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{
    "id": 1284501,
    "url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1284501/?format=api",
    "text_counter": 186,
    "type": "speech",
    "speaker_name": "Sen. (Prof.) Kamar",
    "speaker_title": "",
    "speaker": {
        "id": 33,
        "legal_name": "Margaret Jepkoech Kamar",
        "slug": "margaret-kamar"
    },
    "content": "Some people have even lost land because they did not know it was a transaction that was going on as communications were happening even when they were sitting next to the person. So, we must provide a way of communication for them. Hence, the importance of the sign language Bill. This Bill places a strong emphasis on education support for deaf learners. The Bill can have provisions related to education ensuring that deaf students have access to quality education that includes sign language as a medium of instruction. This can empower deaf individuals with the skills and knowledge they need for personal and professional development. Although the integrated education system is dominant in Kenya, local schools that accommodate learners with disabilities encounter great challenges in creating an inclusive setting. Promoting the use of sign language and providing support for deaf individuals in education and employment, such legislation can enhance their access to job opportunities and reduce discrimination in the workplace. When we went to the school for the deaf in Eldoret, we saw the challenges that the teachers encountered. Because teaching materials that are given to these schools are similar to those given to other schools. We also discovered that there is no provision on the ratio of the learners to the teachers because, for a special child, the ratio has to be different because of the attention that these children require. We discovered that there are still many challenges that this Bill is trying to cure. Therefore, this legislation seeks to acknowledge the status of Kenya Sign Language as a legitimate and distinct language in the Constitution. This recognition is essential in preserving linguistic diversity and cultural heritage. Nonetheless, the use of sign language as a teaching instrument is not fully integrated into the Kenyan education system with over half the schools not having a sign language curriculum. Mr. Speaker, Sir, this challenge is even touching on the training institutions of our teachers. This is because teachers in particular encounter special children because you never know when a deaf child or a child with epilepsy is brought to your class and all those. It is very important that as we talk of curriculum for learners, we also talk of the curriculum of the training institutions so that every teacher can handle these kinds of children. Deaf children are very easy to handle because they can see and understand everything around their environment by seeing but they also need to communicate. Therefore, we are also proposing that a course on sign language should be undertaken in the teacher training institutions. Just like we say your second language is Swahili, take a third language called sign language as a teacher so that every teacher can communicate. That way we will also have several people in society that can communicate on our behalf and be able to help if there is a challenge like that. Apart from teachers that we have in special training, the Kenya Institute of Special Education (KISE) and other institutions of special education, we also need in the normal ordinary training Teachers Training College (TTC) to include a course that will enable every teacher to communicate. That will not be too much for the teacher. It is a The electronic version of the Senate Hansard Report is for information purposesonly. A certified version of this Report can be obtained from the Director, Hansard Services,Senate."
}