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Kristin Snoddon¹, Joseph J Murray²

¹School of Early Childhood Studies, Toronto Metropolitan University, Toronto, Canada.

International Journal of Speech-Language Pathology

|November 22, 2022

Abstract

Purpose:

To highlight the World Federation of the Deaf's (WFD) development of inclusive education policies for deaf learners as part of the community of people with communication disability. These policies were developed alongside and included baseline data collection regarding deaf education in Nepal.

Result:

The commentary will report on sustainable partnership practices, the development of governmental accountability measurements, and data gathered during fieldwork in Nepal to provide evidence regarding deaf people's access to inclusive and equitable quality education in sign language.

Conclusion:

The recommendations from this project focus on enhanced access, policy, and training to ensure a free education in sign language for all deaf learners and their families in low-income countries using Nepal as a model. Existing bilingual settings in sign languages should be considered as part of a national inclusive education system, and this is in keeping with the views of deaf organisations in Nepal. Free education in sign language for all deaf learners and their families is an integral and wholly attainable part of inclusive education systems. This commentary focuses on good health and well-being (SDG 3), quality education (SDG 4), peace, justice and strong institutions (SDG 16) and partnerships for the goals (SDG 17).

Keywords:

Nepal Sustainable Development Goals (SDGs)communication disability deaf learners good health and well-being (SDG 3)inclusive education partnerships for the goals (SDG 17)peace, justice and strong institutions (SDG 16)quality education (SDG 4)sign languages

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