9 min. Translation into sign language for deaf children in Peru

Talking hands in Cajamarca

Inclusion and educational opportunities for young deaf people in the high Andes

Imagine receiving your first textbook in primary school, but no one can teach you how to read it. That's what happened to Judith Rodríguez, 15 years old and deaf. She comes from Cajabamba, a remote province in the Peruvian high Andes of Cajamarca. From an early age, it was difficult for her to make herself understood. But she was inventive: she created her own language using simple hand signals. Her parents, impressed by her creativity, wanted her to have a chance at education. They heard about programs for the deaf in the regional capital Cajamarca and sent their youngest daughter there - a daring step. In Cajamarca, Judith learned sign language, among other things. Her self-confidence blossomed. She is currently attending the fourth grade of the public secondary school, supported by sign language interpreters. She has many friends and is doing well in school.

Olaf Reiz presents his favorite project

need

Access to public education and promoting social integration of young deaf people in Peru

activity

The partner NGO offers sign language lessons and accompanying services at schools for deaf children

Measurable performance

Number of deaf children and young people who attend a regular school and successfully complete their school year

Result

Deaf children and young people improve their school performance and are integrated into their school classes

Systemically relevant impact

Deaf people graduate from school, find a job that allows them to live and gain a better quality of life in the long term

background

Peru is the third largest country in Latin America. The Corona crisis, combined with a subsequent political crisis, has hit the country hard (BMZ 2022). According to the World Bank, around 26% of the Peruvian population lived below the national poverty line in 2021 (World Bank 2023). Although the government increased existing social assistance programs, most poor families do not have access to them (Suarez Rojas, 2021). The crises are also having a very negative impact on the education system. Only those with sufficient economic means can afford a good education (Gómez-Arteta & Escobar-Mamani 2021). Deaf children and young people have particularly poor access to education (Defensoría del Pueblo, 2020). Peruvian laws do stipulate inclusion, i.e. students with disabilities should also have unrestricted access to education and attend regular schools (Bonilla, Cueto and Felipe 2021). In reality, however, things are different. In 2019, the Office of the Ombudsman (“Defensoría del Pueblo”) warned that 76% of public and 83% of private secondary schools cannot provide adequate educational opportunities for deaf students (Defensoría del Pueblo, 2020). According to the school census, in 2019 alone, 587 deaf students were excluded from primary school and 350 from secondary school (ibid.). There is no alternative for them. Against this background, promoting the integration and education of young deaf people in Peru is urgently needed.

The good deed

Most deaf people in Peru have difficulty participating equally in educational opportunities. This is where your good deed comes in. The non-profit organization Asociación Holanda promotes the social participation of young deaf people and opens up educational paths. Thanks to your good deed today, sign language lessons can be offered in kindergartens for deaf and hearing people. Interpreters also translate lessons in primary and secondary schools. The measures help children and young people to take part in lessons without restrictions - they achieve learning success. In addition, the language development of children with residual hearing is promoted. Thanks to these offers, the city of Cajamarca is developing into an oasis for the deaf in Peru. The first graduates of the Asociación Holanda educational program are now attending university.

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