Our work is focused on the Global South and addresses local needs. The listings below are examples of projects we are implementing.
Where we work
Tanzania: educational diagnostics
Over the years Kentalis International Foundation has co-developed several projects in Tanzania aimed at improving the quality of education for deaf children in secondary schools. Significant progress has been made when it comes to teacher training. However, appropriate diagnosis and assessment of the learning needs are equally as important.
Aruba: early childhood development and itinerant service provision
In Aruba there is one cluster-2 school: Scucha Nos, which is focused on children with a cochlear implant. It has been commissioned to extend its scope to also include children with a presumable developmental language disorder (DLD) and to provide itinerant service provision to deaf or hard-of-hearing children enrolled in other schools on the island.
Kenya: sign language assessment tool
Kentalis International Foundation and the Kenyan organization eKitabu both work towards improving the literacy skills of Deaf children. eKitabu by developing digital stories in Sign Language in EPUBs reading books and Kentalis by developing deaf-specific teaching methods. This complementary work has led to several fruitful collaborations in the past.
Uganda: inclusive secondary education
In Uganda, secondary level students who are deaf either attend a school for the Deaf or are included in mainstream schools. However, until now the country does not have any specialized teacher training on deaf education for the secondary school level. Kentalis International Foundation therefore supports the development of a Bachelor's and a postgraduate course on inclusive deaf education.
Uganda: online learning tools
During the covid-19 pandemic and the subsequent closures of schools, teachers had to make the switch to teaching school children through an online format. In Uganda, the national curriculum authority designed online teaching materials for schools. However, these materials were not attuned to the needs of deaf learners.