Millions of deaf and hard-of-hearing (DHH) people in India continue to face serious educational challenges. According to a government survey from 2014, over 19% of India’s DHH children were not attending school. A new study by Dr. Abhimanyu Sharma from the University of Cambridge reveals how systemic barriers—especially the lack of sign language in education—are contributing to this problem. The study highlights the urgent need for the Indian government to officially recognise Indian Sign Language (ISL), open more accessible schools and universities, and stop promoting outdated teaching methods like “oralism,” which forces deaf students to rely on speech and lipreading only.
A Widespread Education Crisis
The number of DHH children who are excluded from education is alarming. Without sign language being used in schools, many of these children simply cannot understand the lessons or communicate with their teachers and peers. This often leads to frustration, isolation, and eventually, dropping out of school.
Dr. Sharma explains: “Thousands of deaf and hard-of-hearing children are missing out on school in India. This has a huge impact on their wellbeing and future opportunities.”
He points to oralism—the idea that deaf people should only communicate by speaking and lipreading—as a major reason for this crisis. While this method is largely rejected in other parts of the world, it is still common in Indian schools. Many educators do not understand that sign language is a real, full language—not just a set of gestures. Because of stigma and lack of awareness, ISL is not widely used in the classroom, leaving DHH students behind.
The Case for Indian Sign Language
Sign language is essential for deaf people. It is not a “second-best” option—it is their primary way to communicate, learn, and understand the world. That is why Dr. Sharma is calling on the Indian Government to take two major steps:
- Make Indian Sign Language an Official Language of India
By recognising ISL at the national level, the government would commit to providing more support, funding, and visibility for deaf people. It would also mean that ISL users could be legally recognised as a linguistic minority, which would open up more rights and protections. - Open More Schools and Colleges for Deaf Students
India currently has only 387 schools for deaf and hard-of-hearing children. This number is extremely low considering the actual number of deaf children in the country. More specialised schools are urgently needed across all regions, especially in rural and underserved areas.
The study also shows that India underestimates how many deaf people live in the country. The last national census in 2011 reported about 5 million DHH people, but the National Association of the Deaf believes the true number is closer to 18 million. The difference in numbers is partly due to poor terminology and misunderstandings about deafness in official surveys.
Higher Education and Teacher Training
Dr. Sharma also highlights the lack of higher education opportunities for DHH students. There are very few colleges for deaf learners, such as the St. Louis Institute for Deaf and Blind in Chennai. These institutions are not enough to meet the needs of deaf youth who wish to continue their studies after school.
He calls for more interpreter training programs across Indian universities, as there is a serious shortage of qualified sign language interpreters. Without interpreters, deaf students cannot fully participate in university lectures or campus life.
India’s 2016 Rights of Persons with Disabilities Act requires the government to train and employ teachers who are qualified in sign language. But in practice, there are not enough trained teachers available. The gap between laws and real implementation continues to hurt deaf students.
Language Policy Must Include Sign Language
India’s general language policy in education requires students to learn three languages at the secondary level. However, this model does not work for deaf students. In 1995, the Persons with Disabilities Act allowed deaf students to learn only one language instead of three. But even that Act failed to mention sign language directly, and it gave no clear instructions on how DHH students should be taught.
Although the 2016 Act introduced better policies and more rights, the impact has been limited because there is still not enough funding, training, and support from the government to make those policies work in reality.
Recommendations and Tips for Change
Dr. Sharma makes several practical suggestions for improving education for DHH students:
- Official Recognition of ISL: This would give sign language more status and funding, and help fight stigma.
- More Deaf Schools and Colleges: Each state should have enough schools to meet the real demand.
- Trained Teachers: The government should invest in training programs for sign language teachers and interpreters.
- Public Awareness Campaigns: The media and local organisations should promote positive attitudes toward sign language and deaf people.
- Better Data Collection: Future censuses must use accurate terminology to correctly count DHH people.
- Policy Impact Reviews: Every new law or education reform should be reviewed regularly to see if it is helping DHH students in practice.
Conclusion
India has made some progress in recognising the needs of its deaf and hard-of-hearing citizens. But the country still has a long way to go to provide equal education and opportunities. Recognising Indian Sign Language as an official language would be a historic step forward. Combined with the opening of more schools and better teacher training, it would give millions of DHH children the chance to learn, grow, and fully participate in society.
Dr. Sharma’s message is clear: Deaf children deserve the same right to education as everyone else. That right must include access to their natural language—sign language.
Bild: University Cambridge
