Situation Analysis Sign in Vanuatu CONTENTS VANUATU SKILLS PARTNERSHIP Acknowledgements 1 Web: http://www.vanuatutvet.org.vu/ Acronym List 4 Address: PO Box 5003 Port Vila, Efate, Executive Summary 5 Shefa Province Introduction 5 Telephone: +678 27166 Purpose 5 Approach 6 Key findings 6 Conclusions 12 Introduction 13 Background 14 Approach 14 Methodology 15 Findings 18 ACKNOWLEDGEMENTS Global Context 18 Case Study Example - Nicaragua 24 This situation analysis was commissioned by the Vanuatu Skills Partnership, and led by Regional Context 25 CBM Australia working in close collaboration Vanuatu Context 29 with the Vanuatu Skills Partnership and Key Findings 30 the Government of Vanuatu’s Ministry of Education and Training. Conclusions Based on the Current Situation 39 The efforts of Jen Blyth and Tarryn Brown Key Recommendations 40 (CBM Australia), Sherol George (Vanuatu Annex A: Clarification of Terms 47 Skills Partnership), Marie Jonah (Ministry of Education and Training) and Melissa Martin Annex B: Stakeholders 51 ( Interpreter) to undertake the fieldwork Annex C: Photo Library 52 and prepare this report are gratefully acknowledged. References 53 Peer review support to assist in finalising this report was provided by Karen Heinicke-Motsch (CBM Australia). Technical advice by Sally Baker (Vanuatu Skills Partnership) was provided throughout this situation analysis, and to support finalising of this report. The time and perspectives of all informants, in particular those who are Deaf and hard of hearing and their families, is deeply appreciated. The Vanuatu Skills Partnership is jointly supported by the Governments of Vanuatu and Australia. November 2018 3 ACRONYM LIST 4 ANSNIC Asociación Nacional de Sordos de Nicaragua Auslan Australian CRPD United Nations Convention of the Rights of People with Disabilities DPO Disabled People’s Organisation FAD Fiji Association of the Deaf IFHOH International Federation of Hard of Hearing ISN Idioma de Señas de Nicaragua MIT Massachusetts Institute of Technology MoET Ministry of Education and Training NSDP National Sustainable Development Plan NZSL New Zealand Sign Language PDF Pacific Disability Forum PNGSL PNG Sign Language PVTC Pacific Vocational Training College SDG Sustainable Development Goals SFA Sanma Frangipani Association SISL Solomon Islands Association of the Deaf and Solomon Island Sign Language TSSL Timor-Leste Sign Language TVET Technical and Vocational Education and Training UN United Nations UNESCAP United Nations Economic and Social Commission for Asia and the Pacific VAC Vanuatu Agriculture College VCSDN Vanuatu Civil Society Disability Network VDPA Vanuatu Disability Promotion and Advocacy Association VIT Vanuatu Institute of Technology VSA Volunteer Services Abroad VSPD Vanuatu Society of People with Disability WASLI World Association of Sign Language Interpreters WFD World Federation of the Deaf WHO World Health Organisation

Vanuatu Skills Partnership promotes economic and social change through inclusive skills development

Situation Analysis: Sign Language in Vanuatu Situation Analysis: Sign Language in Vanuatu 5 EXECUTIVE SUMMARY EXECUTIVE SUMMARY 6 Introduction Purpose Approach Key findings Sign language is critical in order to enable The purpose of this situation analysis was The situation analysis was undertaken The situation analysis highlighted a significant deaf and hard of hearing people to have to contribute to improved opportunities for between October 2017 and February 2018 lack of sign language being used, and very equitable access to their communities. deaf people and people with communication and included a desk review of existing few sign interpreters available, which has a Language is a social practice that is used to difficulties to realise their rights to equitable policies and documents, and a visit to detrimental effect on access to education, create and represent meanings and enables participation through greater access to Vanuatu. Interviews and focus groups employment and socialisation opportunities communication with others. Language nationally agreed and accepted sign were conducted with key stakeholders in for people who are deaf or hard of hearing. is a way of seeing, understanding and language in Vanuatu. Melbourne, Port Vila, Santo and Gaua in There is a stark need for the development communicating about the world and each The situation analysis sought to explore: Vanuatu. Those involved included: of sign language, and opportunities to

language user uses their language differently JJ J Approximately 50 deaf and hard of hearing be created for deaf and hard of hearing to do this. J Current international, national and regional commitments to the strengthening of sign individuals and approximately 35 of their people to unite and create their community, Sign language is an important mechanism language education, providing examples of family members; language and culture. Sign language through which deaf and hard of hearing J will increase opportunities for currently good regional and global practices which J Government representatives; people claim their rights. However, as in marginalised deaf and hard of hearing people could inform efforts in the Vanuatu context; J several Pacific countries, knowledge and use J Civil society representatives; to communicate, develop social skills, gain an JJ The experiences of both mainstream skills J of sign language across Vanuatu is limited, J Service providers; and education, participate in cultural and social which results in the exclusion of deaf and development programs and schools that life, gain access to paid work and participate JJ hard of hearing people from many areas have included deaf people, including the Training providers. in political processes amongst many of life. Without including deaf and hard of barriers and enablers of inclusion; An Aide Memoire containing key preliminary other rights. A nationally recognised sign hearing people, the Sustainable Development JJ The situation of deaf people and people findings and recommendations was language will also allow for the development Goals and more specifically, Vanuatu’s with communication difficulties and their presented to representatives of the Ministry of sign language interpreters who will be National Sustainable Development Plan, families in Vanuatu, through examination of of Education and Training, Ministry of communication bridges between hearing and will not be achieved. existing data / reports and discussion with Justice and Community Services, Australian deaf or hard of hearing people. Across the Pacific, practices are emerging to key informants about lived experiences; Department of Foreign Affairs and Trade and According to the World Federation of Vanuatu Skills Partnership. address this gap, however these are in their JJ Current and past services, programs the Deaf, the transplanting of another early stages. In Vanuatu, policy commitments and efforts which support sign language language to Vanuatu is have been made to develop a national sign education and uptake in Vanuatu; and not recommended. Sign must language, and there are good practices in be influenced by the culture, heritage and JJ the post-school education and training sector Perceived barriers to the establishment traditions of their own country. To develop a that could be learned from. and uptake of sign language. sign language that is faithful to the Vanuatu The analysis sought to provide short, context, culture and languages, stakeholders medium and long-term recommendations for such as Government, civil society, service future action by Government, civil society and providers and, importantly, deaf and hard training providers to improve access to sign of hearing people and their families will language across Vanuatu. need to work together to address some key challenges moving forward. The establishment of sign language will not alone lead to deaf and hard of hearing people experiencing equitable access to life opportunities and improved wellbeing; others in their lives, such as family members, need to be able to communicate with them too. Sign language interpreters are important resources, who can enable equitable access to school, training, health services, justice and social and cultural opportunities.

Situation Analysis: Sign Language in Vanuatu Situation Analysis: Sign Language in Vanuatu 7 EXECUTIVE SUMMARY 8

Findings are summarized as follows. JJ People who are deaf and hard of hearing GAPS: experience significant barriers to enrolling in and attending educational institutes with JJ Due to the lack of services available to some schools either denying enrolment or diagnose deafness, language acquisition is expelling students, and some families are delayed for children who are deaf or hard unaware of their right to education or the of hearing. ability of deaf and hard of hearing children JJ The few services which have been made to learn.

available to map home signs and teach J J Where deaf and hard of hearing students sign language have been limited to the are enrolled in school, a lack of sign intermittent engagement of international language or other communication volunteers. As a result, many deaf and modalities, and a lack of educational hard of hearing people lack language and supports such as teacher aides or sign communication skills, which limits their language interpreters, severely limit participation in their communities, and their learning. leads to isolation. JJ Access to post-school education and JJ There is no nationally agreed sign language training is sometimes challenging for in Vanuatu. deaf and hard of hearing youth, due to JJ There are no qualified sign language challenges experienced by trainers who interpreters resulting in a reliance on must adapt to include deaf or hard of family members as informal interpreters hearing persons in their class.

to support participation which affects J J Deaf and hard of hearing people face independence and, in some cases, barriers in accessing paid work and the affects access to justice. majority of those interviewed who were JJ Deaf and hard of hearing people experience working, worked for their families. Of those significant negative attitudes and stigma, who were working in paid employment, which limits their access to church, they did not socialise with their workmates. communities and school.

JJ Families frequently experience grief about family members who cannot communicate with others, and are concerned for the deaf or hard of hearing person’s future and wellbeing.

Vanessa, a deaf Skills Centre client from Santo, produced dresses for sale following participation in sewing skills development activities

Situation Analysis: Sign Language in Vanuatu Situation Analysis: Sign Language in Vanuatu 9 EXECUTIVE SUMMARY EXECUTIVE SUMMARY 10 Promising practices: Recommendations: 3. Deaf Resource Centre 6. Increasing Resources and Support Services for Post-School Education JJ A Deaf Camp held in October 2017 1. Creating Spaces and Consider the establishment of a Deaf enabled deaf and hard of hearing people Supporting Self-Advocacy Resource Centre where deaf people can Increasing resources and support services come to develop their sign language and for post-school education and training to share a safe space where they were Create safe spaces for deaf and hard of learn from each other. This could also providers will improve the enrolment, able to initiate development of a small, hearing people to meet and socialise in eventually be a place where families, retention and learning outcomes for deaf fledging community. order to start developing a Deaf community. teachers and other interested people could and hard of hearing students. This could JJ This will encourage the organic development The Vanuatu Civil Society Disability Network learn sign language. In addition, training to include professional development for trainers, of a locally relevant sign language. Increasing supports deaf representation, currently become sign language interpreters could be teacher’s aides, sign interpreters and visual and strengthening deaf-specific initiatives, comprised of an individual deaf member. provided in the future by deaf ni-Vanuatu in and practical resources which will enable the such as the deaf camp held in Santo in 2017, JJ partnership with the World Association of student to learn alongside their peers. The Ministry of Education and Training will enable deaf and hard of hearing people Sign Language Interpreters. has plans to establish a Sign Language to engage with their peers, improve their 7. Cross Sectoral Inclusion of Working Group. confidence, and germinate the development 4. Policy and Legal Changes Deaf and Hard of Hearing People JJ Matafanga School in Gaua has a Quality of a local sign language as well as establish a Address the terminology used to Resourcing further studies to explore the Assurance Officer / Principal who teaches self-advocacy mechanism. describe deaf and hard of hearing people, enablers and barriers experienced by deaf Basic English for 45 minutes every school 2. Sign Language Development especially in legal and policy frameworks and hard of hearing people and their families day and up to 5-10 signs a week to three within organisations, Disabled People’s in accessing other essential mainstream Develop a national sign language, deaf girls. The school is actively seeking Organisations and government by updating and specialised services will be the first step led by deaf and hard of hearing ni-Vanuatu. deaf students to join. the legislation to reflect the language towards broader inclusion. Key sectors of Given the current lack of language among JJ recommended by the World Federation concern include education, early identification Vanuatu Skills Partnership, through the ni-Vanuatu deaf people, further exploration of the Deaf and the International Federation services, health services and justice services. provincial Skills Centres, is responsible will be required to ensure a rights-based of Hard of Hearing and ensuring that These are critical to the participation and for working with key government and and culturally and contextually appropriate policies clearly outline provisions for future of the deaf and hard of hearing people non-government stakeholders to facilitate approach to the development of a sign reasonable accommodation. and their families. improved access to quality, relevant language that can be used nationally. training, and has made significant Further, an expert in sign language linguistics 5. Advocacy and Awareness investments to enable deaf and hard of and/ or the Fiji Association of the Deaf Raising in the Community hearing people to access post-school could be engaged to work with interested Active inclusion of deaf and hard of hearing education and training opportunities. organisations to run national consultation people in daily community activities will Vanuatu Skills Partnership supports post- workshops with deaf and hard of hearing reduce stigma and enable them to become school education and training providers people and their families to determine the valued and equal members of their to use visual aids, family members as next steps. This work should be done in communities. Including deaf and hard of interpreters and supports teachers to teach line with or in cooperation with the World hearing people in disability awareness-raising deaf and hard of hearing students. Two Federation of the Deaf. and advocacy efforts and celebrating specific deaf students have graduated from the events such as the International Day of Sign Vanuatu Institute of Technology and are Given the cultural and geographic diversity of Vanuatu, there is also a need to involve Languages on September 23, would help now employed. However, the lack of access improve awareness of the rights of deaf and to primary education means many deaf deaf people and their families from different geographical areas, languages and cultures, hard of hearing people, and the importance and hard of hearing youth lack the literacy of sign language. and numeracy requisites needed to enrol in and to accommodate cultural differences vocational skills training programs. which exist locally (including home signs) in order to successfully develop a national JJ Multiple policies including the Inclusive sign language. Education policy reference the need to establish sign language, and disability inclusion appears across the National Sustainable Development Plan.

Situation Analysis: Sign Language in Vanuatu Situation Analysis: Sign Language in Vanuatu 11 EXECUTIVE SUMMARY 12 Conclusions

JJ There is an urgent need for the JJ Sign language will increase opportunities development of sign language, beginning for marginalised deaf and hard of hearing with the creation of opportunities for people to communicate, develop social deaf and hard of hearing people to unite skills, gain an education, participate in and organically create their community, cultural and social life, gain access to paid language and culture. work and participate in political processes.

JJ Sign language needs to be developed JJ Vanuatu has already demonstrated locally, and influenced by the culture, inclusive practices through the work of heritage and traditions of its own country. the Vanuatu Skills Partnership and others, JJ To develop a sign language that is faithful to and while existing good practices have the Vanuatu context, stakeholders including been identified, further study is needed Government, civil society, service providers within each sector to identify the main and, importantly, deaf and hard of hearing barriers and facilitators of inclusion. people and their families will need to work JJ While this study focused on access to together to address some key challenges sign language to support the inclusion of moving forward. deaf and hard of hearing people in skills JJ With 83 islands in Vanuatu it will be development, broader systemic issues important to strategise how to enable play a key role in creating barriers for deaf deaf people to gather together in and hard of hearing people, particularly in order to develop a language which can the early years. Access to early diagnosis be easily shared. It will also be necessary and intervention programs and models of to allow time for the diversity of languages education that support deaf education, and cultures in Vanuatu to inform as well as access to justice, are particularly understanding and agreement on critical. These require further exploration. sign language development.

JJ A nationally recognised sign language will allow for the development of sign language interpreters who will be bridges of communication between hearing and deaf and hard of hearing people, enabling access to educational and work opportunities, and engagement in public and private spaces.

Vanessa now works in the Northern Provincial Hospital kitchen after completing her Certificate in Culinary Arts at VIT

Situation Analysis: Sign Language in Vanuatu Situation Analysis: Sign Language in Vanuatu 13 INTRODUCTION BACKGROUND APPROACH 14

1 Recognising that people with disabilities The situation analysis sought to explore: Language is a social tool. It is a social This situation analysis was undertaken practice that is used to create and represent between October 2017 and February 2018 comprise between 5% and 12% of Vanuatu’s J J Current international, national and regional 2 population and face barriers to participation meanings, and shapes communication. and included a desk review of existing commitments to the strengthening of sign Language is a way of seeing, understanding policies and documents and a nine-day trip in education and skills development, language education, providing examples of the Vanuatu Skills for Economic Growth and communicating about the world and to Vanuatu visiting Port Vila, Santo and Gaua. good regional and global practices which each language user uses their language Program (now known as the Vanuatu could inform efforts in the Vanuatu context; This report documents the key findings and Skills Partnership) developed the Vanuatu differently to do this. People use language recommendations relevant to sign language JJ Technical and Vocational Education and The experiences of both mainstream skills for purposeful communication, and this in Vanuatu. It begins by summarising the Training Sector Disability Inclusion Strategy development programs and schools that understanding sees a language not simply methodology and limitations of this situation in 2013. Implementation of this strategy led have included deaf people, in particular the as a body of knowledge to be learnt but 3 analysis, followed by a brief on the global and to the development of the National Disability barriers and enablers of inclusion; as a social practice in which to participate. regional contexts relevant to sign language Inclusion Policy for the Technical and JJ The situation of deaf people and people When understood in this context, it is clear which inform current and future possibilities Vocational Education and Training (TVET) with communication difficulties and their that it is not enough to provide deaf and with respect to developing a national sign Sector 2016 – 2020. families in Vanuatu, through examination of hard of hearing people with sign language. language. Finally, it describes the Vanuatu Through implementation of this policy, existing data / reports and discussion with Family members, friends and others must be context as informed by the literature review it was identified that there was a need to key informants about lived experiences; able to communicate with deaf and hard of and, importantly, ni-Vanuatu and other hearing through sign language. It is important stakeholders who were interviewed during further analyse the situation of ni-Vanuatu JJ Current and past services, programs that sign language interpreters are available, the information gathering period, and offers deaf people and people with communication and efforts which support sign language in order to enable deaf and hard of hearing recommendations for action by Government, difficulties (referred to as Deaf and Hard education and uptake in Vanuatu; and of Hearing people), to explore whether people to engage with the wider community civil society and training providers to improve JJ they were realising their rights to equitable Perceived barriers to the establishment and in places where sign language is not access to a nationally agreed sign language participation in society through greater uptake of sign language. understood and where the hearing person across Vanuatu. access to a nationally recognised The analysis sought to provide short, may have limited exposure to deaf or hard Preliminary findings from the situation sign language. medium and long-term recommendations for of hearing people, such as health facilities, analysis were documented in an Aide future action by Government, civil society and post school educational and training Memoire and presented to stakeholders in The purpose of this situation analysis was institutes, banks and faith communities. to contribute to improved opportunities for training providers to improve access to sign Efate on 2 November 2017. language across Vanuatu. These sign language interpreters must deaf people and people with communication be trained and qualified in order to follow difficulties to realise their rights to equitable ethics which outline the importance of participation through greater access to confidentiality, impartiality and empowerment. nationally agreed and accepted sign language in Vanuatu. Globally, best practice in educational institutes indicates that teachers must be qualified and able to sign fluently if the deaf or hard of hearing child is not attending a school taught by deaf and fluent signing teachers. This is in order to ensure that the deaf or hard of hearing child is accessing the same content as other children. Where this is not possible, access to qualified sign interpreters is essential.

Situation Analysis: Sign Language in Vanuatu Situation Analysis: Sign Language in Vanuatu 15 METHODOLOGY 16

Key informant interviews and focus groups Key informant interviews were also were conducted with approximately 50 conducted face to face and via Skype deaf and hard of hearing individuals, with stakeholders in Melbourne, Port Vila, approximately 35 members of their families, Santo and Gaua. Key informant interviews and 16 other stakeholders (see Annex B for and focus groups were conducted with a list of key informants) during a nine day representatives of government, civil society, in-country visit to Port Vila, Santo and Gaua. service providers and training providers These locations were chosen for the known (see Annex B). These consultations also presence of deaf people and sign language. took a semi-structured approach. PROCESS LIMITATIONS AND STRENGTHS Interviews were semi-structured, focusing Due to the limited timeframe for the situation on gathering qualitative data. Tools used to analysis, it was difficult to collect truly facilitate communication included the sign representative data from deaf and hard of language mapping book made by a previous hearing people across Vanuatu. The scope international volunteer from Volunteer Service of the situation analysis is unprecedented in Abroad (VSA) working with Sanma Frangipani Vanuatu and indeed across the Pacific, Association (SFA) in 2011-2012, a photo which meant a new framework was library (see Annex C) and a small, portable required to guide the work. whiteboard and marker to assist in visual and Information and studies on deafness in the written information, such as writing names Pacific context are scarce, and the Deaf or drawing images that were relevant to the community is still emerging in Pacific Island topic at hand. Countries. Identifying current practices from The interviews with deaf people were mostly neighbouring countries relied on internet conducted with a family member present. searches for information, which was limited The lead interviewer who is Deaf would start and often outdated. the interview with the deaf person, using More specifically, limitations in gathering basic gestures to determine the baseline information within Vanuatu included of communication, and to identify the the following: interviewee’s capacity to respond. In most cases, the interview continued with the family JJ Most of the deaf people interviewed member in Bislama with another interviewer were happy to be interviewed, but due translating the lead interviewer’s questions. to communication difficulties, there were In some interviews, the deaf person could limitations in understanding and gaining understand simple Bislama, and therefore informed consent. To address this, the lip-read the Bislama-speaking interviewer, team ensured interviews remained within and respond in Bislama. the parameters of what the interviewees were understood to have consented to. The team also observed deaf people interacting with each other at the Deaf Camp JJ Communication with most deaf people and at Vanuatu Society for People with was limited, as very few had any sign Disability (VSPD) when participants were language. A small number of deaf people waiting to be interviewed. These interactions could lip-read Bislama. Many deaf people enabled the team to see how a shared space responded to body language cues from the might create opportunities for development interviewer and responded by reciprocating of the foundations of language, and the body language even when they did Deaf and hard of hearing subsequently, a Deaf community and culture. not understand. For example, smiling and people were assisted to nodding in response to the interviewer participate in consultations smiling and nodding. through non-verbal activities such as drawing

Situation Analysis: Sign Language in Vanuatu Situation Analysis: Sign Language in Vanuatu 17 METHODOLOGY FINDINGS 18

JJ Vanuatu Society of People with Disability JJ The team did not have time to visit all Global Context There is a worldwide shortage in trained, 13 was responsible for organising all meetings provinces. The team visited three islands CURRENT SITUATION qualified and ethical sign interpreters and in Vanuatu, and they in turn relied on – Efate, Santo and Gaua. These locations highly trained Teachers of the Deaf.14 The World Health Organisation (WHO) states local partners including Disabled Peoples were selected due to the presence of deaf This means that deaf and hard of hearing that there are 360 million people worldwide Organisations to support them in identifying people and sign language in each, however people are unable to engage fully with who have disabling hearing conditions, deaf and hard of hearing people, and people the findings are not an accurate portrayal of hearing people in everyday situations. which is approximately 5.3% of the global with communication difficulties. While the the situation of all deaf and hard of hearing population, and 32 million of those are INTERNATIONAL FRAMEWORKS team was able to meet with many Deaf people in Vanuatu, especially in more rural children.4 Most people with disabling AND COMMITMENTS people, the team only met with two people and isolated areas. hearing loss live in low- and The Convention on the Rights of People with with communication impairments, and two J J Gender was not considered in this situation middle-income countries.5 Disabilities (CRPD), which Vanuatu ratified people who would be considered hard of analysis although the gender gap in Of the 70 million Deaf people around the in 2008, recognises that sign languages are hearing, which is a small sample. outcomes for people with disabilities is world, 56 million – or 80 per cent – receive equal in status to spoken languages and JJ The team did not meet with any deafblind recognized internationally. no education. This rate is higher for Deaf should be respected and promoted (Articles people as none had been identified by Strengths of this situation analysis include people living in developing countries, and 2, 9 and 21). It recognises that people should stakeholders. It is recognised that the the following: for Deaf women and girls.6 Only 2% of Deaf have the freedom to express, state their situation would be significantly more opinion and have access to information in JJ children in developing countries receive a difficult for this group of people. It was clear that people were significantly their chosen form of communication (Article more comfortable with the ni-Vanuatu quality education that includes sign language. JJ 21) and states that deaf children have a right Due to conflicting schedules, the team was interviewer than with the expatriate This figure is likely to be lower in the unable to meet with some stakeholders Pacific. Deaf people are often un- or under- to fully develop their cultural and linguistic members of the team. The presence of a identity (Article 30).15 identified in the Terms of Reference such ni-Vanuatu interviewer may have allowed employed, with this lost productivity costing 7 as the Vanuatu Disability Promotion and informants to share more than what would the global economy $105 billion annually. The Sustainable Development Goals (SDGs) Advocacy Association, Lister Adventist have been shared with just an expatriate Hearing loss adversely affects social and have an overarching theme of Leave No Training Institute, Vanuatu Chamber of team. economic development in communities and One Behind and outline the importance of Commerce, Pacific Vocational Training 8 people with disabilities accessing education JJ countries. These negative impacts arise from College, Sanma Skills Centre and Torba One of the interviewers identifies as the interaction of hearing loss with the wider and vocational training; full and productive Skills Centre while in country. However, Deaf, is fluent in Auslan (Australian Sign social environment and can be significantly employment with equal pay; equal social, an email summary from Torba Skills Centre Language) and is able to communicate in mitigated through early identification economic and political inclusion; and was received when back in Australia. International Sign. This interviewer was able universal access to safe, inclusive and to communicate with the deaf interviewees and appropriate management of hearing JJ 9 accessible public spaces. Due to the Deaf Camp unexpectedly using visual mediums. problems or through the widespread finishing a day early, the team was only use of sign language. Improving access The Special Rapporteur on Disability for the JJ able to spend one afternoon with deaf Thanks to existing networks in Vanuatu to education and vocational rehabilitation CRPD recognises through reports* that deaf participants and their families. – including Vanuatu Society for People services and raising awareness especially and deafblind people are more likely to be with Disability – the team was able to find JJ It was difficult to find and meet with deaf and among employers about the needs of forgotten in policy making, especially when and interview at least 50 deaf and hard of workers with hearing loss, will decrease disability is considered otherwise.16 Reporting hard of hearing people who were engaged hearing in people in a limited amount in paid work, as their numbers were limited. unemployment rates for people with also highlights the priority for sign language of time. 10 Stakeholders who knew of them had no way hearing loss. and sign language interpretation as a critical JJ of contacting them within the short amount Vanuatu Skills Partnership recognised Deaf women and girls are at heightened risk mechanism for greater access to all rights for of time available in each . that deaf and hard of hearing people of sexual abuse and violence, but they are Deaf and Hard of Hearing people. experience significant barriers to inclusion JJ rarely able to access shelters or represented The Special Rapporteur on Education for the Although part of the scoping was to and dedicated funds for five people from determine accessibility to mainstream skills in court due to an absence of sign language CRPD also recognises that sign language Vanuatu and Australia to undertake the or interpreters.11 Deaf people without shared is vital to the education and training of deaf development programs, access to education situation analysis in three locations. from kindergarten emerged as a strong sign language experience isolation, often and hard of hearing children and that deaf theme in most interviews with deaf people leading to mental health issues. Around learners will need to learn sign language at and their families. Accessing training was one quarter of all Deaf people experience the beginning of their education.17 12 viewed as requiring literacy and numeracy, additional, psychosocial disability. which is learned in primary school. * Themes include: access to rights-based support; disability- inclusive policies; the rights of persons with disabilities to As a result, the key findings section social protection; and sexual and reproductive health and focuses significantly on access to school. rights of girls and young women with disabilities.

Situation Analysis: Sign Language in Vanuatu Situation Analysis: Sign Language in Vanuatu 19 FINDINGS 20 KEY INTERNATIONAL PLAYERS RECOMMENDED The World Federation of the Deaf (WFD) is an MODELS OF PRACTICE international non-governmental organisation Sign Language that acts as a peak body for national The WFD outlines that sign language has associations of Deaf people and advocates an equal status to spoken languages and at the United Nations (UN) level for human governments must implement programs to rights and equal opportunities for Deaf support the teaching of sign language to people globally.18 WFD is also a member and family members and carers of deaf children, the current chair of the International Disability in co-operation with Deaf communities and Alliance, the international peak body of deaf sign language teachers. It identifies Disabled Persons Organisations. that early exposure to sign language and The International Federation of Hard of multilingualism, combined with strong family Hearing (IFHOH) is an international non- support for sign languages, best prepares governmental organisation that acts as a deaf children for their future effective peak body for national associations of and participation in society.21 for hard of hearing and late deafened people, The WFD also identifies that the ability to and works to promote greater understanding communicate effectively in sign language, of hearing loss issues and to improve access and to read and write the language(s) for hard of hearing people worldwide.19 of the country they live in, is crucial for The World Association of Sign Language the ability of Deaf people to participate Interpreters (WASLI) is committed to effectively in society. It outlines that Deaf advancing the profession of sign language people, teachers of the Deaf, sign language interpreting worldwide and supports the interpreters, hearing parents of Deaf establishment of national associations of children and other people with a need to sign language interpreters; provides support communicate with Deaf people will benefit networks, and aims to work in partnership from a sign language dictionary. A dictionary with Deaf and Deafblind associations on sign makes many of the signs of a particular language interpreting issues.20 sign language more accessible to people beyond the signing community and also serves as documentation of a sign language. Legal recognition is not necessary for sign language dictionaries to be developed, but a dictionary can be used as a tool to show the existence of a language that needs legal recognition and protection.22

Peter has been supported by the Vanuatu Skills Partnership to become an award-winning handicraft producer

Situation Analysis: Sign Language in Vanuatu Situation Analysis: Sign Language in Vanuatu 21 FINDINGS FINDINGS 22

Approximately 95% of deaf and hard It also outlines that accommodations include INCLUSIVE EDUCATION FOR DEAF Deaf and hard of hearing children who are of hearing people are born to hearing subjects taught in sign language, and that AND HARD OF HEARING CHILDREN mainstreamed in inclusive schools, especially parents who usually do not know sign States parties must remove barriers and Many countries are shifting their focus from where they may be the only deaf person in language or anything about Deaf culture.23 promote accessibility and availability of special/segregated education to inclusive the classroom, or even in the school report In a resource-rich environment early inclusive opportunities for persons with education, by encouragement of the having increased social isolation, loneliness, intervention enables parents to decide on disabilities to participate on an equal basis Disabled People’s Organisation (DPO) in their and decreased identity and wellbeing.36 amplification strategies (i.e. hearing aids, with others in play, recreation and sports countries who are prompted by the CRPD. They also tend to suffer more academically cochlear implants), language choices in the school system and in extracurricular However, the relationship between special and interact less with their hearing peers in (i.e. sign language, oral methods*) activities, including in other educational education and inclusive education remains the classroom. Studies have also found that and educational strategies. The WFD environments. This includes access to extraordinarily complex. For example, it is even having a fluent interpreter in the room recommends that the best model for cultural life and to develop and utilize their necessary for deaf learners to learn sign does not provide the deaf student with full language and social skill development creative, artistic and intellectual potential, language at the beginning of their education and equitable access to the classroom or is a bilingual-bicultural model where the for their own benefit and for the enrichment if they do not have access to the language lesson content37. Having a teacher aide in deaf or hard of hearing child learns sign of society, both within and outside formal at an earlier age. Such learning might take the classroom has been demonstrated to language with their family, and learns the school settings. place by way of separation from hearing be ineffective in promoting social ability or 24 38 local language concurrently. This involves The CRPD goes on to state that persons children, even in a school committed to educational achievements in deaf students . interacting with older Deaf peers who act as inclusion which means the goal of inclusion with disabilities are entitled to recognition of 30 Challenges to effectively placing a deaf or role models and simultaneously expose the their specific cultural and linguistic identity, might be thwarted. hard of hearing child in a classroom with their family to Deaf culture. including sign languages and deaf culture. Another challenge arises when “integration” hearing peers and a sign language interpreter It is essential that families learn sign In addition, hard-of-hearing students should is confused with “inclusion”: where learners present are 39:

language with their deaf child so that families have access to quality speech therapy J with disabilities are merely placed in J Lag time between the spoken have an active role in communicating with services, induction loop technology mainstream schools without the additional message and the interpreted message. their child in sign language. Deaf children and captioning. support required to accommodate their This prevents the deaf student from need dependable access to high quality The WFD states that best practice for Deaf individual needs. The “integration” of learners equally participating, and may leave the communication partners to engage in children is full access to an education in with disabilities without full inclusion can student unable to respond, or in danger of meaningful sign language activities. their native sign language, regardless of any lead to isolation of the learner and ultimately, responding inappropriately, embarrassing Research shows parents learning a sign technological devices they may use. Even presents obstacles to meeting the education themselves and others. language at the same time as their deaf needs of all learners.31 when deaf children have access to education J child can develop communicative J Rapid rate of discussion or presentation there may be barriers in place – including The inclusion model may work for hard of competence in sign language25 and that which occurs when many speakers are lack of trained teachers, lack of teachers who hearing students, if they have access to consistent exposure to sign language at a involved in a lively discussion. are fluent in sign language and the lack of hearing aids or cochlear implants, if the young age is beneficial.26 As speakers jump in and out of a a learning environment and pedagogy that classroom is quiet, and if teacher’s aides are discussion very quickly, the message that Deaf education 32 is conducive to effective learning by deaf available. However, as deaf people are a comes through the interpreter is one long, The CRPD clearly stipulates that ‘...the students. Literacy and language does not culturally and linguistically diverse group, the undifferentiated string of words, without the education of persons, and in particular equal speech and spoken communication. WFD recommends that deaf children attend visual breaking of looking from speaker children, who are blind, deaf or deafblind, is Language development must precede a school with their deaf peers, where they are to speaker. delivered in the most appropriate languages everything else, speech development can taught in their native sign language by Deaf JJ and modes and means of communication occur later.28 The WFD29 also articulates teachers in order to best facilitate academic Space. Deaf students need to sit in areas for the individual, and in environments which that it is not possible to use sign language and social development.33 of the classroom that maximize the range maximise academic and social development. interpreters without knowing sign language. Studies suggest that deaf children attending of their visual field; they must be able to (...) In order to help ensure the realisation of bilingual schools achieve better outcomes see the instructor, the blackboard, and the this right, State Parties shall take appropriate compared to deaf children attending school interpreter all at once. This arrangement measures to employ teachers, including with a teaching aide.34 This is because is highly dependent on the cooperation teachers with disabilities, who are qualified in hearing peers also learn sign in the bilingual of the teacher, interpreter, and seating sign language...’ (Article 24).27 school. Sign language in bilingual schools arrangement. As the teacher moves around is not just a device to support the learning the room, an extra challenge is created of spoken language, but one of the school’s as the deaf student attempts to watch the languages actively used by children and teacher for expression and body language * Oral method means to use only speech and lipreading 35 cues and the interpreter for content. strategies. teachers inside and outside the classroom.

Situation Analysis: Sign Language in Vanuatu Situation Analysis: Sign Language in Vanuatu 23 FINDINGS CASE STUDY EXAMPLE - NICARAGUA 24

JJ Social skills and relationship JJ Regular opportunities for successful In terms of education, Vanuatu shares Staff at the school, unaware of the development. Though the obvious result interaction between deaf and hearing similar complexities with Nicaragua, development of this new language, saw the of not sharing a language is confusion, students, whether in mainstream schools Central America. Teachers receive low children’s gesturing as mime and as a failure the barrier of language also prevents and classes or in other contexts; and wages, schools have limited resources to acquire Spanish. Unable to understand deaf students from participating in class regular opportunities for deaf students to and deaf and hard of hearing people are what the children were saying to each other, relationship building. The light-hearted interact with other deaf students and make isolated from each other and their peers in they asked for outside help. The Nicaraguan joking or teasing that may create a warm deaf friends. the classroom. Ministry of Education contracted an American

and comfortable learning environment J J An effective communication environment Nicaragua established centres for special Sign Language linguist to assist. While for hearing students may be confusing to according to the competencies and needs education in the 1970s. One school had a analysing the language, the linguist noticed deaf students. In a speaking classroom, of the deaf student. large number of deaf children attending. that the younger children had taken the people may laugh at jokes that are funny pidgin-like form used by the older children JJ Prior to these schools, deaf people were in spoken language but are not funny in Access for deaf students to the formal largely isolated from each other and used to a higher level of complexity, with verb sign language. The jokes either are heavily curriculum through a flexible response basic home signs, but the presence of agreement and other conventions of dependent on spoken language, or they to individual need, including effective many deaf people in one school provided grammar. This more complex sign language rely on a particular tone of voice to strategies to meet the needs of all students, the conditions necessary for a language to is now known as Idioma de Señas de be conveyed. led by teachers in mainstream contexts. be developed. A vocational school for deaf Nicaragua (ISN). Studies have found that hearing students JJ Teachers (mainstream and specialist) and adolescents opened in the area in 1980 and There is now a Deaf Association - Asociación often describe their deaf peers in the learning assistants who have the necessary by 1983, there was over 400 deaf students Nacional de Sordos de Nicaragua (ANSNIC), classroom as antisocial or unlikeable40, which knowledge, skills and attitudes to enrolled in the two schools. However, classes and six Deaf faith ministries in the capital may be due to not having a shared language. effectively teach and support deaf students. were only taught in Spanish, relying on city. has been One of the major issues for deaf and hard of JJ The involvement of deaf students in lip-reading and very basic , recognised and documented, and is used in hearing students in mainstream settings is extracurricular activities, providing and were unsuccessful. deaf classrooms. that there is no exposure to deaf peers and them with opportunities to develop leisure The deaf children remained linguistically Acceptance of deaf people has grown in no access to deaf culture, which impacts on interests and social skills and to make disconnected from their teachers, but the the country, although it is estimated that their social identity41. In contrast, deaf and friends with hearing and deaf students. schoolyard, the street, and the school only 3,000 of the 600,000 deaf people in hard of hearing students who attend schools JJ bus provided fertile ground for them to Nicaragua have access to Nicaraguan Sign with their deaf and hard of hearing peers in Access for deaf students to Deaf culture communicate with each other. By combining Language. The limited numbers of people the same classroom have a stronger identity and d/Deaf adult role models; gestures and elements of their home-sign using ISN is potentially due to deaf children and do better academically. They also have JJ The involvement of deaf students in systems, a pidgin-like form and a creole-like being born to hearing parents and therefore increased language.42 decisions that affect them, for example, language rapidly emerged. These children not accessing the language until they are over educational placement and curriculum; The following outlines a properly inclusive were creating their own language. aged five to seven years old, and have the and the involvement of parents in decisions classroom for deaf students in a wholly opportunity to learn sign language in school 43 that affect their children, for example, over inclusive school in a high-income country from their deaf peers. Efforts are underway to educational placement and curriculum. with an established education system based continue to identify Deaf people and support on years of experience. This could provide JJ The involvement of deaf adults, sign language development in Nicaragua. a useful vision for Vanuatu in understanding including members of the Deaf what would be necessary to ensure deaf community, in policy making and hard of hearing students are succeeding for deaf children. academically alongside their hearing peers, JJ High academic and non-academic but would need to be tested to ascertain achievement for deaf children. whether it fits the Vanuatu system:

JJ A whole school approach, where all staff in a school share responsibility for all students and where the school promotes positive attitudes to deafness and deaf people, ensuring that deaf students feel valued members of the community.

Situation Analysis: Sign Language in Vanuatu Situation Analysis: Sign Language in Vanuatu 25 FINDINGS FINDINGS 26

Regional Context Many of the local sign languages in the KEY REGIONAL PLAYERS CURRENT PRACTICES ACROSS THE PACIFIC CURRENT SITUATION Pacific are only a few years old, and are There are Oceania branches of the WFD and strongly influenced by Australian Sign WASLI. There are WFD Oceania members Please note: while the following stakeholders Data on the situation of Deaf and hard of Language (Auslan), New Zealand Sign from Fiji, Kiribati, Samoa, Solomon Islands, and practices have been identified across the hearing people in the Pacific is not available. Language (NZSL) or, more predominantly, Australia and New Zealand. Members of Pacific, some information gained through the The WHO and UNESCAP estimate that out Signed English and are usually taught by WASLI Oceania are from Fiji, Solomon desk review and interviews may be outdated of 650 million people with disabilities44 in the hearing people who are not fluent in Auslan Islands, Australia and New Zealand. and, due to scope of this analysis, the quality Asia Pacific Region, roughly 65,000 people or NZSL49. Fijian Sign Language is around 20 of practices was not assessed. in the Pacific region are Deaf or hard of FAD was established in 2000 by the years old50 and has developed from Signed hearing45. This higher prevalence of hearing head teacher of the Gospel School for the Fiji English to have a strong Fijian ‘accent’. loss in the Pacific is primarily due to poverty Deaf and is now run entirely by Deaf Fijians. There are two schools for deaf people. and tropical diseases. The Asia Pacific is the REGIONAL FRAMEWORKS AND It has a strong presence in Fiji and is an The Hilton Special Needs School includes second highest region impacted by deafness COMMITMENTS active contributor to Pacific Deaf issues. early intervention services and goes to Grade for both children and adults46, yet the impact The CRPD has been ratified by 13 out of 15 FAD currently works with Deaf communities 8. This school serves both deaf children and of deafness in these areas has not Pacific Island Countries. in PNG, Solomon Islands and Kiribati in an children with additional disabilities. Between been studied. effort to increase the voice and visibility of The Incheon Strategy on Making the Right 20-30 deaf children are enrolled here at any deaf people across the Pacific. 53 The 2011 Deaf People and Human Rights Real for Persons with Disabilities recognises given time . The Fiji Gospel School for the around the World Survey of 93 countries47 the diverse needs of deaf and hard of hearing The Pacific Disability Forum (PDF), Deaf is operated by missionaries. This school conducted by WFD did not include the people and addresses the need to include established in 2002, works towards the serves only deaf children and begins from Pacific region simply because no data was deaf and hard of hearing people in early achievement of inclusive, barrier-free, socially pre-school and ends in Grade 8. The school available and the only Pacific Island Deaf intervention and education. It also addresses just and gender equitable societies that accepts deaf children from all over the Association, the Fiji Association of the Deaf the need to ensure information and recognise the human rights, citizenship, Pacific. There are also two high schools (FAD), did not complete the survey. If global communication is inclusive through the use of contribution and potential of people with that are equipped to educate deaf students. data trends can be applied to the Pacific, sign language interpreters or captioning51. disabilities in Pacific countries and territories. When deaf students are ready to enter high lack of access to language and interpreters The PDF is instrumental to building the school, they attend either Fiji Gospel High The Pacific Framework on the Rights of will mean most deaf women, men, girls capacity of DPOs in the Pacific. FAD is a School, which is a hearing school with six Persons with Disabilities is silent on the topic and boys are not able to access education, member of PDF and efforts are being made full-time sign language interpreters and is of Deaf and hard of hearing people52. 54 employment, justice or adequate healthcare. by PDF to support the creation of Deaf funded by the Fijian Government, or Marist associations through their DPO networks. Brothers High School, which has two full-time Deaf adults and children are also sign language interpreters55. It is reported underrepresented by DPOs at the Pacific that one Deaf student is now attending regional, national, and local levels, resulting university in Fiji.56 FAD published and in disability advocacy efforts that are not launched the Fiji Sign Language Dictionary in necessarily inclusive of, or relevant to Deaf 2005 (which is strongly influenced by Signed children and adults. FAD is the only formally English), and succeeded in getting the Fiji recognised Deaf DPO in the Pacific outside Ministry of Education to be responsible of Australia and New Zealand. There are very for paying interpreters at two schools in 48 few sign interpreters in any Pacific country . Fiji which admit deaf students57. There are Very little reliable data exists to accurately interpreters in Fiji and they have participated capture the issues faced by deaf and hard in workshops and training facilitated by the of hearing people in the Pacific and inform WASLI Oceania arm. strategies and actions that facilitate their Kiribati inclusion. It is difficult and challenging for There is a Deaf Association and an the DPOs to advocate for deaf and hard of i-Kiribati Sign Dictionary (2016), which is hearing constituency when deaf and hard of strongly influenced by Signed English58. hearing children and adults remain excluded Deaf and hard of hearing students attend the from the disability community. Lack of Kiribati School and Centre for Children with monitoring mechanisms further hampers Special Needs. Anecdotally, there is the visibility and voice of deaf and hard of one known interpreter. hearing people.

Situation Analysis: Sign Language in Vanuatu Situation Analysis: Sign Language in Vanuatu 27 FINDINGS 28 Samoa Timor-Leste There is a Deaf Association and a Samoan There is a Deaf School – Agape School for Sign Dictionary, which is strongly influenced the Deaf and a Timor-Leste Sign Language by Auslan in Upolu and American Sign (TSSL) Dictionary, which is strongly Language in Savaii.59 There is an organisation influenced by .64 called SENESE which supports children The school has approximately 100 deaf with disabilities in mainstream schools students from 5 to 58 years of age65. with the use of teacher’s aides and sign This school is operated out of the teacher’s interpreters. Assigned classrooms at some garage and receives minimal funding. schools offer venues for the provision of Agape was established in 2004, and younger additional support. SENESE also provides generations of Deaf students are now fluent sign interpreter training, and there are a few in this sign language and adding more signs, known interpreters in Samoa. which indicates ownership of sign language 66 Solomon Islands by Deaf people . The principal of the school acts as an interpreter and is training three There is a Solomon Islands Association of more people as interpreters, one of whom is the Deaf and Solomon Island Sign Language a mother of a deaf student at the school. (SISL), which is strongly influenced by Signed English60. The San Isidro Care Centre is run by Catholic Missionaries and serves deaf youth from 14 years of age. They provide training in agriculture, carpentry, cooking, sewing and life-skills with an emphasis on income-generating activities61. There are no known interpreters, except for those who are teachers at the school. Papua New Guinea The Government of Papua New Guinea has legally recognised PNG Sign Language (PNGSL), again strongly influenced by Signed English, as its country’s fourth official language and the Deaf community are now making a PNGSL Dictionary.62 Callan Services has recently established Deaf Units within some schools. One unit in Madang is also responsible for training in sign language throughout the country63. FAD has been working with people in PNG in developing their interpreters.

Victoria, a deaf Skills Centre client in Torba, carries the baskets she has made to sell at the market

Situation Analysis: Sign Language in Vanuatu Situation Analysis: Sign Language in Vanuatu 29 FINDINGS KEY FINDINGS 30

Vanuatu Context The MoET’s Inclusive Education Policy 2010 DIAGNOSIS OF DEAFNESS LANGUAGE, COMMUNICATION 68 AND SOCIALIZATION PREVALENCE OF DEAF AND -2020 proposes adoption and legislation Deafness in Vanuatu is usually diagnosed 72 HARD OF HEARING NI-VANUATU of a Melanesian, English or French sign at a later age* and therefore deaf and The majority of deaf and hard of hearing language. It also stipulates that teachers hard of hearing people in Vanuatu are informants in Vanuatu were reported or It is difficult to source data on how many should be qualified in sign language and using home signs and learning what little observed to communicate with their families people are deaf or hard of hearing in Vanuatu parents should receive training in sign Bislama/English/French they know at a with the use of simplistic gestures, basic and how many went to or are currently language. The MoET’s National Disability later age than hearing people. Delays in home signs and lip-reading. For example, enrolled in school. However, WHO global Inclusion Policy for the TVET Sector 2016 onset of first-language acquisition affect family members would point to their feet to statistics suggest that 5.3% of the population – 2020 outlines that paid sign language language acquisition and processing73 verbal indicate ‘put shoes on’ or mime splashing or 14,779 people are likely to have disabling interpreters should be provided for students memory organisation74, mastery of numeracy water on their face to indicate ‘go and wash’. hearing conditions. As in many Pacific who need them.69 and literacy75, and higher-order cognitive Two families had more developed home countries, Vanuatu’s deaf population is processing such as executive function** and signs, which may be because these families spread out over the archipelago. There is only one law that covers disability ***76 protection, the Education Act 2001, which theory of mind. This is demonstrated even had more than one deaf child. POLICY FRAMEWORKS prohibits discrimination on the basis of when deaf and hard of hearing people have The majority of deaf and hard of hearing AND COMMITMENTS disability.70 home signs. The earlier the deaf or hard of informants were unable to articulate The Vanuatu People’s Plan does not make hearing child is exposed to language, the SERVICES additional information when asked, and could any specific commitments to deaf or hard better their language learning and social skills not converse beyond their names and ‘yes’ The national DPO, Vanuatu Disability 77 of hearing people, but commits to the social are. Families shared that they did not know and ‘no’ answers when they understood Promotion and Advocacy Association (VDPA) inclusion of people with disabilities in order about sign language or receive specialist the question. Several deaf people had their reported there are no deaf DPOs. One was to empower and support them and enable early intervention support, especially around names tattooed on their arms. access to government services, buildings and established some years ago, but disbanded communicating with their deaf or hard of public spaces. There is also a commitment to when the deaf people involved returned to hearing child. Deaf and hard of hearing informants were increasing access to employment. their homes in their provinces.71 generally not able to communicate outside The Starkey Foundation visited Vanuatu of their immediate families – for example, Disability service providers who are involving 78 The National Disability Policy and Plan of for the first time in October 2017 with the when they started school, they did not have deaf and hard of hearing people include Action 2008-2015 recognised children promise of providing free hearing aids to any language to communicate with teachers the VSPD, based in Efate; and SFA, based with disabilities face significant barriers in approximately 2000 people. Vanuatu Institute or other students. Often, the home signs in Santo. It was reported that students with education, and documented the lack of of Technology informed the team about used were developed by the deaf child, learning and physical impairments are more sign language, sign language teachers and one hard of hearing person who was sent and only their immediate family had accepted than blind or deaf students. In accessible textbooks. The plan of action to New Zealand to receive either a hearing learned the gestures. stipulated that a standardised sign language response to this, VSPD plans to establish a aid or cochlear implant. In the absence of a was to be understood as a right, developed deaf group so deaf people can be consulted, locally embedded service system to provide The majority of deaf and hard of hearing or adopted by 2008 and taught nationwide work on deaf issues and develop a language. hearing aids, hard of hearing individuals are informants reported that they often did not leave their house or their village. As a result, by 2009 at Vanuatu Institute for Teacher The Vanuatu Civil Society Disability Network functionally deaf and face the same barriers many have not had the chance to develop Education and the Vanuatu Nursing School. includes around 12 organisations including as deaf people, and sign language may be their sign language with other deaf people The policy recognised sign language as a key actors such as VDPA and VSPD, who an appropriate means of communication. in their area. Many families and deaf people language, and a key action in the subset of meet on a regular schedule to collaborate reported that there is significant stigma ‘legislative and policy framework ‘sought to and advocate for change for ni-Vanuatu regarding disability in Vanuatu. This was officially recognise sign language as a with disabilities. Currently this network also reported to be a major concern resulting special language. includes one deaf individual. in an unwillingness to permit deaf children Vanuatu’s National Disability Inclusive The MoET and Vanuatu Skills Partnership, to participate in community life outside the Development Policy 2018 – 2025 recognises through the provincial Skills Centres seek to home. When deaf people do not leave their the particular barriers faced by deaf and hard include deaf and hard of hearing people in villages, they do not have the opportunity to of hearing people to school, training and their education and training programs. meet and socialize with other deaf people work. In particular the absence of a national * No indications were given for age of diagnosis. ** Executive function is a set of cognitive processes that are from nearby villages, and therefore develop sign language and the exclusionary impact necessary for the cognitive control of behaviour such as social or language skills. of this is noted. The policy implementation planning, decision making and troubleshooting. plan stipulates the need for targeted support *** Theory of Mind is how a person can empathise and towards the establishment of sign language, understand others’ emotions and actions and to understand that mental states can be the cause of and used to explain 67 to be led by the MoET. and predict the behaviour of others.

Situation Analysis: Sign Language in Vanuatu Situation Analysis: Sign Language in Vanuatu 31 KEY FINDINGS 32

All these factors suggest that deaf and Reasons included the lack of interpreters hard of hearing ni-Vanuatu continue to be (due to having no sign language), hearing excluded from political, cultural, economic aids, and inability to read or write. and social opportunities on an equitable In interviews with Vanuatu Skills Partnership basis with others, and are at risk of being staff, it was revealed that when a deaf person left behind. was attending training, family members HISTORY OF SIGN who communicated the most with the deaf LANGUAGE IN VANUATU person using home signs were often brought There have been efforts in the past by in and paid to work as an interpreter. This is a international volunteers from New Zealand reasonable stopgap measure, but as familial and Australia to teach deaf people Australian interpreters, they do not have the necessary and New Zealand sign languages. These training, ethics or impartiality to allow the volunteers ranged from hearing to Deafblind deaf person to speak for themselves and people. It was reported that volunteers practice self-determination. However, these generally did not have teaching qualifications, people who support the deaf person as an which resulted in deaf adults learning interpreter could be identified as potential to mimic the signs without meaningful future interpreters and therefore be targeted conversation. One deaf informant had a good for interpreter training. grasp of Auslan, which was taught to her It is important to note that bringing in people by Australian volunteers with the Jehovah’s who can sign a little or who know another Witness church in Freshwota. sign language to assist as a sign interpreter in Some family members were found not to communication for deaf and hard of hearing have learned any home signs, and therefore people is generally limited in its effectiveness, had limited ability to communicate with deaf as the ni-Vanuatu deaf person often does family members. For example, some family not know sign language beyond home signs members had not learnt any sign language, that are unique to their home. In addition, even when provided a copy of the local the interpreter is not a trained or qualified sign language book. These family members professional, and so may only sign one in shared that the reasons for not learning sign every 20 spoken words, or only know a few language were that it was too hard to learn, signs. These broader systemic issues limit too difficult to understand the book (which the ability of deaf and hard of hearing people maps a variety of signs used by people to exercise their rights to equality before the including, for example, 5 different signs law, education, health, work, gaining access for “coconut”), or that they were too busy. to justice and other services. SIGN INTERPRETATION IN VANUATU Understanding of the role of sign interpreters Considering the lack of a national sign is also limited. For example, interviewees language, there is no effective way for reported on at least one occasion that people to become sign language interpreters police did not accept witness statements in order to facilitate communication for or speak to deaf people using their family deaf people in essential contexts such interpreters, because they wanted to hear as education, meetings, consultations or directly from the deaf person themselves. medical appointments. On at least two Awareness and understanding about the role occasions deaf and hard of hearing people of a sign language interpreter was limited, were involved in meetings (i.e. Vanuatu and the police were sometimes unwilling to Civil Society Disability Network and local collaborate with VSDP when they tried to community meetings), but they could not explain the interpreter’s role. Victoria produces highly be actively involved because they could not sought after baskets understand what was happening.

Situation Analysis: Sign Language in Vanuatu Situation Analysis: Sign Language in Vanuatu 33 KEY FINDINGS KEY FINDINGS 34

NEGATIVE ATTITUDES AND STIGMA Churches play a central role in the spiritual, ENROLMENT COMMUNICATION It was reported that due to beliefs and taboos, cultural, family and community life of ni- In many cases deaf people and their families With the exception of one principal in in many cases families and community Vanuatu. However, it was reported that many shared that educational institutes refused Matafanga School, there were no teachers members do not involve the deaf or hard of churches do not actively engage with deaf or to enroll a deaf student, while educational identified who knew any sign language. hearing person in family and community life. hard of hearing persons and are not aware institutes reported they were unsure of how Teachers who do not know sign language Some families felt that they had broken taboo of how to ensure their services and activities to educate the deaf or hard of hearing child, are unable to effectively communicate with and been punished with a deaf child. The lack are inclusive of deaf and hard of hearing so declined the enrolment. Additionally, as deaf or hard of hearing people. There were of inclusion of their deaf or hard of hearing people. The exceptions identified included teachers did not know sign language, it made also no teachers learning sign member caused significant grief for Jehovah’s Witness and Presbyterian Church it difficult for them to assist with enrolments. beyond basic home signs. This means that in Freshwota who provided sign interpreters the family member in nearly every interview. Some families shared they were hesitant deaf and hard of hearing people are not able and actively worked with deaf people to Families were often the source of unintentional to enroll their child because their child to actively participate in their education and increase their language. exclusion, but were also equally as likely to be could not communicate and they thought it progress alongside their peers. aggrieved by the exclusion of the deaf person. ACCESS TO EDUCATION would be too much work for the teachers. The principal from Matafanga School had They were worried about what would happen AND TRAINING In other cases, families thought that deaf been asked to teach three deaf students to the deaf person without them present – Educational challenges identified and hard of hearing children couldn’t learn basic sign language and Basic English skills or when they (the guardian) died. In some included barriers to enrolling in schools, and therefore thought it wasn’t worthwhile for 45 minutes a day using a mixture of cases, the siblings have taken on the communication challenges with teachers and sending them to school. There was a wide Auslan from an Auslan dictionary and NZSL responsibility of support. classmates, limited participation in classes, assumption that deaf people could not learn from an unaccredited and poorly drawn sign Families felt that their deaf or hard of being progressed to next grades without or were too hard to teach. This attitude was language book. As this teacher had no prior hearing child was unable to do things like learning anything, school policy and resource also found amongst school principals, who knowledge or understanding of the grammar other children who were not deaf or hard of limitations – all of which have led to high thought that deaf people could not learn of Auslan or NZSL, she unintentionally taught hearing and therefore would not allow them dropout rates for deaf and hard of academically, and were therefore better off a form of Signed English to the students to ride bikes, or in at least one case, hearing students. in a vocational training program. While these teaching around 5 signs once or twice a sterilised their daughter after she had a child. attitudes and assumptions were not explored week with a stronger focus on written English The majority of deaf people and families Families perceived their deaf family member further, access to a language with which to acquisition. However, it is important to note interviewed indicated that they would attend as ‘short tempered’, possibly due to communicate can often change people’s that Matafanga School was the only school or send their deaf or hard of hearing child to frustration at not being understood or negative perceptions of the capacities of identified as actively striving for inclusion a deaf school, or a place where students are able to understand what is happening. deaf and hard of hearing people. and provision of sign language classes in a taught** in sign language if such a place bilingual model. It was reported by a large number of families was available. Some interviewees noted that it can be of deaf or hard of hearing people that deaf challenging for adult deaf and hard of family members do not leave their houses or hearing people to enroll in post-school villages, because no-one wants to storian* education and training due to language with them. It was reported that often, the barriers. One example given included a deaf community does not think highly of the deaf person who expressed interest in attending a or hard of hearing person and therefore post-school education and training institute. ignores their needs, bullies them and does The institute, however, had no means of not care for them. It was reported that hearing communication with the person and was children in the village usually communicated unable to advise on enrolment requirements. better with the deaf and hard of hearing Therefore, the deaf person never enrolled. adults because they were open to using more visual communication tactics and had more time. Family members shared it was hard to watch their deaf family member trying to communicate with others, because then they would need to stop what they were doing and intervene, and to keep the peace. Other families shared that it is distressing * Storian means to get together and talk without an when their deaf child cried, because they did intended motive. ** Education in this context includes all subject matters being not know why they were crying. taught in sign language, not just learning sign language

Situation Analysis: Sign Language in Vanuatu Situation Analysis: Sign Language in Vanuatu 35 KEY FINDINGS KEY FINDINGS 36 NEGATIVE AT TITUDES CLASSROOM PRESENCE PROGRESSING ONTO ACCESS TO PAID WORK Teachers were regularly found to have sent VERSUS CLASS PARTICIPATION THE NEXT GRADES Due to limited access to education, deaf deaf and hard of hearing children home At one school, a teacher’s aide was paid One family is paying for two deaf sons to and hard of hearing people experience within a week or month of commencing the for by an ex-patriate couple to support a attend school. The father reported that his limited literacy and numeracy, which is a first grade, and in most cases families did not deaf student. When the couple left Vanuatu sons do not understand the school work and barrier to vocational training and paid work. ask why or fight the action. When families there was no one to pay the aide’s salary so despite not making any educational progress When employed, the lack of language limits did ask why their child was sent home, she left, negatively impacting the student’s are being promoted through the grades. The engagement with coworkers in both work- teachers stated that the child was education. This was especially devastating father of these deaf boys has approached the related and social interactions. The majority ‘unteachable’. Some education stakeholders for the mother, who had seen a significant school to ask why his sons are not learning of deaf people work with their families in their expressed that teachers tend to give up positive impact on her child while the anything, but has not received answers. gardens or cook for the household. easily when their strategies did not work, teacher’s aide was in place. POLICIES AND RESOURCES Despite a predominately inaccessible did not want to go the extra mile to be There are limits on how much deaf and Even though there is an Inclusive Education education system, 12 of the 50 deaf people inclusive and that students with disabilities hard of hearing people can learn in a large the team interviewed (24%) were engaged are viewed as being “extra work”. Some Policy, many schools are not aware of it, and classroom environment where they are have not begun to implement the approaches in paid work. Though they reported little teachers were said to lack confidence in unable to understand the content of lessons. interactions with workmates they expressed working with deaf students. outlined in the policy. It was reported that Deaf and hard of hearing children who attend another challenge with this policy is that there enjoyment of their work. The individuals Many deaf and hard of hearing people school are at risk of being present in lessons, is ‘no bite’ – there are no consequences for interviewed were employed in a range of reported that they grow up with friends but not participating or understanding what is not implementing the policy. vocations including:

but were also frequently bullied in school. being taught. In many cases, the child or their J Resources are very limited with only J Bricklayer They reported experiencing negative parents subsequently decided it was * attitudes from teachers and classmates not worth attending school. 460,000 VUV (approximately $5,400 AUD) JJ Chef for the National Inclusive Education Budget, and significant communication barriers. JJ Another barrier to accessing school is the which is also shared with education in Business services at Vanuatu Air cost of transport, which may limit the ability emergencies and is available for discretionary (two people) of a deaf or hard of hearing child to attend use by the director. JJ Shop cleaner an inclusive school that may be outside of JJ their village. For example, it costs a significant Some educational institutes (including Gardener

VSPD’s Early Intervention program, MoET’s J amount of money to travel around Santo. J Copra three pilot inclusive primary schools and One post-school education and training VIT) accept referrals of deaf people, but JJ Construction

institute, the Vanuatu Institute of Technology J these referrals are rare. In many countries J Maintenance work (VIT) had included deaf students. Initially where participation by deaf people has JJ the teachers at VIT did not know how to been limited, stakeholders must invest Handicrafts vendor at market work with deaf students, and found this in and take active steps to seek out and JJ Screen-printing shirts and sarongs to very difficult to navigate, but VIT has since support the inclusion and participation of sell at market successfully graduated two deaf students deaf people in educational institutes. With JJ Tailor who are now in employment. The methods support from Vanuatu Skills Partnership, VIT used were ensuring the deaf students were and Vanuatu Agriculture College (VAC) are in the front of the classroom, and with one currently drafting disability policies to ensure student, the use of a friend as a peer-tutor accessibility and are willing to accept more and interpreter. The hearing student received deaf students. a scholarship for undertaking this role.

* 1/11/2017, Communication with Inclusive Education Officer, MoET.

Situation Analysis: Sign Language in Vanuatu Situation Analysis: Sign Language in Vanuatu 37 KEY FINDINGS KEY FINDINGS 38

GOOD PRACTICES VANUATU CIVIL SOCIETY VANUATU SKILLS PARTNERSHIP Vanuatu Skills Partnership has also done Good practices, which can be built on and DISABILITY NETWORK The Vanuatu Skills Partnership has significant work with trainers to ensure learned from, were identified. These are The Vanuatu Civil Society Disability Network made significant investment to strengthen they are able to support deaf students in described below. (VCSDN) is advocating with stakeholders to their approach to disability inclusion to training sessions. Out of all the deaf and * DEAF CAMP change negative attitudes towards people ensure people with disabilities including hard of hearing people who participated in with disabilities, including deaf and hard of deaf people can access their program. training facilitated by the program, only two For the first time, a Deaf Camp, organised hearing people. VCSDN aims to establish a This is done through provision of reasonable were unable to finish courses due to their by SFA and supported by Vanuatu Skills deaf group to ensure representation of the accommodations for people with disabilities interpreters (relatives) falling ill, and all of Partnership, was held in Santo in October deaf community as well as be responsible who are involved in Skills Centre activities, those who finished are either employed, 2017, which hosted approximately 25 deaf for sign language development. including paying for interpreters (often a self-employed or working for the family. people and their family members to allow SIGN LANGUAGE COMMITTEE family member). It has provided training VANUATU INSTITUTE OF them to develop their language together * opportunities to several deaf and hard of TECHNOLOGY and to develop a network of peers. There is a Sign Language Committee hearing people who now work with their Initially the teachers at VIT did not know how This camp was considered to be very at MoET, which plans to meet regularly to family businesses. It has proven to be an to work with deaf students, but with support successful for deaf people by families and make decisions on establishing a national effective referral mechanism for deaf people from the Vanuatu Skills Partnership, VIT has SFA. For example, one young man started sign language. This group includes the to enroll in courses at VIT. Two deaf people successfully enrolled, graduated and placed the camp not interacting with anyone, Disability Inclusion Coordinator from who successfully completed their studies at two deaf female students, both of whom only joining the group for meals. By the end Vanuatu Skills Partnership, the Inclusive VIT through the support of the Partnership are now employed. The methods used to of the camp he had learned some signs Education Officer from MoET, the Disability are now in formal paid employment, one include deaf students were ensuring the deaf and made some friends. While the families Inclusion Officer for Curriculum Design from of whom was interviewed for this situation students were in the front of the classroom, who attended did not want to learn sign MoET, an interpreter from Epi and a yet to be analysis. Vanuatu Skills Partnership has a and with one student, the engagement as it was ‘for them’ (the deaf people), there designated deaf person. The committee has strong commitment to ensuring that deaf and of a close friend of the deaf person as a is opportunity for building better family yet to meet. hard of hearing people and those with other peer-tutor and interpreter. The hearing awareness and sign language use. forms of disabilities can access skills training student received a scholarship for MATAFANGA SCHOOL through the provincial Skills Centres under undertaking this role. Matafanga School in Gaua, Torba Province, the MoET. SANTO EAST PRIMARY SCHOOL started enrolling deaf students after being The Vanuatu Skills Partnership has approached by a parent of two deaf done much to support training providers The principal at Santo East Primary School ** children. The school now has one 45 minute to include deaf people in training activities is collaborating with a VSA volunteer with class every school day for their three deaf despite the significant communication SFA to have a single classroom set aside for students where they are able to learn some barriers. The strategies used include deaf students who would be taught in sign basic signs concurrently with their teacher. speaking slowly – relying on lip-reading if the language by a Deaf New Zealand qualified *** The class also covers Basic English. Deaf deaf person was able to lip-read, using facial Teacher of the Deaf . However, the principal students are reported to have a 99 -100% expressions, using pictures and using family is of the opinion that deaf and hard of hearing attendance rate and are progressing with members to interpret if possible. A formalized people are better suited for TVET programs their peers through grades. The school is sign language and qualified sign interpreters as opposed to formal education. also actively seeking deaf children to enroll. would amplify the numbers, opportunities Their educational outcomes were and learning outcomes for students in future. not assessed during this situation analysis, but exploration of how educational outcomes can improve for Deaf and Hard of hearing students in the school system could be explored in a study in future.

* Exact numbers have not been provided. ** Efforts at Santo East remain in the development phase, with relevant approvals, funding, visas and contracting not yet in place. *** It is not known in what language the classes will be taught or how the classes will be run.

Situation Analysis: Sign Language in Vanuatu Situation Analysis: Sign Language in Vanuatu 39 CONCLUSIONS BASED ON THE CURRENT SITUATION KEY RECOMMENDATIONS 40

It is clear that there is a stark need for the Vanuatu has already demonstrated RECOMMENDATION ONE: Long Term Actions: development of sign language, and for the beginnings of inclusive practices Creating Spaces and JJ Fund deaf camps to be held every six opportunities to be created for deaf and hard through the work of the Vanuatu Skills Supporting Self-Advocacy months in each province. Train a local of hearing people to unite and create their Partnership, and while current practices Create safe spaces for deaf and hard of deaf or hard of hearing counterpart to community, language, culture and social have been identified, further study is needed hearing people to meet, socialise and organise and lead these camps. skills. Having sign language will increase within each sector to identify the main develop their language in order to build JJ Provide funding for deaf and hard of opportunities for currently marginalised deaf barriers and facilitators of inclusion. While this a Deaf community which will in turn hearing people to meet nationally and and hard of hearing people to communicate, study focused on access to sign language empower deaf people. establish capacity building opportunities develop social skills, gain an education, and informal and formal training, broader JJ for deaf and hard of hearing people. participate in cultural and social life, gain systemic issues play a key role in creating Create spaces for deaf and hard of hearing access to paid work and participate in barriers for deaf and hard of hearing people, people to meet, socialise and develop their JJ Hold a national Deaf camp, which is political process amongst many other rights. particularly in the early years – especially language, Deaf community and identity. organised and led by deaf and hard of Having a nationally recognised sign language around access to early diagnosis and Ideally this gathering would be on a daily or hearing people. weekly basis, but until there are more funds will also allow for the development of sign intervention programs as well as models JJ Implement parallel camps: one for language interpreters who will be bridges of education that support deaf education. available, province-wide deaf camps would be ideal. children of deaf parents, where children of communication for hearing and deaf and These need further exploration in their own can storian about challenges and hard of hearing people enabling access right. Short Term Action: strategies; and the second for parents to broader educational and employment Many families mentioned that it was the first JJ Create a variety of ways for ni-Vanuatu of deaf children who would also discuss opportunities and engage in public and time that anyone had ever spoken to them deaf and hard of hearing to meet in their educational and communication strategies private spaces. about their deaf or hard of hearing family local communities. This could include with their deaf and hard of hearing While some policies and stakeholders have member and were grateful for the opportunity establishing a location which allows the children.

deaf and hard of hearing people to get J suggested adopting another sign language, to talk about this. They also asked what the J Build and strengthen deaf-specific this is not recommended practice according team were going to do for them, their deaf together in a safe space to storian and advocacy groups. to the WFD because sign languages or hard of hearing family member, or the develop a language that builds on the are and need to be influenced by the situation. existing home signs, which would be Short Term Action: culture, heritage and traditions of its own recorded by deaf people themselves. JJ Support and build on VSPD’s plans to country. To adopt a sign language that is A local DPO or linguist could potentially create and support a deaf group in Port faithful to the Vanuatu context, culture or support documentation. This action could Vila. Ideally this group will become an Bislama language and to create spaces for also be a part of the strategy of the sign affiliate to the national Disabled Peoples deaf people to come together, stakeholders language committee. Organisation – VPDA and link with such as Government, civil society, service Medium Term Action: provincial/local groups developing above. providers and, importantly, deaf and hard JJ Resource the continuation and expansion Medium Term Action: of hearing people and their families will of deaf camps strengthening the JJ Build capacity of the deaf group so that need to work together to address some key approach used by the deaf camp held in they become a stand-alone DPO and are challenges moving forward. With 83 islands October 2017. Part of this approach could represented in the DPO Network. in Vanuatu it will be important to strategise include campers and families mentoring how to enable deaf people to gather together Long Term Actions: other deaf people and families in their in order to develop a language which can JJ own communities in between camps. Support affiliation of the deaf DPO with be easily shared. It will also be necessary the WFD. Membership in the WFD would to respect and allow time for the diversity enable participation in and technical of languages and cultures in Vanuatu, to be support on advocacy issues. This considered and inform mutual understanding membership will enable the Deaf people and agreement in signs. of Vanuatu to have access to information and global camps such as the WFD’s Junior Camp and Youth Camps, where young deaf and hard of hearing people can develop as leaders in their countries.

JJ Support the expansion of the Deaf DPO to other provinces.

Situation Analysis: Sign Language in Vanuatu Situation Analysis: Sign Language in Vanuatu 41 KEY RECOMMENDATIONS KEY RECOMMENDATIONS 42

RECOMMENDATION TWO: JJ Involve deaf and hard of hearing people in RECOMMENDATION THREE: JJ Establish family support programs and sign Sign Language Development the MoET Sign Language Working Group in Deaf Resource Centre language interpreter training in the Deaf Develop a sign language that is used leadership and other roles. Consider establishing a Deaf Resource Resource Centre. nationally and led by deaf and hard of Short Term Action: Centre where deaf people can develop Short Term Action: hearing ni-Vanuatu people. JJ Identify a deaf person to sit on the their sign language and learn from each JJ Provide classes in sign language to other. This would also be a place where JJ Using a rights-based, locally-led, culturally working group. families, teachers and interested people. families, teachers and other interested and contextually appropriate approach, Medium Term Action: Medium Term Actions: develop a sign language that can be used people could learn sign language. In the JJ Quarantine a budget for the group JJ Actively identify people who are informally nationally. The Sign Language Manual future sign language interpreters could in order to provide reasonable working as interpreters for deaf family created by the WFD79 recommends be trained at the resource centre by deaf accommodations such as interpreting, members and target them for formal that a Deaf linguist* works with the deaf ni-Vanuatu and the WASLI. to enable deaf members to interpreter training. community in-country and a local deaf JJ Pilot a Disability Resource Centre Model, actively participate. J counterpart who they teach to take on the for example within the context of the work J Recruit interpreters for Vanuatu Skills role of documenting the sign language. Long Term Action: of Santo East Primary School. Partnership activities from among people This strategy would be a long-term process JJ A counterpart from the MOET Short Term Action: who are informally serving as interpreters and require investment over time as there sign language group could work with for their deaf family members. JJ The planning process currently being is currently no deaf community, or existing the nominated deaf person in order Long Term Action: language. The national sign language undertaken by the principal at Santo East to develop his/her capacity to lead J Primary School could be strengthened J Establish training of sign language should take into account the natural the group. variation of language. and supported by MoET. interpreters by deaf ni-Vanuatu with Medium Term Action: the support of the WASLI at the Deaf Short Term Action: Resource Centre. JJ J Establish a Deaf Resource Centre J Government of Vanuatu and other interested stakeholders to partner with teaching the MoET school curriculum in WFD80 and PDF** to explore the situation sign language. This will allow deaf and further to determine the next steps. hard of hearing people to learn alongside Caution should be taken to ensure that their deaf and hard of hearing peers, learn the decision on sign language is made sign language and develop their cultural with strong, active engagement by deaf and linguistic identity. This resource and hard of hearing ni-Vanuatu people. centre could also be a place where families, teachers and other interested Medium Term Action: people could learn sign language.

JJ Continue to support the safe space Long Term Action: already established for deaf and hard of JJ hearing people to meet, enable language Establish a Deaf Resource Centre in other development and growth. key locations.

* The Deaf linguist would not provide any sign, but share the space with the deaf and hard of hearing ni-Vanuatu until she or he has picked up enough of the language to be able to interact and then begin trainings. Deaf Development Programme. . ** The PDF has the expertise of working within the Pacific.

Situation Analysis: Sign Language in Vanuatu Situation Analysis: Sign Language in Vanuatu 43 KEY RECOMMENDATIONS KEY RECOMMENDATIONS 44

RECOMMENDATION FOUR: RECOMMENDATION FIVE: JJ VCSDN has taken an important RECOMMENDATION SIX: Policy and Legal Changes Raise awareness and step by including a deaf person as Increasing Resources and Address the terminology used to advocate in the Community. representative of the deaf and hard of Support Services for Post-School describe deaf and hard of hearing Actively including deaf and hard of hearing community in the network. This Education and Training people, especially in legal and hearing people in daily family and representation should be strengthened Increase resources and support services policy frameworks. community activities enables deaf and by addressing communication barriers for post-school education and training to active participation through increased J hard of hearing people to participate providers to enable enrolment, retention J Legislation, policies and documents as valued and equal members of membership, training and reasonable and learning outcomes for deaf and hard should be updated to reflect the accommodations. international language recommendation their communities, reduces stigma of hearing students.

and increases awareness in the J by WFD and IFHOH to describe deaf and Short Term Action: J Mobilise training and resources such as hard of hearing people as Deaf or Hard of wider community. JJ The network should invite two or more teacher’s aides, sign interpreters and visual Hearing instead of ‘hearing impaired’. JJ Support VDPA together with deaf and hard deaf people who can read and write and practical resources to enable deaf

J of hearing people to raise awareness in English or Bislama to join the network. students to learn alongside their peers in J Ensure that provisions are included VCSDN should provide clarity of their for reasonable accommodations to be their local community including: mainstream post-school education and role in the network and should articulate made and for use of sign language in all Short Term Actions: training settings. the proactive steps it will take to enable legislation and policies. JJ Short Term Actions: Support the deaf community to celebrate deaf representatives to fully participate. JJ JJ Ensure that the new national disability the International Day of Sign Languages This may include meeting with deaf Train trainers to enable them to adapt to policy includes reference to and actions on 23 September (the inaugural day will representatives before the meeting, having a deaf or hard of hearing student relevant to deaf and hard of hearing be celebrated in 2018). providing written agenda materials in the classroom – VIT could be used

J as an information resource on how they people including the development of J Support the deaf community to celebrate in advance of the meeting, providing sign language. the WFD’s initiative: International Day of a note taker to facilitate participation addressed their challenges.

JJ JJ Raise awareness amongst DPO Deaf People held on the last Sunday of deaf representatives in discussion Increase the intake of deaf and hard of members regarding terminology, of September. and assigning a ‘communication hearing students in training. captain’ whose role is to ensure that issues and preferences of deaf JJ Other activities such as International JJ Actively seek and receive referrals from communication runs smoothly. people internationally (for example deaf Day of People with Disabilities could deaf and hard of hearing students. people reject ‘person-first’ language Medium Term Action: include activities which are inclusive Medium Term Actions: and therefore when speaking about and recognise deaf people and their JJ The Network should utilise deaf and JJ Pay for interpreters to be present in the deaf people, they refer to them contribution to Vanuatu society. hard of hearing members who can read accordingly, instead of ‘people classroom. In this context, the interpreters JJ and write English, French or Bislama Support faith communities to include deaf will most likely be family members. with hearing impairment’). to work as a team with the other deaf and hard of hearing people by: Ensure that all resources have visual people to facilitate contribution to accompaniments. Short Term Action: the discussions. JJ Churches and church leaders could JJ Pay for teacher’s aides who are fluent Long Term Action: actively recognise their deaf and hard of in sign language, or pay available family hearing parishioners by taking the time to JJ Once a national sign language is members as teacher’s aides to support meet with them to ensure they are able to established, it would be ideal to have an deaf or hard of hearing persons in learn from sermons. interpreter in the room for all meetings. the classroom. Medium Term Action: Long Term Action: JJ Church networks could be utilised to JJ Have sign interpreters available and enable other churches to learn from the consider teaching some classes only in existing churches who use interpreters to sign language.

engage with their deaf congregations, in J J Employ willing and qualified deaf and hard order to learn how to support their deaf * This could be a co-teaching endeavour where the teacher of hearing graduated students to teach* and hard of hearing parishioners. and the deaf graduate co-teach – the deaf person will have had the experience of the classroom and the work itself, and other deaf and hard of hearing students. Long Term Action: the teacher can provide additional information. This means that both teachers will support each other and the deaf and J J Churches could use sign interpreters in hard of hearing students will benefit from having a class in a their services. visual language.

Situation Analysis: Sign Language in Vanuatu Situation Analysis: Sign Language in Vanuatu 45 KEY RECOMMENDATIONS KEY RECOMMENDATIONS 46

RECOMMENDATION SEVEN: JJ Consider teaching classroom subjects in JJ Strengthen early identification and early Cross-Sectoral Inclusion of sign language to facilitate learning by deaf intervention services to support families Deaf and Hard of Hearing People students beyond life skills in line with the from the moment their child is identified JJ Government, development partners national curriculum. as deaf or hard of hearing to learn sign

J language and to communicate with their and relevant sector stakeholders could J Ensure sign language classes are a part resource further studies to explore of the curriculum for hearing students. child. Priority attention should be given to the enablers and barriers experienced the following, noting the need for further JJ by deaf and hard of hearing people Recruit a foreign Deaf teacher who feasibility studies in the following areas: is fluent in sign language as this and their families to other essential JJ person would be able to adapt to Early Identification and referral: Ministry mainstream and specialised services. the local language. of Health to consider strategies for These services, which include a focus on and resource capacity to appropriately strengthening access to quality education JJ Consider moving towards bilingual assess newborns and young children for deaf and hard of hearing children, are education: a bilingual model of education for deafness and establish systems to critical to the participation and future of is an important model to explore as the refer the child and family to an early the deaf and hard of hearing communities. means through which deaf and hard of intervention program equipped to work hearing children can gain better education JJ Access to education: explore an with deaf and hard of hearing children appropriate model for education of outcomes. Full inclusion in an inclusive and their families. hearing school means that everyone in deaf and hard of hearing learners JJ the school, from principal to teacher, Access to early intervention and in Vanuatu’s education system. to students to the cleaner, would be fluent education: Establish an early intervention Feasibility studies should consider the in sign and every single subject was program specialised in working whole education system and include taught in sign81. In a bilingual model, deaf with families with a deaf or hard of consideration of, but not be limited to: students would learn together with their hearing child that incorporates sign enablers and barriers to enrolments, deaf peers within a mainstream school language training, strategies on how retention and learning outcomes for deaf setting and join hearing peers in activities to communicate with a deaf or hard of and hard of hearing students; modification where language is less needed, for hearing child and educational planning. requirements for the existing Government example, sports. Students and teachers As a short-term strategy, consideration of Vanuatu curriculum, assessment and in the school who are not deaf or hard of could be given to supporting VSPD transition starting from kindergarten hearing who learn sign language develop to strengthen their early intervention through to secondary school; support positive attitudes toward deafness82. programs to cater for deaf and hard of services and resources required such A bilingual setting develops social and hearing children and their families. as teacher’s aides, sign interpreters and academic proficiency in both sign and JJ Access to hearing aids: having classes conducted only in sign spoken language83. Establishing a locally sustainable language to enable learning; teacher system for the provision of assistive capacity and support for families. technology such as hearing aids, The scope of studying feasible building on the work currently undertaken educational options in Vanuatu could by the Starkey Foundation. include studying the experience of Matafanga school and evaluating strengthening approaches such as:

JJ Use of ‘video’ sign language resources like apps and websites rather than the book dictionary they are currently using. This would improve the use of correct signs, as sign language is a visual language which book dictionaries cannot demonstrate fully. (Deaf students at Matafanga, for example, were found to misunderstand some images in book dictionaries).

Situation Analysis: Sign Language in Vanuatu Situation Analysis: Sign Language in Vanuatu 47 ANNEX A: CLARIFICATION OF TERMS ANNEX A: CLARIFICATION OF TERMS 48

DISABILITY DEAF AND HARD OF HEARING Individuals can choose an audiological or HOME SIGNS The United Nations Convention on the Rights Many Deaf and Hard of Hearing people are cultural perspective. This choice is up to the Home sign is a basic communication system of Persons with Disabilities, the guiding significantly left behind in all aspects of life86. individual and relies on personal comfort level created within a family with one or few international framework in understanding The major barriers for deaf people are lack with the labelling, mode of communication, deaf members. Home signs are gestural and approaching disability, states that people of recognition, acceptance and usage of and acceptance of their deafness. communication systems which convey with disabilities include ‘those who have sign language in all areas of life, and lack The World Federation of the Deaf and concrete ideas, such as ‘wash’, ‘clothes’, long-term physical, mental, intellectual or of respect for Deaf people’s cultural and ‘drive’. The biggest difference between 87 the International Federation of Hard of sensory impairments which in interaction linguistic identity . When hearing people Hearing have signed a memorandum of ‘home signs’ and ‘sign language’ is the with various barriers may hinder their full and cannot communicate with deaf people, understanding which agrees that the term number of people who use this system of effective participation in society on an equal deaf people can be viewed as also having communication as their primary language. 84 ‘hearing impaired’ is both offensive and an basis with others” . This understanding of intellectual disabilities, and therefore be inaccurate term to describe people who are In home sign, it is often just one person, disability is consistent with that outlined in stigmatised, and assigned social roles and 95 while in either a village or a deaf community 88 deaf or hard of hearing . It is important that 99 Vanuatu’s national disability policy. even traits consistent with this belief . the words ‘D/deaf’ or ‘Hard of Hearing’ are sign language is used by many people. Of key importance to the conceptualisation In the , the lowercase used, and not the words ’hearing impaired’ in Literature suggests that home signs never develop into a full language, even after of disability set out in the Convention on ‘deaf’ often refers to a property of the body order to reflect what deaf and hard of hearing 100 the Rights of Persons with Disabilities is (i.e. the physical inability to hear), while the people prefer. It is also recognised that many 20 years of use as they are usually the understanding that the experience of uppercase ‘Deaf’ is often used to refer to countries, including Vanuatu, still use ‘hearing formed by the deaf person themselves as a child, and are only used within the signer’s disability arises not from impairments the cultural and linguistic aspects of being impaired’ as terminology in their official 101,102 (i.e. problems in body functions or structures) deaf89. It is important to clarify that Deaf documents. For the purpose of this report, family . Therefore, while home signs may alone, but from the interaction between a people who identify themselves as Deaf the term deaf and hard of hearing is used. inform the development of a national sign language, they are not a substitute103. person’s impairment and the barriers to full do not consider themselves people with a HEARING participation in their community experience, disability90. In fact, Deaf people have a proud SIGNED ENGLISH From a biomedical perspective hearing on an equal basis of others85. The experience history of culture and language and therefore people have been defined as those with Signed English is a manually coded of disability is diverse. A broad array of types consider themselves an ethnic, cultural and ‘normal’ range of hearing. In the context of communication form which was created and degrees of impairment interact with a linguistic minority91. Many people who have Deaf culture, ‘hearing’ means the opposite in an attempt to teach deaf and hard of range of factors including environmental, a Deaf identity do not want to be cured and 104 of ‘Deaf’. hearing children English . While there are gender and age. This means that no two see nothing wrong with their deafness92. minimal as-yet defined useful capabilities people with disabilities are likely to have the However, there are still many deaf people in SIGN LANGUAGE in the classroom around learning written same experience. communities and countries who do identify Sign language is an actual language with its English, it takes twice as long to articulate as as being a person with disability and are own syntax, grammar and language rules96. words, which means the rate of articulation joining disability movements, including The language is usually developed by deaf must be decreased to an unnaturally slow through representative organisations of people and strongly influenced by the local pace105. It is not a natural language and people with disabilities, to gain greater culture.97 For example, Auslan has its roots combines unwieldy whole signed English visibility, voice and opportunities in life. in (BSL) because this words to make a whole sentence (i.e. ‘care’ As their opportunities to develop their own was the language that was brought from + ‘full’ + ‘y’ to say ‘carefully’). Signed English ethnicities, cultures and languages increases, England when Britain colonised Australia is not regarded by WFD as a language their identity may sit more strongly with the but has grown into its own language in itself due to the fact that it has been Deaf community. influenced by multiculturalism, intentionally invented by particular individuals 98 The term Hard of Hearing can denote a local cultures and history. to represent spoken language to be used person with a mild-to-moderate hearing in the classroom and therefore is known as loss, or a deaf person who does not want an artificial sign system106; and is not used or have any cultural affiliation with the Deaf spontaneously in a wider community or community, or both93. Hard of hearing people used as everyday communication. usually can communicate through spoken language and often can benefit from hearing aids and cochlear implants94.

Situation Analysis: Sign Language in Vanuatu Situation Analysis: Sign Language in Vanuatu 49 ANNEX A: CLARIFICATION OF TERMS ANNEX A: CLARIFICATION OF TERMS 50

LIP-READING In addition to receiving an appropriate DEAF CULTURE SIGN INTERPRETER Lip-reading or speechreading is where deaf hearing aid, speech training or sign language It could be said that there are three views The role of the interpreter is to interpret and hard of hearing people focus on the lips is still required to ensure equitable or full of Deaf people – the medical, social and between people who use a signed language of the other person speaking. This works with access and participation. cultural-linguistic. The medical view is and a spoken language and provide some hearing to fill in the consonants and A cochlear implant is a device which is commonly associated with doctors and complete and accurate information both to vowels as many of the lip patterns are very focuses on the “cure”. The social view Deaf and hearing people. In order to work 107 implanted into the skull. This requires similar (i.e. ‘shoes’ and ‘shoot’) . It is not an surgery where all residual hearing is is where Deaf people are “welcomed” effectively as an interpreter, it is important effective way to communicate as it requires eliminated, and a metal coil is inserted into into the hearing world, and provided that the interpreter focus on impartially the speaker to always look at the deaf or the cochlear inside the ear. A magnet is accommodations such as interpreters. performing their interpreting work. hard of hearing person, for the conditions worn over the ear which is connected to People with this view feel as though it is the It is also important that the interpreter be to be ideal (i.e. lighting, background noise, the internal device and amplifies hearing. duty of the Deaf individual to find their own aware of how to make ethical decisions, and no interruptions) and it must be contextual This also requires batteries which are way into a predominantly hearing society. this includes: ensuring their skills are suitable (i.e. do not start a new topic in the middle of changed regularly. But it is important The cultural-linguistic view recognises Deaf for the assignment, engaging in on-going talking, the deaf or hard of hearing person to note that when this is turned off, the people as a minority culture with their own professional development to better their skills won’t be primed for this). Even in perfect person is still deaf. Use of cochlear language, social norms and culture, and and understanding of interpreting, doing the conditions, the deaf or hard of hearing implants without appropriate, medical, promotes Deaf people’s right to a collective preparation work required to do a good job person will only pick up around 60% of space within society to pass on their 108 educational, psychological and hearing 114 of interpreting, turning down work for which what is being said . In less resourced professional resources and services are language and culture to future generations . they are not qualified and turning down work settings like Vanuatu, without access to not recommended by the World Health Being involved in the Deaf community and when they know that they cannot take an hearing aids to help pick up cues, learning Organisation. The World Health Organisation culturally identifying as Deaf has been shown impartial stance to the interaction122. to lip-read may be difficult. Deaf and hard also suggests that “affordable” hearing to significantly contribute to positive self- 115 Deaf and hard of hearing people have the of hearing people need to be taught how amplifications should be no more than esteem in Deaf individuals . This community right to represent themselves and direct to lip-read if they choose because it is not 3% of the per capita of the user’s country, provides support, easy social interaction, and 109 their own lives. They expect interpreters to always an innate skill . which is not possible in less resourced a “refuge from the grinding frustrations of the 116 understand and be engaged in proactive AMPLIFICATION: HEARING AIDS AND settings111. In such settings, the resources hearing world.” Conversely, Deaf individuals activities aimed at achieving equality. For COCHLEAR IMPLANTS required for cochlear implants could be more who are not a part of the Deaf community example, deaf and hard of hearing people effectively used for less costly interventions are forced to conform to the hearing world, Amplification options include things such 117 need to represent themselves in all aspects that reach a greater number of people, such resulting in lower self-esteem . as hearing aids and cochlear implants. of life, including in decision making on as hearing aids. A hearing aid is a device that makes sounds In Deaf culture, person-first language Boards and Committees. Deaf people must louder so that a person can hear more easily. COMMUNICATION DIFFICULTIES (i.e., “Person who is deaf”, “person who is take on these leadership roles, while the hard of hearing”) has long been rejected There are many types of hearing aids and For the purposes of this analysis, interpreter remains the vehicle through which since being culturally Deaf is seen as a therefore a person must be assessed and communication difficulties meant people who the communication occurs. It would not be source of positive identity and pride.118 fitted by trained personnel so that the had difficulties or could not communicate appropriate for an interpreter who is hearing Instead, Deaf culture uses Deaf-first hearing aid can match their hearing levels. through the audiological, spoken word or to be the President or a leading board language: “Deaf person” or “hard-of-hearing Hearing aids need frequent battery changes; understand spoken words due to reasons member of a Deaf club or association or for person”119. Deaf culture intersects with the frequency of battery changes will depend such as cerebral palsy, difficulty speaking them to speak for a deaf or hard of hearing nationality, education, race, ethnicity, gender, on many factors such as use, climate, or another undefined reason112. People who person without their consent123. class, sexual orientation, and other identity how well the hearing aid is looked after. experience communication difficulties would markers, leading to a culture that is at once Hearing aids need ongoing maintenance and benefit from sign language assuming that quite small and also tremendously diverse.120 adjustment as the person’s hearing changes the reason for their communication Unlike some other cultures, a deaf person over time. Users of hearing aids also benefit difficulties were not to do with language may join the community later in life, rather from training on its use, maintenance and processing disorders113. protection (i.e. it is not waterproof and needs than being born into it121. Deaf culture has to be stored well). Access to hearing aids historically evolved from places where deaf through a local service system by locally communities have gathered, such as deaf trained personnel as well as access to schools or deaf sports associations. maintenance and repair materials close to home are essential for ensuring a hearing aid user is able to participate fully in society110.

Situation Analysis: Sign Language in Vanuatu Situation Analysis: Sign Language in Vanuatu 51 ANNEX B: STAKEHOLDERS ANNEX C: PHOTO LIBRARY 52

Key informant interviews and focus groups Key informant interviews were also A photo library was used for interviews with JJ Bags of chips on a shelf

were conducted with approximately 50 conducted with stakeholders face to face in deaf and hard of hearing people and people J J Woven bags deaf and hard of hearing individuals and Melbourne, Port Vila, Santo and Gaua and with communication difficulties. Photos were approximately 35 members of their families in by Skype. Key informant interviews were sourced from Google and Voices of Children JJ A family on a mat * the following locations: conducted with representatives from: with Disability . The library consisted of the JJ People sitting outside with a dog in front

J J following images: J Port Vila: Interviews were held at VSPD’s J Fiji Association of the Deaf of them

JJ JJ building and at several people’s villages and J Dog J Volunteer Service Abroad (VSA) volunteer A road with buses driving alongside

homes around Erakor. JJ previously based with Sanma Frangipani Chickens JJ An ambulance (4x4) JJ Hog Harbour: at the Deaf Camp Association JJ Pigs JJ Children holding volleyballs run by Sanma Frangipani Association JJ Vanuatu Society for People with Disability JJ School JJ for deaf people and their families from (VSPD) A woman weaving x2 JJ around Santo. Bunk bed room JJ JJ Ministry of Justice and Community Services A wedding – pink bridesmaid clothes, JJ Luganville: with individuals who did not JJ Boys fishing with nets and a canoe bride wearing white and lots of leis JJ Vanuatu Skills Partnership attend the Deaf Camp. JJ JJ Male traditional dancers x2 Vanuatu flag JJ JJ Ministry of Education and Training (MoET) Gaua: at Matafanga School and at JJ JJ An older man holding a young boy Children walking in a circle individuals’ homes. JJ Vanuatu Institute of Technology (VIT) JJ JJ A man holding a laptop Children playing on tractor tyres JJ Sanma Provincial Government JJ JJ Nakamal x2 Children and a man in a canoe JJ Sanma Frangipani Association JJ JJ Classroom setting – children sitting A child sleeping JJ Vanuatu Agricultural College on ground JJ Children lined up in front of several JJ Santo East Primary School J J Classroom setting – children at desks large fish

JJ JJ Matafanga school J J Classroom setting – children in a circle Wedding scene – with an arch of flowers JJ held above their head Tasvare Primary School, Mere Lava. J J Classroom setting – teachers teaching in Focus groups were conducted with front of a blackboard JJ A chief

JJ representatives of the following stakeholders: J J Classroom setting – empty classroom Garden with a man

JJ JJ Vanuatu Disability Promotion and Advocacy J J A woman in traditional clothes with food Flowers Association affiliate members JJ JJ A woman holding a young boy A child spearing a fish underwater JJ Vanuatu Civil Society Disability Network JJ JJ An older man weaving A teenager in a canoe JJ Teachers aides, teachers and principals JJ from Matafanga school JJ A child in traditional dress in front of a fire People in traditional clothes in front of a fireplace where several pigs are JJ JJ Provincial Skills Centres Men and a woman hauling in a net on being cooked the beach JJ People at a festival holding flags JJ Marketplace setting x2 JJ A beach setting JJ People getting food from a table – festive setting JJ A policeman in front of his car

JJ JJ Workmen with shovels and a wheelbarrow Women in traditional dress

JJ JJ A small church A Banyan tree

JJ JJ A large church Children on swings

JJ JJ Garden A man in scrubs

JJ JJ A child painting A parade consisting of men in police and army uniform

* http://www.voicesofchildrenwithdisability.com/photo-libraries/

Situation Analysis: Sign Language in Vanuatu Situation Analysis: Sign Language in Vanuatu 53 REFERENCES REFERENCES 54

1. Skutnabb-Kangas, T. (2000). Linguistic genocide 25. De Geus, M.D., Oyserman, J. & Snoddon, K. 39. Pirone, J. Deaf students who use American 63. Government of Vanuatu, Ministry of Education in education - or worldwide diversity and human (2015), Using the Common European Framework Sign Language and their academic and social – Inclusive Education Policy & Strategic Plan rights? Mahwah, NJ, Lawrence Erlbaum of Reference for Languages to Teach Sign experiences in mainstream College settings. 2010-2020 2. Svalberg, A., (2007). Language awareness and Language to Parents of Deaf Children 40. Wauters, Loes N. & Knoors, Harry. (2007). 64. Anecdotal information language learning. Language Teaching, 40 26. Singleton, Jenny L. & Newport, Elissa L. (2004). Social Integration of Deaf Children in Inclusive 65. Information from other CBM trips 3. Kramsch, C. (1998). Language and culture. When learners surpass their models: The Settings. Journal of Deaf Studies and Deaf 66. Polich, Laura. (2005). The Emergence of the Oxford: Oxford University Press acquisition of from Education 13:1. Deaf Community in Nicaragua: With Sign 4. World Health Organisation. (2017) Deafness and inconsistent input. Cognitive Psychology, 49:4 41. Anita, Shirin & Stinson, Michael S. (1999). Some Language You Can Learn So Much. Gallaudet Hearing Loss Fact Sheet. 27. United Nations Human Rights, Convention on Conclusions on the Education of Deaf and University Press. 5. World Health Organisation. (2017) Deafness and the Rights of Persons with Disabilities. Hard of Hearing Students in Inclusive Settings. 67. Government of Vanuatu, Ministry of Justice Hearing Loss Fact Sheet. 28. World Federation of the Deaf. Policy – Education Journal of Deaf Studies ad Deaf Education, 4:3. and Community Services – National Disability 6. World Federation of the Deaf, Human Rights. rights for Deaf children. 42. Nikolaraizi, Magda, Hadjikakou, Kika. (2006). Inclusive Development Policy 2018 - 2025 7. World Health Organisation, 2017. Global 29. Haualand, Hilde & Allen, Colin.(2009) Deaf The Role of Educational Experiences in the 68. Government of Vanuatu, Ministry of Education costs of unaddressed hearing loss and cost- People and Human Rights Development of Deaf Identity. The Journal of – Inclusive Education Policy & Strategic Plan effectiveness of interventions. WHO, Geneva. p. 30. Contribution of Richard Rieser of World of Deaf Studies and Deaf Education. 11:4. 2010-2020 20. Inclusion, representing the United Kingdom 43. Powers, Stephen. (2002). From Concepts to 69. Government of Vanuatu, Ministry of Education 8. World Health Organisation. (2013) Millions of Disabled People’s Council, to Roundtable 2 on Practice in Deaf Education: A United Kingdom and Training – National Disability Inclusive People in the World have Hearing Loss that can Article 24 at the UNCRPD Conference of State Perspective on Inclusion. Journal of Deaf Policy for the TVET Sector 2016 - 2020 be treated or prevented. Parties 3 on Wednesday 2nd September 2010. Studies and Deaf Education, 7:3. 70. International Labour Organization, (2015) 9. World Health Organisation. (2013) Millions of 31. Contribution of Richard Rieser of World of 44. UNESCAP. (2014) Making the right real for Analysis of Legislation Promoting and Protecting People in the World have Hearing Loss that can Inclusion, representing the United Kingdom persons with disabilities. and World Health the Rights of Persons with Disabilities in be treated or prevented. . Disabled People’s Council, to Roundtable 2 on Organisation. World Report on Disability. Employment in Vanuatu 10. World Health Organisation. (2017) Deafness and Article 24 at the UNCRPD Conference of State 45. World Health Organisation (2012) WHO Global 71. Interview with Nellie Caleb - VDPA Hearing Loss Fact Sheet. Parties 3 on Wednesday 2nd September 2010. Estimates on Prevalence of Hearing Loss. 72. Interviews with families 11. Stubbs, D. and Tawake, S. 2009. Pacific 32. International Federation of Hard of Hearing 46. World Health Organisation (2012) WHO Global 73. Ramirez, Naja Ferjan, Leonard, Matthew K., Sisters with Disabilities: At the Intersection of People. (2014) Education Issues. Estimates on Prevalence of Hearing Loss. Davenport, Tristan S., Torres, Christina; Halgren, Discrimination. UNDP Pacific Centre, Suva. 33. World Federation of the Deaf. Policy – Education 47. World Federation of the Deaf. “Deaf people and Eric & Mayberry, Rachel I. (2016). Neural 12. Fellinger, J., Holzinger, D. and Pollard, R. March rights for Deaf children. Human Rights.” Comprehensive report on the Language Processing in Adolescent First- 2012. ‘The mental health of Deaf people’. The 34. Tomasuolo, Elena, Valeri, Giovanni, Di Renzo, situation of Deaf people. Language Learners: Longitudinal Case Studies Lancet, volume 379, issue 9820. Alessio, Pasqualetti, Patrizio & Volterra, Virginia. 48. World Association of Sign Language in American Sign Language. Cerebral Cortex, 13. Kelly, N. (2208) Interpreting Industry Faces (2012). Deaf Children attending different school Interpreters. Australasia & Oceania region 26:3. Setbacks Amidst Progress. environments: Sign language abilities and updates. 74. Rönnberg, J. (2003). Cognition in the hearing 14. Royal Institute for Deaf and Blind Children. Fact Theory of Mind. Journal of Deaf Studies and 49. Anecdotal information impaired and deaf as a bridge between List. Deaf Education 18:1. 50. Anecdotal information signal and dialogue: a framework and a 15. United Nations Human Rights, Convention on 35. Kreimeyer, Kathryn H., Crooke, Pamela, Drye, 51. UNESCAP. (2012) Incheon Strategy to “Make the model. International Journal Of Audiology, 42:1 the Rights of Persons with Disabilities. Cynthia, Egbert, Vivian &Klein, Barbara. (2000). Right Real” for Persons with Disabilities in Asia 75. Macsweeney, M. (1998), Relations of Language 16. United Nations Human Rights. Annual Reports. Academic and Social Benefits of a Co- and the Pacific. and Thought: The View from Sign Language and 17. Contribution of Richard Rieser of World of enrolment Model of Inclusive Education for 52. Pacific Framework for the Rights of Persons Deaf Children. ByM. Marschark, P. Siple, D. Lillo- Inclusion, representing the United Kingdom Deaf and Hard of Hearing Children. Journal of with Disabilities. (2015) A regional framework Martin, R. Campbell and V. S. Everhart. British Disabled People’s Council, to Roundtable 2 on Deaf Studies and Deaf Education, 5:2. to support national government actions on Journal of Psychology, 89: 352. Article 24 at the UNCRPD Conference of State 36. Wauters, Loes N. & Knoors, Harry. (2007). inclusive development for the rights of persons 76. Woolfe, Tyron; Want, Stephen C.; Siegal, Michael Parties 3 on Wednesday 2nd September 2010. Social Integration of Deaf Children in Inclusive with disabilities. (May–June 2002). “Signposts to development: 18. World Federation of the Deaf Settings. Journal of Deaf Studies and Deaf 53. Interview with Cathy (Fiji) theory of mind in deaf children”. And Child 19. International Federation of Hard of Hearing Education 13:1. 54. Fiji Deaf Ministry, The Gospel School for the Development. Tomasuolo, Elena, Valeri, People. 37. Marschark, Marc, Sapere, Patricia, Convertino, Deaf. Giovanni, Di Renzo, Alessio, Pasqualetti, Patrizio 20. World Association of Sign Language Interpreters Carol & Seewagen, Rosemarie. (2005). Access 55. Fiji Deaf Ministry, The Gospel School for the & Volterra, Virginia. (2012). Deaf Children 21. World Federation of the Deaf, (2016), Position to Postsecondary Education through Sign Deaf. attending different school environments: Sign Paper on the Language Rights of Deaf Children. Language Interpreting. Journal of Deaf Studies 56. Interview with Cathy (Fiji) language abilities and Theory of Mind. Journal 22. Haualand, Hilde & Allen, Colin.(2009) Deaf and Deaf Education, 10:1. 57. Puamau, P. & Pene, P., (2009) Inclusive of Deaf Studies and Deaf Education 18:1. People and Human Rights 38. Tomasuolo, Elena, Valeri, Giovanni, Di Renzo, Education in the Pacific. 77. Newport, E. L. (1990), Maturational Constraints 23. Mitchell, Ross E. & Karchmer, Michael A. (2004). Alessio, Pasqualetti, Patrizio & Volterra, Virginia. 58. Anecdotal information on Language Learning. Cognitive Science, 14: Chasing the Mythical Ten Percent: Parental (2012). Deaf Children attending different school 59. Anecdotal information 11–28 Hearing Status of Deaf and Hard of Hearing environments: Sign language abilities and 60. Anecdotal information 78. Vanuatu Daily Post. Donation of free hearing Students in the United States. Sign Language Theory of Mind. Journal of Deaf Studies and 61. UNICEF, (2010) Pacific Children with Disabilities. aids. and Vanuatu Daily Post, More donations of Studies, 4:2. Deaf Education 18:1. 62. Government of Vanuatu, Ministry of Education hearing devices this month 24. World Federation of the Deaf, (2016), Position – Inclusive Education Policy & Strategic Plan 79. World Federation of the Deaf. (2016) Best Paper on the Language Rights of Deaf Children. 2010-2020 Practices and Ethics for Development Co- operation Projects.

Situation Analysis: Sign Language in Vanuatu Situation Analysis: Sign Language in Vanuatu 55 REFERENCES REFERENCES 56

80. World Federation of the Deaf. (2001) Work 98. Johnston, T., & Schembri, A. (2007). Australian 113. Lindsay, Geoff, Dockrell, Julie, Desforges, done by Member Organisations in Developing Sign Language: An introduction to sign Martin Law, James & Peacey, Nick. Meeting Countries. language linguistics. Cambridge: Cambridge the needs of children and young people 81. World Federation of the Deaf. Policy – Education University Press. with speech, language and communication rights for Deaf children. 99. Meir, Irit, Sandler, Wendy, Padden, Carol & difficulties. International Journal of Language & 82. Anita, Shirin D., Stinson, Michael S. & Gaustad, Aronoff, Mark. (?). Emerging Sign Languages. Communication Disorders 45:4 Martha Gonter. (2002). Developing Membership The Oxford Handbook of Deaf Studies, 114. Lentz, Ella Mae, Mikos, Ken & Smith, Cheri in the education of Deaf and Hard of Hearing Language, and Education, Vol. 2. (1993). Signing Naturally: Vocabulary Review Students in Inclusive Settings. Journal of Deaf 100. Goldin-Meadow, Susan. (2005). Watching Level 2. San Diego, CA: DawnSignPress. Studies and Deaf Education, 7:3. language grow. Proceedings of the National 115. Jambor, E. (2005). Self-esteem and Coping 83. Anita, Shirin D., Stinson, Michael S. & Gaustad, Academy of Science. Strategies among Deaf Students. Journal of Martha Gonter. (2002). Developing Membership 101. Senghas, A., Özyürek, A. and Goldin-Meadow, Deaf Studies and Deaf Education, 10(1) in the education of Deaf and Hard of Hearing S. (2017). The Evolutionary Emergence of 116. Blume, S.(2010). The Artificial Ear: Cochlear Students in Inclusive Settings. Journal of Deaf Language. Implants and the Culture of Deafness. Rutgers Studies and Deaf Education, 7:3. 102. Frishberg, N. (1987). Home sign. In J. Van Cleve University Press. 84. United Nations Human Rights, Convention on (ed.), Gallaudet encyclopaedia of deaf people 117. Roots, J. (1999). The Politics of Visual Language: the Rights of Persons with Disabilities. and deafness (Vol. 3, pp. 128–131). New York: Deafness, Language Choice, and Political 85. Plan and CBM (2015) Practice Note: Collecting McGraw Hill and Goldin-Meadow, Susan. (2003). Socialization (pp. 1–6). McGill-Queen’s University and Using Data to Inform Disability Inclusive From children’s hands to adult’s ears: Gesture’s Press. Development role in the learning process. Developmental 118. Lum, Doman (2010). Culturally Competent 86. Olusanya. B., Neumann, K. & Saunders, J. Psychology 39:3. Practice: A Framework for Understanding. (2013) The global burden of disabling hearing 103. Senghas, A., Özyürek, A. and Goldin-Meadow, Cengage Learning. p. 441. impairment: a call to action S. (2017). The Evolutionary Emergence of 119. Padden, C., & Humphries, T. (1988). Deaf in 87. Haualand, Hilde & Allen, Colin (2009). Deaf Language. America: Voices from a culture. Cambridge, People and Human Rights. 104. Branson, Jan & Miller, Don (1998), Nationalism MA: Harvard University Press. 88. Lane, Harlan. (2005). Ethnicity, Ethics and the and the Linguistic Rights of Deaf Communities: 120. Mindess, Anna (2006). Reading Between the Deaf-World. Journal of Deaf Studies and Deaf Linguistic Imperialism and the Recognition and Signs: Intercultural Communication for Sign Education, 10:3. Development of Sign Languages. Journal of Language Interpreters. 89. Ladd, Paddy. (2003). Understanding Deaf Sociolinguistics 2 (1), 3-34. 121. Nash, Jeffrey E.; Nash, Anedith (1981). Deafness Culture: In Search of Deafhood. Clevedon, UK. 105. Johnston, T., & Schembri, A. (2007). Australian in Society. Toronto: LexingtonBooks. Multilingual Matters Ltd. Sign Language: An introduction to sign 122. World Association of Sign Language Interpreters 90. Padden, Carol & Humphries, Tom. (1988). Deaf language linguistics. Cambridge: Cambridge (2014). Statement on the Role of Sign Language in American: Voices from a Culture. Harvard University Press. Interpreters. University Press. Cambridge, UK. 106. Johnston, T., & Schembri, A. (2007). Australian 123. World Association of Sign Language Interpreters 91. Padden, Carol & Humphries, Tom. (1988). Deaf Sign Language: An introduction to sign (2014). Statement on the Role of Sign Language in American: Voices from a Culture. Harvard language linguistics. Cambridge: Cambridge Interpreters. University Press. Cambridge, UK. University Press. 92. Padden, Carol & Humphries, Tom. (1988). Deaf 107. Auer, ET (2010). “Investigating speechreading in American: Voices from a Culture. Harvard and deafness”. Journal of the American University Press. Cambridge, UK. Academy of Audiology. 21:3u 93. National Association of the Deaf. Community 108. Bernstein, LE; Demorest, ME; Tucker, PE (2000). and Culture – Frequently Asked Questions “Speech perception without hearing”. Perception 94. World Health Organisation. (2017) Deafness and & Psychophysics. 62:2 Hearing Loss Fact Sheet. 109. Clegg, Dorothy (1953), The Listening Eye: A 95. World Federation of the Deaf. (2013). Simple Introduction to the Art of Lip-reading, International Federation of Hard of Hearing Methuen & Company People (IFHOH) Cooperation Agreement. 110. World Health Organisation. (2017) Deafness and 96. Johnston, T., & Schembri, A. (2007). Australian Hearing Loss Fact Sheet. Sign Language: An introduction to sign 111. Olusanya. B., Neumann, K. & Saunders, J. language linguistics. Cambridge: Cambridge (2013). The global Burden of disabling hearing University Press. impairment: a call to action. 97. Johnston, T., & Schembri, A. (2007). Australian 112. Lindsay, Geoff, Dockrell, Julie, Desforges, Sign Language: An introduction to sign Martin Law, James & Peacey, Nick. Meeting language linguistics. Cambridge: Cambridge the needs of children and young people University Press. with speech, language and communication difficulties. International Journal of Language & Communication Disorders 45:4

Situation Analysis: Sign Language in Vanuatu Situation Analysis: Sign Language in Vanuatu

Supported by the Vanuatu Skills Partnership