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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

What did they learn at Stanford University?
2015-11-04

    

Members of the cohort with the
Vice-Chancellor and Rector of the UFS,
Prof Jonathan Jansen

Every year, since 2012, six second-year Kovsies are selected to take part in the elite Stanford Sophomore College Programme at the prestigious Stanford University in the United States. The University of the Free State and Oxford University are the only non-Stanford members of this exclusive course.

From 31 August to 15 September 2015, Farzaana Adam, Cornel Vermaak, Precious Mokwala, Tristan Van Der Spuy, Anje Venter, and Naushad Mayat undertook a three-week long academic exploration of multidisciplinary topics. These students attended seminars aligned with their respective fields of study from which they accumulated a wealth of knowledge.

This year’s cohort reflects on what they learned at Stanford University:

The significance of analyzing technology

One of the key points gathered by Farzaana Adam from the seminar, ‘Great Ideas in Computer Science’, was the necessity not to approach technology at face value. “Computer science goes beyond the technological products and social networks. By analysing the concepts underlying these technologies, many discoveries which have benefitted many fields of study have been made possible.”

Critical thinking in Arts and Science


“By combining different fields of study, one can obtain a greater perspective on the relevant fields,” said Cornel Vermaak, about what he garnered from a seminar titled ‘An Exploration of Art Materials: An intersection between the Arts and Science’. “This greater perspective enables one to evaluate problems critically,” he added.

Visual media substitutes oral narratives

“We were also taught different ways in which to interpret images, and how images influence society. Photography is a way to tell a story without actually having to say anything,” reflected Precious Mokwala, on ‘Photography: truth or fiction’

A lesson in business economics


Tristan Van Der Spuy received pointers pertaining to the stock exchange market    in ‘A Random Walk Down Wall Street’. “We looked at stock markets, and what influenced the stock prices of multiple companies, taking note of what should be looked at when investing in a company.”

Race relations and representation

‘The New Millenium Mix: Crossings between Race and Culture’ exposed Anje Venter to a global perspective on identity. “We explored the new generation of people that have mixed races and cultures, and how they are depicted in media and art.  We analysed the discrepancies and stereotypes of these depictions through film, novel, and short story studies, as well as through field trips to museums and art exhibitions.”

Overcoming the HIV/AIDS endemic


Naushad Mayat realised that “more teamwork and transparency between governments, chemists, social workers, and clinicians will be required for us to stem the flow [of HIV/AIDS],” in view of what he learned in a seminar on ‘HIV/AIDS: A Response to the AIDS Epidemic in the Bay Area’. “It is a daunting task. For the current generation of youth to tackle this epidemic now, we must stand together and be counted,” he added.



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