By Tabe Ishimael Danirayi, writing in his own capacity
In Zimbabwe, deaf learners are often called “the forgotten tribe.” Not because they are few, but because our education system continues to overlook them.
This is not a story about inability. It is a story about exclusion.
Deaf Zimbabweans have proven they can succeed. They have graduated from universities, built careers, and contributed meaningfully to society. The problem is not their potential—it is the barriers placed in their way from the very first day of school.
Although Zimbabwe officially recognizes Zimbabwean Sign Language (ZSL) and has committed to international disability rights frameworks, these promises rarely translate into practice. For most deaf children, especially girls, access to quality education remains limited or nonexistent.
The failure begins in the classroom.
Many schools still teach deaf learners using spoken language, ignoring ZSL entirely. Children are expected to lip-read or speak—methods that deny them access to meaningful learning. Imagine trying to understand lessons in a language you have never heard. That is the daily reality for many deaf students.
Worse still, most teachers are not trained in sign language. This creates a system where educators and learners cannot communicate effectively. It is not a failure of teachers—it is a failure of policy and planning.
Zimbabwe’s education system also remains tied to outdated “oralist” approaches that prioritize speech over understanding. These methods have long been criticized for marginalizing deaf learners and delaying language development. The result is predictable: poor literacy outcomes, high dropout rates, and limited access to higher education.
For deaf girls and women, the situation is even more severe. They face a double burden of gender and disability, limiting their access not only to education but also to justice and healthcare. Without sign language interpreters in public institutions, many are effectively silenced.
This is not inclusion. It is systemic exclusion.
Real inclusion requires more than policy statements—it demands structural change. Zimbabwe must move toward a sign bilingual education system, where ZSL is used as a primary language of instruction alongside written and spoken languages. This approach is supported by research and has proven effective in improving learning outcomes for deaf students.
But reform cannot stop there.
Teachers must be trained in ZSL. Deaf educators must be recruited and empowered. Schools must be equipped to support diverse learners from early childhood through to university. And public services—from courts to hospitals—must become accessible through interpretation services.
These are not luxuries. They are rights.
Zimbabwe has already taken an important step by recognizing ZSL in its Constitution. Now it must take the next step: implementation.
If we are serious about “Education for All,” then deaf learners cannot remain an afterthought. In fact, their inclusion should define what true inclusion looks like.
The “forgotten tribe” is not forgotten because they are invisible. They are forgotten because we have not yet chosen to see them.
