At a time when inclusivity is not just a goal but a necessity, it is important to address the pivotal role that sign language, specifically South African sign language (SASL), can play in transforming the educational landscape for deaf and hard-of-hearing students in tertiary institutions.

For deaf students, sign language is not just a means of communication – it is a lifeline to academic access and success, and social inclusion. Imagine navigating a university environment where the primary language of instruction is foreign to you, where each lecture is a maze of incomprehensible sounds. This is the reality for many deaf students, whose first language is SASL, not English or any other spoken language commonly used in our universities. By integrating sign language into our teaching practices and support systems, we not only enhance the academic experience of deaf students but also promote a more inclusive, empathetic student life and university culture.

In today’s digital age, technology plays a crucial role in the teaching and learning process. Learning management systems (LMS), online resources and digital communication tools are now fundamental components of higher education. However, the design and implementation of these technologies often overlook the needs of students with hearing impairments. Ensuring that our LMS and other educational technologies are accessible to deaf students is not just an option, it is a moral and educational imperative.

Many digital platforms lack the features necessary to support sign language or visual learning methods, making it difficult for deaf students to engage fully with course content. For instance, lecture recordings should include sign language interpretation or accurate closed captioning. Interactive features should allow for video submissions in SASL, enabling deaf students to express themselves in their first language. These changes may seem small, but their impact on the inclusivity and accessibility of our education systems is profound.

Offering SASL courses as part of the curriculum can benefit both deaf students and those who can hear. SASL is recognised as an official South African language; as such, a course in SASL could qualify as a fundamental module that benefits students who are studying towards education or social services qualifications. Incorporating SASL into the curriculum and university life would do more than simply support deaf students academically – it would also cultivate a sense of belonging and community, both for deaf students and their peers who are able to hear. When hearing students learn SASL, they acquire the ability to communicate directly with their deaf classmates, breaking down barriers and fostering mutual understanding. This creates a more cohesive student body and a richer, more diverse learning environment for all – an environment that prepares our graduates for a diverse world of work.

Universities should also prioritise the training, employment and certification of qualified South African sign language interpreters. A steady supply of qualified interpreters ensures that deaf students can access lectures, tutorials and extracurricular activities, just like their hearing peers. Additionally, developing resources like SASL sign libraries for academic terminologies and SASL dictionaries and visual aids can provide ongoing support to students and educators alike.

Some may argue that the costs associated with these changes – hiring interpreters, developing SASL resources and adapting technologies – are too high for already stretched university budgets. However, the question we must ask ourselves is: can we afford not to make these investments? The exclusion of deaf students from the full university experience not only denies them their right to education but also robs our institutions of their potential contributions. Furthermore, investing in inclusivity aligns with the broader goals of equity and transformation in South African higher education.

As institutions that are dedicated to learning and growth, we must lead by example in championing inclusivity. This means not only acknowledging the needs of deaf students but actively working to meet them through the integration of SASL and accessible technology in our teaching and learning environments. It is vital that university administrators, educators and policymakers prioritise the inclusion of SASL in our curricula, enhance our technological tools to support deaf students, and engage with the deaf community and organisations such as DeafSA to better understand their needs.

By embracing these changes, we can ensure that our universities are places where all students, regardless of their hearing ability, can thrive. It is time to break the silence and make our higher education system truly inclusive for all.

Dr. Mathabathe is the Director of Student Affairs and Mr Juan Erwee is the Manager of the Disability unit at the University of Pretoria. 

Disclaimer: The opinions expressed in the article are solely those of the author and do not necessarily reflect the views of the University of Pretoria.