See It! Sign It! Know It! by GALA Queer Archive

Workshop ManuaL

See It! Sign IT!

Know It! Share It!

Deaf South Africans Speak Out About HIV

Acknowledgements We would like to thank the following organisations and individuals for their invaluable support and guidance during the creation of this booklet and DVD. This project would not have been possible without the unwavering support and encouragement of Helen Struthers and the generous financial backing of Anova Health Institute. At the heart of this initiative is, of course, the Deaf peer educators, whose passion and commitment have been crucial not only to this project but also to raising awareness of HIV/AIDS within the broader Deaf community. We are enormously grateful to Robert Hamblin, whose creative flair and endless patience made the digital stories possible. A special thanks must also go to our wonderful team of SASL interpreters: Andiswa Gebashe, Orateng Monchwe and Kate Reynolds. This project would also not have been realised without the arts-based training provided by Judy Siedman on behalf of the Curriculum Development Project. We would also like to acknowledge the crucial feedback and advice provided by Ruth Morgan, Colette Gunst, Hannlie Visser, Sumaya Mall, Natasha Maliko and Vasu Reddy. This workshop booklet was designed by Rizelle Stander Hartmeier, whose creativity and eye for detail brought our ideas to life. Finally, we would like to acknowledge the tireless work and unwavering commitment of John Meletse and Cherae Halley, the coordinators of GALAâ&#x20AC;&#x2122;s Deaf HIV/AIDS awareness project. This booklet would also not have been possible without the support and feedback provided by John Marnell, Nancy Castro-Leal, Anthony Manion and Adelaide Nxumalo at GALA.

This workshop booklet was funded by the US Presidentâ&#x20AC;&#x2122;s Emergency Plan for AIDS Relief (PEPFAR) through the United States Agency for International Development (USAID) under Cooperative Agreement number 674-A-00-08-00009-00 to the Anova Health Institute. The opinions expressed herein are those of the authors and do not necessarily reflect the views of USAID or PEPFAR.

CONTENTS Chapter 1: About the Digital Story Project

See It! Sign It! Know It! Share It! Project background and objectives The project team The participants How the stories were developed

Chapter 2: Using This Booklet and DVD

Who should use this booklet Why you should use this booklet How to use this booklet Using the DVD

Chapter 3: The Project Participants

Chapter 4: Summary of the Digital Stories

Chapter 5: Exercises and Activities Based on the Digital Stories

Workshop 1: Human Rights Nthabiseng’s Story: ‘Education Barriers’ Workshop 2: Personal Responsibility Jeremia’s Story: ‘Please Live a Safe Life’ Workshop 3: Taking Action John’s Story: ‘My Dream’ Workshop 4: Labelling Others Sibongile’s Story: ‘Lost in Translation’ Workshop 5: Spreading Information Joyce’s Story: ‘I Didn’t Know!’ Workshop 6: Respect Yourself, Respect Your Partner Vusi’s Story: ‘Loverboy!’ Workshop 7: Power Dynamics Joseph’s Story: ‘Keep the Girl’s World Safe’ Workshop 8: Speak Out! Daline’s Story: ‘A World of Silence’

Chapter 6: Tips for Working with Deaf Learners

Chapter 7: Handout for Workshop Participants

chapter 1: ABOUT THE DIGTIAL STORY PROJECT

See It! Sign It! Know It! Share It! The See It! Sign It! Know It! Share It! project is part of GALA’s Deaf HIV/AIDS awareness programme. The project uses a range of creative strategies to engage young Deaf South Africans in HIV prevention while also raising awareness of HIV/AIDS in the broader Deaf community. By empowering participants to represent themselves and share their own stories, the project strives to increase visibility of young Deaf South Africans and to create a strong foundation for future participant-driven mobilisation and advocacy campaigns. As well as its digital story component, the project also includes peer-education training, arts-based advocacy and community theatre productions.

Project background and objectives This booklet and DVD pack is a joint initiative of GALA and Anova Health Institute. It is designed to increase understanding of HIV/AIDS in South Africa’s Deaf population by providing accessible information on sexual health, personal safety and human rights. Digital stories are not only an effective medium through which to engage with marginalised communities, they are also valuable tools for raising awareness of critical social issues, particularly relating to health and wellbeing. It was with this vision in mind that GALA and Anova Health Institute embarked on a digital stories project designed both to promote awareness of HIV/AIDS and to creatively engage Deaf participants while simultaneously developing their leadership and outreach skills.

The project team The lead trainer and editor for the project was photographer and visual artist Robert Hamblin. He was assisted during the training process by Cherae Halley and John Meletse, the coordinators of GALA’s Deaf HIV/AIDS awareness project, and South African Sign Language interpreters Orateng Montshwe and Andiswa Gebashe. This booklet was developed by John Marnell, Cherae Halley, John Meletse and Nancy Castro-Leal.

The participants Eight young people were selected to participate in the Deaf digital stories project. They had previously completed training on gender, sexuality and HIV/AIDS as part of GALA’s Deaf peer-education project, and based on their passion, commitment to and engagement with this training programme they were invited to create a digital story.

How the stories were developed The digital stories project was developed over a number of months and required participants to undergo a specialised training programme. The training introduced participants to a range of creative practices and storytelling techniques, thus allowing those involved to take ownership of their final digital story.

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The overall development process can be divided into three stages. 1) Introducing participants to different arts-based mediums

GALA trained eight young Deaf people on a range of arts-based advocacy techniques including poster making, T-shirt printing and fabric painting. Delivered over nine days, the training focused on using visual arts techniques to explore and communicate various issues around HIV. Participants were encouraged to create works that could both raise awareness within the Deaf community and support future rights-based advocacy work. Central to this process was unpacking participantsâ&#x20AC;&#x2122; assumptions about HIV/AIDS and developing skills around accurate messaging and knowledge sharing. This workshop not only laid the foundation for the digital storytelling process, it also allowed participants to create visual materials for use in the final videos.

2) Creating the digital stories The next step was a five-day workshop introducing participants to digital

storytelling. Although the primary focus was on the production of eight short videos, the workshop also aimed to develop participantsâ&#x20AC;&#x2122; IT and digital-media skills. The first part of the workshop centred on building trust and sharing stories, before moving on to developing individual scripts and creating storyboards. This was followed by each participant recording their story in a homemade studio, and then collecting photographic and other visual elements to add to their storyboard. During the last two days, participants were introduced to editing software and given tutorials on reworking and polishing their digital story. The training concluded with a group screening of the finished productions.

3) Bringing it all together

The digital stories were edited one final time by Robert Hamblin, who also added subtitles. It was also during this stage that any last-minute audio-visual adjustments were made.

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chapter 2:

USING THIS BOOKLET AND DVD

Who should use this booklet This booklet was developed for use by hearing and Deaf educators, workshop facilitators, activists and the broader Deaf community. The workshops in this booklet are appropriate for use by individuals and institutions that work either directly or indirectly with the Deaf community as well as by support agencies, organisations that have Deaf employees, HIV/AIDS-focused groups, human rights activists, health practitioners and government departments. The workshops can also be adapted to suit the needs of specific learning environments, making the booklet ideal for use across a number of sectors. D If you are a facilitator, trainer, educator, parent or peer educator in the Deaf community, then this booklet is perfect for you. D If you are an organisation that supports or distributes materials to the Deaf community, then this booklet is perfect for you. Note: given the sensitive nature of some of the topics covered in this booklet, it is recommended that facilitators consider the age-appropriateness of each workshop before conducting it with participants.

Why you should use this booklet This booklet has been created to provide you, the facilitator, with ideas and guidance for using the digital stories to increase awareness of HIV/AIDS and related issues. The activities and discussion points encourage participants to think critically about human rights and how they affect and relate to HIV prevention, gender inequality and communication as a Deaf individual. The digital stories can be used in different ways to complement and improve existing training programmes with Deaf workshop participants, young adults or parents of Deaf individuals. All of the stories on the DVD were created by Deaf young adults based on their real experiences, making them a powerful tool for showing learners how human rights and HIV/AIDS affect real people in real-life situations. The workshops use a participatory, interactive method that requires participants to work together to explore, discuss and unpack each topic. This allows for a learning experience in which participants reflect on the information through the experience of the activities as opposed to the traditional one-way flow of information from educator/facilitator to learner. The approach also offers a creative space for open discussion about HIV/AIDS, sex and relationships.

How to use this booklet This booklet is intended to offer ideas for effectively using the digital stories to build awareness of HIV/AIDS within the Deaf community. The workshops use a range of techniques to encourage discussion and self-reflection, and to increase participantsâ&#x20AC;&#x2122; knowledge of HIV/AIDS. The workshops are intended as a starting point only, and all of the exercises and activities can be adapted to suit the needs of individual learning groups. 4

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The videos contained on the DVD are all based on the lived experiences of the storytellers. In addition to HIV/AIDS awareness and prevention, the stories explore diverse topics such as stigma, communication barriers, sexual assault and drug abuse. The workshops offer a number of discussion points and activities that challenge participants to think critically about a range of rights-based issues. Each workshop has been designed as a standalone session that uses simple exercises to introduce a topic and related issues. Although each workshop can be run in isolation, many of them explore similar themes and ideas, and therefore work well if delivered together as a full training programme. Before choosing a workshop, it is important that you read the short synopsis provided for each video. These contain an outline of the story as well as key themes and the video’s running time. It is also advisable to watch the chosen digital story prior to the workshop and to familiarise yourself with the suggested activities and exercises (including any necessary materials). Note: this booklet also includes a list of tips for working with Deaf people. Be sure to read Chapter 6 carefully, as this will help you to run a better workshop. This booklet uses a number of icons to draw attention to key pieces of information and to help make the workshops run as smoothly as possible. The icons used are displayed at the bottom of this page, and their meanings are listed below: • The first icon tells you there is a special note you must read • The second icon tells you what materials you need to run the workshop • The third icon tells you how much time should be spent on the activity • The fourth icon tells you important details about the workshop Information bubbles are also used throughout this booklet to provide information about significant issues and/or practices. The information bubbles are intended to help facilitators explain difficult concepts and to make sure that participants are provided with accurate and appropriate information. Although the information bubbles appear separate from the main activities, they must be considered part of the overall workshop. Facilitators should carefully read the information bubbles prior to each workshop.

Using the DVD The digital stories can be played using either a DVD player or a computer. To play using a DVD player, simply insert the disc into the DVD player and use the remote control to select the desired digital story. In most cases, the television will need to be set to its AV channel to view the DVD. If using a computer, you will need to confirm that it is able to read DVDs. To play, simply insert the disc into the DVD drive and wait for the computer to play the disc automatically. (If the menu does not appear, click on the DVD icon in ‘My Computer’ to play.)

Note: be sure to test all of your equipment – it is important to check that you can play the movies well before the workshop begins.

special notes

materials needed

time allocated

Notes for facilitators

information bubble

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chapter 3: THE PROJECT PARTICIPANTS

Nthabiseng Mpshe

‘I want to inform different communities so that they can be open-minded about HIV.’ Nthabiseng is 20 years old and is from Gauteng. She currently lives in Orange Farm. Nthabiseng is committed to raising awareness of HIV/AIDS and to fighting stigma. As she says in her digital story, she is ‘fed up’ with the current lack of HIV education programmes for Deaf people – this is why she decided to become a peer educator and to make a digital story. She hopes that her story will not only educate others in the Deaf community, but also encourage them to get tested and to be safe. Nthabiseng wants all people to have access to clear and accurate information about HIV, as she believes this is the best way to tackle stigma and discrimination.

Jeremia Madingwane

‘Deaf people can know they have a hero – the peer educators. They can help Deaf people to understand their status.’ Jeremia is 33 years old and is from Gauteng. He currently lives in Springs. Having the opportunity to learn about HIV/AIDS was an exciting experience for Jeremia, who decided he wanted to share this knowledge with others in the Deaf community. As a peer educator, he hopes to inspire Deaf people to find out their HIV status and to stay healthy. One of his main goals is to help others understand what being HIV+ means and to encourage HIV+ people to seek medical advice. Jeremia also hopes to become a role model in the Deaf community and to inspire people to share their experiences, as he believes that sharing information and stories is the only way to end HIV discrimination in the Deaf community. 6

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John Meletse

‘I want to be a role model for Deaf communities. The hearing community is proud, but the Deaf community is not proud.’ John is 37 years old and is from Gauteng. He currently lives in Soweto. Diagnosed with HIV over a decade ago, John knows all too well the stigma and ignorance that plagues the Deaf community. As he explains in his digital story, it was because of shame that his best friend remained silent about his HIV status. Unlike his friend, John decided to disclose his status and, driven by a strong desire to help others, he now works tirelessly to dispel myths and change attitudes. He hopes his digital story will inspire others in the Deaf community to get tested and to be open about their HIV status. John is also passionate about campaigning for better health services for the Deaf community, including proper interpreting service at clinics and hospitals.

Sibongile Mgqatso

‘People in the Deaf community claim to know about HIV when they don’t really know what it is. People need to know their status.’ Sibongile is 25 years old and is from Gauteng. He currently lives in Springs. Sibongile may not be able to travel abroad, but he still hopes to share his story – particularly his struggle to be informed about HIV – with people from all across the world. Sibongile’s story centres on his personal confusion and the consequences of stigma, and he hopes sharing his experiences will help combat some of the misunderstandings prevalent in the Deaf community. Sibongile is passionate about making sure that everyone in the Deaf community knows the correct signs for HIV and AIDS, and understands how to protect themselves and their partners.

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THE PROJECT PARTICIPANTS

Joyce Mbele

‘The world needs to know about HIV … I hope that people can advise each other and learn about HIV.’ Joyce is 21 years old and is from KwaZulu-Natal. She currently lives in Katlehong. It was a desire to share accurate information about HIV/AIDS that motivated Joyce to become a peer educator and to make a digital story. Joyce knows just how hard it can be for Deaf people to find out about HIV: when she first tried to learn, she found it difficult to communicate with both her family and her teachers, leading to more and more confusion. Joyce now wants others in the Deaf community to know that HIV is not a death sentence, that HIV+ people can lead happy and healthy lives, and that everyone must stand together in the fight against discrimination. Joyce hopes that the peer-education project will encourage Deaf people to find out their status and to share their knowledge about HIV/AIDS.

Vusi Mali

‘I want to encourage people in the Deaf community to care for their lives … It is important for people to protect themselves from HIV/AIDS.’ Vusi is 23 years old and is from Gauteng. He currently lives in Springs. Vusi became a peer educator because he wants things to change. He is passionate about informing others in the Deaf community about the correct signs for HIV and AIDS, as well as advocating for professionally trained interpreters in clinics. Vusi knows that many Deaf people are too shy or frightened to be tested, and it is because of this that he wants clinics to provide adequate preand post-test counselling services for Deaf people. He hopes to spread the message that everyone must be tested so they can protect themselves and their partners from HIV. He also wants the Deaf community to know that life is precious, which is why we must all care about the health of ourselves and others. 8

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Joseph Ramodia

‘I want my story to spread to the whole world. When people watch it, I want them to understand about Deaf culture.’ Joseph is 21 years old and is from Gauteng. He currently lives in Soweto. Joseph knows there is a lot of confusion about HIV/ AIDS in the Deaf community; it is because of the lack of clear and accessible information that he decided to become a peer educator and to create a digital story. Joseph is excited to be teaching others in his community and is particularly eager for people to learn the correct signs for HIV and AIDS, and the difference between the two conditions. He hopes his story will not only help to break the silence around HIV, but also to highlight the many challenges facing the Deaf community in South Africa.

Daline Maasdorp

‘I became a peer educator because I am passionate … My story tells people that help and support is available if they need it.’ Daline is 23 years old and is from the Northern Cape. She currently lives in Eldorado Park. Daline decided to create a digital story so that others in the Deaf community could make informed choices. She wants people to know the importance of finding out their status and staying safe, and to know the dangers and risks associated with drugs. Daline hopes that being a peer educator will help her to become a role model in the Deaf community and to inspire other survivors of sexual violence to speak out and seek support. She also knows that speaking out is not easy when you do not share the same language as your family, so she wants everyone in the Deaf community to support each other and to play their part in ending stigma. See It!Sign IT!Know It!Share It!

chapter 4:

SUMMARY OF THE DIGITAL STORIES

Nthabiseng’s Story: ‘Education Barriers’ Nthabiseng’s video exposes the many difficulties that the Deaf community faces when engaging with mainstream health campaigns. She describes her confusion when she first encountered the red ribbon symbol, and explains how she struggled to understand about HIV at school. Nthabiseng also remembers a time when she was given a booklet about HIV, but because of the complex English in which it was written, the booklet – and the important information it contained – was inaccessible to her. Unable to easily read the text, Nthabiseng threw the booklet away. It was only later, after she met a Deaf HIV activist, that Nthabiseng was finally able to learn about HIV. While reflecting on her own struggle to be informed, Nthabiseng expresses her frustration at the lack of Keywords: accessible HIV education • education barriers campaigns for people • symbols and their meanings with a disability and the • the right to be informed failure of the South African • communication difficulties Length: 3 minutes government to support the • government responsibility 18 seconds Deaf community.

Jeremia’s Story: ‘Please Live a Safe Life’ Jeremia’s story reminds us that everyone has a part to play in preventing HIV and in making the world a better place. However, it also reminds us that most Deaf people, because of a lack of accessible HIV educational materials, are unable to protect themselves and their partners. Jeremia begins his story by telling of his confusion when learning about HIV/ AIDS at school. He explains that it was difficult for him and his friends to understand their teacher and that they were unable to complete their homework. For Jeremia, it was only later, after seeing a Deaf man signing on television, that he was able to understand fully the significance of HIV and the importance of being tested. This story draws attention not only to the need for health campaigns that specifically target the Deaf community, but also to the significant role that each individual can play in the fight against HIV. Jeremia uses his story to encourage others in Keywords: the Deaf community to get • being informed informed and to get tested. • safe-sex practices At the heart of his tale is a • importance of knowing one’s simple yet crucial message: status be safe – always use a • responsibility of the individual Length: 3 minutes condom.

• personal role in stopping HIV

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16 seconds

John’s Story: ‘My Dream’ As one of the only openly HIV+ Deaf people in South Africa, John is all too aware of the stigma and discrimination that exists in the Deaf community. After witnessing the fear and shame that his best friend suffered, John decided to break his silence and to reveal his status, using his personal story to help dispel the many myths surrounding HIV. Here, John not only urges people to be informed, he also calls on the Deaf community to stand together and fight for better services, to campaign for qualified pre- and post-test Deaf counsellors and to stamp out stigma around HIV/ AIDS. By sharing his personal experience of being diagnosed, John highlights the many difficulties faced by Deaf people undergoing HIV testing and the need for professionally trained interpreters in clinics. He also shares his Keywords: dream that the Department • stigma of Health will soon • activism acknowledge the challenges • community faced by the Deaf community • responsibility and work with them to Length: 2 minutes 35 seconds • self-respect provide better services.

Sibongile’s Story: ‘Lost in Translation’ For many Deaf people, misunderstandings and prejudice around HIV/ AIDS come from not knowing the correct signs. Such was the experience of Sibongile, who until recently didn’t understand the difference between HIV and AIDS. In this story, Sibongile tells of his personal struggle – both at school and within his social circle – to be informed. He explains how he became even more confused when he started noticing a discriminatory sign used by the hearing community to label HIV+ people. Sibongile then reflects on how these negative attitudes and behaviours impacted on his best friend, who was too ashamed to reveal his HIV status; his friend didn’t seek treatment or support because he was frightened of being gossiped about. Sibongile’s story not only highlights the importance of knowing the correct signs for HIV and AIDS, it Keywords: is also a reminder of the • misinformation devastating consequences • stigma of labels and stigma. It is, • labelling people above all, a statement on • using the correct signs Length: 4 minutes personal behaviour and the • personal behaviour 6 seconds need to fight ignorance and discrimination in all forms.

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SUMMARY OF THE DIGITAL STORIES

Joyce’s Story: ‘I Didn’t Know!’ The first time that Joyce saw images of people suffering from AIDS-related illness she was confused – ‘was it skinniness, sickness or starvation?’ She talks here about this confusion and her personal struggle to be informed. Joyce explains how she first turned to her family for answers, but – like many in the Deaf community – she found it difficult to communicate with them. She also asked about HIV at school, but all her teacher did was sign the three letters of the acronym: H-I-V. Joyce then describes visiting a friend in hospital and her shock at how frail and thin her friend had become. When her friend confessed that she was HIV+, Joyce was even more confused. Having now undergone training about HIV, Joyce understands Keywords: that it is not a death • difficulty of communicating sentence, that HIV+ people with family can lead healthy and happy • myths vs. facts lives, and that ARVs can be • effects of illness on the body used to manage the virus. It Length: 4 minutes • ARVs and treatment is this knowledge that Joyce 55 seconds • spreading accurate information shares in her digital story.

Vusi’s Story: ‘Loverboy!’ A self-confessed lover of beautiful women, Vusi knows that love and sex are big issues for all young people. In his story, Vusi shares his joy at going to a Deaf club for the first time and retells what happened after he went home with his girlfriend. Through Vusi’s honest account of a time when he was ‘seeing hearts’, he delivers a simple but powerful message for other ‘players’: always carry a condom or risk losing your chance. This comical account of an encounter that didn’t go according to plan serves as a reminder to all young people to be prepared, to respect their partners and to always Keywords: practise • safe-sex practices safe sex. Moreover, it • relationships highlights that love and sex • respect of partners are not the same thing, and Length: 4 minutes • ways of expressing love that pressuring someone to 40 seconds • gender roles have sex is never okay.

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Joseph’s Story: ‘Keep the Girl’s World Safe’ Joseph’s story begins as a tale of a young Deaf couple madly in love. When the girl is raped by her father and falls pregnant, she turns to her boyfriend for support. Shocked, confused and angry, he tells the girl they can no longer see each other. Later, after the father is arrested and the baby born, the girl again tries to reach out to the boy, but he continues to ignore her messages. Isolated, ashamed and scared, the young girl commits suicide. The boy is deeply upset; he is haunted by his failure to help the girl he once loved. The young boy is, of course, Joseph. His digital story exposes the real-life consequences of assumption and blame, and the increased level of risk of sexual violence faced Keywords: by women with disabilities. • rape It is also a sad reminder of • assumption and blame the way in which men claim • control of women’s bodies ownership over women’s • shame and guilt bodies, and of the need Length: 7 minutes • communication difficulties to protect and support 25 seconds • suicide survivors of sexual assault.

Daline’s Story: ‘A World of Silence’ Daline hates staying home – she is, in her own words, a party animal. On the night Daline describes here, she was looking forward to hours of dancing and fun; what she experienced was abuse and date rape. She tells of meeting a handsome, charming man who, without Daline’s knowledge, spiked her drink before sexually assaulting her. After waking up, Daline realised not only what had happened to her, but also how difficult it would be to seek assistance from a mother who speaks a different language. Using a powerful signed poem, Daline appeals for Deaf people to speak out, to seek help and to be informed. Her story is also a reflection on the isolation of Deaf children, many of whom struggle to communicate with their hearing parents, and the Keywords: difficulty of seeking support • sexual assault when your language is not • drug and alcohol abuse officially recognised. • drink-spiking

• isolation • communication difficulties

Length: 3 minutes 54 seconds

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chapter 5: Exercises and Activities Based on the Digital Stories

1. HUMAN RIGHTS Nthabiseng’s Story: ‘Education Barriers’ What is covered: • symbols and their meaning • the right to be informed/educated

Materials needed: • hand-drawn or printed symbols • flipchart paper • marker pens • the digital story DVD • a DVD player or computer • a television

Workshop running time:

1 hour 30 minutes

Notes for facilitators: Nthabiseng’s story tells of her struggle to understand about HIV/AIDS because of the way it was taught at her school and because of the difficult English used in educational pamphlets. Her story draws attention to the difficulty of understanding symbols when these have not been properly explained. The focus of this workshop should be on the right of all individuals to be educated, specifically around issues relating to sexual health and wellbeing.

Objectives: This workshop explores the barriers Deaf learners face at school as well as some of the rights and responsibilities associated with education. It also looks at the role of symbols and the importance of knowing their correct meanings. By the end of the session, participants should be able to: • recognise the international symbol for HIV/AIDS awareness • know other common symbols and their meanings • understand their education rights and responsibilities 14

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HUMAN RIGHTS

Activities: 1. Watch Nthabiseng’s digital story (3 minutes 18 seconds) 2. Group activity (15 minutes) Before beginning this activity, ask participants if they know the symbol for HIV/AIDS (the red ribbon). Show participants the red ribbon symbol in Nthabiseng’s video to make sure that everyone is familiar with it. Explain to the group that this symbol is used around the world to raise awareness about HIV/AIDS. Next, display the below symbols on the board, either by drawing them yourself or by printing the images from the internet.

0-3

Answers: male, physically disabled, female, not suitable for infants, Deaf, poison, women’s toilet, Olympic Games, peace, McDonald’s, men’s toilet. Divide participants into small groups and ask them to identify each symbol. They must write down an answer for each of the eleven symbols. Be sure to remind participants that they are not writing down what they see in the picture but what the symbols mean.

3. Discussion point (20 minutes) After each group has finished, ask for volunteers to share their answers with the entire workshop group. It is the facilitator’s responsibility to correct any misidentified symbols. Ask the group the following questions: • Which symbols did you know best? • Which symbols were new for you? • Why are some symbols better known than others – for example, why do most people know the McDonald’s symbol but not the peace symbol? • What other symbols do you know that aren’t shown here? What do they mean? • Why do you think Nthabiseng did not understand the meaning of the red ribbon until she was 19? • Do you feel the same way as Nthabiseng (i.e. ‘fed up’)? • Nthabiseng’s story is called ‘Education Barriers’ – what are some other education barriers you have experienced as a Deaf learner?

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Information bubble: USE THIS INFORMATION TO EXPLAIN EDUCATION RIGHTS (30 MINUTES) Do you know your rights to education? The South African Constitution guarantees all individuals the right to basic education. According to the Bill of Rights (section 29, chapter 2): (1) Everyone has the right – (a) to a basic education, including adult basic education and (b) to further education, which the state, through reasonable measures, must make progressively available and accessible (2) Everyone has the right to receive education in the official language or languages of their choice in public educational institutions where that education is reasonably practicable. In order to ensure the effective access to, and implementation of this right, the state must consider all reasonable educational alternatives, including single medium institutions, taking into account – (a) equity (b) practicability, and (c) the need to redress the results of past racially discriminatory laws and practices

4. Self-reflection (20 minutes) Explain to participants that all South Africans have the right to basic education (see information bubble above), but that with all rights come responsibilities. Ask the group to list some of their responsibilities as students, as well as those of their teachers and parents. Some examples are listed below to help start the discussion. The right to education makes me responsible for: • attending school regularly End the workshop • working hard in class by asking • doing my homework participants to • cooperating with teachers and fellow learners think back to • following the school’s code of conduct Nthabiseng’s story and to The right to education makes my parents/ suggest ways that people can caregivers responsible for: work together to overcome • making sure that I attend school daily education barriers. Be sure • providing me with a school uniform to remind participants about The right to education makes my teachers what they’ve learned about responsible for: symbols and education • giving me an appropriate learning environment rights before they share their • helping students who are having difficulty thoughts with the group. • making sure all learners are safe

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2. Personal Responsibility Jeremia’s Story: ‘Please Live a Safe Life’ What is covered: • knowing your status • informing yourself • safe-sex practices • personal responsibility in the prevention of HIV

Materials needed: • flipchart paper • marker pens • 10-15 condoms (depending on group size) • 4-5 unripe bananas (depending on group size) • paper • pens • the digital story DVD • a DVD player or computer • a television

Workshop running time:

1 hour 30 minutes

Notes for facilitators: Jeremia’s story asks us what we can do to make the world a safer place for all. He shares his own experience of not understanding HIV and then how his life changed after meeting a role model in the Deaf community. Jeremia leaves us with three basic messages: 1) get tested so you can know your status 2) be informed so you can educate others 3) always use a condom so you can protect yourself and others

Objectives: The focus of this workshop is the importance of safe-sex practices, including the correct way to use a condom. The workshop also explains HIV testing and the difference between a positive and negative result, and what this means for the person. The workshop shows that everyone can be a role model in a world where HIV is spreading fast. By the end of the session, participants should be able to: • understand the importance of HIV counselling and testing • know the correct signs for HIV+ and HIV• demonstrate the correct way to use a condom

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Activities: 1. Watch Jeremia’s digital story (3 minutes 16 seconds) 2. Group activity (30 minutes) Divide participants into groups of four (if you have a small group, divide into pairs). Each group is given a piece of flipchart paper with a line drawn down the middle. On one side of the line should be written ‘HIV+ (positive) means what?’ On the other side should be written ‘HIV- (negative) means what?’ Participants must list what they think HIV+ and HIV- mean. After 15 minutes, ask for a group to present their understanding of what these terms mean. When the group is finished presenting, ask the other groups if they want to add anything else to the list. It is the responsibility of the facilitator to correct any misconceptions. As facilitator, you should ensure the following points are discussed and understood. HIV+ (positive) means what? You have the HIV virus HIV is found in your blood You can still live The doctor will need to take blood to be sure

HIV- (negative) means what? You do NOT have HIV HIV is NOT found in your blood You are NOT infected The doctor will NOT need to take blood

Information bubble: USE THIS INFORMATION TO EXPLAIN THE PROCESS OF GETTING TESTED FOR HIV (25 MINUTES) Why is it important to be tested? You cannot tell if someone has HIV by looking at them. Many people don’t know if they are HIV+ or HIV- because they have never been tested. If you have not been tested, you could easily pass on HIV without knowing it. It is important to be tested so you can avoid spreading the virus. It is also important to be tested so you can get treatment and look after yourself if you are HIV+. What does a test involve? You can be tested at a hospital, clinic or mobile clinic. When you go there, a nurse, doctor or counsellor will help you. This person will ask you to introduce yourself and will then have a conversation with you about how much you know about HIV/AIDS. You will also be asked questions about when you last had sexual intercourse, whether you used a condom and the number of sexual partners you have had. The person testing you will then ask you what your next steps will be if the test result is positive or negative. Lastly, you will be asked to sign a confidentiality contract. The confidentiality contract means the person testing you cannot talk to others about your test. This process is called pre-test counselling. 18

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When this part is finished, the nurse/doctor will prick your finger. This allows them to take a drop of blood. You then need to wait a few minutes while your blood is tested. After this is completed, the person testing you will give you the result. If the result is negative, you will have another conversation about staying safe when having sexual intercourse. If the result is positive, the medical staff will explain the next steps you will need to take. This process is called post-test counselling.

3. Group activity (20 minutes) Note: this activity may not be right for all participants and/or age groups. In some circumstances, you may need to ask your school/organisation before doing this activity. Divide participants into groups and give each group a condom and an unripe banana. Have the group practise the following steps for correctly using condoms. 1. check the expiry date 2. check for any damage to the packet 3. carefully open the package 4. remove the condom 5. hold the tip of the condom over the banana 6. roll the condom down the banana 7. when finished, hold the tip of the condom while sliding the condom off the banana 8. tie a knot around the opening of the condom 9. roll in tissue paper and throw away in a garbage bin Monitor participants as they complete this task. Check that the following mistakes do not happen. Ask for one group • ripping the packet open with teeth to demonstrate • rolling down the condom without holding the tip and explain the • putting the condom on inside out correct process to It is also important to tell the group that the entire group. condoms must not be flushed down a toilet.

4. Self-reflection (10 minutes) Each participant is given a piece of paper and a pen. Thinking back to Jeremia’s story, ask participants to list all of the things they can and will do to live a safer life. It will help if you talk about the importance of role models in Jeremia’s story, and how the participants themselves can act as role models in their community. Once they have written these things down, ask for volunteers to share their responses with the whole group. Explain to participants that they have now made a commitment with themselves about what they will do to live a safer life. Tell each person to take their piece of paper home with them as a reminder of this commitment.

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3. Taking Action John’s Story: ‘My Dream’ What is covered: • stigma in the Deaf community • working together as a community • taking action for human rights

Materials needed: • roleplay cards • flipchart paper • marker pens • paper • crayons • the digital story DVD • a DVD player or computer • a television

Workshop running time:

1 hour 30 minutes

Notes for facilitators: John’s story describes what happens when a community gossips too much. He speaks of the difficulties in accessing healthcare, and calls on the Deaf community to come together and fight for better services. Keep the focus on what the Deaf community as a whole can do to improve the situation rather than blaming the government or health providers. Note: with its focus on community responsibility, this workshop works well with Jeremia’s story, which raises questions of individual responsibility.

Objectives: This workshop introduces participants to the idea of stigma. As well as learning the correct sign and what it means, the workshop explores some of the ways in which the Deaf community experiences stigma. It also looks at the stigma that sometimes happens within the Deaf community itself. By the end of the session, participants should be able to: • know the sign for stigma and understand what it means • reflect on ways the Deaf community can work together to overcome stigma

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STIGMA

Activities: 1. Watch John’s digital story (2 minutes 35 seconds) 2. Group activity (30 minutes) Before beginning the workshop, create roleplay cards using the following scenarios. Make sure that a separate piece of paper is used for each scenario. Scenario 1: You have recently bought a pair of the latest, most popular shoes. Your friend bought a cheaper copy. You start to tease her and make fun of her fake shoes. When she wants to sit with you at lunch, you tell her you do not sit close to people with fake shoes. You laugh at your friend and tell other people they cannot be friends with her because of her shoes. Scenario 2: Your mother has swollen feet and you ask your neighbour for help looking after her. Your neighbour tells the whole community about your mother’s illness. Now your friends don’t want to visit your house because they are scared of your sick mother. Scenario 3: You and your friends are sharing experiences about sex. You have all had sex except for one boy, who tells you that he is still a virgin. You and your friends laugh and tease him, accusing him of still being a boy and not a man. Scenario 4: One of your friends has told you that she is lesbian. Some other people in your community have also found out and have started saying your friend is dirty and not a real woman. You’re scared of what other people will say about you, so you start calling your friend names along with the rest of the community. Ask for volunteers to act out each roleplay. Each scenario will require four participants. After the roleplays have been performed, ask the participants to break out of their roles and to discuss the following questions: • How did it feel to be laughed at by your friends/community? • Was it right for the other people to treat their friend in this way? Why? • Is this an example of oppression/discrimination because someone was different? • What names would you call a person because they didn’t have expensive shoes? • What names would you call a person because you were afraid of getting sick from them? • What names would you call an 18-year-old boy who is still a virgin?

3. Discussion points (30 minutes) Stigma happens when a community has a negative attitude to someone that is different from the group. Communities often use symbols and/or hurtful names to separate the person from everyone else. Stigma involves a lot of discrimination against people that we believe are different. Show the sign for ‘stigma’ and explain to participants the meaning of the word. Use John’s story as an example of stigma and its effects. In his story, John says: ‘I will never forget my best friend. He did not tell other Deaf people about his status because the Deaf community stigmatises and gossips too much. He was HIV+ but he kept it quiet.’ Activity 3 continies on page 22

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Explain to the group that John’s friend was scared to tell people his HIV status because of the community’s negative attitude towards HIV+ people. Using John’s story as a starting point, ask participants to list other ways the Deaf community expresses or experiences stigma. Here are some examples that can help get the group started: • Some men think girls do not need to go to university because they belong in the house and it’s silly to waste money on a girl’s education • Some white people do not allow black people manager roles because they think black people are lower than white people • Some people kick lesbian and gay people out of their church because they think they are dirty • Some people do not share food with HIV+ people because they think they can catch HIV from sharing a meal • Some hearing people treat Deaf people like they are stupid because they cannot hear (give examples from personal stories) List the group’s examples of stigma on a flipchart. Have participants discuss why stigma occurs and how they think it feels for the person being discriminated against.

4. Self-reflection (25 minutes) Provide each participant with a piece of paper and some crayons, and ask them to draw a time when they experienced stigma. Encourage everyone to draw, even if they don’t have great art skills (some participants may feel more comfortable drawing stick figures – this is okay as long as the picture shows a time when they experienced stigma). Ask participants to write at the bottom of the picture how and why they experienced stigma. Once the group is finished, display all the pictures on a wall and ask participants to view them carefully. Have the group sit in a circle and discuss the following: • How did your experience of stigma make you feel? • What are some ways we can help to stop stigma in the Deaf community? • Why do you think we use stigma against others?

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4. Labelling Others Sibongile’s Story: ‘Lost in Translation’ What is covered: • misinformation • using the wrong signs • labelling people • personal behaviour

Materials needed: • flipchart paper • marker pens • paper • pens • the digital story DVD • a DVD player or computer • a television

Workshop running time:

1 hour 30 minutes

Notes for facilitators: This story reflects on how difficult it is to communicate in a world where sign language is not recognised as an official language. Sibongile tells of his confusion when he saw very thin people and the red ribbon symbol on television. He also explains his frustration when hearing people use a discriminatory sign to label and stigmatise HIV+ people. Sibongile’s story asks us to think about our personal behaviours – are we also using unfair labels to describe those who are in some way different from us?

Objectives: This workshop highlights the importance of using the correct signs for HIV and AIDS. It also explores the concept of stigma and explains that using the wrong signs can discriminate. The workshop challenges participants to change their behaviour to prevent stigma. By the end of the session, participants should be able to: • use the correct SASL signs for select English words • know which SASL signs discriminate against others

lables

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Activities: 1. Watch Sibongile’s digital story (4 minutes 6 seconds) 2. Group Activity (30 minutes) This fun activity is known as ‘Broken Telephone’. Depending on the number of participants, this activity can be done either in two smaller groups or in one larger group. Note: this activity requires a lot of concentration, so it is best to keep groups to a maximum of ten people. Have participants stand in a line facing the same direction (each person should be looking at the back of the person in front). Make sure participants understand that they must remain facing this direction until they feel a tap on their shoulder. Once they are tapped on the shoulder, participants must turn around and receive a message. They then tap the next person in the line and pass on the exact message they were given. After they have passed on the message, the person must turn back around to face the original direction. To begin the activity, tap the person at the end of the line and pass on the first message listed below. Be sure to notice where the message changes while being passed down the line. Wait until the message has reached the end of the line then ask participants to check if it has changed. If it has, ask participants where they think the message changed. Message 1: On Saturday I woke up and could smell that my mother was making eggs and bacon for breakfast. I quickly got out of bed and was happy to eat all of my food. I then had a bath and decided to catch a taxi from my home in Newtown to my friend’s place in Rosebank. We went to the mall and she told me about her new boyfriend, Jack, and we laughed so much. Then we watched a scary movie called Dangerous Snakes. I was so scared I cried all the way home. Message 2: Today was such a hot day, and tomorrow will be even hotter. Tomorrow my favourite soccer team is playing at the stadium, but I cannot go and watch them because my brother has asked me to help him move into his new house. His house has three bedrooms, two bathrooms, one big kitchen and a swimming pool. I think I will go swimming at my brother’s house instead of watching my favourite soccer team play. Message 3: This morning my aunty sent me to buy some groceries at Pick ‘n’ Pay. She gave me a big list of what I must buy: toilet paper, cheese, bread, salt, chicken, orange juice, bananas, milk and MTN airtime. I found everything except the cheese. My aunty was angry with me when I returned without the cheese.

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3. Discussion points (30 minutes) Ask the group to reflect on why the ‘Broken Telephone’ messages had changed by the time they reached the last person. Try to connect this activity with participants’ own experiences by asking the below questions. • Does the same thing happen in real life? • What are some examples of the wrong messages being passed from one person to another? • As a Deaf person, can you think of a time when you did not receive the full message, especially when the information was translated by an SASL interpreter? Be sure to remind participants that the same thing can happen with HIV/AIDS information. Have a conversation with the group about the importance of fully understanding information before passing it on to friends. Separate participants into small groups and ask them to discuss the following: • What misinformation did Sibongile receive – from the television? from his hearing friend? from his teacher? • What signs do you know in SASL but do not fully understand? • What are some signs that you have learnt from hearing people? What do they mean? Are they negative or positive? • What signs do we use that discriminate against people who are different? Note: use Sibongile’s story to show the way that some signs discriminate against people who are different. He explains how hearing people use the sign of *three fingers* to label someone who is HIV+. Many participants may find it useful to discuss in detail why it is important to use the correct sign for HIV rather than the *three fingers* sign. Ask participants to show the signs that they know for ’Deaf and dumb’ and ’anal sex’, then ask the following questions: • Does the sign for ’Deaf and dumb’ discriminate against Deaf people? • Does the sign for ’anal sex’ discriminate against gay people if it is used for the word ’gay’?

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important condom

gay

signs that participants

should

know

lesbian straight

DEAF

stigma

RELIGION

RACE

HIV H

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Information bubble: USE THIS INFORMATION TO EXPLAIN ABOUT SEXUALITY Some men are attracted to women. Some women are attracted to men. We refer to such people as straight (heterosexual). Some men are attracted to both women and men. Some women are attracted to both men and women. We refer to such people as bisexual. Some men are attracted to men. We refer to such people as gay (homosexual). Some women are attracted to women. We refer to such people as lesbian (homosexual). All South Africans are protected by the Constitution and the Bill of Rights. The Constitution requires all people to act in ways that are respectful and fair. This means that we must not discriminate against people because of who they are attracted to. It is also wrong to discriminate against people because of their gender, disability, race, religion or culture. Using the wrong words or signs to refer to someone is a form of discrimination. For example, it is wrong to use the sign for ‘Deaf and dumb’ instead of ‘Deaf’ because the word ‘dumb’ also means ‘stupid’. It is not true that Deaf people are dumb. It is wrong to use the sign for ‘anal sex’ instead of ‘gay’ because it suggests that all gay men have anal sex. It is not true that all gay men have anal sex.

4. Self-reflection (25 minutes) Give each participant a piece of paper and ask them to write down a time when they called someone else a name because they were different. If they do not remember such a time, they can write down a time when they were called a name by other people because they were different. Standing in a circle, have each participant tear up their piece of paper. Then ask everyone to find a partner and to discuss ways that they can personally make a difference in ending discrimination. Encourage participants to come up with ways they can stop labelling people who are different as well as ways they can stop others from labelling people who are different. To end the session, ask each participant to say their name, their race, their culture and a commitment to accepting everyone who is different. The sentence should look like the example below: My name is ____________________. I am _________________. My culture is ________________ and I accept anyone who is different from me! My name is Sibusiso. I am black. My culture is Zulu and I accept anyone who is different from me!

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5. Spreading Information Joyce’s Story: ‘I Didn’t Know!’ What is covered: • myths and facts about HIV • ARV treatment • spreading correct information

Materials needed: • flipchart paper • marker pens • the digital story DVD

Workshop running time:

• a DVD player or computer • a television

1 hour 30 minutes

Notes for facilitators: Joyce’s story uses two examples to explain different experiences of HIV: one is about a friend who was sick and extremely thin; the other is about a man who was healthy and happy. Joyce uses these examples to break a myth about HIV: that infected people will become thin and die. She also speaks about the communication and education barriers she encountered when trying to be informed about HIV/AIDS.

Objectives: This workshop examines the myths and facts of HIV/AIDS, explores the importance of ARV treatment and reflects on ways that information – both right and wrong – can be shared. By the end of the session, participants should be able to: • know the facts and myths of HIV/AIDS • understand the role of ARV treatment in staying healthy

MYTH

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Activities: 1. Watch Joyce’s digital story (4 minutes 55 seconds) 2. Group activity (30 minutes) Before the session begins, write the following statements on a flipchart: HIV can spread from shaking hands HIV can spread from pregnancy HIV can spread from eating from the same plate HIV can spread from sharing needles that have been used HIV can spread from hugging HIV can spread from sharing towels HIV can spread from having sex without a condom HIV can spread from sharing combs HIV can spread from using the same blade to shave HIV can spread from sharing toilets HIV can spread from sitting next to a HIV+ person HIV can spread from mosquitoes Divide participants into small groups and ask them to discuss which sentences are true (facts) and which are false (myths). Provide enough time for participants to discuss each statement, and then have each small group present to the rest of the workshop. Once all groups have presented, use the myths vs. facts table (you can find this on the student handout at the back of this booklet) to be sure participants have the correct information.

3. Discussion points (30 minutes) Ask participants to think about Joyce’s two very different experiences with HIV+ people. Below are some questions to start a group discussion. • Why was Joyce’s friend thin and sick in hospital? • Why was the man healthy and living a normal life? • Why did these two HIV+ people have different experiences? Using a flipchart, write down participants’ responses about the differences between the two HIV+ experiences. The sick friend Not receiving treatment

The healthy man Using ARVs

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Information bubble: USE THIS INFORMATION TO EXPLAIN ABOUT ARVs People who are HIV+ may not show any signs of being sick early on. It is true that if people do not eat healthy and look after themselves, they can become very sick. This happens to many people who do not know their status, which is why everyone must get tested. When people know they are HIV+, they can take better care of themselves. People do not start using ARV treatment unless their body is very weak. ARV treatment will help people to become strong and healthy.

4. Self-reflection (25 minutes) Ask participants to reflect on the following questions: • Do I think people who are thin have HIV? • What can I do to spread the right information to other Deaf people? • How can we correct our friends when they believe the myths? After participants have had time to think about these questions, ask for volunteers to share their answers with the group.

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6. Respect Yourself,Respect Your Partner Vusi’s Story: ‘Loverboy!’ What is covered: • using condoms to protect yourself • ways of expressing love • relationships • gender roles

Materials needed: • flipchart paper • marker pens • paper • scissors • glue • magazines • the digital story DVD • a DVD player or computer • a television

Workshop running time:

1 hour 30 minutes

Notes for facilitators: Vusi’s story focuses on the importance of always using a condom. This story speaks to young men, especially those who think that it is uncool, or that there is no need, to use a condom. Note: the themes covered in this workshop are also important for female participants.

Objectives: This workshop introduces participants to the importance of always practising safe sex. It focuses on respecting one’s partner and, in the process, challenges dominant ideas about gender roles. The workshop also asks participants to consider other non-sexual ways of expressing love. By the end of the session, participants should be able to: • think critically about gender • think critically about the roles of women and men in society • keep condoms safely • understand that love does not only mean sex

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Activities: 1. Watch Vusi’s digital story (4 minutes 40 seconds) 2. Group activity (10 minutes) Divide participants into pairs and make one person the ‘clay’ and the other the ‘potter’. It is the potter’s job to create shapes out of the clay without signing with that person. After each shape is finished, the clay must freeze in the position while the rest of the group walks around the ‘gallery’ observing the sculptures. The pairs must then swap for the next round, with the original potter now playing the role of the clay. Have participants shape the clay into the following images: • a man doing his work • a woman doing her work

3. Discussion points (30 minutes) Have the entire workshop group discuss the different types of images that people created. Here are some questions to start the conversation: • Why were these images chosen? • Were they a true reflection of what a man’s and a woman’s work looks like? Next, divide the participants into small groups and ask them to answer the following questions. Ask each group to write their responses on a piece of flipchart paper. • What roles do men normally play? (e.g. the hardworking man) • What roles do women normally play? (e.g. the caring woman) Allow time for a discussion before asking participants to come back together and share their opinions. After each group has presented, ask the following questions: • Is it okay for women to work and for men to cook? • Whose responsibility is it to carry a condom? Why? • Should Vusi’s girlfriend also carry a condom? • What does Vusi mean when he says ‘protect your girls’? • How can women protect themselves? • Is Vusi asking for men to respect women?

FEMALE CONDOM

Remember that it is everyone’s responsibility – both men and women – to carry a condom.

The same rules must be followed when using a female condom as when using a male condom: one condom, one round!

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Information bubble: USE THIS INFORMATION TO EXPLAIN THE IMPORTANCE OF USING CONDOMS (20 MINUTES) If used correctly, condoms are 99 per cent safe. Here are some tips to help avoid breaking or tearing condoms. • always check the expiry date: if the condom is expired, it might break during sex • if you keep a condom in your wallet or pocket, be sure to replace it regularly (it is not good to keep condoms like this as they can get damaged easily) • don’t keep condoms in direct sunlight • only ever wear one condom at a time – wearing two condoms increases the chance of breakage • never use the same condom twice – one condom, one round! Female condoms There is also a type of condom that women can wear. It is called a femidom, and it is a great way for a woman to take responsibility for protecting herself. A femidom is put inside the woman’s vagina before sexual intercourse. The femidom must be removed from the woman’s vagina after sex. Below are some simple instructions for using a femidom. 1.

check the expiry date

10. the ring will expand when in the right position

check for any damage to the packet

carefully open the package

remove and unfold the femidom

the femidom will have the same lubricant on it as a male condom

rub the femidom to spread lubricant

13. when finished, squeeze and twist the outer ring of the femidom

place fingers on either side of the small ring and squeeze

14. pull the femidom out and tie a knot around the opening

use other hand to open the vagina

insert the femidom as far as it will go

15. roll in tissue paper and throw away in a garbage bin

11. make sure the outer ring covers the whole outside part of the vagina 12. guide the penis inside the condom

4. Self-reflection (25 minutes) Have participants sit in a space by themselves, then give each one a piece of paper and some magazines. Ask participants to find and cut out pictures that show different ways people in a relationship can express love. Before the exercise begins, ask the group to think about the following question: what are other things besides sex we can do to show our partners that we love them? Instruct participants to stick each image onto their paper. After everyone is finished, ask for volunteers to share their ideas about different ways of expressing love. Note: be sure to stress that there are many safe ways to express love. It is also important to wrap up this session with a list of ways that people can protect themselves and their partner.

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7. Power Dynamics Joseph’s Story: ‘Keep the Girl’s World Safe’ What is covered: • rape • guilt, blame and shame • control of women’s bodies • difficulties communicating with hearing family members • responsibility of protection • sexual violence as a contributing factor in the spread of HIV

Materials needed: • flipchart paper • marker pens • roleplay cards • the digital story DVD • a DVD player or computer • a television

Workshop running time:

1 hour 30 minutes

Notes for facilitators: Joseph’s story is very common in the Deaf community: we know that young people with disabilities – both male and female – are more vulnerable to sexual abuse and assault, often by relatives and other people of trust (educators, carers, etc.). During this workshop, it is important for the facilitator to draw attention to people and services that survivors of assault can turn to for support. It is also important to look at ways that people in the Deaf community can help protect each other.

Objectives: This workshop explores ways people can support friends and family members who have been sexually abused. It challenges notions of male ownership of women’s bodies and the practice of blaming survivors of sexual violence. The activities also explore how rape and sexual assault can contribute to the spread of HIV. By the end of the session, participants should be able to: • understand that it is never a person’s fault if he/she is raped

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RAPE

• • • •

know that men do not have control over a woman’s body know where to go for help in case of sexual assault understand ways to help a friend who has experienced sexual assault think about ways in which their community can support and protect each other

Activities: 1. Watch Joseph’s digital story (7 minutes 25 seconds) 2. Group activity (20 minutes) Divide participants into small groups and ask them to connect each of the words below with one of the main characters (the boy and the girl) in Joseph’s story. They must write down their answers on a piece of flipchart paper. POWERLESS LOVE SORRY GUILTY ANGRY ALONE CONFUSED SAD

Which of these words connect with which character in the story? Why?

After connecting each of the words, ask participants to talk about their decision and to explain why they linked that word with that character. Be sure to ask for specific reasons – for instance, if a participant links ‘sad’ with the male character, it is important to clarify why. Was the boy sad in the story? What was he sad about? Would you be sad in this situation?

3. Roleplay (30 minutes) Divide participants into two groups: one group of girls and one group of boys. Give both groups a card with the following roleplay scenario. You go to your friends to tell them about another friend who has been sexually assaulted by someone close to them. You have come to tell your friends in secret and hope that they can help you to support your friend. Ask each group to act out the scene for themselves. When they have finished, ask one of the groups to share their roleplay with the rest of the workshop. Note: it is very important that facilitators stress that this is only a roleplay and that participants are not acting out something that has happened in their real life. Stop and start the action as the scene is being performed. Ask the rest of the group if they think the ‘friends’ are providing enough support. If the group disagrees, ask for another volunteer to join the roleplay by replacing one of the ‘friends’. Do this for a few minutes, swapping the roles and asking different people to show how the scene could play out differently. Swap the team: if the girls started, ask for the boys to act out their roleplay; if the boys started, ask the girls to act out their roleplay. Activity 3 continies on page 36

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Ask the group the following questions: • Does it make a difference if it’s a boy or a girl asking for help? • Which situation happens more often? Why? • How can we help our friends/sisters/brothers/partners if they tell us they have been assaulted? • Think about the way that Joseph reacted. Hearing other people’s stories is not easy. Where can you go for help and advice without betraying a friend’s trust?

4. Discussion point (30 minutes) Information bubble: USE THIS INFORMATION TO EXPLAIN WHAT THE LAW SAYS ABOUT RAPE

LAW

In South African law, rape is understood as the ‘intentional, unlawful sexual penetration of a person without his/her consent’. ????????WHAT DOES THAT MEAN???????? Intentional: the act was planned – the rapist wanted to do it Unlawful: something against the law Sexual Penetration: this can mean both sexual intercourse or putting something inside of someone else’s body Without his/her consent: the person did not agree to having sex Explain this meaning of rape to the group using the information provided, then use the following questions to start a group discussion. • What do you think of this definition? • What should the definition of rape be? • Is it possible for a man to rape a man? A woman to rape a woman? A woman to rape a man? • Is it rape if you know the person? • Did the girl’s father own his daughter’s body? • Why do you think Joseph asks us to ‘not ignore’? • If you were Joseph, how could you have helped? • As the Deaf community, what can we do to protect one another from rape and sexual assault? Rape is not an easy topic to talk about, so it is important to make sure that participants are comfortable with what has been discussed before you end the workshop. Before finishing, ask each participant to share one thing that they’ve learnt during the workshop. Ask participants to think about an opinion or belief they had before the workshop and to explain how that has changed now that they’ve finished all of the activities.

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Information bubble Where can you find help if youâ&#x20AC;&#x2122;ve been raped or know someone who has been raped? Tshwaranang: This is an organisation that works as legal support for women who experience abuse, violence and rape. Where? 8th floor, Braamfontein Centre, 23 Jorissen Street, Braamfontein, Johannesburg POWA: This is an organisation that works as legal and emotional support for women who experience abuse, violence and rape. Where? Soweto: room 10 Ntabiseng Centre, Chris Hani Hospital Katlehong: 667 Monise Section, Katlehong 1431 Vosloorus: 1620 Ditshengo Street, Vosloorus Rehabilitation Centre DeafSA: This is an organisation that works as any kind of support for the Deaf community. Where? 133 Marshall Street, 2nd floor OPH building, Johannesburg 2001 Rape Crisis Cape Town: This is an organisation that offers counselling and assistance to survivors of sexual assault. Where? Observatory: 23 Trill Road, Observatory Khayelitsha: 89 Msobomvu Road, Ilitha Park KZN Network on Violence Against Women: This is an organisation that is against any form of violence against women Where? 555 Berea Rd, Berea, Durban, 4001

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8. Speak Out! Daline’s Story: ‘A World of Silence’ What is covered: • personal safety • date rape • sexual assault • feelings of isolation • communicating with parents • drugs and alcohol as a contributing factor in the spread of HIV

Materials needed: • a large ball • paper • pens • the digital story DVD • a DVD player or computer • a television

Workshop running time:

1 hour 30 minutes

Notes for facilitators: In this story, Daline shares her experience of being drugged and assaulted during a night out partying. She also explains how she was unable to talk to her parents about what had happened because they do not share the same language. Daline uses a signed poem to express the silent world of a Deaf child with hearing parents. She asks us all to learn her language and calls on other Deaf people to speak out about similar experiences and to get tested. Note: if you are using this workshop and have not used Joseph’s story, it is important to look at the sign for rape on page 34.

Objectives: This workshop explores the dangers of drug and alcohol abuse, with a special focus on raising awareness about date-rape drugs. The workshop looks closely at the many communication barriers faced by Deaf people, and how these impact on people’s ability to speak out if they experience physical or emotional trauma. By the end of the session, participants should be able to: • explain what date-rape drugs are • understand the importance of personal safety • explore ways of communicating with parents and/or teachers • understand why it is important to speak out about rape

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Activities: 1. Watch Daline’s digital story (3 minutes 54 seconds) 2. Group activity (20 minutes) Ask the group to stand in a circle, with one person in the middle. Have the group pass a ball to other people in the circle without allowing the person in the middle to catch it. If the person in the middle catches the ball, the person who threw it last must then stand in the middle of the circle. After a number of participants have been in the middle, ask the following questions. • How did it feel to be in the middle? • What about the people in the circle – how did they feel? • How did Daline feel when she could not talk to her mother about what had happened? • What is the message of Daline’s poem?

3. Group discussion (20 minutes) Information bubble: USE THIS INFORMATION TO EXPLAIN ABOUT DIFFERENT TYPES OF RAPE A person can be sexually assaulted by someone they know or a stranger. People often speak about different kinds of rape depending on who committed the crime. It is important to remember that no matter who the perpetrator was, it is never that fault of the person who has been sexually assaulted. Some of the different types of sexual assault are listed below. • DATE and ACQUAINTANCE rape: when the rapist is someone known to the survivor • MARITAL rape: when a person is raped by their husband • GANG rape: when there is more than one rapist • STRANGER rape: when the rapist is not known to the survivor

Discuss the different types of rape, making sure participants understand what each one means. Ask the participants the following questions: • Which type of rape did Daline experience? • What is a date-rape drug? • What are some ways you can help keep yourself safe when you go out to a party? • If you were in Daline’s situation, would you have done anything differently? • Why do you think Daline felt isolated after what had happened? • Do you think Daline was scared that her mother would be angry she was drinking? Why?

See It!Sign IT!Know It!Share It! 39

4. Speaking out (20 minutes) Daline reminds us of the importance of speaking out. However, she also explains how difficult it is to speak out when you are Deaf and your parents are hearing. Divide participants into three groups and ask each group to prepare one of the following: • A letter to Daline’s parents from Daline, explaining what happened • A drama of Daline telling her friends what happened • A drama of how Daline could tell her teacher/principal If the workshop is small, it is possible to divide participants into pairs for this activity. When the groups have finished the task, ask each one to present their work. Discuss the following: • Is it easy to write a letter? • Are our friends easy to talk to? • Do we speak to our teachers about personal experiences? Note: if you have not used Joseph’s story, be sure to look at the information contained in that section of this booklet. The workshop for Joseph’s story includes information about where someone can find help if they have been sexually assaulted. It is very important that you share this information with the group.

5. Self-reflection (25 minutes) Ask participants to sit on their own and think about Daline’s poem. Use the following questions to encourage self-reflection: • What is Daline trying to say? • Do you sometimes feel like you have no-one to communicate with? • Prepare a poem that celebrates your ‘beautiful native language’ (SASL) When all the participants are finished, ask for volunteers to present their poem. Standing in a circle, ask the participants to share one way that they will encourage hearing people to learn their language. For example: My name is ____________________. I am going to ______________________________________. My name is Sibusiso. I am going to teach my mother one new sign every day. Explain to participants that they have now made a commitment to help teach others about Deaf culture.

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chapter 6: TIPS FOR WORKING WITH DEAF LEARNERS

7 9

You will see HIV and AIDS written together You will see the word ‘participants’ a lot in as HIV/AIDS. Remember that it is not one this booklet. This word refers to the learners/ sign – it’s very important that you demonstrate people who are taking part in your workshop. and explain the two correct signs.

Before beginning a workshop, ask participants what they already know about HIV/AIDS. Ask them to tell you what they know – this will help you understand what they do and don’t know. Don’t follow the written English – sign it as you would normally.

Show the emotion and the action with your body. Make sure you are familiar with the correct signs before you begin the workshop.

It is important that you demonstrate the correct way to use a condom. You can use a banana to show how to use a condom, and a toilet roll to show how to use a femidom. Don’t be shy! Sign the information in a straightforward way so the learners understand.

Be sure to read this booklet carefully before beginning your workshop – it is important that you understand and are familiar with the exercises and activities.

Use strong facial expressions when signing, as this helps participants understand what you are explaining. Make a visual representation of the information in the booklet.

You must explain difficult words with the correct sign. If you are unsure or don’t know a sign, ask the participants. It is important to review the main topics covered at the end of the workshop. This will help participants to remember what they’ve learned.

Don’t be shy! Sometimes you will need to talk about sensitive subjects like sex.

Remember that the workshop may be the first time some participants have seen the correct signs for HIV and AIDS. Be sure to show the signs clearly and to explain what they mean.

Tips for signing It’s important to use the correct sign structure instead of following the English in this booklet. Below are some examples to help you. English: I don’t want to be HIV+ SASL: ME WANT DON’T HIV+

English: You can’t just stop taking ARVs if you feel sad. SASL: ARV CAN’T STOP IF FEEL SAD YOU.

English: What do you think about HIV/AIDS? SASL: HIV/AIDS YOU WHAT DO THINK?

English: The government needs to help the Department of Health. SASL: HELP GOVERNMENT DEPT OF HEALTH English: Who can you tell about your HIV status? SASL: TELL CAN WHO HIV YOU? See It!Sign IT!Know It!Share It! 41

PARTICIPANT HANDOUT Please photocopy all three pages of this handout and then distribute to participants at the end of each workshop.

MYTHS AND FACTS ABOUT HIV Myths (lies) about HIV Facts (truth) about HIV 6 HIV can spread from shaking hands

3 HIV can spread from pregnancy

6 HIV can spread from eating from the

3 HIV can spread from sharing needles that have been used

same plate

3 HIV can spread from having sex without a condom

6 HIV can spread from hugging

3 HIV can spread from using the same blade to shave

6 HIV can spread from sharing towels

3 Mothers who are HIV+ and pregnant can protect their

6 HIV can spread from sharing combs

babies from HIV if they use the right treatment

6 HIV can spread from sharing toilets

3 People with HIV can live long if they use the right treatment

6 HIV can spread from sitting next to a

3 HIV can happen to any person, not only gay, black, poor

HIV+ person 6 HIV can spread from mosquitoes

and unmarried people

3 There is no cure (fix) for HIV: the right medicine can make

6 People with HIV cannot lead a long and happy life

your body strong but cannot remove the HIV from your body

6 Sangomas and traditional medicine will fix HIV 6 HIV only happens to gay men 6 Married people cannot have HIV

HIV TESTING Why is it important to be tested? You cannot tell if someone has HIV by looking at them. Many people donâ&#x20AC;&#x2122;t know if they are HIV+ or HIV- because they have never been tested. If you have not been tested, you could easily pass on HIV without knowing it. It is important to be tested so you can avoid spreading the virus. It is also important to be tested so you can get treatment and look after yourself if you are HIV+.

What does a test involve? There are three parts to a HIV test: pre-test counselling, the test and post-test counselling. Part 1: pre-test counselling a. To be tested you must go to a hospital, clinic or mobile clinic b. When you go to the clinic, a nurse, doctor or counsellor will help you c. This person will ask you to introduce yourself d. They will then have a conversation with you about how much you know about HIV/AIDS e. You will also be asked questions about when you last had sexual intercourse, if you did or didnâ&#x20AC;&#x2122;t use a condom, and how many sexual partners you have had f. The person testing you will then ask you what your next steps will be if the test result is positive or negative g. You will have to sign a confidentiality contract (the confidentiality contract means the person testing you cannot talk to others about your test)

Part 2: the test h. The nurse/doctor will prick your finger, as this allows them to take a drop of blood i. You will need to wait a few minutes while your blood is tested Part 3: post-test counselling j. The person testing you will tell you the result k. If the result is negative, you will have another conversation about staying safe when you have sexual intercourse; if the result is positive, the medical staff will explain the next steps you will need to take

USING CONDOMS If used correctly, condoms are 99 per cent safe. Here are some tips to help avoid breaking or tearing condoms: 3 always check the expiry date: if the condom is expired, it might break during sex 3 if you keep a condom in your wallet or pocket, be sure to replace it regularly (it is not good to keep condoms like this as they can get damaged easily) 3 don’t keep condoms in direct sunlight 3 only ever wear one condom at a time – wearing two condoms increases the chance of breakage 3 never use the same condom twice – one condom, one round!

CONDOM

Female condoms 3 There is also a type of condom that women can wear. It is called a femidom, and it is a great way for a woman to take responsibility for protecting herself. 3 A femidom is put inside the woman’s vagina before sexual intercourse. The femidom must be removed from the woman’s vagina after sex. 3 A femidom can also be used for anal sex by placing it inside the anus before sexual intercourse. The femidom must be removed afterwards. 3 The same rules must be followed when using a female condom as when using a male condom: one condom, one round!

HIV TREATMENT AND ARVs • People who are HIV+ may not show any signs of being sick early on. • If HIV+ people do not eat healthy and look after themselves, they can become very sick. This happens to many people who do not know their HIV status, which is why people must get tested. • When people know they are HIV+, they can take better care of themselves. People do not start using ARV treatment unless their body is very weak. ARV treatment will help people to become strong and healthy. • A person who is HIV+ and uses ARVs must take the pills every day. They cannot stop taking their medication. Sometimes people stop taking their ARVs because they feel sad, but this means that their bodies cannot become strong again.

KNOW THESE SIGNS HIV

H - Human

I - Immunodeficiency

V - Virus

AIDS

STIGMA

HIV+

HIV-

GAY

LESBIAN

STRAIGHT

RACE

RELIGION

DEAF

HUMAN RIGHTS Human

Rights