Lots have happened regarding research and the scope of my research has changed drastically over the course of October. The changes have come, not from all the information gathered, but rather from the lack of information about deaf education. Prior to coming to Nepal (or even receiving the Fulbright) I conducted an exhaustive search of all of ISU’s resources trying to find information about education in Nepal, deafness in Nepal, and deaf education in Nepal. While I found a few which indirectly related to my research, the search for a general study of the education opportunities for the deaf in Nepal proved fruitless. I hoped that once I arrived in Nepal, I would be able to find the elusive resources. Unfortunately, after going into at least 8 book stores in Nepal and asking for books on Nepal & education or Nepal & deafness (bahiri) and not finding a thing, I’ve had to conclude that what I’m looking for doesn’t exist. Given this, as much as I would love to do the in-depth research I’d planned, I now know that a survey of the existing opportunities for education of the deaf in Nepal is needed more, particularly for quality in-depth research to be done in the future. You have to know the basics first!
Here are some of the highlights of what I’ve found:
• There are no general surveys conducted in the last 15 years that accurately describe the state of deaf education in Nepal, nor an overview of all the local and international NGOs who are working tirelessly to improve the state of deaf education and the quality of life for people who have hearing loss.
• Good news: there are many deaf schools in Nepal as well as organizations working to improve the quality of life for those with hearing loss. According to Rai ji (a wonderful man I met in Pokhara who is working hard with the Gandaki Association of the Deaf to promote education, Nepali Sign, cooperation between organizations, and much more), deaf schools are “popping up in Nepal like mushrooms”. Given the number of NGOs I have had the honor to meet with or have heard about, this appears to be true on all fronts.
• Unfortunately, despite the mushroom effect, the schools and organizations don’t seem to be functioning as efficiently as they could under a national infrastructure that provides a plan for deaf education and supporting services in Nepal. Right now, it appears that everything is being done on an individual basis with little cooperation between organizations. To be sure, this is not the fault of the organizations that are simply doing their best to help, but rather a consequence of the lack of information regarding what’s happening and who’s doing what.
• Another observation mentioned by Rai ji that I have noticed as well, is the fact that despite the quality education that many deaf and hard of hearing people are receiving, employment opportunities(especially employment that relates to the individual’s skills and ability) are few and far between. Several examples of this include the high unemployment rate of graduates of deaf schools in Nepal, the stunted success of a beautifully designed vocational project in which the students learned to be waiters , waitresses, cooks, bakers, etc., but were unable to find jobs despite their qualifications because no one wished to hire deaf employees, and the fact that many deaf people with jobs are working entry level jobs requiring little to no education despite having passed their School Leaving Certificates (SLC), and being highly qualified. This unemployment pattern appears to be particularly evident with girls, but more research is needed to determine whether it is actually the case.
• Another question which has been on my mind is related to the causes of hearing loss in Nepal. Given the seemingly large proportion of Nepali people who are deaf or hard of hearing (estimated at 19-25% of the population), it would appear that the causes are unique to Nepal somehow. From what I’ve gathered so far, it looks like there are a few common causes (note that it is impossible to talk about hearing loss causes precisely so this is VERY much a guesstimate). From the people at ‘Hearing Project Nepal’, it appears that they see a high number of perforated ear drums. These could be caused by any number of things, but the belief is that when children are given their own bottles to hold (while parents are doing chores) perhaps the milk is spilling into the ear causing infection and the perforated ear drums. There are a number of other causes for this as well. Rai ji says that he’s seen a few children with genetic losses, but more often the cause is illness such as typhoid or meningitis, or even noise induced hearing loss from the bomb blasts in Nepal over the last 20 years.
• Several projects that are going on in the Pokhara area that I find incredibly exciting:
1. The Gandaki Association of the Deaf (GAD) has developed an annual 4-month course in Nepali Sign Language for the families, friends and communities of their students. It’s a wonderful way to begin to bridge the communication gap between deaf individuals and their families and communities and has been shown to do just that!
2. GAD, led by Rai ji, worked in conjunction with other organizations who work with people who are differently-abled to conduct an in-depth census of their target group in the Kaksi district of Nepal. Not only did it increase cooperation between organizations, knowing who the target group is will allow services to be much more focused and enhanced.
3. Hearing Project Nepal (in partnership with Namaste Children’s Home), run by David Hines, an audiologist from Australia, and Valerie Lister, has been in business for 7 months providing free audiology care and hearing aids to people in the Kaksi area. They have distributed over 70 hearing aids and are training two local women, Ruth and Manju, in audiometry so that they can run the clinic and treat clients throughout the year. They are also working to get other clinicians to come and supervise for several weeks as well.
I met many fabulous people while in Pokhara and learned so much about the overall state of deaf education in Nepal. I can’t wait to follow up on some of the contacts that I was given and begin my tour of the deaf schools in Nepal. I guess I’ll be seeing even more of Nepal than I thought – I’m not complaining! I didn’t have the opportunity to visit to the deaf school in Pokhara yet, as they were closed for the holidays, but I will go back for a month (probably in February) to spend in the area schools.
I hate that I can’t fit in everything I’ve learned, but hopefully through the blog and final documents at the end of the year I’ll be able to get all of my information organized and disseminated. Preferably in such a way as to help provide relevant and updated information to those interested in bettering the lives of deaf and hard of hearing people in Nepal!
Meanwhile, if you have any questions or suggestions please let me know! I would love to hear from you!
Finally, many of you may be familiar with the book I’m reading, but if you’re not, I wholeheartedly recommend it. Greg Mortenson, author of 3 Cups of Tea, wrote a follow up book, Stones Into Schools, that really delves into the heart of his goal and the challenges that his organizations have faced. It’s remarkable and has given me insight into my own goals as well. Also, the idea of “3 cups of tea” to build a relationship is one that is certainly practiced in Nepal. 1 cup, you’re an acquaintance, 2 you’re a friend, 3 and you’re practically related! In any case, it’s an incredible book and definitely worth reading!
Thanks for the research update! Very inspiring!
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