf children be included in reg-

ular schools?2. Can you think of ways that fathers can be

involved in their deaf child’s education?And grandparents?

3. What difficulties do you think might arisein teaching older deaf children about pol-itics?

More helpful reading: Kyle, J.G. (ed.) (1994).Growing up in Sign and Word. See in particular:pp.1-10; 54-69; 89-97. (Centre for Deaf Studies,University of Bristol, UK)

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Deafness is a “hidden” or “invisi-ble” disability. You cannot see bylooking at a child whether that

child is or is not deaf. This is why it isimportant to test all babies as early aspossible to see whether they hear well orwhether there is some deafness.

Some countries have programmes for“screening” (sorting out) all children.These programmes test all babies, andmay be provided in the community(under CBR-community-based rehabili-tation) or by the health services in hospi-tals, clinics, and other specially designat-ed places.

Testing is a skilled process. But thereare some simple tests that can be done if atrained person is not available.See: Let’s Communicate Section 6 (Hearing-Impairment) (1997). WHO, UNICEF and Ministryof Health, Zimbabwe

Children should be tested at any age ifthe parent or teacher suspects that thechild cannot hear well. Children who havebeen ill, especially with fevers, ear infec-tions or meningitis, should be tested tosee if the hearing has been affected.

It is important to find out quickly sothat help can be provided as quickly aspossible (see Programme 3).

Remember that hearing loss affectscommunication, and the social, emotion-al, educational and vocational aspects ofthe life of the individual. It affects thefamily and the community too.

The amount of hearing loss varies agreat deal. What can be heard and what

cannot be heard varies a great deal. Theuse people make of what they can hearvaries a great deal.

You will find that many differentterms are used to describe people’s hear-ing loss. People who are deaf can be div-ided into two main groups.The division isbetween those who have enough hearingto rely on auditory perception and thosewho rely on visual perception.

People who can rely on auditory per-ception are usually referred to as “hard ofhearing”. But the terms “partially deaf”and “partially hearing” are sometimesused as well.The primary communicationof this group is spoken language and lipreading. Some hand signs, or sign lan-guage, may be preferred by some peoplein this group. Where available, a hearingaid may be beneficial (see Programme 3).

“Partially hearing” is also used forthose deaf people who rely on visual per-ception but find that they have someadditional help from sound.

People who get little help from sound,or seem to hear nothing at all, are thosedescribed as “deaf”.The deafness is oftenreferred to as “severe” or “profound”.

You will see that the use of termsvaries and is imprecise, which is why anaccurate test of the real hearing loss isimportant.

There are two more terms that areused when describing deafness. The firstis “pre-lingual deafness”. This refers to a person who has been deaf from birth orbefore spoken language developed.

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Programme 3Early identificationof deafness

Deafness from birth is also described as“congenital”.The second is “post-lingualdeafness”. This refers to persons whobecame deaf after their spoken languagehad started to develop. These persons arealso described as “deafened”.

“Deafened” persons may be of any ageand their preferred communication willdepend on when they became deaf. It isnot easy for persons who become deafafter many years of listening and talkingto learn sign language. This is mainlybecause they have relied for so long onauditory perception that to change tovisual perception is not easy.

Sometimes fingerspelling helps deaf-ened persons. This is a communicationway that spells out spoken language letterby letter and is read by the other person.All sign languages include a way ofspelling the letters of spoken language.Most use one hand for this, but some useboth hands.

The term “hearing impaired” is oftenused but deaf people do not find itacceptable. This is because it suggestssomething that must be repaired or fixed,or even cured.

Deaf culture considers deafness asocial disability (depending on society’sview and attitude) and not a medical dis-ability (needing cure or change).

Measuring hearing loss

Hearing is usually tested using anaudiometer. This is an instrument thatproduces sounds at certain levels. It isimportant that the instrument is carefullychecked at regular intervals for accuracy.

The tester has various ways (accord-ing to the age and maturity of the personbeing tested) of getting the person who isbeing tested to indicate when a sound isheard. It is important that the hands ofthe tester cannot be seen.

The tester records the results of thetest on a form which is called an audio -gram .This form shows what, if anything,

a person hears. It also shows whether thatperson hears any of the sounds that makeup speech.

One test is not usually enough, itneeds to be repeated several times, espe-cially with children, in order to be sure anaccurate response has been found. It alsoneeds repeating regularly, usually at year-ly intervals, to note any changes.

Hearing does not get better but it maydecrease. Sometimes it appears to havegot better because the person has learnedhow to make use of what is heard.

An audiogram may also show whethera hearing aid, if available, would be help-ful. Hearing aids differ and the audiogramalso shows which hearing aid is suitablefor the person. Many people cannot bene-fit from hearing aids.

Hearing aids increase some sounds.Louder sound is not always helpful (justas shouting at a deaf person is never help-ful!)

Two words are used to describesound. One is “decibel” and the other is“frequency”. Decibels (db or dB) meas-ure the intensity (loudness) of sound andfrequency measures the speed of the elec-trical waves that produce each sound.Theunit of measurement is the kilohertz(kHz).

A whisper measu res 20dbA nearby l orr y go ing up a h i l l ,chang ing gear measure s 90db

A j et engine taking o ff measures 140db

Noise

Exposure for a long time to very loudsounds can damage hearing. Young peo-ple who listen often to loud music canbecome deaf . Workers who use drills andother noisy tools and machinery need toprotect their ears with ear muffs.

Noise in the environment is not onlyunpleasant, it can cause stress and hear-ing loss if it goes on too long.

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Causes of Deafness

Some deafness comes from genetic caus-es. This may be present in one or bothparents. The deafness may be from birthor appear later in life (at all ages). This is sometimes described as “hereditarydeafness”.

M a ny different illnesses and conditions,in the womb (pre-natal) or after birt h ,( p o s t - n atal) or lat e r , can cause deafness.There are too many to list in this manual,but many feve rs result in deafness.M e n i n gitis is a major cause of deafness.

Rubella (sometimes called “Germanmeasles”) is a major cause in many coun-tries.This is often such a slight illness thatthe person who has it does not really feelill. Unfortunately if that person is in theearly months of pregnancy the baby maybe deaf, and/or have other disabilities.This is often the reason for babies beingborn with hearing and sight loss (deaf-blind).

Deaf-blind children and young peopleneed very specialized help. Several coun-tries in Africa are now setting up schoolsand centres where parents and childrencan be helped. East Africa has developedsome good specialized programmes.

Helpful Reading: Prakabar, I., Loenig, C., andTesni, S. (eds.) (1998). Listening to Sounds andSigns Books for Change, pp. 87–131Some deaf children may also have a sightdisability called Usher Syndrome. This isusually seen as the child gets older.Thereare several types of Usher, but all limitvision.More information from Sense, 1-13 CliftonTerrace, Finsbury Park, London N4 3SR, U.K.

Some infections which lead to dis-charge from the ear can be cleared up byusing prescribed medicines. It is impor-tant to clear them up before the hearingbecomes damaged.

Wax sometimes builds up in the ear andp r e vents good heari n g . It should be remov -ed by a nurse or doctor. Sometimes chil-

dren put objects in their ears.These shouldalso be removed by a nurse or doctor.

Never put anything in the ear (e.g.matchsticks, cotton-buds, hairpins, toothpicks).The ear is easily damaged.

Accidents , especially to the head, wardamage, blows, may cause deafness.Never hit anyone on the ear.

Changes of altitude and drug abusemay also cause deafness.

Some questions to consider or discuss:1. What would you do if you saw a child

whose ears were discharging?2. Mothers are often the first to suspect a

baby is deaf, especially if it is not the firstbaby. Why do you think this is?

3. Talk about the sounds that you like andthe sounds that you do not like. Why doyou think different people like differentsounds?

4. Do you find some sounds painful? Thinkabout hearing aids. Might some deaf chil-dren find them painful? If you think “yes”,why do you think that might be?

Everybody has a “threshold of pain”. If asound is loud enough to reach that level ithurts.

Tinnitus is a condition where a per-son hears different noises in their earsbut these noises do not come from anyoutside source. Some people find thesenoises difficult to live with. Listening to aradio sometimes helps. Deaf children maysometimes have tinnitus.

Hearing aids

Hearing aids are small instruments thatamplify (make louder) sounds, especiallythe sounds that make up speech. Thereare many different kinds of hearing aids.Body aids have an amplifier that is sepa-rate from the other parts; head-worn orbehind-the-ear aids have all the partstogether near the ear. Some aids go rightin the ear.

The right hearing aid can help some

21

people. But they are expensive and needmaintenance (repair and replacement).They are powered by batteries which areexpensive and do not last very long. Inhot countries batteries wear out morequickly. One or two aids that use solarpower have been developed.The prescrip-tion and maintenance of hearing aidsrequires trained technicians. It has usuallybeen considered that a country needs areliable infrastructure (transport, techni-cal equipment, etc.) before hearing aidscan be made available.

Hearing aids may help some childrenbut it is possible to give deaf children agood education without hearing aids.Hearing aids cannot replace hearing thathas been lost, or has never been there.

How to get your child tested

In many countries in Africa there areorganizations, health services, hospitalsand community-based programmes thatscreen children for hearing loss. Forexample, in Kenya and Uganda there isthe Educational Assessment and ResourceServices (EARS) programme. The work-ers in this programme are trained toassess children no matter where they liveand how much money their families have.If they find a hearing loss they help thefamily know what to do; they provideadvice for management and education.

If you are watching the video thataccompanies this manual, whoeverarranged the screening of the video cangive you information about local assess-ment arrangements.

What happens next?

If the assessment shows that the child isdeaf the child might be sent to a doctor forfurther assessment. Information aboutlocal schooling for deaf children will begiven to the family.

It is important to remember thatattention to the child’s language and com-

munication needs must start at once.Delay in access to language and informa-tion leads to many difficulties now and inthe future (see Programme 2).

It is important to think of the bestways to help the child feel part of the fam-ily and part of the community, and tomake sure that the child goes on learningabout the environment and family activi-ties (see Programme 4).

Introducing deaf adults and sign language will be very helpful. It is good ifthe assessment advisers can introduce theparents to other parents of deaf children(see Programme 4), and introduce thedeaf child to other deaf children.

Deaf adults will want to help and willhave the knowledge to help. They willarrange, if possible, to teach sign languageto the family and the community.

It is important to use every possibleway of communicating. When small chil-dren watch adults and other childrenusing hands, faces, eyes and bodies,to convey messages they pick it up quiteeasily. There are many ways of adaptingthe communication to the deaf child’sneeds. This helps the child to feel securein, and part of , the family. The child feelsrecognised and accepted, and does notbecome lonely or isolated.

Children who feel isolated or rejectedm ay become angry and miserable. T h e ym ay reject other people, e ven their ow nfa m i l i e s.This may continue as they gr ow up.

Sometimes deaf children are naughtyor difficult to manage if they do not havecommunication with their family.Some questions for you to think about or discuss:1. What do you think may happen to a child

whose deafness is not diagnosed?2. Can you think of ways to encourage the

local hearing children to include the deafchild in their activities?

3. How many ways can you think of thatmight help you to tell a small deaf childthat a relative would be visiting at theweekend?

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Most deaf children are born toparents who are hearing. Thisis one reason why there are

sometimes communication problemsbetween deaf children and their parents.Parents often find it very hard to copewith the information that their child isdeaf.

It is encouraging for the parent torealize that, even though their child isdeaf, it does not mean that the child willhave a terrible life, without education, joband future prospects. It is encouraging torealize that the child can be educated, cangrow up and be employed, can be aresponsible and productive member ofsociety.

Then the parents and family membersfind it easier to adapt their communica-tion to the child. They become ready toinvolve themselves in the educationalneeds of the child.

Parents are expert at bringingup children Deaf children are children

To think about:A 90% of deaf children have hearing

parentsA deaf children with deaf parents learn

signed language as fast as hearing chil-dren learn spoken language

A the earlier a deaf child learns to sign,the quicker the child learns. The childis likely to learn to read and writemore easily too.

To remember:A deaf adults and organizations of deaf

people are the people to help parentsand families to learn sign language.Some have classes for this; some canprovide reading materials about signlanguage.

To think about and discuss:A independence and self-confidence are

very important for children. Some–times parents are over-protective, ordo too much, for the deaf child. Howcan the independence appropriate toeach child’s age, be encouraged?

A deaf children sometimes lose theirrights in the family, being passed overfor responsibilities and privileges.What are the appropriate duties ofchildren in the family in your commu-nity?

Possibly the most helpful person to a par-ent with a deaf child is another parentwho also has a deaf child. Parents canhelp each other. Where there are groupsof parents they often form organizationsso they can meet together, pool ideas and resources, support each other, andadvise parents whose children are newlydiagnosed.

Some organizations are for the parentsof one school. There is one organizationlike this in Ethiopia. In Tanzania anorganization covers a group of schools. InUganda and Kenya the organizations arenational. Other countries are now form-ing organizations.

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Programme 4Parents of deaf children

Some organizations organize sign lan-guage classes for themselves. Parents havebegun to start their own schools (see Pro-gramme 2).A group can ask for help fromthe community, from local groups such aschurch parishes or other faith groups, orfrom the adult deaf community muchmore successfully than a single parent.

A group can sometimes get premisesand employ a teacher. This is often verysuccessful for organizing pre-school edu-cation and activities. Some groups havefound employing a deaf person a goodmove. Sometimes the local special schoolfor deaf children will help such a pre-school with advice.

It is usually easier to get funding from,for example, NGOs or local authoritiesafter setting something up than before.

This kind of arrangement has its diffi-culties and is not possible everywhere.But everywhere it is good for parents tomeet and work together as much as possi-ble.Together they can make their childrenheard as part of the community.

Deaf adults tend to be very sympa-thetic to the needs of deaf children andare usually willing to help the parents ofdeaf children in providing an enablingenvironment for the children.

Parents may feel pulled between theclaims and needs of the deaf child and theclaims and needs of the other children inthe family. It is important that profession-als and others consider the whole family.

Involvement and “ownership”

Parents and communities that set up theirown schools for deaf children remaininvolved with the school. It may becomethe place where they meet each other, setup classes in sign language, discuss thingsof interest to them all. They are able to see that their children are learning, andhappy, and note when the school is run-ning smoothly. They can, as appropriate,join in the classes, contribute skills, help,and support.

This involvement of parents in theirchildren’s education is important andvaluable. It also means that the childrenand their parents know each other welland have shared experiences. It helpscommunication between them.

Families with children at boardingschools need to find other ways of work-ing together and with the school in orderto be more involved in their children’seducation. This will strengthen the linksbetween home and school. They need topay careful attention to maintaining com-munication between themselves and theirchildren.

Some questions for you to think about or dis-cuss:1. If you have a deaf child at a local school,

what skills or other contribution couldyou offer to share with your child’sschool?

2. Is there a good postal system in yourneighbourhood? Could parents write totheir deaf children? What sort of thingsdo you think the children want to knowin a letter?

3. Do you think sending drawings and pho-tographs to a child in boarding schoolwould be helpful?

Organizations of parents andorganizations of deaf people

A share the same goals – better educa-tion and more opportunities for deafpeople

A together they can lobby decision-mak-ers

A they can make themselves known andrecognized in the community

A they can share and understand bothdeaf and hearing culture.

Some more about deaf culture

If you can read the quarterly magazine ofthe World Federation of the Deaf (see thelist of addresses on page 32) you can learn

24

about deaf culture. Your own NationalAssociation of Deaf People may have aregular magazine or bulletin too.

Deaf culture expresses itself through:A particular ways of interaction, for

example of attracting attention and ofmaintaining privacy

A special socializing activities. Thesealways include a great deal of commu-nicating together in sign language.

A involvement in the affairs of the deafcommunity

A telling news and storiesA worship together. Some churches have

deaf pastors. Other churches have signlanguage interpreters. There are inter-preters in most of the mosques inEgypt

A sports events. There is a World DeafSports Association and activities likechess are national and international.Schools often join together for sportsevents.

The growth of deaf culture worldwide isan interesting growth.

Interesting videos: Deaf Nation Symposium1997 and 1999. Forest Bookshop

Hearing people can share in deaf culture,and using sign language is the mostimportant way of sharing and learning theway the culture operates.

It is very helpful to deaf children whenthe two cultures respect each other andthe children feel part of the deaf culture.They value their parents’ involvement inthat culture.

Think about the situation of any deaf personwho does not have other deaf people tocommunicate with.

Helpful reading: Nolan, M. (1981). The HearingImpaired Child in the Family (Condor Press)Report of a Parents Workshop held inMzimba, Malawi, obtainable from Initiativesfor Deaf Education, 7 King Street, MuchWenlock TF13 6BL, U.K.

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People who work and earn their liv-ing are productive members ofsociety. Provided they are educated

and trained, deaf people are able to beproductive members of society.

There are still many deaf people, inAfrica and elsewhere, who are unable towork because they have not received thiseducation and training.This is a situationthat is disabling in itself. Many who are atwork are limited to jobs like manuallabouring, whereas, with better educationand training, they might have better jobs(see Programme 1).

Some facts:A there are deaf professors in some

countries, for example in the UnitedStates of America

A there are university departments fordeaf students where many of the lec-turers are deaf, for example inEngland

A in some countries deaf students go toregular universities and colleges andhave sign language interpreters, note-takers and other help, for example inNorway.

In poor economies some deaf people arenot working because jobs are scarce, orthe deaf people have not been given theskills that the economy needs. Sometimesthe deaf persons have not been trained fora working life.

It is unfortunate when some familiesthink the deaf child cannot, or need not,work. It is unfortunate when some hear-

ing people are afraid that deaf people willnot be able to do certain jobs or work thefull hours.

It is important that parents and thoseresponsible for education balance theimportance (an increasing need in today’sworld) of learning to read and write withskills training. Sometimes, in the past, toomuch time has been given to job-skilltraining.

Some questions for you to think about anddiscuss:1. What are the most important skills your

locality and country need?2. Do you think there are any difficulties

when deaf and hearing people worktogether? If so, what help can be given toboth?

3. What responsibilities and duties can begiven to young deaf children, at homeand at school, that might prepare themfor work later on?

Opportunities for deaf people

Previous programmes have stressed thatdeaf children can learn to read and write,do arithmetic, geometry, and all theschool subjects. They can absorb all theconcepts necessary for any subject. Somemay reach a high level and be qualified fora wide range of posts and professions. It isimportant to give older children informa-tion about many possible careers.Sometimes teachers and parents have hadlimited ideas about what young deaf peo-

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Programme 5Creating employmentfor deaf people

ple can do. Sometimes a limited range ofcareers and jobs has been explained.

But there are deaf accountants, scien-tists, teachers, computer experts, geogra-phers, technical designers, farmers, agri-culturists, office workers, hairdressers;in fact there are very few jobs that are notbeing done by some deaf people some-where.

It is unfair and unjust to limit deafpeople either educationally or job-wise.Secondary and tertiary education oppor-tunities for deaf (and hearing) childrenremain limited in many parts of Africa,and elsewhere, but they are increasing.

Sometimes, even when the deaf per-son has the right training and skills,employers are reluctant to give them thejob. Usually, once they have taken onegood deaf worker, they are quickly willingto take more.

A school in Eth iopia ha s a not i ce outs ide which says:

“Deaf Workers are Good Wo r k e r s– Tr y one”

A deaf adults can work in schools fordeaf children as teachers, classroomassistants, house-parents, outsideworkers, etc. (see Programme 2)

A deaf persons can have their own busi-nesses and employ others, both deafand hearing. A deaf man in Zambiahas a thriving chicken preparationbusiness

A organizations of parents and of deafpeople can organize courses in busi-ness training

A many deaf people are self-employedand work alone

A computer training is becoming moreand more available for deaf people

A adult education classes, both toextend the learning of those who havebeen to school, and to teach literacyand communication to those whohave not been to school are important

Low expectations from societydisable deaf people

Parents, teachers and deaf people them-s e l ves are able, t o g e t h e r , to inform society.

Remember:A It is important for all children to have

the opportunity to study as long as it ispractically and financially possible.

A IIt is important for all children to havethe opportunity to take public exami-nations and qualifications at the high-est level possible.

A IIt is important to give all children thefullest possible information aboutemployment and careers.

There are, in every country, increasingopportunities for deaf people to beinvolved in sign language teaching, inter-preter training, deaf awareness (for hear-ing people) courses, skill training (for deafand hearing people).

Some questions for you to think about anddiscuss:1. Are there any jobs you think a deaf per-

son could not do? Why do you think this?2. What do you think are the most impor-

tant things to tell an employer who isthinking about giving a job to a deaf per-son?

3. Which is the most disabling attitude ofsociety as far as deaf people are con-cerned? How would you change this?

4. What does the term “role model” mean toyou?

It is often necessary to lobby go ver n-ment for legislation in connection withemployment.

It is al ways necessary to infor msociety that deaf people can do every-thing except hear.

It is important to be aler t to oppor-tunities for deaf people’s employment.New technologies and processes come upall the time.

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Why are organizations of the deaf important?

It is difficult for individual deaf people tochange the condition of their lives. Not alldeaf people have this need, but the factthat the hearing community may notunderstand deaf people can make condi-tions difficult. One person does not reallyhave the power to bring about changes,but several people working together in anorganization are able to do this.

An organization has strength and visi-bility. It can speak out clearly. It cannot bebrushed aside so easily.An organization can ask for:A recognition of sign languageA access to educationA access to public services

An organization can remind the gov-ernment that deaf people are citizens.They make the same contributions tosociety (taxes, etc.) as other citizens, andare entitled to any benefits other citizensreceive.

An organization can:A make sure that all the members

keep abreast of important news andinformation

A give the wider public good informa-tion about deaf people and their concerns

A well-led national organization ofdeaf people can be very powerful andlook after the interests of the whole deafcommunity - adults, young people andchildren. It can help parents (see Pro-

gramme 4). It can unite and inform stake-holders, other interested parties and serv-ice providers. Together all these differentpeople can collaboratively form a power-ful lobbying group. Most countries havesuch a National Organization of DeafPeople. Many have started small, but havegrown to be self-supporting and self-sus-taining. Many have paid staff. Most arestaffed by deaf people who handle thebudget, make plans and decisions, organ-ize training courses and workshops. Theyrun the organizations very professionally.

These organizations are a valuableresource to deaf people, and for hearingpeople who live or work with deaf people.They can provide services to:A Community Based Rehabilitation

Programmes (CBR)A health workersA social workersA NGOs (non-governmental organiza-

tions)A donors and researchers

Some questions for you to think about or dis-cuss:1. Do you know who is the chairperson of

the National Association of Deaf Peoplein your country?

2. Do you know about any activity organizedby that association?

3. Deaf people cannot hear the news orpublic announcements on radio or televi-sion. How do you think they can be keptin touch?

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Programme 6Organizations of deaf people

Deaf organizations andsign language

Many deaf organizations have started topromote the use of sign language. Theytrain interpreters and make sure that theyare fluent in both languages (see Pro-gramme 1). They help the interpreters tounderstand deaf culture, and how best toserve a deaf client. They help the deafclient to make best use of an interpreter.They prepare interpreters to work inmany different situations - hospital, court,worship etc.

Some interpreters are skilled at televi-sion interpreting, employment interviews,etc.Telephone relay services exist in somecountries. This involves hearing peoplepassing on telephone conversations usingphones that print out messages.

Government, NGOs and serviceproviders have some responsibilities inthe provision of interpreters. For exam-ple, if a court case needs interpreting itmay be that the court can help with fund-ing an interpreter. An employer whointerviews a deaf person for a post mighthelp to fund that interpreter. Some services employ full-time interpreters.

National and international links

Many local organizations are affiliated tonational associations. National organiza-tions often cooperate.

In Africa, for example, there are:Uganda UNADKenya KNAD

Ghana GNADSouth Africa DEAFSA Tanzania TNADPeople’s Republic of Congo ASOP

and many more.Many countries have sign language

dictionaries which can be obtained fromthe offices of the appropriate nationalassociation.

These associations, and those acrossthe world, are affiliated to the WorldFederation of the Deaf (WFD) . WFDis divided regionally and each region hasits own Secretariat. In Africa there is anEastern and a Southern African secreta-riat, for example. Secretariats are respon-sible for holding regional events andmeetings. Each secretariat has a represen-tative on the WFD itself.

Every four years there is a WorldCongress . This is attended by hundredsof deaf people from all over the world.They have meetings, lectures, workshops,business meetings and social events.

The World Federation cooperates withmany international organizations andbodies and has a strong, well-regarded,voice. Examples of these are UNESCOand WHO. This means that WFD speaksand acts for all national bodies, in Africa,Europe, Asia, the Middle East andAustralasia. The World Federation is apowerful advocate for all deaf people.

The WFD headquarters are in Stock-holm, Sweden.WFD congress reports canbe obtained from the WFD offices andfrom your National Association.

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32

Books and videos have been referred to in the manual programme sections.You may be able to buy or borrow these locally. If not, they can usually beobtained from:

The Forest Bookshop Warehouse 89 Crucible CourtColefordGlos GL16 8RFU.K.Tel: 44+(0) 1594 833858Fax: 44+(0) 1594 833446e-mail: deafbooks@forestbooks.comForest Bookshop issue a regularly updated mail order catalogue.

The following books can be obtainedfrom UNESCO, either from your regional office of from:

7 Place de Fontenoy75353 Paris 07 SP FranceTel: 33+(0) 45 68 11 95Fax: 33+(0) 45 68 56 26/27/28

International Consultation on EarlyChildhood Education and SpecialEducational Needs 1997

World Conference on Education for All:Meeting Basic Needs 1990

The Salamanca Statement and Frameworkfor Action 1994

Consultation Report on Inclusive Educationand the Deaf Child (UNESCO PretoriaOffice) 1999

The Dakar Framework for Action 2000

WHO Publications are available from:CH-1211, Geneva 27, Switzerland

You can ask for more references from:World Federation of the DeafMagnus Ladulåsgatan 63, 4tr118 27 Stockholm SWEDENWebsite: http://www.wfdnews.org

Some Addresses