A Journey in Deaf Education

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When Ms Khadeejah Hansrod graduated with her Bachelor of Education in Foundation Phase Teaching, she walked the stage with a record of academic excellence and a strong message about inclusion.

A top achiever, Hansrod placed third nationally in South African Sign Language (SASL) and second among learners in special schools in KwaZulu-Natal. Her results reflect more than academic ability, but also determination, innovation and the belief that Deaf learners can thrive when given equal opportunity.

‘I am a proudly Deaf qualified teacher and want to break down discrimination and communication barriers to show that Deafness is not a barrier to success. SASL is not just for the Deaf; it’s a bridge for everyone.’

Hansrod is especially passionate about creating spaces where Deaf children can see themselves as future doctors, pilots, police officers with certainty and confidence. ‘Every child should feel seen and supported. Teachers who know SASL can play a key role in breaking the delays and gaps in Deaf education,’ she said.

At UKZN, her experience reflected both progress and the ongoing challenges of access. She was provided with a SASL interpreter for most lectures and used a range of tools including live transcription, voice dictation apps and text-to-speech software to support her learning. At times, she attended classes without an interpreter and had to rely on her own resourcefulness and support from peers.

Group assignments offered a chance to build connections across language. ‘I taught my hearing classmates SASL. We used written communication too. It helped prepare me for real school environments where interpreters may not always be available.’

She’s particularly proud of learning isiZulu, a subject she initially thought was out of reach, ‘I put in the effort because I know how important language is to communication and respect. I wanted to challenge myself.’

Outside of the classroom, Hansrod expresses herself through poetry, a practice she uses to reflect on her journey, her family and her values. One poem pays tribute to her late grandfather, a local mayor who championed education in his community. She shared that his legacy of compassion helped shape her sense of purpose.

She adds, ‘Inclusion means recognising everyone’s value, not focusing on what people lack, but supporting what they bring. We need more lecturers to learn SASL, more awareness of Deaf culture and better academic access for Deaf students.’

Hansrod calls for bridge courses in subjects like biology, English, and physical sciences, and even envisions a university for the Deaf in South Africa, one that’s also open to hearing students interested in SASL.

Her advice to other students facing challenges: ‘Your journey is yours. Don’t let negativity define it. If you fail, it’s not the end, try again.’

As she prepares to enter the classroom as a Foundation Phase teacher, Hansrod is focused on building inclusive learning environments where all learners feel respected and encouraged. ‘SASL is an official language in South Africa. It needs to be treated that way in schools. Education should be motivating and accessible for everyone.’

Reflecting on Hansrod’s achievement, Disability Support Unit (DSU) co-ordinator Dr Roshanthni Subrayen offered her congratulations, ‘It’s been a pleasure supporting Khadeejah. Throughout her student journey she always showed diligence, perseverance and dedication. I am confident that she will make a difference in the lives of Deaf children in her classroom.’

Hansrod credits much of her success to her teachers at Fulton School for the Deaf, the academic support she received from UKZN, and her friends and family, especially her mother, who was a constant presence throughout her journey, fulfilling the vital roles of supporter, cheerleader, and dedicated note-taker whenever she needed her most.

Words: Rakshika Sibran

Photographs: Sethu Dlamini