Khadeejah Hansrod, a 24-year-old graduate from UKZN, has overcome significant challenges as a deaf individual to excel in her education. Ranked among the top achievers in South African Sign Language (SASL), she advocates for improved deaf education and aims to inspire others in her community.
Hansrod, 24, of Isipingo Beach, graduated with a Bachelor of education in foundation phase teaching. The top achiever placed third nationally in SASL and second among students in special schools in KwaZulu-Natal.
She was born deaf and throughout her life she faced numerous challenges that shaped her today.
Hansrod attended the Fulton School for the Deaf before joining mainstream university.
“While the school provided a supportive environment, it was sometimes challenging because some teachers did not know sign language. This occasionally led to communication difficulties. Additionally, deaf schools often have limited subjects, such as biology, life sciences, and physical science, due to departmental limitations on employing qualified teachers for these areas.
“Teachers at deaf schools in South Africa, not just at Fulton School for the Deaf, lack fluency in South African Sign Language. I’ve received complaints from the deaf community about this issue. Establishing a deaf education associate programme for training teachers who are not proficient in sign language is crucial for improving deaf education.”
She said as a result, she was passionate about teaching.
“My passion for education and advocacy led me to study at UKZN. I wanted to become a qualified deaf teacher. I was motivated by the desire to support deaf pupils and ensure their educational progress is not delayed by communication barriers. I pursued a Bachelor of education in the foundation phase, a choice driven by my love for studying and the importance of inclusive education.”
In 2020, Hansrod ranked second in special needs in KZN and third in SASL HL nationally.
“My goal is to promote the development of deaf education and ensure it progresses without delay because some teachers still lack sign language skills. In deaf schools, South African Sign Language is the primary language of instruction by Bella Act.”
She said her university experience was enriching and added to her love for teaching pupils with disabilities.
“Studying inclusive education raises awareness that both hearing and disabled individuals face similar challenges in learning. UKZN provided sign language interpreters, and the Disability Unit staff offered vital support during difficult periods. These experiences strengthened my resolve and commitment to the field.”
She said graduating from UKZN was a moment of pride.
“I am the first Edgewooian (Edgewood) graduate to represent pride deaf and proudly hold the deaf flag. I am not ashamed of my deaf identity. I am grateful to UKZN for accepting me, and I strongly encourage more deaf individuals to pursue higher education, as our community still faces communication barriers and discrimination.
“Looking ahead, I intend to pursue an honours degree in educational leadership and management. My vision is to motivate deaf people to realise that we are capable of achieving anything that hearing people can – except hearing. Sadly, many deaf individuals in South Africa remain unemployed, and I am committed to advocating for our community’s rights and opportunities.
“My ultimate career goal is to become a teacher for deaf children. I want to encourage parents to learn sign language so they can read stories and develop their deaf children’s language skills. I believe that with proper support and education, deaf children can thrive and reach their full potential,” said Hansrod.
“For fellow deaf students, never give up despite setbacks, be resilient against discrimination.”
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