Regional
Seminar on “Inclusive education with a special focus on Education for Deaf
children”
3rd
to 5th Dec, 2013
by
Chencho
Om
(Teacher)
Deaf
Education Unit,
Drukgyel
Lower Secondary School,
Paro,
Bhutan.
Abstract.
During 2011, as part of my B.Ed
distance education program assignment the task of doing a case study on any
topic was given. So I chose to focus on the Inclusion of Deaf students in
Mainstream Education as this has been one of the hot issues discussed deliberately
in the Unit for many years.
Deaf Education Unit under Drukgyel
Lower Secondary is the only school for the Hearing Impaired students in Bhutan.
The unit was started in 2003 with the intention of integrating Deaf students
with the main stream school. For this very purpose, the unit was established in
Drukgyel since there is a lower secondary school as well as a higher secondary
school in this locality with boarding facilities. The first batch of eight Deaf
students was integrated with the main stream students in Drukgyel Lower
Secondary School for academic classes in 2006. Due to a lack of resources, such
as Sign Language interpreters, the integration was not successful. After a
month the Deaf students were taught in segregated classes to cater for their
specific needs.
During the study a group of people
consisting of Deaf students, hearing students, teachers of the hearing students
and teachers of the Deaf students were used to gather information about how the
inclusion of Deaf students into the main stream school will work. Some of the
strategies I used for gathering the information were interviews, questionnaires
and observations. The findings emphasized the importance of the need to
adequately prepare all students and staff for inclusion in a standard classroom.
It also showed that successful inclusion
requires commitment from all people involved, including parents, teachers,
students and also the Ministry of Education at large.
The end result of my
study was a number of findings and recommendations which I wish to share here.
Introduction
The
first official government census in Bhutan completed in 2005 shows a population
of about 650,000. Out of that 1% of the population has some sort of disability.
Majority of Bhutanese are Buddhism. In Buddhism we can explain the cause of
disability by attributing it to their “Karma”.
But, can we leave them un-cared, un-attended to and uneducated by
believing that it is their “Karma” and there is nothing we can or should do?
Society at large should not only be considerate and compassionate towards these
groups of people, but also support them and provide opportunities for them to
lead as fulfilling a life as possible. One way of doing such things is through
education.
Education is a basic
necessity for all people. Education is recognized as a primary means for
gaining independence, citizenship rights, appropriate employment, economic
power and self-empowerment. The formal
education system in Bhutan was introduced in the early 1960s. At that time it
did not cater to the needs of children with a disability. The first school in the country for the
students with disability was introduced in 1973 which caters to the needs of
children with visual impairment. However, there were no options for children
with other disabilities.
With
Bhutan’s ratification of the Convention on the Rights of the Child (CRC) and
the nation’s commitment towards achieving the Education for All (EFA)
Millennium Development Goals, the Bhutan government started introducing schools
for children with other disabilities. There are now 8 Inclusive Schools in
Bhutan. One of them is the Deaf Education Unit under Drukgyel Lower Secondary
School in Paro.
Deaf
Education Unit.
The project agreement for
the establishment of Deaf Education Unit (DEU) was signed by Harald Nestroy,
president of the German Pro Bhutan association, with the Bhutanese Education
Ministry in November 2002. However
the formal classes began only from 2004 with eight deaf students, five deaf
assistant teachers, a teacher and a sign language researcher. The Deaf Unit is
currently staffed by a Principal (who looks after both DEU and DLSS), a Vice
Principal, a Researcher, twelve teachers, a matron, a warden, two vocational
instructors, three Deaf Sign Language researcher and instructors, an office
assistant, a sweeper and 78 Deaf students. The first batch of students are now
going to study in class 8 starting from 2014 academic session. Due to delay in
establishment of the Unit, there are students with wide range of age
differences in a class. For example in class 4, there are students with ages
ranging from 13 years to 25 years old. Unlike any other normal schools, the
Unit starts with Preparatory classes where by the newly admitted students are
first equipped with the basic Sign Language before they start with Pre Primary.
DEU follows the same curriculum as any other schools in Bhutan
except EVS and Dzongkha. Due to the nature of their disability, it is very
difficult for the students to acquire three languages at a time that is Sign
Language, English and Dzongkha. Hence Dzongkha is introduced only when the
students attains class 2. Since EVS in lower classes are also taught in
Dzongkha, the unit decided to leave away with that subject. The medium of
instruction used for delivering curriculum is sign language and with few teachers
using oral language simultaneously.
The provision of pre- vocational program in DEU was established in
2009 providing instructions in the areas of wood carving, tailoring, bakery and
embroidery after the school hours. The classes are conducted from 3.30pm till
5.30pm. However from the April, 2013, the program could not be continued
because the contract term for the two instructors with UNICEF expired.
In 2012, the Unit initiated to send few senior
Deaf students for Internship course during the half yearly
examination after discussing with the MOE. The Uma and Zhiwaling hotels were
kind enough to accept six students. Some of the
skills that the students gained during the course were laundry,
housekeeping, kitchen stewarding and bakery. The feedback from the hotels after the course was quite
impressive. The internship helped students tremendously. The most favorable
being the change in attitude of people towards Deaf students. It also
helped them to have first hand on learning experiences thereby paving way for job opportunities. Creating awareness
on sign language was another important and useful feedback the Unit
got from the hotels.
In 2010, the Unit initiated introducing speech
class to few potential students. The speech classes are conducted
after the school hours by few volunteer teachers since instructional hours and
teacher shortage was a hindrance during the school hours.
Although
the Ministry of Education intends to integrate Deaf students with the normal
students both in academic and social activities, the academic integration has
not been successful till now. However in terms of social integration, unit is
doing quite well. Whenever there are some cultural and co curricular activities
in DLSS and regional level, students from DEU takes part in it together with
the DLSS students. There are instances of outstanding records and exemplary where
by DEU students are being awarded with the best regional players in games and
sports.
Deaf
and Inclusive Education
Placing deaf children into special schools can
lead to their segregation from their “non-disabled” counterparts. This can then
prevent them from having everyday experiences with hearing children. Segregation
can lead to feeling as though they are different as other children and feeling
as though hearing children are their “enemy”. From this I believed that
inclusive education will lead to achieving their full potential in a more
normal educational and social environment.
Inclusive education is a process whereby the
school systems, strategic plans, and policies adapt and change to include
teaching strategies for a wider more diverse range of children.
While this may be generally appropriate for many disabled learners who can hear
and interact with their peers and teachers, it has serious differences
regarding implementation of this concept for Deaf learners. Vernon (1976) is of
the opinion that merely putting deaf children together in a classroom is not
enough, because without effective implementation for integration, there is that
risk of allowing hearing-impaired children to become isolated in the so called
integration, that is physically present but socially and intellectual absent.
In order for children with specific difficulties to have their needs fully met
in the mainstream school there is a need for wide range of resources like audiologist, hearing specialists,
sign language interpreters, and speech and language therapists
and note taker.
Advocates of inclusion placements
believe that placing deaf students in classrooms with hearing peers will
enhance their social integration (Stinson & Lang, 1994). In line with Stinson and Lang (1994),
Kauffman (1993) also argues that inclusion placements break down the stigma and
isolation that are associated with the attendance of a residential school. Participating in classes with hearing peers
provides regular contact with the societal norm and this contact is assumed to
be the primary step in the development of friendship and social acceptance (Gregory
& Bishop, 1988).
The
first batch of eight Deaf students from Deaf Education Unit, DLSS, Paro was
enrolled for inclusive education with hearing students of DLSS in 2006. These deaf students were divided into two groups and sent
into two sections of class two in mainstream school. The concerned teachers of
the mainstream school were trained in sign language and deaf education
awareness for about a week only. Due to shortage of human resource one teacher
of the deaf has to look after two classes. He has to move frequently to help
the mainstream teachers to translate the instructions in sign language.
However, the classes proved to be unsuccessful due to lack of adequate
resources. Thus, a separate
Deaf unit was established to provide segregated classes for their specific
needs.
At this point I need to make it very clear that
there are different ways that inclusiveness can take place. There is not one
rule or way this can be done. For example, for one student it may mean socializing at play times. For
another student it may mean attending a math class in the mainstream and for
another it may mean games and sports.
Methodology
Four groups of people were selected for the study, which included
ten each from Deaf students, hearing students, teachers of the hearing
students, and teachers of the deaf students
Interview schedules were used to collect information from the students
and the teachers of regular schools. In addition the teachers of the Deaf
students were also interviewed regarding the deaf child's educational
performance, socialization, the teacher's view about the child's readiness for
integrated education, and their perceived role in the integration process. A
meeting was held with all deaf children in order to understand their view about
inclusive and to help them understand the importance of inclusive education.
The interview was also conducted to assess the regular school
teachers' perceptions of deafness. A methodology of group discussion and
education was employed to clarify their doubts and to give them information
about the concept of deafness, degree and type of hearing loss, misconception
about deaf children, effect of hearing loss on language and communication
development, and operation, use, importance and limitation of hearing aids.
Data
Analysis
Teacher of the Deaf and Regular teachers.
Out
of seventeen teachers of the deaf and regular teachers interviewed, majority felt
that inclusive education for Deaf students should be possible if the teachers
are given specialized training and sign
language proficiency. These
teachers also felt that for an effective inclusion process, the school would
need to have audiologist, hearing specialists, sign language interpreters, and
speech and language therapists.
Some teachers felt that inclusive is not possible
because the mode of instruction is completely different and the use of sign
language in inclusive class might distract the hearing students thereby
disturbing the class. Moreover the vocabulary of deaf students is limited
because acquisition of new vocabularies happens only in the classroom unlike
the hearing children. Hence the teachers felt that they might require lots of
time for explanation. Therefore they fear that flow of teaching and learning
process will take lots of time and they will not be able to complete the required
syllabus in time.
Most
teachers felt that besides hearing disability, the deaf students are also
aggressive and get annoyed too easily which might create behavioral problems in
an inclusive class. When the deaf students were asked if they are aggressive,
they agree that they behave in such a way and gave reasons why they are
aggressive at times. They explained that hearing people pretend and deceive
them a lot and when they get to know, they usually flare up. They also
explained that hearing students do not appreciate their plight because hearing
students take them for granted in so many ways and when they try to explain,
hearing students always misunderstood them.
With
the establishment of Deaf Education Unit, the teachers of both deaf unit and
the regular school felt that social stigma attached to deaf children is reduced.
Before the establishment of Deaf Education Unit, the deaf children were being
treated like stupid who does not know anything. These children were deceived
and taken in granted in so many ways. After the establishment of Deaf Education
Unit, people started realizing their talents and abilities and were aware of
the deafness. They started treating deaf children at par with normal children.
However some teachers feel that there is still stigma attached to them .Those
who are not aware of deafness, still continues to treat them like nonsense or
stupid thinking that deafness is a part of physical disability and that they
are also cognitive retarded. That is one reason why some teachers felt that inclusive
education for Deaf students is not possible.
Teachers of both hearing school and Deaf
school think due to the nature of their disability, most Deaf students might
not be able to succeed in academic. Hence the teachers suggest that these students
need to be given more opportunities in vocational skills after attending basic
literacy and numeracy courses.
Deaf students.
When
asked to deaf students if they like to be integrated in mainstream schools, 30%
responded positive. Many of the students who responded positive are those who
have some hearing ability. They said that they like to be integrated so that
they can make many friends and learn how to speak. Among them one boy said that
he likes to be integrated so that he can teach sign language to his hearing
friends and these hearing friends will help to spread the sign language to
their parents and relatives. In that way he feels that the community will be
made aware of sign language thereby solving communication barriers between the
hearing world and the deaf world. The remaining 70% prefer specialized
educational classes because they are of the opinion that unlike a specialized
education setting, a mainstream will be unable to provide them education with a
common language. These students also fear that incase if some behavioral
problem arises in the classroom, they will be blamed for it. Since there will
be few deaf students in a class, some students feels that they will not have
confident to participate in classroom activities. But they said that they like
to be integrated in non academic classes like games and sports, vocational
classes, cultural programs etc on condition that they are provided with
interpreter.
More
than 50% of the students who were interviewed want the teacher to speak and
sign when they teach in the class. The reason these students gave was, that
they can learn new words trough lip-reading and some through their residual hearing.
5.C)
Regular students.
Unlike
teachers and deaf students, most of the regular students liked to have deaf
students in their classes. They felt that by having deaf students in their
class, they will be able to learn sign language whereby communication becomes
easy. Besides they also felt that they will have an in-depth understanding of deafness
whereby they will be able to understand each other’s problem and help each
other when need arises. Few regular students who didn’t want to have deaf
students to be included in their class have their own justifications. They
feared that by including deaf students in their class, the attention of the
teacher will be mostly diverted towards these students thereby neglecting the
hearing students. Besides some of them feared that the unnecessary noises made
by the deaf students might pose disturbances for the hearing students.
Recommendations
Based on my data
analysis and literature review on inclusive education for Deaf students by few
experts, I would like to recommend or rather suggest few points which might
help for successful implementation of inclusive education of Deaf students in
Bhutan.
To
enhance proper inclusive education for Deaf students, there is a need to
understand the nature and concept of Deafness by the teachers, parents
and community as a whole. I feel that can be done by creating animation program
about Deafness and broadcasting it in the media like BBS. It can also be done
by orienting in service teachers as well as pre service teachers about Deaf
education. If there is better understanding about Deaf Education in the society,
it will promote healthy relationship and all the misconceptions will fade away.
Adequate trained human resources
like audiologist, hearing specialists,
sign language interpreters, note taker and speech and language therapists needs
to be in place. Since Deaf students are visual learners,
facilities like projector need to be installed in each inclusive
education classroom. This would help the students to pay attention to the text,
lip reading and sign language simultaneously and save time for the teachers.
Otherwise, the concerned teacher would have to copy all the text on the board
thereby wasting lots of time and energy.
Deaf adults should be employed in the school to support the deaf child
and to facilitate communication between children, teachers and classmates. Since
sign language is the language of the Deaf community, deaf adults play an
important role in the research and development of sign language. Therefore
presence of deaf adults in the deaf unit plays a crucial role.
Strong
policies, documented goals and objectives governing the implementation
of inclusion process should be put in place. Such policies should address issues
regarding roles and responsibilities DEU, DLSS and DHSS administration. The
policy should also address the requirements on competence and quality of
teachers in inclusive settings.
A
comprehensive review of the literature has shown that deaf children need to
have proficiency in a first language by the time they enter the educational
system. Hence early
screening and intervention program for the Deaf students needs to be
started at the earliest possible. For normal students and
students with other disabilities besides hearing loss, there are many ECCD
centers catering to their specific needs. Unfortunately due to the nature of
their disability, the needs of Deaf students are different. Therefore for early
intervention program in acquisition of oral and Sign language, an ECCD center
particularly for Deaf students may be established under Deaf Education Unit. If
possible, apartments for the parents having children in ECCD to reside may be
constructed within the campus. The expenses for the apartment can later be liquidated
by collecting certain amount of rent from the parents. This would add more
advantage for those children in social and language development since this is
their critical period of development.
Creating
awareness on Sign language is another important feature of Deaf
inclusive education. There are few films and serial being broadcasted through
BBS (Bhutan Broadcast Services) whereby actor/actress pretends to be deaf and
use sign language to communicate. However the signs used in those programs are
completely different from what is being researched and developed by the Deaf
Education Unit. Therefore to have a common sign language within Bhutanese
society, Ministry of Education could talk with Bhutan Information and
Communication Media Authority (BICMA) and discuss about using the signs that has
been researched and developed by the Deaf Unit. This would help to promote
interpersonal relationship, thereby bringing the Deaf students out of their
"closed world". MOE could also help to develop a webpage for
DEU so that the signs researched and documented by DEU so far in video form can
be uploaded in the webpage to be made accessible by all the people not only in
Bhutan but throughout the world.
A
few volunteer teachers started conducting sign language classes for the parents
of the Deaf students who are residing nearby the school area. The classes are
conducted every Thursday from 4-5pm.
In general, the average academic achievement of Deaf
students is considerably below to that of the hearing students (Traxler, 2000).
These challenges impact students’ ability to master content subject material,
learn independently, and use technology. Hence I
would like to suggest that the basic qualification required for Deaf students
to join in vocational institutes can be kept at class VIII. The present
vocational services provided by DEU after school hours in tailoring, wood
carving and bakery can be kept as a pre vocational training classes. DEU might
not be possible to provide certified vocational training course firstly due to
area congestion and secondly due to inclusive education program. In order to provide an inclusive education, MOE
could explore and work out with any one vocational institutes having boarding
facilities for the possibilities of integrating Deaf students in vocational
training.
After class VIII, students who are exceptionally good can continue
their academic in an inclusive class with hearing students in DLSS with
adequate services like a trained teacher, an interpreter and a note taker.
Teaching
Deaf students the oral language is another important feature of
inclusive education. DEU has some potential students who are capable of
producing speech if they are given the training. Hence the unit started speech
class informally in 2010. The classes are conducted by few volunteer teachers
every day from Monday to Friday after the school hours for about an hour. The
students are divided into groups and each group gets to attend the class once a
week. Teaching speech and sound is also an important component of early intervention
program. Keeping in view the important role played by the oral language
development for inclusive education of Deaf students, DEU needs to introduce
speech class formally during the school hours. Based on the past experience,
students get exhausted when the classes are conducted after the school hours.
Conclusion.
Inclusion
is a right and not a privilege. Placing deaf children in an inclusive
setting therefore demands the provision of relevant facilities such as
teachers’ competent in sign language, appropriate hearing aids and
interpreters. Because deaf children may have poor spoken language skills, clear
communication in a language they understand with ease and comfort is of
paramount importance for the comprehension of the curriculum content.
Deaf
children are born with same basic capacities for learning and language as all
children. They can and should reach their full potential with appropriate,
visual, quality educational programmes and support. Many policy makers today
strongly support full inclusion of Deaf students in mainstream education with
the right educational arrangement and right support services. This permits the
learner to develop to his or her full educational, social and emotional
potential.
Therefore
it is of paramount importance that quality educational inclusive setting should
be in place to meet the deaf child’s needs and goals. Like any normal children
education to Deaf children is also recognized as a primary means for gaining
independence, citizenship rights, appropriate employment, economic power and
self empowerment.
Reference.
WFD POLICY (2007). Education Rights for Deaf Children.
C.Jessica Mc (May 30,
2003). Minorities and Society.
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(1993-2009). Pro
Bhutan e. V. Retrieved on 22.04.2011 from http://www.probhutan.com/e_html/schule_Drugyel.htm
Disability in Bhutan.
Retrieved on 01.05.2011 from http://www.draktsho-bhutan.org/bhutan.pdf
Girisannidhya, Shreenagar,
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