- Interpreter says that lifelong barriers to education leave many deaf adults struggling with isolation and reduced confidence.
- Deaf student takes legal action against a university’s refusal to provide South African Sign Language (SASL) interpretation.
- Legal Resources Centre asks the court to declare the refusal unlawful and to set clear regulations for disability accommodation.
The psychological and social impact of educational exclusion within South Africa’s Deaf community has come under the spotlight, following a legal challenge over access to South African Sign Language (SASL) interpretation at a university.
A sign language interpreter who works closely with Deaf students says the case highlights deep-rooted, persistent obstacles faced by many deaf South Africans in pursuing education.
ALSO READ: Deaf student challenges university’s refusal to provide SA Sign Language interpretation
The interpreter, who was recently appointed at a university and also supports the Deaf community in psychosocial and educational contexts, has seen firsthand the emotional toll on deaf adults who have faced years of academic exclusion. She requested anonymity as she is not authorised to speak to the media.
“For many Deaf individuals, barriers to education begin early and often continue into adulthood,” she explained. She notes that repeated denial of equal access to learning environments can cause lasting emotional harm. “Being told that access cannot be through SASL interpretation sends a powerful message: that their participation in society is optional, not valued,” she says.
This ongoing exclusion can shape a person’s sense of what is possible for their future. “Over time, these repeated experiences can lead to feelings of isolation, reduced self-confidence, and the belief that opportunities available to others may simply not be available to them,” she adds.
When a deaf student qualifies for university, the interpreter believes it should be celebrated not only as a personal milestone, but as an achievement for the entire education system. “When a Deaf student qualifies academically to enter university, it’s not just a victory for them, but for a broader system that strives for equity and opportunity,” she says.
However, she emphasises that being admitted is only the first step. “Access to education is not just about admission into a programme. It’s about ensuring students can fully participate in lectures, discussions, and the whole academic experience.”
For deaf students, South African Sign Language interpretation is often the crucial link that enables them to engage with academic content. “For Deaf students, SASL interpreting is often the bridge that makes this participation possible,” she says.
She stresses that interpreting services are a fundamental accessibility requirement, not a luxury. “Interpreting services should not be seen as an extra. They are essential so Deaf students can learn equally alongside their hearing peers.”
The interpreter says the debate around interpreting services points to wider systemic challenges. “The conversation about interpreting services highlights a broader systemic issue,” she notes. While South Africa has made progress in recognising SASL and promoting disability inclusion, she points out that practical access to education still falls short of policy promises. “The next step is making sure these commitments translate into real access, so that Deaf students with the ability and determination to succeed are not blocked by communication barriers.”
Ultimately, she says, the issue goes beyond policy and is about dignity and opportunity. “Inclusion in higher education is not just about policy. It is about recognising the dignity, potential, and aspirations of every student who wants to learn and contribute to society.”
Deaf student challenges denial of SASL interpretation
These comments come as a first-year Bachelor of Arts student, who is deaf, who has turned to the courts after a university refused to provide South African Sign Language interpretation services. She says this support is essential for accessing lectures and participating fully in her studies.
The Legal Resources Centre (LRC) has filed an urgent application in the High Court and approached the Equality Court on her behalf, together with DeafSA, a national advocacy organisation for Deaf communities.
The student completed her schooling at a school for deaf learners, where SASL was the main language of instruction. After enrolling at university, she disclosed her disability and requested support so she could participate in lectures and academic activities alongside her peers.
According to the LRC, the university offered some accommodations, such as extra exam time, access to lecture slides, and permission to record classes. However, the student says these measures do not address the main barrier she faces in lectures and academic engagement.
“Her greatest need is for SASL interpretation services in order to meaningfully engage with the academic curriculum,” the LRC said in a statement. The university declined her request for interpretation services, citing financial hardship.
Discrimination and the need for accommodation
In the urgent part of their application, the LRC and the student are seeking interim relief that would require the university to provide SASL interpretation services for all her academic activities.
In the main application, they ask the court to declare the university’s refusal unlawful and unconstitutional, arguing that it amounts to unfair discrimination. They are also seeking an order requiring the university to amend its policy on students with disabilities or its language policy to ensure that SASL interpretation is available to deaf students who need it.
Regulations on disability accommodation remain delayed
The application also raises concerns about delays in finalising national regulations on reasonable accommodation for persons with disabilities.
The LRC points out that the National Strategic Framework on Reasonable Accommodation for Persons with Disabilities was published in 2021 but has not yet been made effective through regulations under the Promotion of Equality and Prevention of Unlawful Discrimination Act.
According to the LRC, the lack of such regulations leaves the legal framework incomplete and exposes people with disabilities to a greater risk of rights violations.
“The current legal regime governing reasonable accommodation is incomplete, exposing such persons to heightened risks of rights violations and failing to adequately regulate how institutions should accommodate persons with disabilities,” the LRC said.
For this reason, the applicants are also seeking an order requiring the Minister of Justice and Constitutional Development to publish and implement these regulations.
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