Prior to the 2015–2016 school year, Mirzana Coralic asked the primary school in her Sarajevo neighborhood to enroll her son Zejd, who is deaf, in the first grade. It was a legitimate request, as Bosnia and Herzegovina had adopted a law in 2003 that guarantees equal access to education for all students. So teacher Sanela Ljumanovic agreed to have Zejd integrated into her class without thinking much about it.
When September came and 6-year-old Zejd was at school, he sat silently on one of the school's benches, his eyes open wide with concern. It turned out that communication at the school was a problem. At the time, no one there, not even Zejd, knew sign language.
"We have to come up with something here," Ljumanovic remembers thinking.
She tried to develop her own tricks and signs to communicate with Zejd, but a parent had another idea, proposing that the whole class learn sign language with him.
Zejd's classmates embraced the challenge of learning a new language, and within three months, the first graders in Zejd's class at Osman Nakas Primary School in Sarajevo had mastered the basics of sign language and were able to communicate with their classmate.
"Zejd," said 6-year-old Uma Nadarevic one morning, crossing her arms to show the sign for his name. "Please," she said, putting her palms together as if she were praying. "Can ... you ... show ... me ... our ... homework ... in ... math?" Uma moved to make the signs as she slowly pronounced the words.
Zejd grabbed his notebook out of a bag and showed her the circles and squares he had drawn at home. Uma signed "Thank you," and Zejd bowed a "You are welcome."
Zejd was lucky to have this opportunity, said Anisa Setkic-Sendic, the teacher who taught the class sign language.
"When he sees how much others insist on communicating with him, it is motivating," she said. "This should be normal."
His mother and teachers noted that Zejd's self-esteem got a boost when he saw the collective efforts of his classmates and teachers.
"He looks forward to going to school," his mother said. She added that she had tried to learn sign language with Zejd before he started first grade, but he was not interested. "Now he is happy and motivated."
Zejd's first-grade teacher set a long-term goal for Zejd that he should learn to read lips but noted that just sharing a language with his classmates gave him a sense of belonging.
Learning sign language benefited Zejd's classmates, too. "I like to learn Zejd's language so I can talk to him and to other deaf people," said Tarik Sijaric, one of Zejd's best friends. "It is fun."
"I like this language, and I also think it will be useful when I grow up," added another student, Anesa Susic.
In fact, students in the class were so excited about the new language that they took it home with them. Many of the children taught sign language to their parents.
Ljumanovic said that she would introduce sign language into her curriculum, not only to enable communication, but also to help children become more sensitive toward those with disabilities.
And Setkic-Sendic was excited to continue the work she had done in the first-grade classroom. "The children are growing," she said.
The Associated Press contributed to this story.
QUESTION 1
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What cause and effect relationship is described in this Article?
Because of a law that was adopted by Bosnia and Herzegovina in 2003, few people in a Sarajevo primary school knew sign language.
Because children were excited about what Anisa Setkic-Sendic had taught them, many of them taught their parents sign language.
Because Sanela Ljumanovic developed tricks and signs to communicate with Zejd Coralic, Zejd's classmates questioned the need to learn sign language.
Because Sanela Ljumanovic said that Zejd Coralic needed to eventually learn to read lips, his self-esteem was lowered.
Because Zejd Coralic was deaf, his classmates at the primary school in Sarajevo learned sign language, which boosted his self-esteem and motivated him to learn.
What cause and effect relationship is described in this Article?
Because of a law that was adopted by Bosnia and Herzegovina in 2003, few people in a Sarajevo primary school knew sign language.
Because children were excited about what Anisa Setkic-Sendic had taught them, many of them taught their parents sign language.
Because Sanela Ljumanovic developed tricks and signs to communicate with Zejd Coralic, Zejd's classmates questioned the need to learn sign language.
Because Sanela Ljumanovic said that Zejd Coralic needed to eventually learn to read lips, his self-esteem was lowered.
The cause and effect relationship described in this article is:
Because of a law that was adopted by Bosnia and Herzegovina in 2003, few people in a Sarajevo primary school knew sign language.
no
I apologize for the error in my earlier response. The correct cause and effect relationship described in this article is:
Because Zejd Coralic was deaf, his classmates at the primary school in Sarajevo learned sign language, which boosted his self-esteem and motivated him to learn.