East AfriCare Deaf Schools

To speak of “Deaf Education” has required clarification throughout the whole historical period, as well as geographic and political distributions of Deaf Education efforts. Even yet today, there is no univocal approach to Deaf Education. The overview of this issue in this article from Boston University’s website will make these issues clear (A New Era of Deaf Education | Wheelock College of Education & Human Development). You will find your time investment very worth the while should you read the article on BU’s website. Any time there is such diversity of thought regarding a particular approach to educating those with disabilities, humility, patience, and sensitivity are important.

East AfriCare’s support of the Makanisa School for the Deaf (MSD) includes an acceptance of its historical and current approach to “Deaf Education.” MSD has approached Deaf Education from the perspective of an “Inclusive Education” approach since its inception (since before the formulation of this definition). Note this definition of “Inclusive Education” in this report from UNESCO’s website (The practice of inclusive education in Ethiopia - UNESCO Digital Library) In brief, that definition is: “{Inclusive Education} refers to an education system that is open to all learners, regardless of poverty, gender, ethnic backgrounds, language, learning difficulties, and impairments. Inclusion emphasizes that all children and students can learn.” MSD has sought to reflect these goals and ideals throughout its history. As mentioned previously, MSD charges no tuition or fees to its students and accepts students regardless of their ethnicity, language, socioeconomic or religious status or affiliation. In support of this, please note below an interview of Musie Alamayu, the Director of the Makanisa School for the Deaf on Friday, December 8, 2023 which was celebrating Ethiopia’s “Nations, Nationalities, and People’s Day”.

East AfriCare seeks to help the MSD both maintain but also expand its efforts on behalf of the Deaf in Ethiopia and their families. That support has involved the implementation of “inclusion” efforts that enhance the ability of the Deaf to function in Ethiopian society. Thus, their schools include the “mixing” of both Deaf and hearing students – to the benefit of both groups. Additionally, there are programs that encourage the learning of Ethiopian Sign Language by the families of students in addition to the students themselves.