Learning in Rwanda for a Deaf Student

Tom Sabella
Peace Corps

Ngirabakunzi Valens is a Rwandan teenager who just finished his third year of secondary school (9th grade) and is now waiting for his results from the national examinations. His favorite subjects are history, English (the language of instruction across Rwanda), and sign language. Rwandan Sign Language (RSL) is Valens’ first language, as he is deaf.

Valens lives at an inclusive school where students come daily from their homes to learn together with the boarding students who are deaf or have physical disabilities. Because I do not understand Rwandan Sign Language, Valens communicates with me through written notes, saying, “I always try to work hard” and “I like to respect others.” He likes to play basketball and volleyball and is happy that his school has a court for each.

Valens is one of seven siblings, five girls and two boys. His family lives in a village a two-hour bus ride from his school. His father is a storekeeper and his mother stays busy farming and managing the house, as most women in Rwanda do. Valens is only able to visit home during breaks between the three school terms each year. When he is home, he enjoys helping his parents. He wants to visit his family and friends who live in other parts of the country.

Despite the scarcity of people who can communicate with Valens in his primary language, RSL, he is outgoing and enjoys meeting the visitors who come to his school. I met Valens the first time I visited his school, when I was volunteering in a class. Despite my limited ability in any sign language, he found a way to get my attention and communicate with me. He informed me that he may study carpentry, welding, or auto repair at a vocational school in his family’s village when he starts upper secondary school (10th to 12th grade). However, he is hopeful that he will be able to pursue an academic concentration, instead of a vocational training program. “I want to study in another place for high school and college.” All students in Rwanda take a national exam at the end of their third year of secondary school (9th grade), which determines their opportunities to study in upper secondary. Valens added, “I love to work hard, so I will succeed in my examination.” He is now waiting for his scores to see what opportunities he will have.

“My life is difficult because I’m trying to study but many teachers do not know sign language. They only speak, and I cannot hear the teacher and I do not understand. I have to study by myself and memorize for school.” His school continues to seek more RSL training for teachers, and we’re both hopeful that teachers will have opportunities for more extensive training.

Wherever Valens goes, his friendliness will help him overcome barriers to communication. I wouldn’t know him myself if that were not true.