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{
    "id": 836097,
    "url": "https://info.mzalendo.com/api/v0.1/hansard/entries/836097/?format=api",
    "text_counter": 391,
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    "content": "teachers want to ensure that the children are mastering English language. This language eventually helps them understand other subjects easily. The only opportunity the deaf child can understand English, use it correctly, and know it is within the class set up. Schools need to ensure that deaf leaners can master the essentials of English at an early age. However, there are no mechanisms to ensure the deaf leaner gets the essentials of the English language. This is a very serious issue; the Senate must bring it on board and see how to address it. It affects them because all subjects are taught in English. For example, Christian Religious Education (CRE), Mathematics, science and others are taught in English. A painful thing is that the deaf leaner is not taught the essentials of modern English. All examinable subjects save Kiswahili are taught in English. That is why deaf students sometimes perform dismally in examinations. They cannot compete effectively with other learners. They cannot do well in primary and secondary schools, colleges and universities. When you find a deaf person in the university, he or she becomes a hero. The Senate should ensure that this comes to a stop. You will find people with physical disabilities in the Universities. I am physical challenged, but I have a PhD. I know of many blind people who have gone to universities and acquired degrees and diplomas and PhDs despite the fact that they do not see. However, for the deaf to be in college and university, it is a nightmare because they are excluded as a result of the language barrier. About 20 to 25 years ago, I taught at St. Angela’s School for the Deaf. I saw deaf children suffer getting the essentials of grammar. The teachers also suffered because of how they would teach the children. I went through that frustration as a teacher in that school. For all these years, educational resources that would help the hearing impaired learner had not been developed to enable them get the essentials of the English language. This is an issue of great concern. There is need for this Motion to be taken far. We need to ensure that when we are talking of parity and inclusion, deaf learners are not left behind. I am saying this because English is important. First, it is the dominant tongue language internationally. In our Constitution and in our system, English is the official language. Apart from being the official language, the knowledge of English can take one far because job opportunities are many. However, when we come to the deaf learners, the job opportunities are narrowed. When we are talking of deaf learners who have acquired a number of papers, when you scrutinise the learners, you find that they are not able to communicate and write in proper English. What happens eventually? They are not given esteemed jobs. The Senate has to do something. There is need to intervene to ensure that the deaf learner is given quality education. It is unfair, if I may say, if someone tells you to produce what you do not have. First of all, the input in English is minimal or not there and then you are asked if you can construct a sentence in English that is grammatically correct. It becomes very difficult. If you do not know how to use affixes or know where they are used, if you do not even know how plurals are formed in standard English, there is no way you can do it. It is The electronic version of the Senate Hansard Report is for information purposes"
}