Felicity Ali is a dedicated educator facing the unique challenge of teaching in a language understood by approximately 3.3 percent of the population in Fiji. Her journey began 21 years ago at the Gospel School for the Deaf, where she initially worked as a librarian. After a sudden vacancy, Jim Cooney, the school’s director, encouraged her to step into a teaching role, despite her limited knowledge of sign language at that time. Determined to overcome this hurdle, she learned alongside her students and colleagues.
Today, Ali serves as a lead teacher at the Gospel School for the Deaf in Samabula, Suva, where she has taught various grade levels, including kindergarten and classes one to four. Recently, she took on the additional responsibility of instructing a pre-vocational class for students aged 15 to 18. Her teaching focuses not just on literacy and numeracy but also on practical life skills such as money management and entrepreneurship. Ali inspires her students to consider starting small businesses from home, particularly given the challenges of the conventional job market.
A significant hurdle her students face is the lack of parental involvement in learning sign language. Many parents are unaware of what their deaf children are taught in school, which can hinder emotional and educational development. Ali advocates for early school enrollment, urging parents to bring their children in at a young age to ensure they benefit from critical developmental stages.
Ali also recognizes that some parents struggle with their child’s disability due to issues of denial or fear. She aims to shift these perceptions, promoting a more inclusive mindset among families, so that children with hearing difficulties can enjoy equal opportunities as their hearing peers.
Furthermore, she staunchly defends the identities of children with hearing disabilities. Ali actively challenges derogatory terms such as “deaf and dumb,” urging society to adopt respectful language that acknowledges their abilities and right to education.
Her enduring commitment to educating children with hearing difficulties shines a light on the broader need for societal awareness and understanding. Ali’s experience underscores the critical importance of early intervention, parental involvement, and the necessity of reframing how society views children with disabilities, emphasizing their potential rather than limitations. As she continues her work, Ali fosters hope and empowerment for her students, paving the way for a more inclusive future.