A group of teachers are calling on the Government to prioritise the introduction of sign language and Braille in Fiji’s mainstream curriculum instead of introducing Chinese language, saying students should be equipped with inclusive communication skills from an early age.
The teachers, who have requested anonymity and teach in the Suva area, say sign language and Braille should be taught from Year 1 through to Year 13 to help create a more inclusive education system.
Speaking to fijivillage News, they say the recent USP sign language incident has highlighted the need for greater awareness and understanding of people living with disabilities.
They say while there is ongoing discussion about inclusivity and ensuring people with disabilities are fully included in society, more practical measures are needed within the education system to make this a reality.
The teachers say communication remains one of the major barriers faced by people who are deaf, hard of hearing, blind or visually impaired, particularly when accessing employment opportunities and participating in workplaces.
They believe teaching sign language and Braille to all students, rather than limiting these skills to specialised programmes, could help break down communication barriers and build greater understanding from an early age.
The teachers say universities already have students studying special and inclusive education, and the Government could consider creating opportunities for suitably qualified graduates to be placed in schools to teach sign language, Braille and other inclusive communication skills.
They say this could also create employment opportunities for graduates while strengthening inclusive education within primary and secondary schools.
The teachers further suggest that secondary schools could introduce students to assistive technology used by blind and visually impaired people, allowing them to better understand how technology can support people with disabilities in education, employment and everyday life.
They say if students are exposed to these skills throughout their school years, they could eventually enter universities and workplaces with a greater ability to communicate and interact with people with disabilities.
The teachers believe this could contribute towards creating more inclusive workplaces in Fiji and reducing communication barriers faced by people with disabilities when seeking employment.
They are calling on the Government to consider practical initiatives that directly benefit Fiji’s children and communities when reviewing future changes to the national curriculum.
They also want greater discussion on whether sign language, Braille and disability awareness should become a core part of mainstream education in Fiji.
