By: Aminata Sesay
Teachers at the National School for the Deaf have called for stronger support for specialized education, particularly at the secondary and vocational levels, to create greater opportunities for deaf learners to continue their education and develop skills for employment.
The call was made during an education discussion hosted by Truth Media’s Education Platform, where senior teacher Marie Turay and Head of the Vocational Department Marvel Kaloko shared their experiences of teaching deaf children and highlighted challenges affecting their education.
According to the teachers, the school continues to provide education despite challenges involving teaching and learning materials, staffing, transportation, feeding and infrastructure.
Turay, who has worked at the school since 1997, said government support through subvention has helped the institution operate, but additional resources are needed to meet the specialized needs of deaf learners.
She appealed for more qualified teachers to be placed on the government payroll, saying this would reduce the financial burden on the school and allow more resources to be directed towards teaching and learning.
“The subvention is not enough,” Turay said, calling for increased support to meet the school’s operational needs.
A major concern raised during the discussion was the transition of deaf pupils from primary to secondary education.
The teachers said the school does not currently have a dedicated Junior Secondary School facility on its compound, making it difficult for pupils to continue their education in an environment where sign language is readily available.
They are therefore calling for the establishment of a JSS section, as well as a properly equipped vocational centre where pupils can acquire practical skills alongside their academic education.
Kaloko said vocational education is particularly important because many deaf pupils demonstrate strong practical abilities.
The school engaged pupils in activities including beadwork, tailoring, garment making, catering, gara and tie-dye, soap making and other practical skills. However, the teachers said a properly equipped vocational centre is needed to expand these opportunities.
Kaloko explained that teachers use American Sign Language to communicate with pupils, while many textbooks and examinations are presented in conventional written English.
She said this can create difficulties for pupils who understand concepts through sign language but may struggle to express the same ideas in written English.
The teachers are therefore advocating for more teaching and learning materials adapted to sign language, including materials that use pictures and other visual explanations to make lessons easier to understand.
They also called for greater consideration of deaf learners during examinations and in tertiary education, where communication barriers can make it difficult for students to continue their studies.
Despite these challenges, the teachers highlighted examples of former pupils who have progressed after leaving the school.
Some former students are now working in different sectors, while others have returned to the National School for the Deaf as teachers.
Kaloko cited former pupils, including Daniel and Victor, who pursued further training before returning to teach at the school. She said their ability to communicate effectively in sign language has enabled them to support current pupils.
The teachers also stressed the importance of parental involvement in ensuring that deaf children remain in school.
They said some pupils struggle to continue their education because of transport costs, limited family resources and difficulties encountered when transitioning to other schools.
They encouraged parents not to give up on their children because of their disability, stressing that sustained parental support can help deaf children overcome educational and communication barriers.
The school is also seeking improved transportation arrangements, noting that some pupils live far from the school and may stop attending when their families cannot afford daily transport.
The teachers further called for stronger support for boarding facilities, saying accommodation could reduce the burden on families whose children live far from the school.
For Kaloko, the broader goal is to ensure that deaf children have opportunities to become productive members of society.
She said deaf learners should be able to pursue professional careers and contribute to national development when provided with the necessary education, skills and support.
The teachers’ appeal comes amid wider discussions on inclusive education, with the National School for the Deaf seeking support that reflects the specialized needs of deaf learners at primary, secondary, vocational and tertiary levels.
They said strengthening these areas would not only benefit pupils currently attending the school but also create a clearer pathway for deaf children from basic education to further studies, skills development and employment.