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22 September 2022 | Story Kelebogile Olivier | Photo Supplied
Kelebogile Olivier
Kelebogile Olivier, Criminology Lecturer and Secretary of the University of the Free State Women’s Forum

Opinion article by Kelebogile Olivier, Lecturer in the Department of Criminology, and Secretary of the University of the Free State Women’s Forum.
The World Federation of the Deaf declared September to be Deaf Awareness Month in the 1950s. The Deaf Federation of South Africa (DeafSA) and the South African National Deaf Association (SANDA) both promote awareness of the rights of Deaf persons in South Africa. During Deaf Awareness Week, deaf people are highlighted for their accomplishments and challenges (Deaf Awareness 2022) There growing is awareness about hearing loss, deafness, Deaf culture, and sign language. By understanding deafness and the culture of the deaf community, hearing people can better understand deafness. This year's theme is Building Inclusive Communities for all through the promotion of deafness, Sign Language, and Deaf culture. This piece is a personal reflection of my experiences as a parent of a child who has hearing loss.

Access South African Sign Language as a medium of education 

The education of deaf and hard-of-hearing learners is influenced by several factors both negatively and positively. The lack of Deaf role models for deaf learners, the lack of recognition of South African Sign Language (SASL) as a Language of Learning and Teaching (LOLT), and the lack of fluency in SASL among teachers are some of these factors (Magongwa, 2010). 

The education system is considering bi-modal communication. However, the challenge is finding schools where sign language is taught. A school such as Carel du Toit special school in Bloemfontein has a vision to teach spoken language and support children with hearing impairments. Therefore, it does not offer sign language as a language of education.

Baritimea School for blind and hearing-loss children is an alternative school situated outside Bloemfontein which teaches sign language. One thing about this school is that the kids learn sign language and are confident in their communication. It has an excellent teaching and learning vision which it has managed to actively reach. 

The use of sign language in South Africa has advanced greatly. South African Sign Language (SASL) is set to become the 12th official language of the country after government regulations were passed recently. SASL will now be recognised by the Department of Basic Education as a home language and part of the national school curriculum in grades R-12 under the gazetted amendment. This means that deaf learners will now be able to select SASL as a home language in schools. The department has also made amendments on the passing criteria for learners who select SASL as a home language in schools.

As SASL is the first language for most members of the deaf community, these positive changes will significantly impact learners’ ability to excel in school. “This Regulation is called the Amendment Regulations pertaining to the National Curriculum Statement Grades R-12, 2022 and will come into effect on the date of publication in the Government Gazette.” A growing number of South Africans are fluent in the language, and this will ultimately lead to a more inclusive language and a greater appreciation of deaf culture.

Firsthand experience and the rollercoaster of parenting a child with hearing impairment

I found out about my son’s hearing impairment in the middle of 2018, based on pure maternal instinct. I took the decision to have him assessed by a speech therapist believing he had a simple speech problem. In that initial assessment, it was confirmed that the problem was not speech but that he has severe hearing loss. So began the journey to what felt like a million tests and hospital visits. That year alone my son was under anesthesia more than four times.

Initially, he was fitted with hearing aids, which medical aid did not cover. Other costs included an unbudgeted R30 000 the audiologist charged for the devices. He had grommets fitted by an ENT, his hearing was tested while under anesthesia, and his hearing was tested various times until hearing aids were confirmed not to be the best option for him. 

Due to the severity of his hearing loss, towards the end of 2018, a decision was made to fit him with cochlear implants. With all this technology, a weekly speech therapy appointment, constant mapping, and regular audiograms, we were well on the way to a speaking child. Unfortunately, despite implants, the speech progress was delayed.

Personal interaction with the deaf community 

My first experience of deaf communities and the challenges they face daily in simply trying to communicate and navigate a world that is designed not for them began in my undergraduate year module, introduction to sign language. Although some communities, organisations, and institutions of higher education have tried to move toward inclusivity, one does not need to look too deep to notice that the world is not designed for people with any type of impairment, especially in developing nations.

My experience of the deaf community felt like a mere drop in the ocean when 10 years post my undergraduate learning, I could not engage in a conversation with a deaf person. My limited experience and knowledge of deafness and the community were emphasised when my son was diagnosed with severe hearing loss. I realised there is so much to learn and navigating deafness is sometimes a lonely space, until you find even just one person to help you into the deaf society.

We are now considering bi-modal communication. In addition to working on his speech and hearing, we plan to use sign language to support it, especially for educational purposes. Although progress has been made towards inclusivity, we still have a long way to go.

Positive school experiences for deaf or hearing-impaired children

Deaf children should have the same experiences of schooling as every other child in the country. A clean school, a bright and safe playground, and access to sports facilities at the school. This alone would make a difference in how they experience the world as deaf and hearing-impaired children. Rather than the frustration they face daily, they need to have hope that this world will improve. Their safe spaces should at least be exactly that, safe! 

News Archive

UFS awards honorary doctorate to global peace ambassador Dr Lakhdar Brahimi
2015-07-07

Professor Heidi Hudson, Director of the Centre for Africa Studies at the UFS and Dr Lakhdar Brahimi.
Photo: Mike Rose from Mike Rose Photography

The Faculty of the Humanities and Centre for Africa Studies rewarded the contributions of Dr Lakhdar Brahimi, a prominent global peace leader, with an honorary doctorate on Thursday 2 July 2015.

The conferment formed one of the highlights of the 2015 Winter Graduations. Dr Brahimi’s work as a United Nations’ (UN) envoy, and African peace leader of note, was deeply respected by the university. Professor Heidi Hudson, Director of the Centre for Africa Studies at the UFS, accepted the PhD on his behalf.

In his acceptance speech, read by Prof Hudson at the Chancellor’s Dinner the same evening, Dr Brahimi expressed his gratitude to the university. “I deeply appreciate your generous recognition, and even now, in the twilight years of my life, I shall try to be worthy of your confidence in everything I say or do.”

“My generation did its share: its successes and its failures are things of the past. We must accept to be judged by you, the graduates. You, the young graduates here at the University of the Free State, and your fellow members of the African intellectual elite, have an exciting opportunity to take on the challenges and fulfil the dreams you have. We must accept to be judged by you.”

Algerian-born Dr Brahimi was first involved with the UN in 1992 as rapporteur to the Earth Summit. Distinctively, he is the most-frequently appointed special envoy of the UN. Amongst many other countries, he has worked as a mediator for South Africa, Haiti, Afghanistan, Iraq, Syria, Democratic Republic of Congo, Cameroon, Burundi, Angola, Liberia, Nigeria, Sudan, and Côte d’Ivoire on behalf of the UN.

Significant peacekeeping efforts in South Africa (1993- 1994)

The ambassador– in his capacity as special representative to South Africa from December 1993 to June 1994 –played a direct role in South Africa’s democratic transition.

Prof Hudson expressed appreciation for the ambassador’s role in facilitating a peaceful transition from South Africa’s Nationalist government into the current democratic dispensation.

“One of the reasons we selected him as recipient of the honorary doctorate, is because of what he did for the African continent,” she said.

In addition, she commented Dr Brahimi for being a living testament of Ubuntu. “He has displayed an ethic of humanism in everything that he has done, in the way that he has mediated in certain conflicts - his main contribution is as a mediator.

According to Hudson, his humility, modesty, and generosity are the epitome of Ubuntu which states that “I am because we are.”

Dr Brahimi as a global peace practitioner

Dr Brahimi served as Undersecretary-General of the Arab League, Arab League Special Envoy for Lebanon, and Foreign Minister of Algeria.

The UN Peace-building Commission was established as a result of recommendations in his2000 Report of the Panel on United Nations Peace Operations (Brahimi Report).

Since 2007, Dr Brahimi has been a member in The Elders - an alliance chaired by Kofi Annan -of peace and human rights advocates including Desmond Tutu, Graça Machel, Mary Robinson, and Jimmy Carter. His passion for justice led to his membership in the Commission on Legal Empowerment of the Poor.

In 2010, he was Laureate of the Special Jury Prize for Conflict Prevention, awarded by the Chirac Foundation (France), which promotes international peace and security.

Dr Brahimi’s influence in Peace Education

The Brahimi Report has had an indelible impact on scholars specialising in the broad field of peace operations. Dr Brahimi’s writings have also contributed to knowledge on post-conflict reconstruction and development (PCRD), a signification part of the African Union’s narrative.

He is a distinguished senior fellow at the Centre for the Study of Global Governance at the London School of Economics. He has taught a postgraduate course on Conflict Resolution at Sciences Po, Paris (2011); is Andrew D. White Professor-at-Large at Cornell University; and is affiliated to the Institute for Advanced Studies at Princeton, where he was a visiting professor from 2006 to 2008.

In addition, Dr Brahimi is a founding member of the French-language Journal of Palestine Studies, and a board member of the Stockholm International Peace Research Institute.


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