Hello, everyone. For those who are meeting me for the first time, nice to meet you. I’ve forgotten much of my Japanese Sign Language because it’s been 22 or 23 years since I last used it, so I kindly ask for your understanding.

My name is Galuh, and I am from Indonesia. I was Duskin 2nd trainee. The reasons I came to Japan are as follows: First, to learn about information related to people with hearing impairments and psychology. And second, to improve my leadership skills. Third, to participate in Japanese social activities and deepen my knowledge of Japanese culture. Fourth, to enhance my knowledge and skills for solving disability-related issues. Fifth, to compare the current situations of people with disabilities in Japan and Indonesia.

It’s been 23 years since I returned from Japan. During my stay in Japan, I underwent training in various places and brought back valuable knowledge. As for what I’ve been doing since then, I didn’t start taking action immediately upon returning. There were various challenges to address. In Indonesia, which is a vast country, there were very few individuals within the government who were well-versed in education for the Deaf. Moreover, there was a lack of understanding about sign language. The main approach to education prioritized oral communication focusing on spoken and written language rather than sign language. Deaf children were attending school but not provided with any information through sign language. Indonesia is a country with 16 bays, and lots of the island with a great diversity of languages—around 600 to 700. Of course, there are also many variations of sign language, which presents significant challenges.

It is important for deaf children to be able to learn properly using sign language, Data shows that there is a decline in academic performance for those who do not learn in sign language compared to those who do. However, among the many schools for the Deaf in Indonesia, only two provide education in sign language. One is located in Bali, which is Susiluta School, and the other is our school, hijabi homeschooling.

When I first returned to Indonesia, I brought together Deaf and hearing individuals from both Japan and Indonesia to establish a volunteer organization. From that point until 2018, I worked actively within this organization. Our activities focused on supporting Deaf individuals, promoting the development of sign language and engaging in negotiations with the government.

In 2008, I happened to receive an invitation to go to the graduate school in Australia. There, I was offered the opportunity to study topics related to Deaf culture and education. I spent three years studying at that graduate school.

This is the Deaf school we established. It is the first Deaf school in Indonesia. In sign language, like this, the little hijabi. The concept behind this is to educate children in a way that nurtures and protects them without causing any negative impact. Education at home is crucial because children spend a significant amount of time with their families. It is important to that families and schools can collaborate for the children. Children learn sign language and Deaf culture with their parents. This foundation is essential for them to acquire knowledge, develop skills, and grow stronger in the future. The Little hijabi is rather than formal schooling, more like a family support center. The "Little hijabi" homeschooling program, for instance, places great importance on teaching manners. It aims to instill moral values rooted in Islamic society. By mastering these principles, Deaf and hearing individuals can communicate smoothly without misunderstandings, fostering mutual respect. Acquiring good manners also helps children develop independence and confidence.

When a child is born Deaf, it is vital to create a sign language environment as early as possible. Parent-child communication is incredibly important. Growing up with sign language helps children develop their language skills effectively.

Since Indonesia consists of many islands, it is difficult to travel to remote areas and share the knowledge. Online learning is also challenging as not everyone has access to smartphones. Therefore, with the support of companies, we created a bilingual board game (Indonesian/sign language) that can be enjoyed by everyone. Now, 1,000 set of this board game sent to various areas.

Indonesia is an Islamic country, but there is no Bible in sign language. To address this, we created a dictionary for Islamic sign language to teach children the necessary content.

Looking ahead, my goal is to have deaf schools and hearing schools work together toward a common educational goal. I want to hold the workshop to learn what sign language and deaf culture are, and how parents and children can communicate and raise their children together.

At the place in the photo in the top left (little hijabi), I hope we can change awareness through play and interaction between the deaf and hearing.

The photo below shows our activity to make hearing students interested in sign language, and they are learning it at their school.

There is so much more I would love to share, but I couldn't express it all. Thanks to Duskin Ainowa Foundation, I have had the opportunity to meet many people, come to Japan to learn, and help bring positive change to Indonesia. This is not just thanks to Duskin Ainowa Foundation, but to everyone in Japan, who has shared their knowledge and experiences. I look forward to continuing to work together. Thank you very much.