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Competition Materials Competition Opens: 8 November 2017 Closing Date: 16 February 2018 Sign On For Literacy Prize Page 2 of 20 Sign On For Literacy All Children Reading: A Grand Challenge for Development Application Document Contents Summary 3 Background 3 About All Children Reading: A Grand Challenge for Development 5 The Challenge 5 Solution Requirements 7 Resources 9 Competition and Phases 10 Submission Questions 12 Judging Criteria for Phase 1 14 Terms and Conditions 16 Sign On For Literacy Prize Page 3 of 20 Summary Acquisition of a first language is essential for early childhood development and a building block for learning to read. Literacy is linKed to all development goals contributing to psycho-social health, employment opportunities, economic growth, and breaKing the cycle of poverty. Globally for children who are deaf, hard of hearing and deafblind (henceforth referred to as ‘Deaf’∗), access to and education in a local sign language is often limited or absent. Without access to whole language with frequent and daily input to an accessible and natural language, the foundations of literacy, children are prevented from reaching their full potential. In developing countries and low-resource contexts, literacy outcomes for children who are Deaf are particularly substandard. As such, All Children Reading: A Grand Challenge for Development is launching the Sign On For Literacy Prize, which seeks technology-based innovations to increase access to local sign languages and develop literacy interventions for children who are Deaf in low-resource contexts. Winning innovations must be novel, while utilizing technology to maKe a significant impact upon learning and literacy in the Deaf Community. BacKground ● Early childhood is the most rapid period of development in human life and evidence suggests that if the brain does not receive appropriate stimulation during this window, it is difficult for the brain to rewire itself later in life.1 Language is an important stimulus during this period. ● Globally, up to five of every 1000 infants are born deaf or hard of hearing, or have varying hearing levels in early childhood.2 ● Early exposure to sign language and multilingualism, combined with strong family support for sign languages best prepares children who are Deaf for their future effective participation in society.3 ● The United Nations recognizes that full participation in society, facilitated by early exposure to multilingualism including a native sign language, is vital in achieving the Sustainable Development Goals set for 2030, including the reduction of poverty and income inequality, greater access to quality education, and the promotion of just and ∗ ‘Deaf’ is an inclusive umbrella term encompassing people with varying hearing levels, including people who are deaf, deafblind, and hard of hearing. 1 UNICEF Paper on Early Childhood Development: The Key to a full and productive life. https://www.unicef.org/dprK/ecd.pdf 2 World Health Organization facts on deafness. http://www.who.int/features/factfiles/deafness/en/ 3 WFD Position paper on the Language Rights of Deaf Children. World Federation of the Deaf. September 2016. https://wfdeaf.org/news/wfd-position-paper-language-rights-deaf-children/ Sign On For Literacy Prize Page 4 of 20 inclusive societies.4 ● The United Nations Convention on the Rights of Persons with Disabilities (UN CRPD) recognizes that sign languages are equal in status to spoken languages and should be respected and promoted.5 ● Most children who are Deaf are born to hearing parents and most hearing families are unaware of the importance of sign language learning for their children.3 ● Early access to education in sign language has been proven to greatly increase literacy outcomes in children, both hearing and Deaf.3,6,7 Improved literacy outcomes through inclusive education practices, including the use of sign language, supports progress towards the UN Sustainable Development Goal of ensuring quality inclusive education for all children by 2030.4 ● In low-resource contexts, many children’s hearing levels remain unidentified throughout the early language acquisition period and beyond. ● Often, families of children who are Deaf do not Know the local sign language nor are they aware of available resources, if any, to learn the local sign language to communicate with and provide full access to language to their children. ● Children who are Deaf often have limited access to local sign language, learning resources and Deaf role models. ● There is a misconception that sign language limits spoKen language development in children who are Deaf, and even if sign language resources are available the learning of sign languages are widely discouraged.3 ● Sign languages provide an early foundation for acquiring proficiency of a written/spoken language and achieving academic success. ● Fewer than 50 countries have legal recognition of a national sign language.8 ● In many countries, the local sign language is not well documented. This inhibits the 4 General Assembly Resolution 70/1, Transforming Our World: the 2030 Agenda for Sustainable Development, A/Res/70/1. United Nations. 25 September 2015. https://sustainabledevelopment.un.org/post2015/transformingourworld 5 United Nations Convention on the Rights of Persons with Disabilities, Article 21(e) Freedom of expression and opinion, and access to information. http://www.ohchr.org/EN/HRBodies/CRPD/Pages/ConventionRightsPersonsWithDisabilities.aspx#21 6 Kushalnagar, P, et. al., Infants and Children with Hearing Loss Need Early Language Access. The Journal of Clinical Ethics. Summer 2010; 21(2): 143-154. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3072291/ 7 Scott JA and Hoffmeister RJ, American Sign Language and Academic English: Factors Influencing the Reading of Bilingual Secondary School Deaf and Hard of Hearing Students. Journal of Deaf Studies and Deaf Education. January 2017; 22(1): 59-71. https://www.researchgate.net/publication/309479670_American_Sign_Language_and_Academic_English_Factors_I nfluencing_the_Reading_of_Bilingual_Secondary_School_Deaf_and_Hard_of_Hearing_Students_Downloaded_from 8 Haualand H and Allen C, Deaf People and Human Rights. World Federation of the Deaf and Swedish National Association of the Deaf. January 2009. http://www.rasit.org/files/Deaf-People-and-Human-Rights-Report.pdf Sign On For Literacy Prize Page 5 of 20 preservation of the language and those in the community seeKing to learn or learn more about the language. ● In countries where the local sign language is documented, documentation is often limited and there are few educational resources available, with access to them difficult. About All Children Reading: A Grand Challenge for Development All Children Reading: A Grand Challenge for Development (ACR GCD), established in 2011 as a partnership between the U.S. Agency for International Development (USAID), World Vision and the Australian Government, is an ongoing series of competitions that leverages science and technology to source, test, and disseminate scalable solutions to improve literacy sKills of early grade learners in developing countries. The global initiative focuses on sourcing, accelerating, and measuring the impact of technology-based innovations with the potential to transform the learning process and classroom experience at an individual, community, and national level. For the Sign On For Literacy Prize, ACR GCD is collaborating with the World Federation of the Deaf, the Nyle DiMarco Foundation and Deaf Child Worldwide. The Challenge Exposure to natural and accessible language at an early age is paramount for early childhood development and promotes cognitive and literacy development. The Sign On For Literacy Prize seeks technology-based innovations to increase access to sign languages and literacy interventions for children who are Deaf in low-resource contexts. These innovations will assist parents, educators, communities, and governments in enhancing early childhood development outcomes, improving access to local sign languages, and increasing literacy outcomes of children who are Deaf. For this prize, a technology-based innovation includes a broad range of information and communication technologies and video media. These can include: hardware, software, Internet and mobile applications among other technologies and platforms. In some countries, the local sign language may not be documented. This does not mean that a sign language is not used, but rather that there is no dictionary or catalog of signs and/or documentation that enables sign language resources to be created, curated, and distributed to Sign On For Literacy Prize Page 6 of 20 9,10,11 those who want to learn the language. As a supplement to the Knowledge transferred by Deaf adults fluent in the local sign language, documentation is a critical first step to enable the creation of resources to provide greater access to sign language for children who are Deaf. In contexts where there is no documented sign language, innovations are sought that, through technology, involve the local Deaf Community as an integral part of efforts to document their language including all signs and sign variations. Solutions must document the local language and not import other widely-used sign languages such as American Sign Language. Solutions that operate in such a context and provide both the capability to document sign language and create resources for learning in that language are encouraged. Solutions should also linK sign language learning to the early grade reading resources. Ideally,
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