WFD POLICY
Visions and Goals for Access to Adult
Education for Deaf People
A position statement of the World Federation of the Deaf
Introduction to Deaf People
There are over 70 million Deaf people in the world. Many of them are either Deaf from birth or became Deaf
before learning the spoken language. This fact has serious implications for the education of Deaf people. To
be Deaf means to not hear or comprehend speech and language through the ear. Communication for a person
who cannot hear is visual, not auditory. To deny sign language to Deaf people is tantamount to denying them
their basic human rights to communication and education.
Deafness is a uni-disability, different from other disabilities. In order for Deaf students to become involved in
meaningful schooling, it is necessary that their teachers and peers all know and use sign language. Inclusion
without including sign language, Deaf Studies and Deaf role models may equal extreme segregation for a
Deaf student. Other disabled people who can hear and speak can interact and learn directly while Deaf people
cannot.
World Federation of the Deaf (WFD)
The World Federation of the Deaf (WFD) is an international and representative organisation of, for and by
Deaf people, composed of 123 member countries around the world. Sign language and English are the
official languages of WFD. Deaf leaders of organisations of Deaf people in each country serve as delegates to
WFD Congresses, in a fashion similar to the United Nations (UN). The WFD is in fact recognised by the UN
as the official representative for Deaf people in policy formulation.
WFD conducted a worldwide survey several years ago and found that 80% of Deaf people do not receive any
basic education, especially in developing countries. WFD strongly advocates 1) access to education for Deaf
people of all ages as well as for their family members; 2) the use of sign language in education of Deaf
students and the use of bi- and multi-lingualism (both sign language and the native language[s] spoken in the
country); and 3) the involvement of Deaf adults in all aspects of education planning and programming.
The UN and the Salamanca Statement on Special Needs Education
The UN Educational, Scientific and Cultural Organization (UNESCO) sponsored the Salamanca Conference
on Special Needs Education in 1994, and the resultant declarations were based on the UN Standard Rules on
the Equalization of Opportunities for Persons with Disabilities. The focus was on making education
accessible for students with all kinds of disabilities, including visual sign communication for Deaf students.
The following statement was included in the Salamanca Statement and Framework for Action, which was
accepted by the Conference and is now an official document of UNESCO:
Educational policies should take full account of individual differences and situations. The importance of
sign language as the medium of communication among the deaf, for example, should be recognised and
provision made to ensure that all deaf persons have access to education in their national sign language.
Owing to the particular communication needs of deaf and deaf-blind persons, their education may be more
suitably provided in special schools or special classes and units in mainstream schools.
UN Secretary-General Boutros Boutros Ghali, in his address to the XII World Congress of the WFD, urged
WFD to utilise inter-related policy documents of the UN to build on processes featuring the right to sign
language as the medium of communication among the Deaf and the recognition of the particular
communication needs of Deaf and Deafblind persons.
WFD POLICY
Vision and Goals for Access to Adult Education for Deaf People
The Gallaudet University Declaration on Adults with Special Learning Needs
The Gallaudet University Declaration adopted by participants at the First National Congress on Adults with
Special Learning Needs at Gallaudet University in 1987 included a statement of principles, a few of which
are quoted here: Lifelong learning for adults with special learning needs must be developed with their full
participation, to assure that it responds to their education needs and goals and accommodates to their styles
& It should include opportunities beyond basic education and vocational skills for personal and social
development, aesthetic pleasures, and advanced academic and professional study where appropriate &
Lifelong learning for adults with special needs must be sensitive to issues of cultural, linguistic, gender, and
economic diversity.
UNESCO and the Hamburg Statement on Adult Education Rights
The Fifth International Conference on Adult Education (CONFINTEA V), which met in Hamburg, Germany,
in 1997, resulted in a declaration and agenda for the future which affirmed that adult education not only
expands knowledge, it also promotes human rights, active citizenship and effective democracy in each
country. Education and employment are essential to a good quality of life. Adult education becomes more
than a right; it is a key to the twenty-first century. It is both a consequence of active citizenship and a
condition for full participation in society. Recognition of the right to education and the right to learn
throughout life is more than ever a necessity; it is the right to read and write, the right to question and
analyze, the right to have access to resources, and to develop and practice individual and collective skills and
competencies.
Topics discussed during this conference and embodied in the adult education principles included access to
and involvement in adult education for adults with disabilities, the need for policies and practices to
accommodate people with disabilities and to consider linguistic, gender and economic diversity. Learning
throughout life implies a rethinking of content to reflect such factors as age, gender equality, disability,
language, culture and economic disparities. Adult learning should reflect the richness of cultural diversity
and respect traditional and indigenous peoples knowledge and systems of learning; the right to learn in the
mother tongue should be respected and implemented & We urge UNESCO to encourage Member States to
adopt policies and legislation that are favourable to and accommodate people with disabilities in educational
programmes, as well as being sensitive to cultural, linguistic, gender and economic diversity.
WFD Principles for Access to Adult Education for Deaf Learners
1. Recognise and accept Deafness as a uni-disability with very different characteristics from
other disabilities. Acknowledge that Deaf students need direct visual communication and
classes with other Deaf students and Deaf or signing teachers.
2. Recognise and accept the native (indigenous) sign language as a language of instruction and
utilise a bi-/multi-lingual and bi-/multi-cultural approach for Deaf students. Substantial
tutorial and support services may be needed for some students.
3. Enrol Deaf students in certificate and degree programmes in teacher training in Deaf
education in Universities to become adult educators, vocational trainers, sign language and
interpreter trainers, and role models.
4. Employ Deaf teachers and administrators in planning and implementing adult education
programmes. Advocate for educational programmes to work with Deaf people in teaching
sign language and training sign language interpreters.
5. Recognise and promote the importance of Deaf participation in the decision-making process
on all issues that affect Deaf individuals. Establish an Advisory Council for Deaf Education
and involve representatives of the Deaf Community, advocates for Deaf people, and parents
of Deaf children.
6. Encourage national federations of the Deaf to establish adult education programmes in co-
operation with universities and other institutions of higher education in order to meet the
different needs of Deaf adults.
ii
WFD POLICY
Vision and Goals for Access to Adult Education for Deaf People
Adult education policies must take full account of individual differences and situations. The
importance of sign language and involvement of Deaf people as resources in adult education
programmes must be recognised. Provision should be made to ensure that all Deaf adult
students have access to education 1) in their native sign language; 2) in special classes with
other Deaf students; and 3) at all levels of education, as appropriate. Deaf people should be
involved in planning, implementing and evaluating adult education programmes to ensure
appropriateness, relevancy and quality.
THE WORLD FEDERATION OF THE DEAF (WFD)
WFD is an international, non-governmental central organisation of national associations of Deaf people, with a current
membership of 127 countries.
WFD has consultative status in the United Nations (UN) system, including the Economic and Social Council
(ECOSOC); the UN Educational, Scientific and Cultural Organization (UNESCO); the International Labor Organization
(ILO); and the World Health Organization (WHO). WFD also co-operates closely with the UN High Commissioner for
Human Rights, and has representatives on the Panel of Experts on the UN Standard Rules for the Equalization of
Opportunities for Persons with Disabilities.
World Federation of the Deaf
General Secretariat
PO Box 65
00401 Helsinki
FINLAND
Email: wfdsecretariat@wfdeaf.org
References:
Gallaudet Declaration on Adults with Special Learning Needs (Gallaudet University, 1987)
Salamanca Statement and Framework for Action on Special Needs Education (UNESCO, 1994)
United Nations Standard Rules on the Equalization of Opportunities for Persons with Disabilities (UN, 1994)
Gallaudet Report to U.S. DOE/NIDRR (1997)
Hamburg Declaration on Adult Learning and Agenda for the Future (UNESCO CONFINTEA V, 1997)
WFD NEWS, the magazine of the World Federation of the Deaf (June 1998)
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