A Beginning Overview of Deaf Education in Nepal

Children and young people with disabilities continue to be one of the most disadvantaged groups in all our societies. In addition to their manifest limitations they are subject to social discrimination, reduced work opportunities and – most damaging of all – impoverished educational experiences
(Hegarty & Alur, 2002)

Deafness in Nepal: Background
80% of deaf and hard of hearing people in the world live in a developing country (Haualand & Allen, 2009).
+16% of people in Nepal have a hearing loss (WHO, 2007)
Deaf education and deaf culture are relatively new in Nepal, gaining momentum only in the past 20 years.



Project Aims
Throw out original goals and then…..
Compile an accurate list of deaf schools and classrooms in Nepal
Develop an overview of deaf education in Nepal
Disseminate list and research to schools, INGOs, and NGOs

As you may remember, my original goal in Nepal was to study literacy instruction in deaf schools as well as the transfer of language (Nepali Sign) and literacy back to the home. When I arrived, however, I realized that what was needed more than anything was basic research that informs what educational opportunities there are for the deaf and connects deaf schools, organizations, and NGOs. Thus, the project began to change...



Research Methods
Field Visits to Schools
Field Visits to Organizations
Surveys
Observations
Environment
Instruction Practices
Phone Verification of Basic Information

Findings – General
Nepal Has:
At least 133 Deaf Classrooms
>At least 17 Deaf Schools
3 Types of Education for the Deaf:
Deaf School
Self-Contained Deaf Classroom
Inclusive Education (Deaf Classroom)

These numbers are based both on the compilation of several lists of deaf schools and classrooms in Nepal as well as word-of-mouth. The numbers have not been verified yet, so should be taken with a grain of salt. There may be more or less! Also, some deaf children attend hearing schools with no deaf education support, though focusing on this would make the project impossible to get a handle on, and is not included above.



Findings - Specific
The most common instruction techniques for teaching the deaf are:
Lecture (some student feedback)
One-on-one explanations
Book work
Approximately 28% of the teachers of the deaf in Nepal are deaf or hard of hearing
While teacher education varies from Class 8 to Master’s degrees, deaf education training generally consists of an NSL class ranging from 10 days to 6 months.

The instructional styles mentioned above are seen in many Nepali classrooms, whether deaf or hearing, as the educational style remains fairly traditional here. One-on-one explanations are especially prevalent in classes in which the teacher has not yet gained fluency in Nepali Sign, and tends to go hand-in-hand with book work.

Strengths & Weaknesses Found in Deaf Education in Nepal
Strengths
The availability of deaf education in Nepal
Dedicated teachers
NGO/INGO support
Development of job training programs
Use of Nepali Sign Language
Weaknesses
Little to no structure or cooperation between schools & organizations
Lack of secondary & higher sec. deaf schools
Under-educated teachers/ no training in deaf education
Lack of self-sustainability
Inability of education to lead to employment

These strengths and weaknesses are both widely observed and mentioned in interviews by teachers, principals and members of deaf school committees. They may change as I visit more schools, but for now, they give a good overall picture based on the schools in which I have spent time.



Upcoming Research Plans
Complete school visits (at least 30 total) and school verification
Work with NGOs and local deaf organizations to propose the development of deaf education and interpreting B.Ed. Programs
Develop basic professional development materials for deaf educators
Disseminate research and lists to as many schools possible through email, hand delivery or postal mail
Create a workable, online database of schools that can be continually updated

As time continues to fly, my goal is to have several individuals and organizations in place who are willing to continue to update and verify the school information. Regardless, I hope to complete as much of the above as physically possible!

Future Needs
At least one quality Deaf Education B.Ed. Program & one Nepali Sign Language Interpreting program (I.A. or B.A) offered in Nepal
National infrastructure for the oversight of Deaf Education in Nepal (i.e. the creation of new schools, curriculum, etc.)
Community/Family-based programs that encourage the self-sustainability of schools and aid in the incorporation of deaf individuals into the community and workplace
The development of classrooms, schools or curriculum that will allow students with multiple disabilities (i.e. deaf “plus”) educational opportunities as well.

References
Haualand, H. & Allen, C. (2009). Deaf people and human rights. World Federation of the Deaf and Swedish National Association of the Deaf. Retrieved from www.wfdeaf.org
Hegarty, S. & Alur, M. (Eds.). (2002). Education and children with special needs: From segregation to inclusion. New Delhi: Sage Publications.
World Health Organization: Regional Office for South East Asia. (2007). Situation review and update on deafness, hearing loss and intervention programmes. Retrieved from http://www.searo.who.int/LinkFiles/ Publications_SEA-Deaf-10.pdf

The information not cited was collected through surveys, interviews and observations. It in no way should be taken as the final data, as it is based on a small sample and there is much work to be done. If you want any more information, please let me know!