Invisible disabilities, such as deafness, often remain overlooked in society. Unlike physical disabilities that draw immediate attention and support, the struggles of those with hearing impairments are frequently unseen, leading to systemic neglect and societal misconceptions. In country, where awareness about disabilities is still growing, the story of Tshering Wangzom sheds light on the barriers faced by the deaf community and their aspirations for inclusion.
Tshering Wangzom, a 24-year-old instructor at the Wangsel Institute for the Deaf, has defied the odds to carve out a meaningful life for herself. Born deaf and raised in a remote village in the east, Tshering’s early life was marked by isolation.
“When I was in my village, I didn’t talk, hear any information, or go to school. I stayed home rearing cows and watching other kids go to school,” she said.
She said that her journey began at the age of 10 when her father, encouraged by an uncle, enrolled her at the Wangsel Institute. For Tshering, it was a life-changing experience.
“I was amazed to see so many deaf students using sign language to communicate. At first, I wondered how I could ever learn it. But slowly, I gained knowledge and confidence. Now, I feel like a different person,” she said.
Despite her transformation, Tshering’s journey was far from easy. The lack of early intervention meant she started her education much later than her peers, a challenge shared by many deaf children in the country.
The Principal of the Wangsel Institute Dechen Tshering emphasized the importance of addressing this gap. “When children come to us late, they often don’t even know their own names. Early Childhood Care and Development (ECCD) and basic language skills are crucial. Without these, it’s challenging to teach them effectively later and we wish to have them as soon as possible,” he said.
“Early intervention is crucial for children with hearing loss. Hearing loss can significantly impact a child’s ability to develop speech, language, and social skills. The sooner these children start receiving services, the more likely they are to achieve their full potential in these areas,” he said.
It was said that babies diagnosed with hearing loss start receiving intervention services as early as possible, ideally before six months of age. Increasing awareness among parents about the importance of early intervention is crucial to ensure timely support for these children.
The broader workforce presents another hurdle for the deaf community. While Tshering now teaches at the Wangsel Institute, securing employment required relentless effort, including numerous letters and requests to the government.
“Deaf people are capable of working in hotels, offices, and other sectors. However, communication gaps often hinder their opportunities. Their English is basic, and they lack the ability to negotiate or engage fluently,” the Principal said.
Beyond employment, many deaf individuals struggle with societal misconceptions. The Principal pointed out that deafness, as an invisible disability, often leads to a lack of empathy.
“Deaf people can do everything except hear. But because there is no physical sign of disability, their needs are often overlooked. For instance, if someone sees a person in a wheelchair, they’re quick to offer help. But for a deaf person, the challenges remain invisible,” he said.
Likewise, Tshering said that there needs to be awareness and support for deaf people. She emphasized the need for ECCD centers staffed by deaf instructors or those proficient in sign language.
“In many remote places, there are no deaf instructors or facilitators who know sign language. As a result, many deaf children are left at home by parents who cannot send them to Wangsel because they are too young,” she said.
Looking ahead, Tshering dreams of a future where deaf community in country is fully integrated into society.
“We need more job opportunities and pathways for deaf individuals to work abroad. If people learn sign language, we can participate in everything others do. Right now, it’s a barrier,” she said.
The teachers at the Wangsel Institute for the Deaf said that most students aspire to become teachers, as the only role models they see are the deaf instructors at the institute. But they the need for broader exposure and opportunities, as these students have the potential to pursue diverse career paths if supported with the right environment and resources.
Tshering Wangzom said that her childhood dream of becoming a doctor, a dream she had to let go of due to limited resources and the challenges associated with being deaf. Despite her current role, she wishes for a chance to pursue further studies, emphasizing the importance of creating pathways for deaf individuals to achieve their aspirations beyond teaching.
The Principal said, “There’s a misconception that deaf people cannot achieve much. But if you see a deaf person dance, you’ll realize there’s nothing they can’t do. Learning sign language is the key to inclusion. If we wait for a deaf person to learn to speak, it will never happen. But if we learn their language, communication becomes seamless.”
Another challenged faced by the deaf children is the lack of parental involvement once children are enrolled into the Institute.
“What is happening is that a deaf child is often seen as a burden because there is no communication between the parent and the child, because of which, most of them do not even come to get the children when schools breaks are on the institute usually takes the responsibility of sending them home,” he said.
Despite of all, Tshering Yangzom said, “I hope to have a fully-fledged deaf organization to voice out our needs and work together as a community.”