KATHMANDU: For most people, seeing, speaking, and hearing are natural senses, but for Santa Kumar Tumbapo (31) of Jhapa, hearing was something he took for granted until he lost it at the age of 17.
His world changed suddenly when he became unable to hear what others said or even his own voice.
His parents, Tej Bahadur and Manmaya Tumbapo, were deeply concerned as their son’s hearing deteriorated, despite medical treatment.
Like his peers, Santa Kumar had big dreams after passing the entrance examination (SLC), but his life took an unexpected turn.
He struggled with how he could speak, study, or interact with his friends as he once did.
Through awareness programs involving local representatives, social workers, and educators, Santa Kumar worked to change parents’ perceptions and encouraged them to send their children to school.
The fear of becoming a laughing stock among friends and relatives due to his hearing loss weighed heavily on him.
Despite this, he longed for support, encouragement, and understanding from those around him.
However, Santa Kumar embraced his condition and, with the constant support of his family, transformed his weakness into a source of strength.
He learned to feel comfortable in any situation as long as his family was by his side.
Santa Kumar‘s journey into education began when he passed his SLC from a local government school.
Soon after, his hearing problems worsened, but he was determined to continue his education.
He moved to Sirjana Deaf Secondary School in Pokhara, where he learned sign language, and later completed his certificate in Education.
He is currently pursuing a bachelor’s degree at Bhojpur Multiple Campus.
At 17, Santa Kumar lost his hearing due to a blocked ear canal. Coming from an ordinary family, he couldn’t afford special treatment, and adjusting to life without hearing proved difficult, especially during adolescence.
He faced ridicule from his peers, which led him to withdraw and avoid social situations. Nevertheless, his family’s unwavering support helped him stay focused on his future.
Santa Kumar’s life took another turn when he met Sitaram Ojha from Bhojpur during his studies in Pokhara.
Ojha, who shared his desire to make a difference, encouraged Santa Kumar to pursue a mission to establish a special school for the deaf in their home district.
Motivated by Ojha’s vision, Santa Kumar relocated to Bhojpur and began visiting villages to find deaf children who lacked educational opportunities.
Despite numerous challenges, including limited resources and a lack of parental awareness, Santa Kumar’s perseverance led to the establishment of the Bhojpur Deaf Residential Basic School in 2075 BS.
Initially, the school faced severe shortages of basic facilities, including drinking water, electricity, educational materials, and even proper infrastructure.
He dedicates his time, staying at the residence to work with students from 6 am to 9 pm. He has pledged to continue working to protect the rights of people with disabilities for as long as he is able.
He also had to convince skeptical parents who had given up hope on their children’s future.
Through awareness programs involving local representatives, social workers, and educators, Santa Kumar worked to change parents’ perceptions and encouraged them to send their children to school.
Although the challenges were immense, Santa Kumar’s dedication has ensured that many deaf children in Bhojpur now have the chance to learn and thrive, overcoming the prejudice they once faced.
Santa Kumar’s story is one of resilience, courage, and the determination to turn adversity into opportunity for others, proving that even in the darkest of times, one can still shine brightly.
Challenges and dedication in teaching deaf children
There are several reasons why children, even those who are physically and mentally healthy, struggle to attend school.
Factors such as economic hardships, social issues, and family difficulties often prevent access to education.
Learning for the deaf
Teaching deaf children requires clear signals and gestures, with an emphasis on hands-on and practical activities that use visual aids and models.
When Santa Kumar lost his hearing, he had a passion for dance, performing at cultural events and weddings.
This interest led him to teach dance to deaf children, and his students have excelled, achieving top positions in various competitions.
Teaching deaf children to stay in sync with the rhythm of music is challenging.
Since they cannot hear the music, even when played loudly, they only catch a faint sense of rhythm.
Over time, with repeated practice, they start to sense the rhythm by experience. However, for new songs, an interpreter is needed to explain the lyrics.
The task of teaching dance to deaf children is particularly tough, as they cannot hear the music.
They may dance either too fast or too slow, so the instructor must practice the steps with them repeatedly to match the rhythm.
Santa Kumar argues that this lack of government interest has hindered improvements in the lives of disabled people, preventing equitable development.
The instructor uses gestures to convey the steps, which only the instructor and the student can fully understand.
Santa Kumar believes in the importance of continuous teaching, taking responsibility as an educator.
His students have various ambitions, such as becoming athletes, teachers, or drivers.
While they may or may not achieve these goals, Santa Kumar believes that physical disabilities should not hinder their progress in life.
Santa Kumar is committed to ensuring that deaf children develop their skills and potential.
He dedicates his time, staying at the residence to work with students from 6 am to 9 pm. He has pledged to continue working to protect the rights of people with disabilities for as long as he is able.
Government’s negligence toward the disabled
Santa Kumar feels that the government has failed to fulfill its responsibilities toward disabled citizens, particularly in terms of accountability.
He points out that when policies and rules are created, the needs of the disabled are often overlooked.
For example, under the right to education in the constitution, deaf children are entitled to education in sign language.
However, in many cases, teachers who do not know sign language are appointed to deaf schools.
Santa Kumar argues that this lack of government interest has hindered improvements in the lives of disabled people, preventing equitable development.
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