Access to education remains a huge challenge for the majority of deaf children in Uganda, with key challenges as follows:

• Medical intervention: Lack of early identification of deafness among children;
• Cultural prejudices: Negative beliefs that associate deafness to witchcraft and supernatural causes leads to experiences of stigma, neglect and discrimination among deaf children. A deaf child’s isolation is rooted within their families, where the child’s welfare is ignored and not priorities. Their social, cultural, emotional and psychological needs are vastly unmet as majority of parents believe that a deaf child is uneducable and of no value to society;
• Language and communication barriers: Majority of parents are not equipped with sign language skills and are unable to communicate with their deaf child, leading to intense isolation and language deprivation.
• Educational provisions: Special schools for deaf children are very few and far in between, with many lacking qualified teachers and appropriate educational resources.

Although there are no reliable statistics to provide information on deaf children’s education, it is estimated that less than 10% attend school.
Challenges above were key drivers to the inception of DLU’s Education programme which began in 2007 with Life Skills training. The activity aimed to improve literacy (reading and writing) and brought deaf youth together to learn and interact. Sessions were taught by trained deaf instructors using sign language as a medium of communication. Besides acquiring skills, the activity was an interactive social platform for the deaf to share and exchange information and experiences; learning how to overcome multiple challenges and navigate a hearing world.
In 2010 the programme was upgraded to sponsorship: providing financial support to disadvantaged deaf children to attend school. Selected beneficiaries received bursaries, scholastic materials as well as personal requirements. School and home visits are integrated into programme activities were DLU works in close collaboration with parents and families of sponsored children, following up their educational progress and overall welfare, to ensure positive outcomes to this invaluable investment.
Over the years, several children have benefited in the programme, many completing various levels of education (formal or skills training) and transitioning into gainful employment.
In 2023 expansion of activities included partnerships with Schools for the Deaf, resulting in formation of Literacy Development Project (LDP) to improve reading and writing among deaf children in lower primary classes. The activity is not part of the school curriculum but greatly supplements and enhances children’s learning. DLU’s instructors are young Deaf Role Models who play a significant role in building children’s self-esteem, confidence and pride in themselves. Sign Language skills are enhanced through storytelling to increase vocabulary in a joyful and fun-filled classroom environment where children interact freely, share personal stories and experiences.

Snapshots of success

DLU students graduate

Partners in Education

In expanding opportunities for education, DLU partners with schools for the deaf and provide support in educational materials: reading books

Literacy Development Project | LDP

Sign Language Training:

This activity provides language and communication skills for hearing people through provision of sign language training to enable increased interaction between deaf and hearing individuals and reduce stigma of deafness in society. Biplous Uganda Limited, one of Uganda’s leading furniture store employs over 20 deaf persons. Communication barriers are among challenges experienced between hearing and deaf staff; to overcome this, the company requested Deaf Link Uganda to conduct one-month sign language training for staff at management level.

Reading & Story Telling

To improve receptive and expressive skills in reading and sign language among deaf children, DLU conducts supplementary lessons at Uganda School for the deaf with children in lower primary classes. Lessons are conducted by trained deaf instructors, role models for the children. Story telling develops self-confidence and increases children’s vocabulary and ability to share personal experiences with their peers.