Here you can find a sample of the Ghanaian Sign Language Dictionary:
Here you can find a sample of the Ghanaian Sign Language Dictionary:
Congratulations go out to Peace Corps Volunteer Casey Deutsch, the Peace Corps Recipient of the 2014 Ghana Best Teacher Award! We asked Casey to tell us a little about the projects he is working on and this is what he said:
As the end of Pre-Service Training for the Peace Corps approached, I imagined myself fulfilling the duties of a volunteer teacher, sitting under a mango tree to escape the heat of the day, and relaxing as I enjoyed my two years of service at the Gbeogo School for the Deaf in the Upper East Region. Instead, what I found after my first few months at school were so many opportunities to improve the education of the deaf in Ghana that I rarely sat still.
My first major project was a complete sign language dictionary with over 1400 signs specific to Ghana. Over the course of five months, I worked with Caitlin McGuire, another volunteer at a school for the Deaf, to photograph, edit, and design the dictionary. Previously, no such tool existed for those studying Ghanaian sign language. The dictionary is already available online and we are working with Our Talking Hands on options for publishing. We would like to distribute the dictionary throughout the country, starting with the Schools for the Deaf.
The second national project is a collaboration between the Peace Corps and the Ministry of Education to adapt the existing ALERT Model (used to teach JHS students about HIV), to the Schools for the Deaf. The process is near complete as the final product will be launched during a national training for all of the schools for the deaf in early November.
Both of these projects, in addition to the work at my school, occupied my time for over six months. It was an incredible amount of work, but in the end, it paid off as I was named the 2014 Peace Corps’ recipient of the Best Teacher Award. The recognition validates all of the effort on these projects and reaffirms the love I have for working with the deaf in Ghana.
Once again, congratulations to Casey for this outstanding achievement! We are looking for more great things to come, as Casey has assured us he has more ideas in the pipeline!
**For more about Casey Deutsch you can visit his blog at http://ocdpcv.blogspot.com**
As we await the arrival of students at the Volta School for the Deaf, I wanted to take the opportunity to introduce everyone to a company I’ve been following for the past 3-4 years. Oliberté is a social enterprise that has been advertising in a monthly publication I receive for serving in the Peace Corps called “The World View”.
The first thing that grabbed my attention towards Oliberté was the stunning photographs of high quality handmade shoes popping off the pages of “The World View.” The design, craftsmanship, and materials stood out, as unique and bold. The shoes didn’t appear to be “cookie-cutter” in any way, captivating me to learn more.
I continued to read more about this group, to learn that the shoes were entirely made in Africa by Africans, including the sourcing of the materials used for production. The soles of their shoes are made from rubber grown in Liberia, and the leather handpicked and sewn in Ethiopia. Workers are at least 50% woman, including senior and junior administrators. Who is behind this idea? I wanted to learn more about the organizations founder.
It was upon learning about the Tal Dehtiar, the founder of Oliberté that I decided to create this brief introduction. In the article linked here, I learned that Dehtiar is not looking for charity, or a company in which one buys out of pity. He is first and foremost promoting the quality goods that can and are being produced in Africa. As quoted in the following article “At Oliberté, we believe Africa can compete on a global scale,” he says, “but it needs a chance. It doesn’t need handouts or a hand up. It needs people to start shaking hands and companies to start making deals to work in these countries.”
The example of Dehtiar and the good people of Oliberté is one that we at Our Talking Hands will continue to follow. The growth of Oliberté from 200 shoes in 2009 to a projected 25,000-30,000 shoes in 2012 is a testament to the hard working African and the vision of their founder, and further proof that good things come with patience and an indomitable will. As we say here in Ghana Ayekoo!! (you have done well).
The Our Talking Hands – Leadership Camp for the Deaf was a great success!
Camp was held at the Gbeogo School for the Deaf in the Upper East Region of Ghana between July 29 and August 3, 2012. The camp included sessions on deaf pride, peer pressure, assertiveness, HIV/AIDS, role modeling, goal-making, deaf pride, a talent show, excursions to the Crocodile Pond in Paga, the Potters in Sirigu, and much more. The camp was an opportunity for 4 students, a Peace Corps Volunteer, and a counterpart from 7 different Schools for the Deaf in Ghana to meet and learn from one another. The participating schools were the Volta, Cape Coast, Bechem, Wa, Savelugu, Gbeogo, and the State Schools for the Deaf. The camp was made possible through the efforts of Peace Corps Volunteers Lauren Corke, Kate Barclay, Kate Stalter, Caitlin Rose, Melissa Mizerak, Lindsay Hanson, and Scott Anderson. Special thanks goes to the Heads of the 7 participating schools. Seventy-five percent of the funding for the camp was provided by the Peace Corps Partnership Program (PCPP). Twenty-five percent of the camp was funded through community contributions.
Our Talking Hands Co-Founder Promise Mensah presented the camp organizers with funds in hope that the camp will continue as an annual event. Promise says she plans to contribute an even larger community contribution towards future camps, as the camp provides a unique opportunity for deaf students to exchange ideas and celebrate deaf culture. The Leadership Camp is an extension of Our Talking Hands Mission, as it motivates, empowers, builds confidence, and instills pride. It is our hope that the students and teachers bring knowledge they have gained from attending the camp back to their homes, schools, and communities. Students closed from camp feeling energized and filled with hope for their futures. We look forward to this event next year, and have already begun talking about possible venues and sites to visit in beautiful Ghana.
We would like to give a special thanks to Ghana National Association for the Deaf (GNAD) Advocacy Officer, Mr. Robert Sampana. Mr. Sampana traveled all the way from Accra to deliver a powerful message to the campers. As a deaf Ghanaian, he spoke of his experiences, and inspired the students to work hard and focus on their goals. He explained that despite problems with the school system, testing, access to interpreters, and stigmas from within their various communities, it was their own responsibility to overcome these barriers. Mr. Sampana is an excellent example, as he is a leader, who completed university, drives his own car, and holds a significant position advocating for the rights of the deaf community. Most of the students had not met a deaf as accomplished as Mr. Sampana. The students asked questions that helped them realize that they too could achieve their aims. The students left Mr. Sampana’s session feeling more proud and optimistic about their futures. We are so happy to have such a powerful advocate leading the way for the deaf in Ghana.
Once again, we want to thank everyone for their support of Our Talking Hands and the Leadership Camp for the Deaf. It has been a pleasure to watch these students grow before our eyes and look forward to many more years of service to the deaf community.
The following is an article from the Junior Graphic, a publication serving the youth of Ghana. I have not been able to find a digital version of this article, and feel it is an important enough topic that I want to make it available to everyone. As a teacher at a School for the Deaf, this article resonates with my experience.
Wednesday, May 30-June 5, 2012 Issue No. 592
Why deaf students perform poorly in BECE
Story by: Severious Kale-Dery
The Ghana National Association of the Deaf (GNAD) has expressed concern over the poor performance of deaf students in the Basic Education Certificate Examination (BECE) and attributed the situation to the lack of well-trained sign language teachers in the country.
The Director of the GNAD, Mr James Sambian, said majority of the teachers in the deaf schools were not well-trained in sign language and often learnt the sign language from the students they were supposed to be teaching.
He said the teachers, therefore, taught students using the sign language they (the teachers) had learnt from the deaf students.
That, he said, had resulted in very poor grammatical construction in English becuse the way the students expressed themselves in the sign language influenced the way they wrote English.
“For instance, deaf students who want to write, ‘We are going to Kumasi’, write, ‘We, Kumasi go’. This is because that is how they express themselves in the sign language but which is not the correct way to write or speak English,” he explained.
The problem, Mr Sambian said stemmed from the fact that the way deaf students were taught to express themselves in the sign language was basically different from written English and that had created problems for deaf students, who had not been able to write good English in external examinations over the years.
Although deaf schools accept sign language expressions by students in examinations, they are not accepted during external examinations.
At the State School for the Deaf at Adjei Kojo in Ashaiman, the Headmaster, Mr Michael Castro Mawuli Cudjoe, admitted that most of the teachers who taught in deaf schools often learnt the sign language from the students but explained that the teachers, as much as possible, used what they leant from the students to teach them the right things.
On the Basic Education Certificate Examination (BECE), he said deaf candidates wrote the same papers as candidates who did not have any disabilities, adding that the only concession for deaf candidates was that “they are given one and a half times the duration for all papers during the examination”.
He said even with the directive from the West African Examinations Council (WAEC) last year, some invigilators were not prepared to allow deaf candidates to stay on for the extra time, adding, “I had to intervene before that was done.”