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Handbook of Research and Practice in Heritage Language Education pp 749–770Cite as

Barriers in d/Deaf Pedagogy in the North Eastern States in India

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Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

Despite the linguistic research that has already been initiated in India, sign language and deaf education in the north eastern part of India has largely remain unknown. This chapter provides a glimpse into the situation of deaf education and sign language in this area. Despite the innumerable number of studies on sign language and the deaf community, sign language is still perceived as a universal language invented by the hearing, a tool to overcome the communication barriers of the deaf. Several studies have discussed the challenges faced by deaf communities around the world, and they are no different from the deaf communities in the north east region. This chapter examines the language barriers in education within the context of north east India and how they impact the lives of the d/Deaf individuals in the larger society. One of the major concerns of educational policy today is to include children of any disability into general schools. However, the required pedagogical modifications or adaptations are far from being implemented within them. The idea of “inclusive education for all” is actually a paradox because despite the noble motives of the policy makers, the gap between academic research and education persists; the majority of the deaf (especially the Deaf) are still being discriminated against and the negative attitude towards sign language continues. Within the context of one of the most diverse regions of India, a multilingual education model that can accommodate sign language as an equal with other spoken languages can truly minimize the barriers of education for the Deaf. Language is a phenomenon that needs to be understood beyond what we know in terms of sound, and such a view of language acquisition process can curtail the hegemony of speech over sign language. Hence, this chapter emphasizes that it is only within the arena of education itself that change can have a widespread impact, perhaps in the form of an improved version of “inclusive education.”

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Acknowledgments

This chapter would not have been possible without the support of my husband Tosanlang Kharsati. His unwavering efforts to listen and discuss the issues concerning deaf education since the beginning of my research in this area are highly appreciated. His insightful comments and reviews have encouraged me to write this. The constant support received from Madan Vasishta and Panbonashua’s parents in our endeavor to work towards understanding sign language and the deaf community is always valued and treasured.

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Authors and Affiliations

  1. North East Regional Institute of Education, NCERT, Shillong, Meghalaya, India

    Melissa G. Wallang

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  1. Melissa G. Wallang
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Correspondence to Melissa G. Wallang .

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Editors and Affiliations

  1. OISE/University of Toronto, Toronto, Ontario, Canada

    Peter Pericles Trifonas

  2. CERES/University of Toronto Munk School of Global Affairs, Toronto, Ontario, Canada

    Themistoklis Aravossitas

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Wallang, M.G. (2018). Barriers in d/Deaf Pedagogy in the North Eastern States in India. In: Trifonas, P., Aravossitas, T. (eds) Handbook of Research and Practice in Heritage Language Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-44694-3_38

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