Felicity Ali communicates in a language that is understood by only approximately 3.3 percent of the population in Fiji, a unique challenge she faces daily as a dedicated educator. Ali’s journey began 21 years ago at the Gospel School for the Deaf, where she initially served as a librarian. When a teacher unexpectedly departed, the school’s director, Jim Cooney, encouraged her to take over the class. Despite her limited knowledge of sign language at the time, she embraced the challenge and learned from both her students and fellow teachers.
Now a lead teacher at the Gospel School for the Deaf in Samabula, Suva, Ali has progressed through the educational system, teaching at various levels, including kindergarten and classes one to four. Recently, she expanded her role by teaching a pre-vocational class for students aged 15 to 18.
Ali emphasizes that the learning process is continuous, stating that there are always new signs and vocabulary to learn. With her students on the brink of adulthood, she focuses on bridging the gap between them and the outside world, providing lessons in literacy and numeracy, as well as practical skills like money management and entrepreneurship. She encourages students to consider starting small businesses from home, particularly when the conventional job market may not be fully accommodating.
She notes that a significant obstacle these children face is the lack of parents who learn sign language. Ali expresses concern that when deaf children go home, their parents may be unaware of what they have learned at school, hindering their development. She strongly advocates for early enrollment, urging parents to send their children to school as young as possible to capitalize on crucial early development stages.
Ali recognizes that some parents struggle to accept their child’s disability, often out of fear or denial. She hopes to change this mindset, advocating for a more inclusive attitude that encourages families to embrace their children and provide them with the same opportunities as their hearing peers.
Moreover, Ali passionately defends the identities of children with hearing disabilities. She speaks out against derogatory terms such as “deaf and dumb,” advocating instead for respectful language that recognizes their abilities and right to education.
Her unwavering commitment to educating children with hearing difficulties reflects a broader need for awareness and understanding in society. Ali’s experience not only highlights the importance of early intervention and parental involvement but also the necessity of viewing children with disabilities through a lens of capability rather than limitation.