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Africa, Eastern: Deaf Community

In 2012, the World Health Organization released its most recent data on hearing loss based on 42 population studies. It is estimated that South Asia, Asia Pacific, and sub-Saharan Africa (which includes Eastern African nations) are the regions with the highest levels of hearing loss in children. Hearing loss among adults over age 65 is also prevalent in the same regions. The deaf community of Eastern Africa faces arduous living conditions due to lack of primary, secondary, and university education; insufficient interpreter services; and limited employment opportunities. Organizations are working to improve the rights of the deaf, but the challenges associated with being deaf remain high across Eastern Africa, particularly in the least-developed and most impoverished nations.

For the most part, the Deaf community in Eastern Africa faces difficulties in their integration with society at large; they are ignored, isolated, or shunned. Moreover, in some regions, deaf people are rejected by society. In Uganda the deaf are heavily discriminated against; it is believed they are contagious, they are referred to as kasiru meaning “stupid” or “foolish,” and deaf children are viewed as evil or cursed. The majority of deaf people in Eastern Africa face similar issues, as well as shaming and difficulty marrying.

For the Eastern African Deaf community, social stigmatization translates into economic hardship as the majority live below the poverty line and do not have equal access to social services. Due to the lack of schools for deaf children or schools that integrate deaf children, much of the Deaf community in Eastern Africa does not have access to education. From a young age, deaf Eastern Africans often remain at home and rely on others, isolated from society, especially if they do not have assistance from interpreters or family members. Lack of education creates long-term obstacles for the Deaf community in Eastern Africa.

Education and Employment

An estimated 38,400 deaf children between the ages of birth and 18 years live in Tanzania. Tanzania has 16 special schools for deaf, blind, and disabled students and 159 special units within regular schools. Although the Tanzanian government has mandated free and compulsory primary education for every child regardless of any disabilities, less than 1 percent of Tanzanian deaf children attend school. This is due in part to the lack of deaf or fluent signing teachers and interpreters, extremely limited special education training colleges, and insufficient space in schools that are qualified and prepared to accept deaf children. Despite the government mandate that children have access to primary education, parents are responsible for buying school supplies and, in some cases, for paying the salaries of the teacher’s aides in the deaf school units. Parents with limited income are not able to afford the fees; therefore, many children, particularly girls, remain at home to assist in household chores. Distance is also a barrier to education, given that many of the children reside in remote villages and do not have access to the schools. Because the few schools for the deaf are far from many villages, the majority of deaf children stay at home due to the dangers of taking the limited public transportation that is available or walking without the ability to hear.

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