In Senegal, some schools are undergoing a transformation in the education of deaf and hard-of-hearing children. Instead of being placed in separate institutions, they now sit together with hearing classmates in inclusive classrooms. This opens new opportunities for communication, integration, and social learning. At the Lycée public Guinaw Rail Sud in Pikine, a suburb of the capital Dakar, Mouhamed Sall, a deaf student, is an example of this change. He uses sign language to communicate with his classmates and teachers, showing how inclusion can be put into practice.
Learning Together in the Classroom
Mouhamed Sall and three other students are part of a small group participating in inclusive education in several Senegalese schools. In class, they study alongside hearing peers, with sign language and silent communication becoming increasingly normal in the lessons.
Some hearing students take the opportunity to learn sign language themselves. “It was easy, because we were already friends from primary school,” says Salane Senghor, a former classmate of Mouhamed. “New classmates were curious and often turned to the assistant to understand what was being said.”
The classroom at Lycée public Guinaw Rail Sud is lively and creative. A graffiti above the blackboard humorously declares: “No teacher is allowed in this room.” This shows that students are active and self-determined in their learning, while assistants step in to provide support when necessary.
Education and Inclusion: A National Challenge
Despite such positive examples, inclusive education in Senegal remains a major challenge. According to UNICEF, about 60 percent of children with disabilities in the country do not attend school. The government also lacks comprehensive data, as only officially registered children are counted as disabled.
Sara Poehlman from UNICEF Senegal emphasizes: “We expect the government to make progress so that every child, regardless of their abilities, has the chance to learn.”
Senegal is currently working on a national strategy for inclusive education, but political instability and social stigmatization have slowed progress. Many parents hide their children or prevent them from participating in social life out of fear of discrimination. Still, there are signs of change: in 2021, Senegal’s national football team of deaf and hard-of-hearing players won the first African championship for such teams and competed at the world championship, earning praise from the president.
Inclusive Classes: A New Model
Last year, the organization Humanity & Inclusion, in cooperation with the Ministry of Education, began setting up inclusive classrooms in four public secondary schools, including Apix Guinaw Rail Sud. Here, assistants skilled in sign language are employed to facilitate communication between students and teachers.
“We make sure that all children are on an equal footing. Inclusive classes help bring hearing and hearing-impaired students together,” explains assistant Papa Amadou.
Mouhamed Sall benefits from free education, which is a significant advantage in a country where school fees often place a heavy burden on families. Until recently, there were mostly specialized schools for children with disabilities, but these were often private and expensive.
His mother, Khadija Koundio, initially paid around 17 dollars per month for a local learning center for children with special needs, before Mouhamed was able to enter primary school thanks to programs created by Humanity & Inclusion in a small number of schools.
Challenges for Teachers and Families
Omar Diop, senior supervisor at Apix, points out that teachers face new challenges. “It’s the first year for teachers in this form of inclusive education. Many children already have a higher level of sign language, which makes lessons more demanding,” he explains.
School principal Mamadou Konte stresses the importance of teacher training: “We have seen success in our school, but this model needs to be expanded nationwide so that all children can benefit.”
Families also face difficulties. Koundio, chairman of the parents’ association for deaf students, notes that some children live far away, and travel costs are a burden. UNICEF supports families with the “Carte de l’Égalité,” which provides financial assistance to ensure children with disabilities have access to education.
Jandira Monteiro from Humanity & Inclusion highlights the importance of cooperation between the Ministries of Education and Health to provide holistic support for children with disabilities.
Personal Experiences and Future Perspectives
Mouhamed Sall feels accepted and valued in his class. His teachers praise his intelligence and artistic talent, especially his skill in building models of traditional houses and pirogues. His mother hopes he will pursue his passions and build an independent life: “One day, when I am no longer here, he should be able to support himself.”
Mouhamed’s story shows that inclusion in the classroom is not only possible but also creates new opportunities for deaf and hard-of-hearing children — for education, friendships, and personal growth.
Conclusion
Inclusive classes in Senegal are an important step toward equality and social participation for deaf and hard-of-hearing children. Programs like those of Humanity & Inclusion, in cooperation with the Ministry of Education, show that practical solutions for inclusion are possible, even in countries with limited resources.
However, challenges remain: teachers need specialized training, families require financial support, and social prejudices must be reduced. Positive examples, such as the success of the deaf football team or the growing number of students learning sign language, demonstrate that change is achievable.
The future of inclusive education in Senegal depends on continued political commitment, targeted support, and the willingness of society to break down barriers. Children like Mouhamed Sall prove that inclusion is not just a concept but a lived reality — to the benefit of all.
