The Ghanaian government has announced plans to develop a sustainable policy for the development and use of Ghanaian Sign Language (GSL) in the country's education system. This move aims to address a crucial issue in deaf education. The policy will be developed in collaboration with stakeholders to formally recognize and institutionalize GSL. This initiative was announced at a dialogue on "Strengthening Quality Multilingual Inclusive Education for Deaf Learners in Ghana" in Accra.
The Minister of Education, Haruna Iddrisu, emphasized that GSL is not just a communication technique for deaf Ghanaians but a language through which they express themselves, develop their identity, and participate fully in society. He stressed the need for a clear and sustainable policy framework for the development and use of GSL in education. This framework will align with Ghana's constitutional, legal, and international commitments, and will be evidence-based, inclusive, and carefully coordinated.
The policy will address eight key areas, including the standardization and development of GSL and the documentation of appropriate terminology, such as academic and scientific vocabulary. Other areas include the preparation of teaching and learning materials and the training and certification of sign language teachers and interpreters. The policy will also incorporate sign language competencies into relevant teacher education programs and ensure the recruitment and deployment of appropriately trained personnel.
The Minister outlined that the policy will provide for accessible assessment practices, strengthen bilingual and multilingual approaches to teaching deaf learners, and ensure systematic monitoring of learning outcomes. He emphasized that the recognition of GSL must translate into real educational opportunities and improved learning outcomes, rather than remaining a policy declaration. The ultimate goal is to ensure that deaf learners have equal opportunities to succeed in their education.
The Minister also touched on multilingual education, highlighting its importance in Ghana due to the country's linguistic diversity. He noted that for deaf learners, multilingualism should recognize the role of GSL alongside written and spoken languages encountered in school and society. The government is advocating for an approach that enables deaf learners to develop strong foundational competencies in GSL while progressively acquiring literacy in written English and other languages relevant to their communities and educational pathways.
The Minister stressed that children learn best when they understand and actively participate in the learning process, hence the need to prioritize participation. He noted that the ultimate measure of success should not be the number of learners with disabilities enrolled in school but whether they are learning, reading, and communicating effectively. Success should also be measured by learners' acquisition of numeracy and digital skills, their progression through the education system, and their ability to gain skills for further education, employment, and independent living.
The policy aims to ensure that deaf learners in Ghana have equal opportunities to succeed in their education. The government recognizes the importance of GSL in deaf education and is committed to implementing a policy that will support the development of this language. By institutionalizing GSL, the government hopes to improve educational outcomes for deaf learners and provide them with the skills they need to succeed in their future endeavors.
Key points
- The Ghanaian government plans to develop a policy for Ghanaian Sign Language in the education system.
- The policy aims to address crucial issues in deaf education, including the standardization of GSL and the training of sign language teachers.
- The recognition of GSL is expected to translate into real educational opportunities and improved learning outcomes for deaf learners.
