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Scaling Up Deaf Education For Prosperity

Empower Regular Classroom Teacher & Improvise Learning Barriers For Deaf Children.

Photo of Charles Ngiela

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What problem does your idea solve?

High level of illiteracy, poverty in deaf children and perpetuating discrimination and violation to deaf girl rights to education and participation. Memorization of the examination based system have affected the diverse demographics of the deaf population and led to their poor performance on national examinations and only worked for the normal/hearing learner.Retention and progression become the most difficult barriers to be eradicated.

Explain your idea

KCSD proposes to sensitise the society on inclusive education and implementation of in-service training for regular teachers that will provide a lasting solution to over 340,000 deaf children and out of school particularly girl-child. The identification of public schools and turning them to secular schools is the only way to ensure that everybody has their human rights respected with regard to education, to collaborate with regular teachers to address issues affecting hearing impaired children. Regular learning settings will be improvised to suit all learners needs with the ultimate aim of changing the negative stereotypes currently held towards the deaf persons and the entire people with disability, promoting their equal rights through working with the affiliate partners and the communities. Empower regular classroom teacher by offering them in-service training to enable them to cater for all learner regardless of their diversity background. Therefore Inclusive Education is fundamental to open societies, It ensures all members of society embrace diversity and is well prepared for civic engagement in their communities. The project supports flexible learning programs that respond to each child’s educational needs in common settings, support families with sensitivity, respect, provide equitable treatment, and model the basic right of civic participation through the classroom, that will increase retention and transition rates for deaf girl/ children.

Who benefits?

Hearing Impaired children and the non-deaf of ages 5- 20 years old in rural and urban areas of Nairobi County who have dropped out of school or have intermittent access to education. Parents and the entire community will benefit from the program as well regular teachers benefit from in-service training inclusion education to enable them to teach hearing impaired child in regular schools as opposed to segregation.

How is your idea unique?

The idea is unique because it will provide an in-service training to regular teachers to learn sign language and all subject matter in special education to enable them to teach deaf learners in an inclusive education setup that will cater for all child needs. Secular schools enable learners to learn and play together contrary to institutionalised setup that has led to high-level of dependency, poor academic performance, low self-esteem and negative attitude formed against deaf persons. The idea will also provide equal opportunities for all learners regardless of their diverse background. A survey conducted in seven countries by UNESCO, published in the Education For All Global Monitoring Report 2008, revealed that a child with a disability is twice less likely to attend school than a child without a disability. According to the (ILO), in 2003 in Europe, 52% of people of working age with a disability were economically inactive, compared with 28% of people without the disability.

Tell us more about you

Kenya Christian School for The Deaf is registered as a learning Institution for the Deaf, based in Kenya-operates in two counties namely- HomaBay and Nairobi. We work with local organisations as well International ie. Vijana Amani Pamoja-Kenya, Ministry of Education Kenya, Yetu initiatives-Kenya. International organisations are GlobalGiving (GG), Youth Service America (YSA) YALI Networks. I will devote my time to make this project a reality and partners to bring in technical expertise.

What are some of your unanswered questions about the idea?

1. How to remove the barriers of exclusion, abject poverty on the deaf children, Institutionally based setting? 2. will we need to develop the solution to be relevant to hearing Impaired learner's? 3. why shouldn't sign language be made compulsory in schools? 4. How scalable is the solution? To what extent 5. Having the idea and skills but incapacitated to change the situation as a result of constraint resources. 6. How to hook and teaming up with partner, sponsors and collaborator to implement the idea is what keeps me up at night?

Where will your idea be implemented?

  • Kenya

Experience in Implementation Country(ies)

  • Yes, for more than one year.

Expertise in Sector

  • I've worked in a sector related to my idea for more than a year.

Organizational Status

  • We are a registered non-profit, charity, NGO, or community-based organization.

Idea Maturity

  • Early Growth/Roll-out/Scaling: I have completed a pilot and am ready or in the process of expanding.

How has your idea changed based on feedback?

Well, we have heard various feedback from the community and OpenIDEO platform, but not far from our idea of which only one participant complained that our project wasn't addressing the sign language issues, we tried to go through and detected that we missed mentioning sign language as part of the training; it was an error and we corrected it forthwith. However, a participant said that what we doing is a notch advance than what the government of Kenya is about to implement by early 2018. Below is the URL ; link' We looked deeper into the problems that affecting deaf education and we come up with quite a number of issues and narrow them down to a major one called segregation. We sought to identify the main cause of the problem and how it could be a tackle and fully addressed to provide a clear road map that will bridge the gap and create a lasting solution. The community endorsed our idea

Who will implement this idea?

The Idea will be implemented by Charles O.Ngiela who is the Director of KCSD, teaming up with highly charged strategist board members, teachers and volunteers that will support the project on a full-time basis. The team, therefore, will implement the idea with partners, regular school and other stakeholders who shared the same ideologies. Partners will provide technical services and other expertise in making the project a reality.

Using a human-centered design approach, you may uncover insights that lead to small or foundational changes to your organization’s existing strategy or processes in order to unlock the potential of your idea. How would your organization go about making such changes?

Kenya Christian School For The Deaf is managed by a board of directors and the management committee. the boards of directors provide oversight to the management team as well support the development of policies, fundraising, strategic plans etc Financial policy- guides on financial controls and budgets, with three directors, each of whom is an officer working for the institution. We also involve staffs, parents, community members and other external stakeholders to enable us to get different opinions and pick the best to use.

What is it that most attracted you to Amplify instead of a more traditional funding model?

What attracted me mostly to Amplify is because it's composed of experienced professionals individuals with open minded supporting organisations and individuals reach their goals through creativity and innovative based ideas contrary to traditional funding models. Amplify is more of learning and sharing platform while one pursues funding as well to enable them to accomplish their proposed idea project.

What challenges do your end-users face? (1) What is the biggest challenge that your end-users face on a day-to-day, individual level? (2) What is the biggest systems-level challenge that affects your end-users?

1. The challenges faced by my end-users is communication barriers that promote dependency which has the negative impact in deaf children social life and academic performance. 2.Segregation in distance schooling where they’re confined an institutionalised with strangers whom they have not met and doesn’t understand their culture and way of life, enhance Low self-esteem, self-pity and loss directions. Accessibility to an Interpreter is a prerequisite for any tangible result to be realised; academic/any transaction. 3. Lack of information as a result of status quo that hinders their personal growth and development and self-esteem. 4.The biggest systems-level challenge that affects my end-users is a language barrier and institutionalised based institutions that hinders personal growth.

Tell us about your vision for this project: (1) share one sentence about the impact you would like to see from this project in five years and (2) what is the biggest question you need to answer to get there?

We aim to is ensure inclusive and quality education for all and promote lifelong learning regardless of individual's diversity.

How long have you and your colleagues been working on this idea together?

  • Between 6 months and 1 year

How many of your team’s paid, full-time staff are currently based in the location where the beneficiaries of your proposed idea live?

  • Between 10-20 paid, full-time staff

Is your organization registered in the country you intend to implement your idea in?

  • We are registered in all countries where we plan to implement.

My organization's operational budget for 2016 was:

  • Between $50,000 and $100,000 USD

If your team/idea/organization has a website, please share the URL below.
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Team (2)

Enouce Ndeche's profile
Enouce Ndeche

Role added on team:

"He's part of the team member behind KCSD, his role is a technical adviser to our team. Enouce is the CEO of Vijana Amani Pamoja and organization whose focus is football and HIV/AIDS on young people."

Charles's profile
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Attachments (2)




Our Idea


Join the conversation:

Photo of Paul Ssenteza

Thanks for the ideas Charles ,
Some Elements for more reflection:

Teaching Aids and learning materials. While all children require visual/audio learning , teachers for Children with hearing impalement need be equipped additional skills to produce local learning materials such as SL flash cards , pictures ... This has helped a many teachers in resource constrained areas in Uganda where schools are unable to acquire them from the education department.

As we may all agree also , most of the successful Deaf Learners have been enabled by their supportive families . It might therefore be vital to engage parents representatives in contributing ideas on tools and ways of promoting family participation in supporting the children to reduce the burden on teachers.
Otherwise learning from role Deaf role models and exposure opportunities from other deaf schools will boost this intervention .

Photo of Charles Ngiela

Dear Paul,
Thanks for your insightful recommendation, I liked the locally made available materials, especially during the emergency case. Stay put and once our project sails through we'll get back to you and share more practically. Thanks once again for your compliment and stay put.

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