The Hands That Speak: How Deaf Teacher Assistants are Transforming Early Learning in Africa

Across classrooms in Rwanda and Malawi, a quiet change is happening. Deaf and hard-of-hearing students, who have traditionally faced challenges in accessing quality education, are now benefiting from a more inclusive, engaging, and supportive learning environment. This is driven by the commitment of deaf teacher assistants and innovative training programmes led by eKitabu, in partnership with Open Development & Education, Royal Dutch Kentalis, and Busara Centre for Behavioural Economics. The initiative is a part of the Scaling Inclusive Early Learning with Deaf Children project, funded by the  Global Partnership for Education’s Knowledge and Innovation Exchange (GPE KIX), a joint endeavour with the International Development Research Centre (IDRC). 

Last November, 25 teachers from five KIX project schools gathered at the Grazia Apartment Hotel in Rwanda for a four-day Teacher Professional Development (TPD) training. Alongside them were five deaf teacher assistants, whose presence has reshaped classroom dynamics.

One teacher from HVP Gatagara reflected on the difference a deaf teacher assistant makes:

“Having Solange, our Deaf teacher assistant, has been a real blessing. My classroom, which has over 60 learners with various disabilities, used to rely on me to summarize lessons in sign language during the last seven minutes. Now, with full inclusion, the students are more engaged and eager to learn.”

The training covered Universal Design for Learning (UDL) principles, accessible digital content, Kentalis Observation Lists (KOL), child safeguarding, and inclusive teaching strategies. Participants practised hands-on activities, co-teaching exercises, and digital literacy skills. By the end, teachers had enhanced their abilities and shared personal stories, such as the experience of a deaf student facing significant challenges like gender-based violence, emphasising the urgent need for supportive systems.

The workshop concluded with commitments from the Rwanda Education Board to integrate deaf teacher assistants into schools, ensuring the initiative's impact extends beyond the training itself.

Earlier in June, a five-day workshop in Blantyre, Malawi, focused on localizing and piloting the Research Sign Language Assessment Tools (RSLAT). Deaf teacher assistants, alongside representatives from the Malawi National Association of the Deaf (MANAD), reviewed the tools and piloted them in classrooms at Mountain View School for the Deaf.

The workshop was designed to address systemic barriers in Malawi, including limited recognition of Malawian Sign Language (MSL) in early childhood education and a shortage of MSL-fluent educators. Teachers practised new strategies, built relationships with learners, and explored inclusive assessment methods—laying a foundation for improved early learning outcomes. 

“The practical exercises allowed us to understand the tools and build confidence in administering them,” shared a workshop participant. “We can now better support learners and adapt lessons to their needs.”

Across both Rwanda and Malawi, the most profound change comes not from the tools or manuals, but from the people, the teachers and deaf assistants, who bring them to life. 

The workshops highlighted critical gaps, from digital literacy challenges to resource constraints, prompting action points to ensure continuous support, follow-up, and mentorship. 

As the project continues, it is laying the groundwork for a replicable model that could transform inclusive education across the continent, proving that with the right training, resources, and commitment, classrooms can become spaces where every child, regardless of ability, has the opportunity to succeed.