News
Accessible Instruction
Advocating for Education Inclusive of Deaf Individuals in Nepal
January 2, 2024
Translated from Nepali Sign Language.
KATHMANDU, Nepal – Nepal has between 250,000 and one million Deaf people, but most do not attend school. In many schools for Deaf individuals, education ends at 10th grade, and higher education is rarely available and often inadequate.
Satya Devi Wagle is a renowned Deaf rights advocate in Nepal, known for her unwavering dedication to inclusion. She serves as the vice president of the National Federation of the Deaf Nepal (NDFN) and the president of the Kathmandu Association of the Deaf. Through her initiatives, she has successfully reduced communication barriers and paved the way for better employment and education opportunities for Deaf individuals. Her efforts focus on fostering an inclusive atmosphere where every individual’s voice is heard and potential realized.
DJP Fellow Bishwamitra Bhitrakoti interviews Wagle about the strategies, challenges and successes of her work on inclusive education for Deaf individuals.
Question: What are some of the biggest problems with inclusive Deaf education in Nepal?
Answer: There isn’t enough infrastructure, qualified teachers or educational supplies to enable inclusive education for Deaf students in Nepal. Hearing students need oral methods and Deaf students need sign language to study together. Until now, the infrastructure and human resources to achieve this haven’t been developed.
Question: Can you describe your organization’s approach to achieving your vision for inclusive education for Deaf people in Nepal?
Answer: We at NDFN are lobbying for high-quality education for children with hearing disabilities in Nepal with the Ministry of Education, Science and Technology, as well as the Centre for Education and Human Resource Development (CEHRD). We are in discussions with the Curriculum Development Centre (CDC) and CEHRD on how we can create a Deaf-friendly curriculum.
Question: What do you expect from the Nepal government in this regard?
Answer: The government’s national policies, such as the education policy, should include a program and budget for Deaf education. Enough budget should be allocated for the schools where children with disabilities study. We don’t see that provision. But, we can see there is a huge budget allocated by the government to mainstream schools. [Once] when we translated 60 school lessons chosen from different disciplines into the Nepali Sign Language, we saw very effective results in the learning outcomes of children with hearing disabilities.
Question: What specific initiatives or technologies for access to communication has your organization sponsored for Deaf people in Nepali educational institutions?
Answer: NDFN launched the MERO SIKAI and MERO SANKET mobile apps for Deaf children [to support] their learning. (MERO SIKAI is an inclusive app with Nepali Sign Language accessibility that supports children in improving their reading skills. MERO SANKET is an app that teaches Nepali Sign Language.) We are encouraging the use of these two apps to Deaf schools along with TVs, monitors, and smartboards instead of whiteboards. It would be very beneficial for children with hearing disabilities to use new technology.
Question: Does your organization promote awareness of Deaf culture and the needs of the Deaf community among the general public?
Answer: The hearing community in Nepal is unaware of the Deaf community and their needs. There are a lot of Deaf people who are uneducated. Many elderly Deaf people never got an education. NDFN advocates with the stakeholders of 53 affiliated district Deaf associations. The districts are raising awareness about Deaf culture in their regions. We also organize awareness programs on TV occasionally.
Question: To encourage inclusion and facilitate integration, what alliances or partnerships have you established with mainstream educational institutions? How do you work with them?
Answer: Because hearing teachers are not competent in sign language, there is no quality instruction in a resource class in Nepal. We (NDFN) are working with the CEHRD (Centre for Education and Human Resource Development) to create a Deaf-friendly curriculum. Sign language instruction tools for Deaf pupils are scarce. We need to work on it, and we are also developing some instructional materials with support from the donor. Open communication, a common vision, and a commitment to establishing an inclusive and supportive educational environment for all students are required for successful partnerships.
Question: Could you tell us about your future plans with respect to inclusive Deaf education in Nepal?
Answer: Our future plans include establishing a good structure, developing human resources, researching and developing a new sign language and establishing a training center. We also want to develop a close relationship with the Ministry of Education, Science and Technology, and the Centre for Education and Human Resource Development. We can’t do it all by ourselves. We need to collaborate with the Nepal government and other stakeholders for inclusive education.
Bishwamitra Bhitrakoti is a Deaf youth from Annapurna Rural Municipality, Kaski, Nepal. Born into a Dalit community, he has challenged casteism as part of his advocacy work. As a communications officer at the National Federation of the Deaf, Nepal, Bhitrakoti focuses on strategic communication planning, fostering media relations, and creating universally designed content.
News From the Global Frontlines of Disability Justice
Advancing Democracy
Rwanda has made significant progress in making its elections more accessible, highlighted by the July 15 general elections where notable accommodations were provided. This was a major step forward in disabled Rwandans’ quest for equal rights and participation. “You cannot imagine how happy I am, for I have voted by myself and privately as others do accessibly,” says Jean Marie Vianney Mukeshimana, who used a Braille voting slate for the first time. “Voting is a deeply emotional and meaningful experience for a person with any disability in Rwanda, reflecting a blend of pride, empowerment, and hope.”
Barriers to the Ballot
Despite legislation like the Americans with Disabilities Act, barriers at the polls still hinder — and often prevent — people with disabilities from voting. New restrictive laws in some states, such as criminalizing assistance with voting, exacerbate these issues. Advocacy groups continue to fight for improved accessibility and increased voter turnout among disabled individuals, emphasizing the need for multiple voting options to accommodate diverse needs. ““Of course, we want to vote,” says Claire Stanley with the American Council of the Blind, “but if you can’t, you can’t.”
Democracy Denied
In 2024, a record number of voters worldwide will head to the polls, but many disabled individuals still face significant barriers. In India, inaccessible electronic voting machines and polling stations hinder the ability of disabled voters to cast their ballots independently. Despite legal protections and efforts to improve accessibility, systemic issues continue to prevent many from fully participating in the world’s largest democracy. “All across India, the perception of having made a place accessible,” says Vaishnavi Jayakumar of Disability Rights Alliance, “is to put a decent ramp at the entrance and some form of quasi-accessible toilet.”
Triumph Over Despair
DJP Fellow Esther Suubi shares her journey of finding purpose in supporting others with psychosocial disabilities. She explores the transformative power of peer support and her evolution to becoming an advocate for mental health. “Whenever I see people back on their feet and thriving, they encourage me to continue supporting others so that I don’t leave anyone behind,” she says. “It is a process that is sometimes challenging, but it also helps me to learn, unlearn, and relearn new ways that I can support someone – and myself.”
‘Our Vote Matters’
As Rwanda prepares for its presidential elections, voices like Daniel Mushimiyimana’s have a powerful message: every vote counts, including those of citizens with disabilities. Despite legal frameworks like the UN Convention on the Rights of Persons with Disabilities, challenges persist in translating these into practical, accessible voting experiences for over 446,453 Rwandans with disabilities. To cast a vote, blind people need to take a sighted relative to read the ballot. An electoral committee member must be present, violating the blind person’s voting privacy. “We want that to change in these coming elections,” says Mushimiyimana.
Voices Unsilenced
Often dismissed as a personal concern, mental health is a societal issue, according to Srijana KC, who works as a psychosocial counselor for the Nepali organization KOSHISH. KC’s own history includes a seizure disorder, which resulted in mental health challenges. She faced prejudice in both educational settings and the workplace, which pushed her towards becoming a street vendor to afford her medications. Now with KOSHISH, she coordinates peer support gatherings in different parts of Nepal. “It is crucial to instill hope in society, recognizing that individuals with psychosocial disabilities can significantly contribute,” she says.