Sign Language Is a Human Right: GADHOH Calls for Stronger Inclusion of Deaf and Hard-of-Hearing Persons

Stakeholders call for accessible education, qualified sign-language interpreters and meaningful participation of persons with disabilities; NHRC urges more qualified interpreters as GADHOH calls for greater inclusion of deaf and hard-of-hearing persons

The Gambia Association of the Deaf and Hard of Hearing (GADHOH) has called for stronger action to ensure the full inclusion and participation of deaf and hard-of-hearing persons in all aspects of Gambian society. The call was made on 26 September 2026 during a commemoration of the International Day of Deaf and Sign Languages, organised by GADHOH and attended by representatives of organisations of persons with disabilities (OPDs), government institutions, schools, civil society organisations, development partners, the media and members of the deaf and hard-of-hearing community. https://youtu.be/8LFXGNXpxis The programme began with a march-past from Iceman Junction to the GADHOH Headquarters in Kanifing, bringing together members of the deaf community and their supporters in a public demonstration of solidarity, visibility and advocacy for disability rights. The occasion was chaired by Mr Baboucarr Gaye, Vice Principal of St. John School for the Deaf, while Mr Dodou Loum, Executive Director of GADHOH, delivered the welcoming remarks. The Chairman of the National Human Rights Commission (NHRC) was represented at the event by Madam Fatou Gaye. Other speakers included Mr Lamin Ceesay, Programme Officer of GADHOH and a member of the National Advisory Council for Persons with Disabilities (NACPWD); Madam Anna Nancy Mendy, Special Needs Officer at the Ministry of Basic and Secondary School Education; and Mr Samba Jaiteh, a visually impaired disability-rights advocate and founder of FCRPD. Across the different presentations, speakers emphasised that the recognition of sign language must go beyond symbolic celebration and translate into practical measures that enable deaf and hard-of-hearing people to communicate, learn, access services and participate equally in society. One of the central messages of the commemoration was that inclusion should not simply mean inviting persons with disabilities to an activity.

Mrs Binta Nyangado, Sign Language Teacher at St. John School for the Deaf, emphasised the importance of sign language in the education and social development of deaf children. She said inclusion must go beyond simply placing deaf children in schools or programmes. Without sign language, appropriate learning resources and communication support, meaningful participation remains difficult. Mrs Nyangado encouraged parents to learn sign language so they can communicate effectively with their deaf children, understand their needs and provide appropriate support. She also stressed the importance of early exposure to sign language and opportunities for deaf children to interact with both deaf and hearing children in order to build confidence, self-esteem and social skills. She stressed that meaningful inclusion requires the removal of barriers that prevent deaf and hard-of-hearing people from participating on an equal basis with others. She explained that deaf and hard-of-hearing people have been advocating for inclusion in Gambian society for many years. According to the her- deaf people are members of society with the same rights as everyone else, even though they may communicate differently. She argued that society must move away from approaches that treat deaf people as passive recipients of services. “What other people can do, we can also do.” The presentation emphasised that an activity cannot be considered fully inclusive if deaf participants are present but cannot understand or contribute because sign-language interpretation or other communication support is unavailable. For deaf and hard-of-hearing persons, sign language is a primary means of communication. Therefore, where sign language is absent, participation can become severely restricted. She said that organisers of public programmes should ensure that qualified people who understand sign language are available to facilitate communication and enable deaf participants to participate fully. Sign language and the development of children Particular attention was given to the importance of early exposure to sign language for deaf children. She noted that children learn not only from teachers but also from their peers and from other children within their communities. Participation in social and educational activities, therefore, can help deaf children develop confidence, social skills and self-esteem. When deaf children are excluded from social activities, they may find it difficult to interact with others and develop confidence in themselves. She called for deaf children to be included in activities alongside children without disabilities so that they can socialise, learn from one another and develop a stronger sense of belonging. > “Participation is very important.” She also emphasised that inclusion should begin at an early age, particularly in the family and school environments. Parents urged to learn sign language Parents and families were identified as key partners in promoting the development of deaf children. The She encouraged parents of deaf children to learn sign language so that they can communicate directly with their children and understand their needs, feelings and concerns. According to the presentation, when parents are unable to communicate with their deaf children, family relationships can become strained and children may feel isolated within their own homes. Learning sign language, the speaker argued, would enable parents to communicate with their children, understand their experiences and provide appropriate support. She also urged families to take responsibility for supporting their children's education and social development from an early stage. Teachers, it was explained, can provide educational support, but parents have an important role to play because they spend significant amounts of time with their children outside school. She called for greater efforts to train parents in sign language and help them develop the communication skills necessary to support deaf children. A call to promote Gambian Sign Language Another important message from the commemoration was the need to promote and strengthen Gambian Sign Language. The presentation highlighted the importance of having a sign language that reflects the country's own social and cultural context. The she cautioned against excessive reliance on foreign sign languages and encouraged Gambians to value and develop their own sign-language resources. The presentation explained that sign languages can borrow or adapt signs from other languages, but local communities should also develop signs that reflect their own cultural realities, terminology and experiences. She argued that this requires collaboration among deaf people, teachers, interpreters, schools and other stakeholders. The deaf community should be at the centre of this process because it is the primary user of the language. She therefore encouraged stakeholders to be proud of Gambian Sign Language and to support its continued development and use. Sign language is a human right A recurring theme throughout the commemoration was that sign language should not be regarded simply as a special service provided to deaf people. Rather, access to sign language was presented as an essential component of human rights, equality and participation. The she stressed that without sign language, deaf people can face significant barriers to education, information, social participation and economic opportunities. With access to sign language, however, deaf people can communicate, learn, develop their skills and participate in society. The presentation therefore encouraged schools, teachers, parents and government institutions to expand their capacity to communicate through sign language. Call for deaf children to be enrolled in school The speakers also called on communities to identify deaf children who are not attending school and encourage their families to enrol them. The message was particularly directed at community members who may encounter deaf children outside the formal education system. The speaker urged them to work with families and relevant institutions to ensure that deaf children receive education and benefit from the same opportunities available to other children. Education, the speakers stressed, should not be denied because of communication barriers. NHRC: Disability Act must translate into practical change Representing the Chairman of the National Human Rights Commission, Madam Fatou Gaye delivered a statement highlighting the human-rights dimensions of communication accessibility. She said the commemoration provided an opportunity to recognise the rights, dignity and contributions of deaf and hard-of-hearing persons while drawing attention to the importance of sign-language interpretation for effective participation in society. According to the NHRC representative, equality and non-discrimination require persons with disabilities to be able to participate fully and meaningfully in social, economic and cultural life. She acknowledged the importance of the Persons with Disabilities Act, 2021, describing its enactment as an important national framework for promoting the rights, dignity, inclusion and participation of persons with disabilities. However, she stressed that legislation alone is not enough. “The real measure of progress lies in its effective implementation.” The representative said the Act must translate into practical improvements in the lives of persons with disabilities and contribute to removing the barriers that prevent them from enjoying their rights on an equal basis with others. Communication barriers affect access to essential services For deaf and hard-of-hearing people, communication was identified as one of the most significant barriers to accessing essential services. The NHRC representative noted that access to information and communication is fundamental to the enjoyment of many other human rights. Without effective communication, access to education, healthcare, justice, employment, police services and participation in public life can be significantly restricted. She therefore stressed that sign-language interpretation should not be treated as merely an additional or optional service. Instead, it should be considered an accessibility measure necessary for equality and effective participation. A deaf person visiting a hospital, police station, school, court, public meeting or government institution should not be placed at a disadvantage because appropriate communication support is unavailable. The representative called on public institutions and service providers to take reasonable measures to ensure that information and services are accessible to deaf and hard-of-hearing persons. Need for more qualified sign-language interpreters The NHRC representative specifically called for increased availability of qualified sign-language interpreters in essential public services. Priority areas identified included: Healthcare, Education, Justice, Police services, Public administration, Public information and communication. She also called for investment in the training and professional development of sign-language interpreters. In addition, she encouraged service providers who regularly interact with deaf and hard-of-hearing people to acquire basic sign-language competencies. Public information campaigns, she said, should also be produced in accessible formats, including sign-language interpretation where necessary. Accessibility should be considered from the beginning when public programmes, services, communication materials and facilities are designed rather than being treated as an afterthought. CRPD obligations and accessibility The NHRC representative also referred to the international human-rights framework, particularly the Convention on the Rights of Persons with Disabilities (CRPD). She highlighted the importance of Article 9 of the Convention, which addresses accessibility and requires States Parties to take appropriate measures to ensure access on an equal basis with others to information, communications, facilities and services open or provided to the public. The representative also highlighted the Convention's recognition of the importance of promoting and facilitating the use of sign languages. She stressed that accessibility should therefore be understood as an essential component of equality and inclusion rather than as a privilege. Can a deaf person access justice? The NHRC statement posed a number of practical questions intended to challenge institutions about the real experience of deaf people when accessing services. Among the issues raised were whether: * A deaf person can communicate effectively when seeking healthcare; * A deaf person can report a crime and understand the procedures involved; * A deaf child can access education without communication barriers; * A deaf or hard-of-hearing person can participate meaningfully in public consultations and decision-making; * Public information is accessible to deaf and hard-of-hearing citizens. The representative said these are not merely questions of service delivery. They are questions of human rights, equality and dignity. Nothing about us without us Another major theme was the principle of Nothing about us without us. The NHRC representative said the responsibility for advancing disability rights does not rest with a single institution. Rather, it requires collective efforts involving government, OPDs, civil society organisations, development partners, the private sector and communities. Most importantly, persons with disabilities must be meaningfully involved in decisions that affect their lives. The voices and lived experiences of deaf and hard-of-hearing people, she said, must be placed at the centre of efforts to improve accessibility and inclusion. This principle should guide the development and implementation of laws, policies, programmes and services relating to persons with disabilities. Education Ministry: Sign language is a gateway to education and participation Madam Anna Nancy Mendy, Special Needs Officer at the Ministry of Basic and Secondary School Education, also highlighted the importance of sign language in education. She described sign language as more than a communication tool, emphasising its role in education, participation, identity and opportunity. Every deaf or hard-of-hearing child, she said, has the right to learn, communicate and participate fully in school and society. She acknowledged that challenges remain in providing appropriate learning and assessment opportunities for deaf learners but noted the importance of strengthening systems that support deaf children. She called for a move beyond awareness towards concrete action to ensure that children are identified early, provided with appropriate support and given equal opportunities to participate and succeed. Teachers urged to strengthen sign-language skills The education sector was encouraged to increase the number of teachers and education professionals capable of communicating effectively in sign language. The speakers stressed that teachers working with deaf learners need adequate sign-language skills to ensure effective classroom communication. They also encouraged wider cooperation between deaf students, teachers and schools to strengthen understanding and improve educational outcomes. The message was clear: a deaf child cannot be fully included in education if the child and teacher cannot communicate effectively. Schools as centres of inclusion The speakers recognised the contribution of schools serving deaf and hard-of-hearing learners and called for stronger support to ensure that such institutions have the necessary teachers, resources and learning materials. The discussions also highlighted the importance of connecting specialised schools with mainstream education systems so that deaf learners can participate more broadly in society. The speakers emphasised that education should contribute not only to academic development but also to socialisation, confidence and independence. Samba Jaiteh: Inclusion is a shared responsibility Mr Samba Jaiteh, a visually impaired disability-rights advocate and founder of FCRPD, described disability inclusion as a shared responsibility. Drawing from his long involvement in disability advocacy, he said the struggle for the rights of deaf people and other persons with disabilities requires sustained commitment from all stakeholders. He emphasised that sign language is fundamental to the rights of deaf people because communication must take place in a language that people understand. He also stressed the importance of recognising the contribution and potential of persons with disabilities rather than focusing primarily on their impairments. For Jaiteh, inclusion cannot be left solely to persons with disabilities or organisations representing them. It must involve government, schools, families, civil society, communities and other stakeholders. The deaf community must lead decisions affecting them Jaiteh also reinforced the principle of “Nothing about us without us.” He noted that the deaf community should be involved in shaping policies, programmes and services that affect its members. The development of sign-language resources, educational approaches and disability programmes should therefore involve deaf people directly. This approach, he suggested, helps ensure that programmes respond to actual needs rather than assumptions made by others. Moving from awareness to action The different presentations converged around one central message: **awareness alone is not enough**. Stakeholders called for concrete measures to turn disability-rights commitments into practical changes in the lives of deaf and hard-of-hearing people. These include: 1. Increasing the availability of qualified sign-language interpreters; 2. Strengthening sign-language training for teachers and public-service providers; 3. Promoting the use and development of Gambian Sign Language; 4. Ensuring deaf children have access to quality and inclusive education; 5. Training parents and families to communicate with deaf children; 6. Making public information accessible through sign language and other appropriate formats; 7. Ensuring deaf and hard-of-hearing people can access healthcare, justice, education and public administration; 8. Strengthening implementation of the Persons with Disabilities Act, 2021; 9. Ensuring persons with disabilities participate meaningfully in decisions that affect their lives; and 10. Strengthening collaboration among government, OPDs, civil society, development partners, communities and the private sector. A message to families and communities The commemoration also carried an important message to parents. Families were encouraged not to regard deafness as a reason for isolation or exclusion. Instead, parents were urged to learn sign language, communicate with their children and support them to develop confidence and independence. Early communication, the speakers stressed, can help deaf children build relationships with family members, teachers and peers. It can also enable parents to understand their children's needs, interests, feelings and aspirations. “Sign language is not a barrier” The commemoration concluded with a powerful message about the relationship between language, disability and inclusion. The NHRC representative stressed that sign language itself is not a barrier to communication. Rather, barriers arise when society fails to provide accessible means of communication. A deaf person should not be excluded from healthcare because there is no interpreter. A deaf child should not be denied education because teachers cannot communicate in sign language. A deaf citizen should not be prevented from accessing justice because public institutions have failed to provide appropriate communication support. The responsibility therefore lies with society and institutions to remove these barriers. Sign language is not a barrier to communication. The barrier arises when society fails to make communication accessible. This message captures the broader purpose of the commemoration: to shift the focus from the perceived limitations of deaf and hard-of-hearing people towards the responsibility of society to remove communication and participation barriers. From commemoration to commitment As the march-past and programme brought together the deaf community, OPDs, government representatives, educators, civil society organisations and other stakeholders, the event served not only as a celebration but also as an advocacy platform. The participants called for continued efforts to ensure that deaf and hard-of-hearing people can participate fully in national development. The challenge now is to transform the commitments expressed during the commemoration into practical measures that people can experience in their daily lives. That means ensuring that a deaf child can enter school and receive an education in an accessible language; that parents can communicate with their children; that patients can communicate with healthcare workers; that citizens can report crimes and access justice; that public information reaches everyone; and that deaf and hard-of-hearing persons have a meaningful voice in decisions affecting their lives. The commemoration therefore ended with a renewed call for collective action. Government institutions, OPDs, civil society, development partners, the private sector, schools, families and communities all have a role to play. The message from GADHOH and its partners was clear: **recognising sign language must be accompanied by resources, trained personnel, institutional commitment and effective implementation of disability rights.** Only then can the promise of equality, dignity and meaningful participation become a reality for deaf and hard-of-hearing people in The Gambia. Sign language is a language. Sign language is a means of participation. Sign language is an avenue to education and opportunity. And, for the deaf community, access to sign language is fundamentally connected to the enjoyment of human rights.