A Day with Deaf and Deaf-Blind Students

Hello! My name is Thomas, and I'm 21 years old. I am a social educator graduate from Molde University College, and I was one of the exchange students that had my 3 month long exchange in Dar es Salaam Tanzania. My internship was at Uhuru primary, and I spent most of my time there at two different units. These two units were the deaf-blind unit and the intellectual disability unit. During this exchange we focused on CRPD and CRC.

During my time at Uhuru Primary, I gained unique insights into the daily lives of children who were blind and deaf-blind. Their days consisted of doing everyday tasks like cooking food, watering plants, doing the dishes and washing clothes. 

They also had school where they learned math, reading and writing. 

The children had varying degrees of vision and hearing abilities. Some were not blind, some were only blind in one of their eyes and some were completely blind and mostly deaf. The tasks and activities were therefor assigned to match the children's capabilities. For instance, when the children were watering the plants, the children with vision were given the task to get water, while the ones who had very little vision were given the task to water the plants. The children with vision would also help the ones without vision by taking their hand and lead them to where they needed to be. 

The teachers at the deaf-blind unit explained to us that the reason they focused on Activities of Daily Living (ADL) was to help the children become more independent as they grew older. These ADL skills are essential for personal autonomy and self-sufficiency. By mastering tasks such as cooking and cleaning, the children are better prepared to take care of themselves in the future.

Their daily activities aimed to provide a meaningful and inclusive education, in alignment with the principles of the CRPD and CRC. CRPD Article 24 emphasizes the right to inclusive education, ensuring that students with disabilities are not excluded from the general education system. CRC Articles 28 and 29 highlight the child's right to an education that develops their personality, talents, and mental and physical abilities to their fullest potential. The focus on ADL at Uhuru Primary School aligns with these international frameworks, ensuring that the children are equipped with practical skills that enhance their independence and quality of life.

When the children didn't have any more tasks to do, they would go to the playroom and play. They would kick ball, jump rope, or play with Legos. We also taught them some Norwegian games and danced with them during our stay. During playtime we did our best at including everyone in the activities.