ANIQA (in Urdu): ♪ ♪ ANIQA: (signing) (children laughing) ANIQA: ANDIA WINSLOW: "Flying Hands," on DocWorld.

(footsteps) (din of the street, distant engine running) ANIQA: Okay.

Educating the deaf is like having no utilities.

With state of time and resources.

Those are some of the basic contextual realities to because of it we have to take-- I have to take this research.

There were some very interesting findings based on this research.

Majority of the parents perceived that people would laugh at them if they sent their H.I.C.

to school.

This was, like, a major finding.

And another finding was that if the children are deaf, so they can't think creatively.

Parents also showed their perception that futures of H.I.C.s, like, they were very uncertain.

There is no future for them.

The future is very dark.

We don't know what is going to happen with them.

Those kinds of feelings were there.

The majority of parents did not even know about the availability of school facilities for H.I.C.

in the region, the Baltistan region.

They did not know about it, that there existed schools in Baltistan for these children.

(wind howling) (ethereal sounds) (bird squawks) (bird squawking) (high-pitched sound) (sand sifting) (wind howling) (rocks falling loudly) (rock falling continues) (echoing breaths) (signing): (signing): (echoing breaths) (high-pitched sound) (electricity buzzing) (din of the street) (car horns honking) (car horn) NARJIS (speaking): MAN: NARJIS: MAN: NARJIS: MAN: NARJIS: NARJIS: MAN: NARJIS: (din of the street) ANIQA: (high-pitched sound, street sounds muted) (passing traffic, horns honking) (birds twittering) (bird squawking) (distant banging continues) NARJIS: ANIQA: (Narjis replies in Urdu) (muffled, distant voice on speaker) ANIQA: NARJIS: ANIQA: NARJIS: ANIQA: NARJIS (crying): ANIQA: ANIQA: NARJIS: ANIQA: (Narjis sniffles) ANIQA: NARJIS: ANIQA: (laughs) ANIQA: NARJIS: ANIQA: NARJIS: ANIQA: NARJIS: ANIQA: (birds twittering, distant chatter) (nearby birds squawking) GRANDMA: (milking cow) GRANDMA: ANIQA: GRANDMA: ANIQA: GRANDMA: ANIQA: GRANDMA: (wind chimes) ANIQA: (wind chimes) (wind chimes) ♪ ♪ (wind howling) ♪ ♪ (wind chimes, muted children's voices) PROFESSOR: (speaking and signing): PROFESSOR and NARJIS: PARENT (over phone): ANIQA: PARENT: ANIQA: PARENT: ANIQA: (distant children's chatter) ♪ ♪ (bird cawing) (high-pitched sound) (din of the street) (din of the street) (din of the street) (baby cooing) (child giggling) (laughter) PROFESSOR: What is this?

And book.

Book.

(signing) PROFESSOR: (cricket ball thudding) (children playing) (signing) ANIQA: TEACHER: ANIQA: TEACHER: ANIQA: TEACHER: ANIQA: TEACHER: ANIQA: TEACHER: ANIQA: (water trickling) AFZAL: FATHER: ANIQA: FATHER: AFZAL: FATHER: ANIQA: FATHER: ANIQA: FATHER: ANIQA: AFZAL: ANIQA: AFZAL: MOTHER: AFZAL: MOTHER: AFZAL: (high-pitched sound) (high-pitched sound) ♪ ♪ ♪ ♪ ANIQA: (engine starts) (soft chatter) ANIQA: Ah-ha... (student exclaiming) ANIQA and STUDENTS: (students exclaiming) (student replying) (Aniqa chuckling) (sounding out syllables) (students exclaiming) (wind howling) (distorted echoes) (signing) (distorted thundering) (signing) (muted sounds) (distorted echoes) (signing) AFZAL: ANIQA: (Aniqa yawns, chuckles) AFZAL: (Aniqa chuckles) ANIQA: AFZAL: ANIQA: AFZAL: ANIQA: AFZAL: ANIQA: AFZAL: ANIQA: AFZAL: ANIQA: AFZAL: (indistinct chatter) (rooster crowing) (laughing) (rooster crowing) (goat braying) ANIQA: WOMAN (speaking Urdu): ANIQA: (distant indistinct talking) ANIQA: MOTHER (speaking Urdu): ANIQA: MOTHER: ANIQA: MOTHER: ANIQA: MOTHER: ANIQA: FATHER (speaking Urdu): ANIQA: FATHER: AFZAL: ANIQA: MOTHER: ANIQA: MOTHER: ANIQA: (distorted echoing) (distorted birds cawing) (car horns honking) NARJIS: ANIQA: NARJIS: ANIQA (laughing): NARJIS: ANIQA: NARJIS: ANIQA: ANIQA: NARJIS: ANIQA: (phone vibrating) (honking) RADIO ANNOUNCER (speaking): (radio beeps, music playing) (indistinct chatter) (motor rumbling) (din of the street) (indistinct chatter) (din of the street) SPEAKER (speaking Urdu): (signing) (laughter, clapping) GIRL (signing): TEACHER (signing): SPEAKER (via speaker): (signing) (birds twittering) SPEAKER (via speaker): (ball thuds, cheering) TEACHER: (cheering and clapping) SPEAKER (via speaker): (cheering) (cheers and applause) (clapping) (cheering) (cheering) (excited chatter) SPEAKER (via speaker): (cheers and applause) (Pakistan's national anthem playing) (cheering, percussion playing) SPEAKER (via speaker): (voice fading, high-pitched ringing) (ringing continues) ANIQA: (high-pitched ringing) (indistinct chatter) (children shouting) (children continue) (distorted echoing) (distant bells ringing) (bells chiming) (chiming continues) (signing) (wildlife chittering) AFZAL: ANIQA: FATHER: ANIQA: FATHER: ANIQA: FATHER: ANIQA: MOTHER: ANIQA: FATHER: ANIQA: FATHER: (birds cawing) ANIQA: AFZAL (signing): ANIQA (speaking): AFZAL (speaking and signing): AFZAL: ANIQA: (speaking and signing): (laughing) (wildlife chittering) (signing) (chittering, static) (bells chiming) ♪ ♪ (echoing breaths) ♪ ♪