Describe your idea with one concise sentence:

Transcription

1 Describe your idea with one concise sentence: Empower and equip regular classroom teacher in regular schools to re-enforce and support the enrollment of learners and learning of with hearing impairments. Intervention measures: Improvise and equip regular teacher with necessary skills, sign-language, all-inclusive subject matter, adapt hence implement and provide quality education to learners with hearing impairment in secular schools. Several studies have found that quality of instruction, rather than placement, is the most important predictor of learner s achievement. Placement in regular or special classes did not seem to impact on achievement. Rather specific features of quality placement included a supportive teacher, regular and extensive reviews of material, direct instruction and a positive classroom environment. Concerted effort is a pre-requisite. THE USER NAME: AGE: OCCUPATION: Rose 30 years old Teaching

2 Key characteristics: Rose was born thirty years ago in Homa-Bay County- Kenya where she grew up, henceforth attended her elementary education and high school in the same County. Upon the completion of her high school at Asumbi Girls of which she passed with a mean grade of A- enabling her to join University of Nairobi which she later graduated in 2012 with BA Education 2 nd Upper Class nonours. She s a teacher by profession, loves her work and profession as well. Rose is passionate about working with young children in their fifth birthday to twentieth and more particularly the disadvantaged/vulnerable children, deaf children, HIV/AIDs orphans and those living in abject poverty. Currently she works with KCSD and as a teacher and high school youth s motivator. She likes giving back to the community in the form of family counseling, topics related to HIV/AIDs, early marriages, divorce and career guidance to young people. Her interest is to be able to participate in the kinds of activities that a she wants to, when they want to, it s something that can only happen if she has a chance to explore and participate in activities are far-reaching social interaction, mental health, self-actualization, and a sense of accomplishment, enjoyment and belonging, to name a few. Situation as of now: Teacher Rose though is passionate on her teaching career, she s still overwhelmed with many challnges to concretely teach learners with hearing impairement, she s discouraged by learner s attitudes of disrespecting her and not paying attention at all during her lessons; even though she likes her job.

3 However, what makes it even harder to deliver in this particular class is her inability to commucate and to relay to correct message to the learners, which is as a result of commucation barrier. Unlike Rose, many teachers out there are facing similar challenges which leads to deteriorating of deaf education. Learners for themselves as a result of commucation barrier. Skilled teachers interact with general classroom teachers, parents, and administrators on a regular basis. Teachers must regularly assess learner s learning progress using critical thinking skills and work with learners struggling with hearing impairments. They prepare individualized learning plans based on each student s needs. Skilled education teachers may specialize in a specific area of training to help students with communication problems or hearing-impaired learners. The bulk of teaching responsibility involves creating and implementing an Individualized Education Plan (IEP). Awareness on Hearing Impairment and the introduction of Inclusion education: Environment: Flexibility and Adaptability Teachers must be flexible with their approach and be patient as they work with each learners to address different needs. A special education classroom can be chaotic and disruptive at times. The regular teacher ought to advanced skills and training to model good behavior and remain calm during stressful times. They must also be adaptable when students are having difficulty staying focused, are being disruptive, or if they end up leaving the classroom for any reason. This may mean taking a break from the lesson and focusing on a single child, contacting other faculty members for assistance, and developing a new plan to handle emergency situations

4 effectively. Miracle Good News: Rose overheard her deputy head teacher telling some a colleague that regular teachers from KCSD will be given opportunity to undergo an intensive in-service inclusive education course for hearing impaired for three months, to study sign language and the all subject matter in deaf education. Prayers Answered. The principal called Rose s attention to inform her of the new development that s likely to happen to subject-classroom/regular teachers in the next few months with the condition that those willing to participate to apply for commitment and father consideration. Rose was extremely thrilled to learn about the new training development and was willing to apply immediately and secure a place forthwith. Immediately she left and went to the staff room to draft a formal application letter and presented it in person to the KCSD principal to file it with concerned organization pending shortlisting and respond.

5 Positive Response: The letter of acceptance arrives with the information that Rose is among the shortlisted candidates to join an intensive teacher in-service training on hearing impaired education outlining subjects to be covered within a period of three months. Rose is admitted to pursue an intensive course on hearing impaired education and to cover the all subject matter, she s extremely impressed and excited to join the classes and pursue her dreams of becoming a special needs educator wherein previously she s faced challenges and frustrations teaching learners with hearing impairments. Rose has started her classes of Inclusion education focusing in sign language & hearing impaired education and its component; this will enable her to teach in a secular school with hearing impaired learners. Rose gained skills: she s able to develop strong organizational and communication skills; developed interpersonal skills to communicate effectively with learners with special needs, faculty members, parents and social workers. She s learned to be patient, compassionate, flexible, inventive, attentive and empathetic. Rose has developed a deep understanding of the

6 each learner s needs and learning styles. She s able to create an individualized education plan that addresses both the school and student s learning needs effectively. After Graduation Rose gained confidence and is able to teach in an inclusive classroom. Rose is able assess learners regularly and learning progress in her class applying critical thinking skills hence working with hearing impaired learners and others with learning difficulties. She s able to prepare individualized learning plans based on each learner s needs. Rose has specialized in sign language deaf education to enable her break the communication barrier with hearing-impaired learners. The bulk of teaching responsibility involves creating and implementing an Individualized Education Plan (IEP).