Stage of Innovation: Idea (You have thought it through and documented it)

Problem: Students are being encouraged to participate in science activities, this creates opportunities for them to develop and practice many different skills and attributes. These opportunities are not being enjoyed by Deaf Students. Deaf students just like their hearing counterparts, have the right to quality science education. The deaf students in my community, especially those in government owned schools have little or no access to science education. Deaf students who have passion to study science related courses in higher institutions ( such as medicine, pharmacy, engineering etc) are being discouraged and told that science related courses are not meant for the deaf. They are rather offered special education or social science courses to study. The major challenges in having science subjects like ( Chemistry, biology, physics, basic science etc) taught in deaf schools is the unavailability of science teachers with sign language skills, inadequate provision of sign language interpreters, lack of special science facilities for teaching the deaf, lack of visual materials to aid teaching and learning of science, etc. There is a need to involve deaf students in science learning and also organize sign language training for science teachers who would in turn impact the deaf community and this is the vision of DEAF SCIENCE CLUB.

Unique Selling Point: In my community, deaf students are being exposed to technology skills such as learning to operate the computer, coding and robotics whereas no provisions are made for teaching deaf students science education. A curriculum will be designed by science teachers and deaf educators for synergy between science and the peculiarity of deaf students. Resource persons will be invited and equipped with the needed facilities and materials to help facilitate the teaching and learning of sciences by deaf students. An enabling environment will be created for the students’ active participation in the project, as materials are made readily available for them. The use of ICT gadgets would not be left out as it will play an important role in the students’ assimilation of science concepts. The deaf students would also be taught science entrepreneurship skills, such as, making of house hold products(liquid soap, bleach, antiseptics, room fresher etc) for the benefit of their immediate community and for making profit. This approach will give a sense of belonging to the deaf students and increase their confidence level to become potential Doctors, Pharmacist, engineers and any other science related profession.