Ruth dreams of becoming a teacher

Breaking barriers through inclusive education in Papua New Guinea

For many children with disabilities in Papua New Guinea, accessing education can be extremely difficult. Barriers such as poverty, stigma, limited resources, and a lack of inclusive teaching support can prevent children from learning alongside their peers.

For Ruth, those challenges began early in life.

Born with hearing impairment in Simbu Province, Ruth attended her local public school until grade two. But because no one around her knew sign language, communication was incredibly difficult. Her teachers struggled to include her in lessons, and at home her family often could not understand her either.

Ruth remembers feeling isolated and lonely as a child. Although one of her brothers developed simple local signs to help communicate with her, his passing left her once again struggling to connect with those around her.

Despite pressure from some relatives who believed Ruth should not attend school because of her disability, her father Bruno remained determined that she should have the opportunity to learn.

He enrolled Ruth at a Callan Services Resource Centre in Papua New Guinea – one of cbm’s local partners supporting inclusive education for children with disabilities.

For the first time, Ruth was introduced to formal sign language and began building confidence in communicating with others. She learned both Melanesian and PNG sign language, and gradually adjusted to her new environment, living and learning alongside other young people with disabilities.

“I did not know any sign language before I came to Callan,” Ruth shared. “Now I can communicate well in sign language.”

Today, Ruth is studying in mainstream education with support from a sign language interpreter. She has made friends, enjoys learning, and is determined to continue her education despite ongoing challenges in the classroom environment.

When she returns home during school holidays, Ruth teaches her family basic sign language so they can better communicate together.

“I felt that if I want to be heard, I must teach my family sign language so they can hear and understand me and vice versa,” she explained.

Ruth dreams of one day becoming a teacher for students with disabilities, especially children with hearing impairment.

“I know and have experienced the struggles and barriers that exist for us hearing-impaired persons, so I want to make a difference,” she said.

Through inclusive education and local partnership programmes, children like Ruth are gaining opportunities to learn, communicate, build confidence, and pursue brighter futures within their communities.