Why is it in the News?

Equity in education, health care, and rights in India cannot succeed unless the ableist barriers that exclude Deaf and hard-of-hearing citizens are removed.

Context:

• As the 2024 general election in India concludes, the absence of sign language interpreters during the Election Commission of India's announcement in March highlights the ongoing exclusion of Deaf and Hard of Hearing (DHH) citizens.
• This incident reflects the broader societal neglect and ableism that marginalize the DHH community in daily life.
• It is crucial to examine the everyday challenges faced by DHH individuals, the limited opportunities available to them, and the necessary steps to address these issues.

Promoting Equity and Recognizing Exclusive Practices:

• India's goals for equitable education, healthcare, and rights are fundamentally compromised by persistent ableist barriers that exclude Deaf and Hard of Hearing (DHH) individuals.
• The National Programme for Prevention and Control of Deafness exemplifies this issue.
  • Although it addresses hearing impairment prevention and treatment, it fails to improve the quality of life for DHH individuals.
• The program emphasizes theoretical aspects like screening and hearing aids but neglects Indian Sign Language (ISL), essential for deaf communication.
• Despite the Social Justice Ministry establishing the ISL Research and Training Centre in 2015 and the National Education Policy 2020 recommending ISL standardization in schools, ISL remains unrecognized as an official language and is rarely used in educational systems, even in schools for the deaf.

The Debate Over Oralism and Educational Exclusion:

Historical Context and Pedagogical Approaches:

• The debate between oralism and the use of sign language in educating deaf individuals has deep historical roots, reflecting broader societal attitudes toward disability and communication.
• Emerging in the late 19th century, oralism emphasizes teaching deaf individuals to use their voices and read lips rather than relying on sign language.
• Proponents believed that integrating deaf individuals into the hearing world was best achieved by encouraging them to mimic spoken language as closely as possible, assuming this would enable them to function more effectively in a predominantly hearing society.

Criticisms of Oralism:

• Despite its intentions, oralism has faced widespread criticism for its limitations and negative impacts on deaf individuals.
• One major criticism is that oralism often leads to linguistic deprivation, especially in children.
• Learning to speak and read lips can be extremely challenging and time-consuming, resulting in delays in language acquisition and cognitive development.
• Without early and consistent exposure to a natural language like sign language, deaf children risk not developing the foundational language skills necessary for effective communication and learning.
• Additionally, oralism can create significant social isolation, as the pressure to conform to oral communication can undermine the development of a strong, positive deaf identity and sense of belonging within the deaf community.

The Case for Sign Language:

• In contrast, using sign language as the primary mode of instruction for deaf students has numerous benefits.
• Sign language is a natural and fully developed language that enables deaf individuals to communicate effectively from an early age.
• Research shows that early exposure to sign language supports cognitive development and academic achievement, allowing deaf children to develop language skills on par with their hearing peers.
• Furthermore, sign language fosters a sense of community and cultural identity among deaf individuals, providing a strong sense of belonging and self-worth.

The Indian Context:

• In India, the education system has largely adhered to the oralist approach, significantly impacting deaf students.
• Most educators in schools for the deaf are not trained in Indian Sign Language (ISL), perpetuating exclusion and limited accessibility.
• The current educational framework focuses on "rehabilitation," expecting deaf individuals to adapt to their surroundings rather than addressing the societal barriers impeding their inclusion.
• This approach fails to recognize the value of sign language and the importance of providing deaf students with a language-rich environment that supports their linguistic and cognitive development.

Everyday Challenges and Opportunities for the Invisible Deaf Population:

The Invisible Population:

• India's hearing-impaired population is substantial, with the 2011 Census reporting five million people, the National Association of the Deaf estimating 18 million, and the World Health Organization suggesting nearly 63 million Indians have significant hearing impairment.
• Despite these numbers, Deaf and Hard of Hearing (DHH) individuals remain largely invisible in society.
• Only 5% of deaf children attend school, often facing prolonged educational timelines due to an oralist curriculum.
• Employment opportunities for the deaf are limited, with government recruitment sometimes favouring those with lesser impairments, leading to protests.
• Despite petitions for Indian Sign Language (ISL) recognition, the government resists, citing the adequacy of the Rights of Persons with Disabilities Act (RPDA) 2016, which falls short in practical implementation.

Lack of Accessibility in Public Transport:

• DHH individuals face numerous every day challenges due to a lack of accessibility in public transport, media, public structures, and emergency services.
• Basic activities, such as following public announcements or accessing customer service, become insurmountable tasks.
• While some progress has been made with accessible options in films and sports, much remains to be done.
• Employment opportunities for the deaf are often restricted to low-skill jobs, and the government sector lags in accessibility and inclusion initiatives.
• Protests by the deaf community demanding better education and employment opportunities have often been met with force or empty promises.

Healthcare and Mental Health Accessibility:

• Access to healthcare poses additional challenges for the deaf community, as most hospitals lack interpreters, complicating communication.
• This is especially problematic in mental healthcare, where a lack of ISL-trained professionals further marginalizes DHH individuals.
• Although the Mental Healthcare Act of 2017 promises universal mental healthcare, its implementation is ineffective, with only 250 certified sign language interpreters available and no clear data on ISL-trained mental health professionals.

Way Forward:

• To address these issues, recognizing Indian Sign Language (ISL) as an official language and integrating it into schools and colleges for both hearing and Deaf and Hard of Hearing (DHH) students is crucial.
  • This approach would also create employment opportunities for DHH individuals as educators.
• Additionally, healthcare systems need to be updated to ensure easy and accessible communication for DHH patients, including employing language-concordant physicians.
  • Regulatory commissions in medical fields must reduce barriers for DHH individuals aspiring to healthcare professions, fostering a more inclusive workforce.
• Media channels should consistently offer deaf programming, and government event announcements should include live ISL interpreters, as seen in many other countries.
  • Timely interventions in these areas could lead to significant improvements, potentially ensuring real-time ISL interpretations in future elections.

Conclusion

The challenges faced by the Deaf and Hard of Hearing (DHH) community in India are complex and deeply rooted in societal ableism. While some progress has been made, much more needs to be done. It is crucial for authorities to actively engage with the DHH community and address their specific needs. By recognizing and implementing necessary changes, India can move towards a more inclusive society where the rights and needs of DHH individuals are fully acknowledged and met.