Reporter
carisa.lee@cnc3.co.tt
A deaf student at the University of Trinidad and Tobago (UTT) is calling on the institution to honour its responsibility to provide equal access and support for students with disabilities.
Lisa Ramansar, who began her Diploma in Fashion Design in 2023, said she started her programme with an interpreter, but after a few months, the interpreter left and no replacement was provided for more than a year. She said the lack of support has had a serious impact on her academic progress.
“This means ensuring the necessary resources, like interpreters, are in place, and making sure lecturers are sensitised and trained to effectively teach students with disabilities. We deserve the same opportunities to succeed as anyone else,” Ramansar said.
She explained that without consistent support, she has fallen behind her classmates, failing two courses and withdrawing from two others. While some lecturers have tried to assist, she said others were dismissive.
“I recall one instance when my interpreter was absent, and I asked a lecturer for help—only to be told again to get an interpreter,” she said.
Ramansar, who learned the basics of sewing from her mother, said she was inspired to pursue fashion design by a deaf teacher who told her about UTT. She had hoped to complete her diploma in two and a half years, but delays and what she described as “empty promises” about interpreter support have left her discouraged.
“My enthusiasm and motivation have dropped significantly. Dealing with failed and postponed courses, and knowing I am behind, is frustrating. My dream is to establish my own fashion brand and participate in international fashion shows and competitions,” she said.
When Guardian Media contacted the Minister of Tertiary Education and Skills Training Prof Prakash Persad, questions were referred to UTT’s acting president, Prof Rean Maharaj.
Maharaj said the university remains committed to inclusive education and has identified 12 returning students who require critical support for the 2025–2026 academic year.
“The university is addressing these needs through a combination of strategies, including partnering with the T&T Association for the Hearing Impaired, retaining temporary aides, engaging student volunteers, and reallocating available resources,” Maharaj said.
He said assessments are also being conducted for newly enrolled students to ensure timely support.
According to UTT, 28 students with disabilities—including autism, mobility challenges, hearing and visual impairments, learning disabilities, mental health conditions, and other medical circumstances—were enrolled in the last academic year.
The university noted, however, that some students disclose disabilities only after admission or when challenges arise.
Financial and resource constraints have also limited the availability of specialised staff, occasionally causing delays in providing support.
UTT said it values student feedback, appreciates the concerns raised, and remains committed to strengthening its systems, addressing resource gaps, and ensuring all students with disabilities are supported in an inclusive and welcoming learning environment.
