Canary Islands Education Department Criticized Over Lack of Support for Deaf Teacher
Lidia Domínguez, Spain’s first deaf public school teacher, is protesting the Canary Islands Department of Education's failure to provide a consistent sign language interpreter, a recurring issue that is compromising her health and her students' education.
The Canary Islands Department of Education is facing renewed criticism over its failure to provide essential support for teachers with disabilities. Lidia Domínguez, the first deaf teacher to secure a permanent position in the Spanish public school system, is currently working at CEIP San Fernando in Santa Úrsula without the sign language interpreter she requires. This lack of support is affecting both her health and the quality of her teaching.
This issue has been ongoing since Domínguez began her role in 2022, revealing deep flaws in how the regional government manages its staff. Because there is no dedicated hiring process for these specialized roles, the Department relies on generic job lists from the Canary Islands Employment Service. Domínguez argues that this system is ineffective, as it fails to provide the consistent, specialized support needed in a classroom. The school has seen constant turnover, with one interpreter leaving in October and another resigning on February 12, leaving the position vacant once again.
The situation is now a serious health concern. Without an interpreter to help her communicate with her students, Domínguez must rely on lip-reading and interpreting gestures, which causes her severe headaches and eye strain. Furthermore, the lack of linguistic support makes it difficult for her to properly assess her students’ academic progress—a basic right that should be guaranteed for all public employees.
The Department of Education claims that the problem stems from the lack of a specialized hiring list, forcing them to rely on candidates who often decline the position or fail to complete their probation. They also state that they cannot hire a specific person requested by the teacher and are continuing their search for a qualified professional.
With no solution in sight, the school’s community and the Parents’ Association (AMPA) have organized a protest for April 9 at 2:15 p.m. They hope to highlight that this is not just an isolated case, but a broader failure of the education system to support teachers with disabilities and ensure fairness in the classroom.