When Everything Becomes Normal...

I've had a difficult time figuring out what to blog recently as since I've been stuck in Kathmandu working on writing projects. Why? The beginning of March is exam time, and mid March-mid April marks the end of the school year break, with schools resuming around April 20th. I had grand plans to go on a number of lengthy field visits, but when the schools are closed...

This leads to a quandary regarding blogging because everything's become so normal to me in the valley, that I'm not sure what to blog! Usually I look for things that are uniquely Nepal, or that catch my fancy, but when you've been here so long - it begins to feel like home, which means that things are no longer making me run to my computer to write about how there are cows on the streets, or how I'm pretty awesome at bargaining down taxis to a fare price. Or even how I saw a two men on a motorcycle, and the one on the back was holding a full length mirror in which I could see his face all the way down the road (while that was hilarious, I see funny motorbike scenes on a regular basis now, so it doesn't jump out at me like it would have before). But I felt like a blog post was needed, so I began to really think about the last several weeks and decided some things are worth sharing! Below is an amalgamation of things that stick out in my mind.

Swetha and I found a nice rock climbing wall in Kathmandu! We've been having a blast trying to tackle the routes and made friends with the guy who works there. He may even be happy to see us when we show up now! The wall's outdoor, which is difficult when it rains, but it's a great wall, standing at 51 feet, and has several walls made to trip up beginners - one is pretty easy until 15 feet in the middle where there are maybe 3 good holds (don't know who designed it, but they're hard to like when you get stuck there)!

Speaking of making friends, the wide-open friendliness of Nepal never ceases to amaze me. Some examples: There's a wonderful place where my friends and I sometimes go to get massages - they understand though we're foreign we're not making all that much money so we get Nepali prices - and last time we were there, the manager invited Swetha and I to a local restaurant. He wanted to share with us, and introduce (me), to thongba, a warm millet drink that is common amongst Tibetans (see more about it below). Not only that, but it turned out that Rosan (the manager) was from a small village Swetha needs to go for research, so he was a great resource. Another day, we went into a local fabric shop near our apartment and walked out with a discount at the local Pizza Hut (the store owner's daughter works there) and Swetha's promise to bring the owner's son his graduation gift (he's finishing school in Baltimore) when she returns there this summer.

About thongba. It's basically a small barrel filled with fermented millet and a straw. The server then pours hot water in the barrel which mixes with the millet and somehow makes a hot, alcoholic beverage. It's no wonder it's such a popular drink with people from Tibet - from what I hear, it's really cold up there! The small local restaurant where we went was packed to the rafters with people - forget about getting your own table, you grab a chair where you can find it! In the craziness, a guy from Slovenia joined our table, and we all ended up having a great conversation! Some pictures of thongba below:

Work this month (other than presenting in Goa) has pretty much consisted of working on organizing data, editing a proposal for the Syangja school funding, working on developing professional development materials, and verifying schools we won't get the chance to see in person.

April should be a breath of fresh air (literally!) as Swetha and I head to Dolpa - a very rural district bordering Tibet - for a combined research trip on migration patterns (Swetha), and a village with a huge deaf population (me). We still haven't managed to pinpoint the deaf village, but we're working on it! Hopefully when we're in Dolpa someone will have heard of it. Lots of trekking and no technology ahead in the next few weeks! And...almost as soon as I get back, my folks are coming! I am SO excited for my first visitors - especially mom and dad.

More posts coming after the trip to Dolpa - I can promise lots of pictures, it's supposed to be gorgeous!

Holi Cow!

Happy Holi! Want to know how we ended up looking like that? Read on...

Snapshots of yesterday: water balloons flying from all directions, buckets of water being dumped on friends and random passersby, colored powder everywhere, sprinting down cobblestone alleys, eating copious amounts of delicious food, an entire extended family dancing to Hindi & Western music, raksi flowing generously...

Do you have a picture in your mind? Okay. That's Holi!

Prior to the Holi festivities, but after being Tika-ed by Aama

Holi is a spring festival celebrated in Nepal, a few other places, and is often called the Festival of Colors. While there are several stories that explain Holi, it is predominantly Hindu, and generally celebrates the coming of spring during the last full moon of the Hindu month Phalguna (late February/early March). While the holiday is based in legends about Krishna, the common perception of the festival is that it's an opportunity to welcome spring, indulge in merrymaking and color-throwing, and just let loose a bit.

Charlotte and Sudeep rocking the X-box. Sudeep even did it with one arm! (The other was healing from a recent shoulder operation)

Swetha and I had the opportunity to spend Holi with my Banepa host family. We took the bus to Banepa in the morning and fortunately managed to dodge early-merrymakers by walking under umbrellas every time we were in the open. I was thrilled to see them again because it's been way too long, and they welcomed us with open arms and buckets of water! When we arrived, we were decked out in the Holi tika by Aama (mother), which consists of red dye placed on the forehead, cheeks and nose. Tikaji, Aama, Swetha and I then walked to the new house - going the roundabout way so to avoid getting wet before lunch. Charlotte (a past Fulbright English Teaching Assistant who lived with the family last year), Sudip (one of my older host brothers), and his wife Sony were at the new house when we arrived. We watched some TV, ate delicious daal bhat and then played X-box (using a webcam that showed our movements on screen) before it was time to head to one of the Ma ma's (maternal uncles) house for the celebration.

The Color War is ON!

Stage 1 - Attack! (Don't worry, it wasn't nearly as violent as it looks!)

Stage 2 - Laugh over the ridiculousness of it after the dye's gone

Stage 3 - Pose for pictures

Our walk across town was adventurous to say the least, but we came prepared with the few things we brought covered in plastic bags! I was plastered by water about 20 feet outside the door from 3 directions, and then continued to get hit by buckets, balloons and water guns filled with both clear and colored water. I was nearly soaked when we reached the house, but was in for quite a bit more from the cousins! I'm not entirely sure how Sudeep, Sony, Aama and Tikaji managed to stay dry... Once at the Ma ma's house Charlotte and I headed up to the battleground on the roof while Swetha took one look and decided to be more intelligent and head downstairs where it was dry! Less than an hour later we were ALL soaked to the skin. Once downstairs, Holi became "eat, drink, and be merry!" with lots of food, drink, posing, chatting and dancing. Well, with the exception of a color war with Swetha... Later, with music blasting, everyone got in on the dancing - uncles, aunts, cousins, and even hajur aama (grandmother)!

Food, Family, Friends, and Raksi! What more do you need?

Oh right. Dancing!

More dancing...

And posing....well, kind of... :)

And...MORE dancing!

We hated to leave, but when the time came, even that was an adventure! Amardeep, Swetha and I walked back to retrieve our things from the other house, and being glaringly white, even under all the color, I was set upon by numerous kids who decided to pelt me with water balloons. As I'd FINALLY gotten dry, that didn't please me, so I took off sprinting through various cobblestone alleys at a speed that would've impressed my college track coaches! Fortunately, after a few hundred meters, chasing me lost its appeal and I was able to stay warm and dry for at least a little bit of Holi!

Aama and Hajur Aama...They were smart and stayed out of the color wars

Beware folks, I'm bringing Holi home to where ever I end up next year!:)

Parting Shot

A few members of my FABULOUS Banepa Family!

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!

Apologies and Goa

It’s been FAR too long since my last post, and for that I apologize. I’ll do my best to update more regularly. The end of February saw a perfect storm of illness for me, but fortunately March blew in some better health! Recently the biggest happening in Nepal was a trip to Panaji, Goa, India. The Fulbright scholars and researchers from South and Central Asia met in Goa for a weeklong conference filled with presentations about everyone’s work. It was incredible getting to hear peoples’ experiences living in India, Kazakhstan, Bangladesh, Kyrgyzstan, Pakistan, Sri Lanka and Tajikistan. Many of these places I had to look up on maps after talking to people who were coming from them, or who had given talks relating to the countries. Definitely time to brush up on my geography! Nonetheless, it was a wonderful time, full of fascinating presentations, new friends, and relaxation.

Goa is an Indian state on the coast, and the wealthiest state in India. Not surprising given all the tourist appeal found there! Goa is known for two things – its churches and beaches. The vast array of beautiful worship places is unique to Goa, and one finds Hindu temples, Catholic churches and Muslim mosques. While I was only able to go to one Goan beach, I have it on good authority that they’re all gorgeous!

Here are a few things about the trip, in no particular order:

We were so fortunate to get to stay in an amazing (5-Star!) hotel where the conference was held. It was comical to see our group arrive, because though the longer you live in Nepal, the less you realize the poverty of the country, or even the need for things like constant electricity and good mattresses. Upon our arrival, a number of hotel staff people came out with hot towels for our face (it was hot and humid in Goa!), and tiny glasses filled with fresh juice. We all thought we’d died and gone to heaven before we saw the rooms! Needless to say, the rooms shocked us as well…we had actual mattresses, fulltime electricity, a door on our shower, and a bathtub. WOW. There was a definite experience of culture shock during our arrival and reverse culture shock upon our arrival back home. The best part about it though? I still love and appreciate Nepal exactly how it is. There are flaws, but it felt great to be “home”.

The purpose of the conference was to provide us with a forum where we could present our research to other scholars, listen to others’ and get feedback. I learned about all kinds of things including modern art in Kazakhstan, business practices in India, the use of Indian music and dance in therapy for autistic children, the consequences of a stroke on a multilingual person and effective language re-learning techniques, and how disaster aid in Bangladesh can be changed to provide people with “homes” rather than “structures”. It was a wonderful learning experience, and the feedback and support I received regarding my own project was invaluable as well. Fortunately, after panicking about my PowerPoint and presentation for quite a while, when it was time to get up and present, all was calm… :) Also, I figured out how to deal with the questions at the end that I normally am unable to understand - I asked people to write down any questions they had for me in addition to asking them vocally so I would be able to answer accurately. This worked well, and I will definitely use it for times in the future when an interpreter is not an option!


Preparing for my presentation


Presenting!

Though the purpose of the trip was the conference, we did have some time for recreation fortunately. I hadn’t realized just how much I needed a vacation until I came back to Nepal refreshed! The hotel had a beautiful rooftop pool that was a favorite hangout place for many of us, and provided both a social time for Fulbrighters to get to know each other, and time where we could relax and forget about life for a while. Also, two “tours” were arranged by the conference – one into “old Goa” where all the churches were, and the other to the beach. After days of constant lipreading, I decided the church tour had the potential for too much talking and opted for the beach tour. There were only a few of us on the beach tour, but we were able to soak up sun and waves (though the water was FAR saltier than other beaches I’ve been to) for a few hours and fortunately were able to see a few of the churches on the way.


The beautiful rooftop pool

I met many wonderful people on my trip, but one in particular stood out. It turns out in the South and Central Asia group, we have TWO deaf Fulbrighters! Emily is based in Kazakhstan and studying the recent rise of modern art as well as doing some painting of her own that is influenced by the culture and art she’s seen in the country. We had the chance to chat for a while, and discovered that many of our experiences have been similar, particularly in regards to communication difficulty. Though we use different degrees of hearing and speechreading (I depend mostly on speechreading, Emily on hearing aids), we have both had to deal with the frustrations of accents, people not realizing the consequence of our hearing losses, and the difficulty of learning (especially understanding!) another spoken language. I’m in awe of Emily’s work, and can’t imagine doing research without the wonderful support of the deaf community that I’ve been so blessed to have in Nepal.

That’s all for Goa, though I’m going to do my best to put my PowerPoint (at least the information) into blog-acceptable notes format in order for everyone to have a more clear view of what exactly it is I’ve been working so hard on! Once again, my apologies for the delay and I’ll do my best to post more regularly.

*Big thanks to Mikaela for the pictures :)

Saraswati Day

On our initial training day for the microfinance project (see previous post) at the Kavre School, there was lots happening! It turns out that not only was the TRIFC project taking off, but it was also Saraswati Day. Saraswati is the goddess of learning in Hinduism, and her image graces nearly every classroom I've seen in Nepal. To honor her, the teachers and students from the school, along with me, Rob and some of the ladies from the microfinance project, gave puja (offerings/blessings) to Saraswati in three places (2 temples dedicated to her, and a framed photo on the chair in the school yard). There was a celebratory air around the school that day and a special dinner was served later that evening. Thanks to the welcoming teachers and students who not only included me, but also taught me their traditions. There's no such thing as too much good karma for education!


Waiting to leave for the first temple. The construction materials you see in the background are for hostel construction on the third floor of the school building.


More waiting in line...At the first temple.


One of the teachers at the Kavre School for the Deaf giving Puja to Saraswati in the first temple. The teachers went first, then the older students, younger students, and finally the stragglers (i.e. me) :)


Giving puja at the final stop in the school yard. By this point, the nearby Saraswati temples had all been covered in rice, powder dye, flowers, wreaths and incense.


A final look at the impressive school yard puja.

Partnering With TRIFC - A Crafty Microfinance Project

This past week, I had the honor of working with Rob, Rose, Sandi, and Balram from The Rose International Fund for Children (TRIFC) to implement a microfinance project for deaf women from the Kavre District of Nepal.

First, to give you some background. In order to get a Fulbright grant, you really have to have an "affiliation". Basically someone who feels like you're doing something worthy of the grant and 'invites' you into the country. I found out about TRIFC when I was searching about deafness in Nepal and discovered a former Fulbrighter's blog. I got in touch with Franz, and he referred me to Rob Rose, the founder of TRIFC. Rob was a great help in learning about deaf education in Nepal and agreed that I could be affiliated with TRIFC. The Rose International Fund for Children is an NGO that works to change the perception of "disabled" in Nepal to "differently abled", and provide opportunities to people with all kinds of challenges, including deafness. For more information about their work, you can go to TRIFC's website: http://trifc.org/ or follow Rob's blog: http://trifc.blogspot.com/

Given the help Rob gave me during the Fulbright application process, and the work that TRIFC has been doing, I was thrilled to find out that I would be able to meet him in person, and work with one of TRIFC's projects. Rose Stevens, a volunteer with TRIFC, developed the microfinance project we worked on, and she and Sandi (another volunteer) conducted the embroidery training. The project aims were to give the ladies an opportunity for income, a place where they could meet and socialize with other deaf women, and also a place where they could learn a skill (embroidering cards) and learn Nepali sign, good business practices, good nutrition, etc.

Sixteen women were chosen for the pilot project, and met us at the Kavre School for the Deaf in Banepa. The women were all from the Kavre District, some living in town, others from villages up to 2 hours away. The training consisted of Rose and Balram (a former Teacher of the Deaf at the Naxal School for the Deaf in KTM, who now works with TRIFC) explaining the goals to the ladies and presenting the model of how the project was to work. The women will have an initial training period where they will work together for about 2 weeks, and then will meet two times a month to turn in the completed cards, catch up with each other, and perhaps have a small training on relevant topics (Nepali Sign, nutrition, business practices, finance, etc.). The cards will be sold predominantly in boutiques and craft fairs in America, but some may also be sold in shops in Nepal. The women will get a fair percentage of each card's selling price, and a small percentage will go into the group fund to provide for materials and costs.

So far, the project looks to be very successful. The ladies seem to be very excited about learning new skills, earning money, and having the social outlet, and the cards that were made during the training were very impressive (see below)! Rob, Balram and I interviewed each of the women to get their stories for a small bio on the back of each card they make. We heard from women who had the opportunity for education at deaf schools (even through Class 12!), women who had only a 3rd or 4th grade education in hearing schools, and even those who had no opportunity for education at all. Some of the women had lost their hearing as a child due to illness, while others were born deaf. Two of the women had harrowing stories to tell about being beaten by members of the Maoist Army because they were of the Dalit (formerly, Untouchable) caste. Luckily, one lady was rescued when her fellow villagers protected her, but the other lady's husband was killed in the beating that left her with a severely broken leg that has never healed properly, and 3 children to raise on her own.

Though the stories were difficult to hear, they demonstrated the importance of such a project. Ideally, with hard work, these women will be able to make a substantial income that will allow them to better provide for their family, give their children the education opportunities they were denied, and the time with the other women will give them something to look forward to. Two women from the group were chose as "group leaders" in order to increase ownership of the group while still providing leadership, and I believe that the group will flourish under their guidance. I look forward to seeing where this project goes!


Rob speaking to the ladies during the training about the the goals of the project.


Rose (pink shirt), and Sandy (black jacket), leading the initial embroidery training. Krishna mam, the principal of the Kavre School for the Deaf, interpreted.


The ladies looking at the sample cards and deciding if this was something they wanted to do. We started with 16 ladies initially, but it looks like the project will continue with around 12. So far, many of the participants have picked up the skills at an astonishing rate, especially given that most are not able to read the English instructions and are learning by looking at the sample cards instead.


One of the more difficult patterns. I believe this card was only the 2nd or 3rd made by one of the women. It boggles my mind that it looks so awesome already!


This lady came in as I was taking pictures of some of the completed cards, and was SO excited to show me hers. She was born hearing, but lost quite a bit of her hearing when she became ill around age 7. She prefers to speak and lipread, but took a sign language class offered by the school last year, and is hoping that her signing skills will improve while she's working with the group.

When In Rome, Be Roman. When in Syangja...

Since Sunday is a working day (and therefore a school day) in Nepal, I spent my Sunday in Syangja, a rural district outside of Pokhara. I traveled to Syangja (an hour and a half car ride through the mountains) with Rai ji from the Gandaki Association of the Deaf. He was going to learn about the Syangja association's efforts to secure land and funding for a school building while I did my usual surveys and observation.

When Rai ji and I were walking to the deaf association's office, we were stopped by a group of people who were giving tikas (a blessing or celebratory mark on the forehead). We were ushered over to receive the tikas before I had figured out what holiday we were supposed to be celebrating! As we walked away, Rai ji commented that "today we are Maoist". He proceeded to inform me that the tikas were given in celebration of the anniversary of the first day Maoist military education began in Nepal. He continued: "I always say, 'When in Rome, be Roman!'" So, when in Syanjga, be Maoist?

As always, the most important part of the day was seeing the school. To give some background, the Syangja deaf school is still in its infancy, only separating from a hearing school with a deaf class 2 years ago. Currently, they have been tentatively registered by the government as an "official" provided they can build their own school soon. Before I describe the school in detail, it's important to know how schools come about in Nepal.

Registered schools are typically required to be separate from any other school, have their own land and building (which can be built on specified government land), and all schools must start from Class 1. The concept of "middle schools" and "high schools" is foreign here, as schools must start from the beginning and can only add one grade per year. This regulation has made it difficult for deaf education in the country because there are many deaf primary schools (up to Class 5) or lower secondary schools (up to Class 8), but very few secondary schools (Class 10) and even fewer higher secondary schools (10+2). Thus, even if students are able to attend school at the beginning, they may not have a place to go after completing the grades offered at their school, due to lack of room at the HS schools, money for lodging, or transportation to and from the school. Even when the original plan is for a school to be secondary or higher secondary, by the time the 12th year rolls around, it's not uncommon for funding to have slowed to a trickle or dried up completely.

At the moment, the Syangja school has 15 students in Class 0 (Kindergarten) and 1, who are attending school in a small rented house outside of the main town in the district. Nine of the students live in the "hostel" which consists of one room on the second floor. There are two teachers, both deaf, Sarita has a B.Ed and MA degrees (obtained without access to an interpreter or any other accommodations)and Rajendra (also the principal) completed through Class 12 (IA degree) at the Pokhara school for the Deaf. Other staff include the hostel mother (mother of Sarita) and an interpreter who works with the local deaf organization. As of now, none of the staff has worked for pay for the last 2 years. The only funding source is the small fee that parents pay for their children's lodging, and small donations from the teachers themselves and members of the Syangja Association of the Deaf. To make things more difficult, in order to remain a government registered deaf school, they must have their own school building (therefore, needing funds for the leveling of the land, foundation, building, interior needs, etc.). Hopefully, once the building has been built, the government will begin allotting some funding for the school.


One of three "bridges" to the current school building. Fortunately, the place where the school will most likely be built is accessible by road!


The Syangja school's current "home"


Me in the hostel portion of the house, decked out in all my finery. In Nepal, special shawls and leis can be given to honor someone. When I arrived, the students met me in style, honoring me with leis, flowers, and shy greetings. I felt humbled by the welcome, and more determined than ever to complete my work here to the best of my ability.


Sarita in the middle of an English lesson.


Most of the school children, staff and members of the Syangja Association of the Deaf. To my right is Rai ji, the secretary of the larger Gandaki Association of the Deaf in Pokhara, whom accompanied me to Syangja and has proven to be both a friend and a wealth of information for me!


The area surrounding the school. The plot of land currently expected to house the future school building is around the top left corner of the picture.

One extremely important thing to note: A survey done in the district to collect data about the number of deaf people in the area estimates that there are more than 500 school-aged students with a hearing loss in the Syangja district alone. This is a staggering number given that there are only 15 students in the school, and only a handful of others attend local hearing schools with deaf classrooms or distant schools such as the deaf school in Pokhara. It only highlights the need for a large, self-sustaining deaf school in Syangja. Until this goal is met, many of the children will continue to be denied access to education and, quite possibly, language as well.

Kudos to the committed teachers and staff (of both Syangja and throughout Nepal) who are working extraordinarily hard with so few resources in order to bring the best possible education to the deaf children of Nepal.