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Scaling Up Deaf Education For Prosperity

Empower Regular Classroom Teacher & Improvise Learning Barriers For Deaf Children.

Photo of Charles Ngiela

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What problem does your idea solve?

High level of illiteracy, poverty in deaf children and perpetuating discrimination and violation to deaf girl rights to education and participation. Memorization of the examination based system have affected the diverse demographics of the deaf population and led to their poor performance on national examinations and only worked for the normal/hearing learner.Retention and progression become the most difficult barriers to be eradicated.

Explain your idea

KCSD proposes to sensitise the society on inclusive education and implementation of in-service training for regular teachers that will provide a lasting solution to over 340,000 deaf children and out of school particularly girl-child. The identification of public schools and turning them to secular schools is the only way to ensure that everybody has their human rights respected with regard to education, to collaborate with regular teachers to address issues affecting hearing impaired children. Regular learning settings will be improvised to suit all learners needs with the ultimate aim of changing the negative stereotypes currently held towards the deaf persons and the entire people with disability, promoting their equal rights through working with the affiliate partners and the communities. Empower regular classroom teacher by offering them in-service training to enable them to cater for all learner regardless of their diversity background. Therefore Inclusive Education is fundamental to open societies, It ensures all members of society embrace diversity and is well prepared for civic engagement in their communities. The project supports flexible learning programs that respond to each child’s educational needs in common settings, support families with sensitivity, respect, provide equitable treatment, and model the basic right of civic participation through the classroom, that will increase retention and transition rates for deaf girl/ children.

Who benefits?

Hearing Impaired children and the non-deaf of ages 5- 20 years old in rural and urban areas of Nairobi County who have dropped out of school or have intermittent access to education. Parents and the entire community will benefit from the program as well regular teachers benefit from in-service training inclusion education to enable them to teach hearing impaired child in regular schools as opposed to segregation.

How is your idea unique?

The idea is unique because it will provide an in-service training to regular teachers to learn sign language and all subject matter in special education to enable them to teach deaf learners in an inclusive education setup that will cater for all child needs. Secular schools enable learners to learn and play together contrary to institutionalised setup that has led to high-level of dependency, poor academic performance, low self-esteem and negative attitude formed against deaf persons. The idea will also provide equal opportunities for all learners regardless of their diverse background. A survey conducted in seven countries by UNESCO, published in the Education For All Global Monitoring Report 2008, revealed that a child with a disability is twice less likely to attend school than a child without a disability. According to the (ILO), in 2003 in Europe, 52% of people of working age with a disability were economically inactive, compared with 28% of people without the disability.

Tell us more about you

Kenya Christian School for The Deaf is registered as a learning Institution for the Deaf, based in Kenya-operates in two counties namely- HomaBay and Nairobi. We work with local organisations as well International ie. Vijana Amani Pamoja-Kenya, Ministry of Education Kenya, Yetu initiatives-Kenya. International organisations are GlobalGiving (GG), Youth Service America (YSA) YALI Networks. I will devote my time to make this project a reality and partners to bring in technical expertise.

What are some of your unanswered questions about the idea?

1. How to remove the barriers of exclusion, abject poverty on the deaf children, Institutionally based setting? 2. will we need to develop the solution to be relevant to hearing Impaired learner's? 3. why shouldn't sign language be made compulsory in schools? 4. How scalable is the solution? To what extent 5. Having the idea and skills but incapacitated to change the situation as a result of constraint resources. 6. How to hook and teaming up with partner, sponsors and collaborator to implement the idea is what keeps me up at night?

Where will your idea be implemented?

  • Kenya

Experience in Implementation Country(ies)

  • Yes, for more than one year.

Expertise in Sector

  • I've worked in a sector related to my idea for more than a year.

Organizational Status

  • We are a registered non-profit, charity, NGO, or community-based organization.

Idea Maturity

  • Early Growth/Roll-out/Scaling: I have completed a pilot and am ready or in the process of expanding.

How has your idea changed based on feedback?

Well, we have heard various feedback from the community and OpenIDEO platform, but not far from our idea of which only one participant complained that our project wasn't addressing the sign language issues, we tried to go through and detected that we missed mentioning sign language as part of the training; it was an error and we corrected it forthwith. However, a participant said that what we doing is a notch advance than what the government of Kenya is about to implement by early 2018. Below is the URL ; link' https://www.standardmedia.co.ke/article/2001236867/state-mulls-teaching-all-pupils-sign-language We looked deeper into the problems that affecting deaf education and we come up with quite a number of issues and narrow them down to a major one called segregation. We sought to identify the main cause of the problem and how it could be a tackle and fully addressed to provide a clear road map that will bridge the gap and create a lasting solution. The community endorsed our idea

Who will implement this idea?

The Idea will be implemented by Charles O.Ngiela who is the Director of KCSD, teaming up with highly charged strategist board members, teachers and volunteers that will support the project on a full-time basis. The team, therefore, will implement the idea with partners, regular school and other stakeholders who shared the same ideologies. Partners will provide technical services and other expertise in making the project a reality.

Using a human-centered design approach, you may uncover insights that lead to small or foundational changes to your organization’s existing strategy or processes in order to unlock the potential of your idea. How would your organization go about making such changes?

Kenya Christian School For The Deaf is managed by a board of directors and the management committee. the boards of directors provide oversight to the management team as well support the development of policies, fundraising, strategic plans etc Financial policy- guides on financial controls and budgets, with three directors, each of whom is an officer working for the institution. We also involve staffs, parents, community members and other external stakeholders to enable us to get different opinions and pick the best to use.

What is it that most attracted you to Amplify instead of a more traditional funding model?

What attracted me mostly to Amplify is because it's composed of experienced professionals individuals with open minded supporting organisations and individuals reach their goals through creativity and innovative based ideas contrary to traditional funding models. Amplify is more of learning and sharing platform while one pursues funding as well to enable them to accomplish their proposed idea project.

What challenges do your end-users face? (1) What is the biggest challenge that your end-users face on a day-to-day, individual level? (2) What is the biggest systems-level challenge that affects your end-users?

1. The challenges faced by my end-users is communication barriers that promote dependency which has the negative impact in deaf children social life and academic performance. 2.Segregation in distance schooling where they’re confined an institutionalised with strangers whom they have not met and doesn’t understand their culture and way of life, enhance Low self-esteem, self-pity and loss directions. Accessibility to an Interpreter is a prerequisite for any tangible result to be realised; academic/any transaction. 3. Lack of information as a result of status quo that hinders their personal growth and development and self-esteem. 4.The biggest systems-level challenge that affects my end-users is a language barrier and institutionalised based institutions that hinders personal growth.

Tell us about your vision for this project: (1) share one sentence about the impact you would like to see from this project in five years and (2) what is the biggest question you need to answer to get there?

We aim to is ensure inclusive and quality education for all and promote lifelong learning regardless of individual's diversity.

How long have you and your colleagues been working on this idea together?

  • Between 6 months and 1 year

How many of your team’s paid, full-time staff are currently based in the location where the beneficiaries of your proposed idea live?

  • Between 10-20 paid, full-time staff

Is your organization registered in the country you intend to implement your idea in?

  • We are registered in all countries where we plan to implement.

My organization's operational budget for 2016 was:

  • Between $50,000 and $100,000 USD

If your team/idea/organization has a website, please share the URL below.

http://kenyachristianscho.wixsite.com/kcsd
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Team (2)

Enouce Ndeche's profile
Enouce Ndeche

Role added on team:

"He's part of the team member behind KCSD, his role is a technical adviser to our team. Enouce is the CEO of Vijana Amani Pamoja and organization whose focus is football and HIV/AIDS on young people."

Charles's profile
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Attachments (2)

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38 comments

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Spam
Photo of Paul Ssenteza
Team

Thanks for the ideas Charles ,
Some Elements for more reflection:

Teaching Aids and learning materials. While all children require visual/audio learning , teachers for Children with hearing impalement need be equipped additional skills to produce local learning materials such as SL flash cards , pictures ... This has helped a many teachers in resource constrained areas in Uganda where schools are unable to acquire them from the education department.

As we may all agree also , most of the successful Deaf Learners have been enabled by their supportive families . It might therefore be vital to engage parents representatives in contributing ideas on tools and ways of promoting family participation in supporting the children to reduce the burden on teachers.
Otherwise learning from role Deaf role models and exposure opportunities from other deaf schools will boost this intervention .

Spam
Photo of Charles Ngiela
Team

Dear Paul,
Thanks for your insightful recommendation, I liked the locally made available materials, especially during the emergency case. Stay put and once our project sails through we'll get back to you and share more practically. Thanks once again for your compliment and stay put.

Spam
Photo of Bob Achgill
Team

Hello Charles,

You should consider using the free His Hands Reader mother tongue literacy videos able to run on low end user smart phones as your ICT. It's synergistic strategy of Hearing helping Deaf for rural settings where access to interpreting resources is not available will help to expand literacy reach to both Hearing and Deaf.

Volunteers have added mother tongues and hand signs for these literacy videos in Cameroon, Afghanistan, Jordon, China and Ethiopia.

Here is some detail about the growing His Hands Reader volunteer literacy initiative...

Imagine a time when every Hearing and Deaf child can learn to read from the smart phone in their village...hearing and seeing their mother tongue and hand sign on the app?

The time is now!

Do you know someone who would like to volunteer to add their mother tongue or hand signs to the free His Hands Reader literacy system?

The Www.HisHandsReader.org mother tongue literacy videos with hand sign assist opens a path for total inclusion of deaf children among hearing. As hearing children use the mother tongue literacy videos with hand sign assist they naturally learn the means to communicate with deaf playmates.

And don't over look that the Www.HisHandsReader.org mother tongue literacy videos help Hearing children in the Multi lingual Education classroom.

It takes only 30 hours to add your mother tongue. Here are the instructions to volunteer...
http://www.hishandsreader.org/add-my-language-odk-collect.html

Here is an example of the result of volunteers in Jordan who added their local business and mother tongue languages and local hand signs...
http://www.hishandsreader.org/1jo-jos-arb-ajp.html

Thanks!

Bob Achgill
BobAchgill@hotmail.com
https://www.linkedin.com/in/bob-achgill-122a609

Www.HisHandsReader.org
Helping Deaf and Hearing learn to read so they can read His Word

~~~~~~~~~~~~~~~~~
Here is a little more detail...

Would you like to volunteer to add your hand signs or mother tongue to Www.HisHandsReader.org??

These are the ONLY qualifications needed to add your Mother Tongue language or hand signs to the Www.HisHandsReader.org :
1) Native speaker of your mother tongue or hand signs.
2) Read and write your mother tongue (not needed for adding hand signs)
3) Know English well enough to translate the 1742 basic Words to your MT or hand signs
4) Access to Android phone to use the HHR app to add your language. (1.5GB RAM, 3 GB free space)
5) total 30 hours to add your text with voice or video your hand signs.

Spam
Photo of Charles Ngiela
Team

Dear Bob Achgil,

Thank you so much for your contribution and becoming a partner in this project; Scaling Up Deaf Education for Prosperity, and bringing in the HHR http://Www.HisHandsReader.org with you as the lasting solution that will cut across the board and improve the quality of education to both hearing Impaired Learners and the non-hearing impaired learners.
HHR has teamed up with KCSD to provide a lasting solution in an inclusive setup by teaching hearing learners, deaf child siblings the first language/ mother tongue of which every Hearing child and Deaf child can learn to read from the smartphone in their village; hearing and seeing their mother tongue and hand sign on the app. The HHR,  ICT aspect of KCSD will revolutionalise world inclusion education by kicking out the segregation which has isolated and discriminated deaf children.
His Hands Reader mother tongue literacy videos are capable of running on low-end user smartphones as your ICT. It's synergistic strategy of Hearing helping Deaf for rural settings where access to interpreting resources is not available and will enhance the literacy expansiontoboth hearing children, Hearing Impaired/Deaf and to the entire society bringing to an end of institutionalised setup.
I watched the volunteers in Jordan who added their local business and mother tongue languages with the local hand signs, with a disbelief how miracles this noble idea work wonders.
However, as we are all aware that first language is very crucial in every child development in all spheres of life.

Language is an important asset/skill that allows a person to communicate, as a result of that, I found HHR / ICT SOLUTION to be the turning point of breaking the communiation barrier to mother tongue literacy videos to be vital in education and helpful to hearing children in the Multilingual Education Classroom or Inclusion education setup. A child begins to develop language even before she/he can use words, as seen by a baby who cries to get her needs met.
A delay in language skills can cause frustration for a child as well as miscommunication about what she may be trying to convey. Language development is important to a child in order to adequately exchange information with others in a meaningful way. Therefore HHR is here to bridge the gap hence bade a farewell to institutionalised

However, according to Piaget theories of language acquisition, a strong relationship was found between meaningful expressive language and Stage 6 functioning as tested by the Uzgiris and Hunt (Note 1) instrument. Parents should encourage the development of language skills with a child by interacting regularly by watching videos, reading simple stories and story-telling as well. As a child grows, she can talk about her day or explain her likes and dislikes.A parent can play games with a child, such as naming objects or practising concepts of direction; for example: in, out, over and through. Visiting a library encourages reading stories, and a parent can teach a child simple stories and rhymes to encourage repetition and language.
According to an American Speech therapist, Language and Hearing Association, language is not the same as speech. Language consists of a set of social standards that show comprehension of the meanings behind words, putting words together in a sentence in order to communicate and understanding commands, directions and information given by others.
Children must develop language skills to relate with their parents and peers, as well as to grow into a person who can socially interact with others through life.

Therefore I support the training and usage of free His Hands Reader mother tongue literacy videos able to run on low-end user smartphones as ICT idea. HHR is friendly and easy to use for learning purposes with very simple qualifications i.e:-
1) Native speaker of your mother tongue or hand signs
2) Read and write your mother tongue (not needed for adding hand signs)
3) Know English well enough to translate the 1742 basic Words to your MT or hand signs
4) Access to the Android phone to use the HHR app to add your language. (1.5GB RAM, 3 GB free space)
5) total 30 hours to add your text with voice or video your hand signs.

Spam
Photo of Bob Achgill
Team

Dear Charles,

Thank you for your kind offer to use the His Hands Reader mother tongue literacy videos with hand sign assist in your project.

Let me be clear that we do not want any money from your project ... And anyone who adds their mother tongue or hand signs must do so as a volunteer.

The better path is relying on volunteers to add their mother tongue and hand signs because they are the most invested.

Thankfully the task is only about 30 hours and only requires an Android phone which makes it possible for the most common person to add their language that all others will benefit in their people group.

May your quality service to Deaf children and their families reach to the rural areas and beyond.

Thank you!
Bob Achgill
www.HisHandsReader.org

Spam
Photo of Charles Ngiela
Team

Dear Bob Achgill,

Thank you so much for your concerted efforts towards this revolutionalised project that will impact many lives and create an enabling environment for all. Thanks also for being transparent for what HHR stands for and its core values. I would also wish to be open to all of you who have contributed and shared their ideas towards this noble project, the project is a research based idea in its early stages of which I'm still working on together with other stakeholders and it's yet to be implemented. We'll require monetary support during its implementation and for its sustainability. Thanks to all once again for your generous contribution as we pull together to making a difference in our society.

Spam
Photo of PM Monyani
Team

Wooow... What can I say����������.. This is exceptional. Go.. Go.. for it. It's a quite unique and timely idea. Thanks for taking the lead. I pray it comes to pass. It's long overdue anyway. God bless your efforts

Spam
Photo of Charles Ngiela
Team

Dear PM Monyani,

Thanks for the compliment and be blessed too as we push to create an enabling and a conducive environment for every child in our society regardless of their diversity.

Spam
Photo of Juma Wanyang
Team

This is a very good idea to empower the people abled differently. Each person is important before God and deserves every opportunity there is so as to explore their full potential.

Spam
Photo of Charles Ngiela
Team

Dear Juma,
Thanks for your contribution, this cause will impact the lives of Hearing Impaired children and the community at large. Your voice and mine are an added value to this cause!

Spam
Photo of Enouce Ndeche
Team

This training will scale up the capacity of the teachers to teach deaf students efficiently with

Spam
Photo of Charles Ngiela
Team

Hi Enouce.
Thanks for the compliment

Spam
Photo of Bonface Kwasi
Team

This is one sector that has been extremely neglected by relevant authorities and I fully support this project,building capacities of teachers working with deaf children will only improve DeafEducation and skills which is key to better their lives and compete with the fast changing job market.

Spam
Photo of Charles Ngiela
Team

Dear Bonface,

Thanks so much for your contribution to the project, It feels great to hear such encouragement. It's a teamwork and all the glory goes to the population we serve and help to fight against marginalisation and discrimination. Therefore it's a collective effort you and me as change agents ought to stand firm in order to achieve it.

Spam
Photo of Fredrick Omondi
Team

We need more initiative like this one and for so long as we attempt to bridge the gap between the rich and poor, the idea will demonstrate that physical incapacity does not diminish one's chances in life. My only concern is that there is no mention of how the idea can leverage on ICT to raise the potential impact for the program. Is this part of the future plan?

Spam
Photo of Charles Ngiela
Team

Dear Fredrick,
Thanks so much for your contribution towards this project, I'm really excited to read your concerns too as well and I want to assure you that ICT is part of the training and it's only that we didn't mention it during our write ups. Our concentration was majorly based on key areas such as sign language, the whole subject matter of deaf education and general integration aspect of it.

Spam
Photo of Natsha Agumba
Team

This is so important because every student has the potential to change the world. Every child needs to be able to access that potential, regardless of whether or not the education system caters to them. Excellent initiative!

Spam
Photo of Charles Ngiela
Team

Dear Natasha,

Thanks for your compliment, every child needs to part and parcel of the society.

Spam
Photo of Ulira Jambiha
Team

Terribly important idea for the deaf kids in Kenya and the world,there is poor access to teachers for the deaf and this idea will support education of the deaf kids through excellent communication at school.The deaf kids are unique and need support,may this happen.

Spam
Photo of Charles Ngiela
Team

Dear Ulira,

It's great to hear from you and thanks for the encouragement, you and I are the change agents and the voice for the voiceless! If all of us join together we can make a greater impact in others lives.

Spam
Photo of Enouce Ndeche
Team

Fantastic concept and idea to empowering the deaf community.This is really great and can't just wait to make it happen through the support you're looking for.

Spam
Photo of Charles Ngiela
Team

It's a common knowledge that education breaks the cycle of poverty and sets new cycles of growth and prosperity in motion, and how can we achieve this? There's urgent need to build a solid foundation for the deaf children by empowering regular teachers, parents and the entire community to embrace and support the Inclusion Education. A healthy start is a precious gift that every child deserves. My aim is to advocate and to sensitise on the socio-economic issues, academic and emotional skills needed to succeed socially and economically. However, my earlier conversation with Nancy Wagi, I demonstrated how Tom a deaf man was mistakenly arrested for being in a position of planning to strike a night robbery in Nairobi along Kenyatta Ave., of which resulted in his brutal beating for being uncooperative and disrespectful to the policemen who handled him, a disaster, it happened simply due to lack of social integration in all spheres. A disastrous, a citizenry government which is supposed to protect you turns against its citizens.
According to the United Nations Office for Disaster Risk Reduction (UNISDR), there were almost no sessions related to disabilities held in international conferences on DRR nor persons with disabilities participating in these conferences. Also, persons with disabilities were mentioned only one time in the “Hyogo Framework for Action 2005-2015” as one of the
The perspective of persons with hearing impairment on disaster risk reduction had been long-overlooked, but the Third UN World Conference on Disaster Risk Reduction (3rd UNWCDRR) was certainly a turning point in that person with disabilities are no longer identified as “vulnerable in disaster,” but instead are positioned as one of the important individuals, contributing to the policy making of DRR. However, at the same time, the process of promoting Disability-Inclusive Disaster Risk Reduction (DIDRR) for the 3rd UNWCDRR was a reminder that the current UN system limits the full and effective participation of persons with disabilities, from the preparatory process to actual UN conferences. And most importantly, as the next disaster could strike at any time, immediate action needs to be taken to implement the Sendai Framework for Disaster Risk Reduction.

In March 2011, I was overwhelmed by a feeling of helplessness. Nearly 16,000 people lost their lives due to the Great East Japan Earthquake, in which the mortality rate of persons with disabilities was said to be more than double that of persons without disabilities in many of the disaster-affected areas. We looked back at the past 30 years of our contributions in the field of DRR, both nationally and internationally including the UN Sasakawa Award for DRR, and regretted our lack of consideration for persons with disabilities. Therefore Urgent action is a prerequisite!

http://www.preventionweb.net/files/43291_sendaiframeworkfordrren.pdf
http://www.nippon-foundation.or.jp/en/
http://www.wcdrr.org/sasakawa
http://www.unisdr.org/2005/wcdr/intergover/official-doc/L-docs/Hyogo-framework-for-action-english.pdf
https://www.standardmedia.co.ke/article/2001236867/state-mulls-teaching-all-pupils-sign-language

Spam
Photo of Nancy Wagi
Team

@Charles Ngiela and Team-I look forward to see this roll out.I am happy to see you are already connected with @Thomas https://challenges.openideo.com/challenge/disability-inclusion/ideas/deaf-awareness-communication-training-act-project.

There is a government commitment to start KSL in all schools and would be great if all Deaf Inclusion champions can work together to make this a reality.

https://www.standardmedia.co.ke/article/2001236867/state-mulls-teaching-all-pupils-sign-language

Spam
Photo of Charles Ngiela
Team

Dear Nancy,

Thanks a lot for your great input in this project, you're one amongst the many who understands the needs and what challenges deaf people are facing in their daily lives, socially and academically. Deaf Inclusion Champions ought not to give up on their quest of bridging the gap through partnership pushing for a collective effort to implement an inclusive education in regular schools. I'm thrilled. Fifteen years a deaf man, and my best friend was arrested and thrown in Remand for two months, arraigned in court simply because he was found to be loitering and planning a robbery at night along Kenyatta Avenue which wasn't true at all. The truth was that he wasn't cooperative, playing hard to get and being disrespectful to policeman etc. policeman assumed him and brutally beat him. Facts; communication barrier led to his arrest, the policeman was ignorance of the deaf world and assumed him, at law-courts the magistrate too was ignorant assumed him and asked to be taken, to a psychiatrist for the check-up. However back at home family had gone through the agonies of sleepless nights wondering as to could have happened to their son, reporting the matter to police stations and visiting mortuaries around Nairobi. On the 7th week in Remand, it emerges that Tom was arrested while planning a store robbery along Kenyatta Ave. and since then he's not cooperating with police investigating the issue and totally decline to communicate. How painful it was! The father was reached by then and he took drastic measures to look for an interpreter to accompany him to the police to rescue Tom from the misjudgement world associated with absolute ignorance.
When the men in cloth discovered that Tom was dumb according to them, they regretted but the damage was already been done.
The same is happening in our homes, neighbourhood, school, social places and in the community. The only solution to bridge the gap is to train regular teachers and integrate deaf children into regular schools. Change begins with us, me and you, not the deaf, segregation has been an attitude associated with discriminations, oppression and even from one's own families wanting to isolate a member of family deemed to be exhibiting certain unusual abilities regarded as taboos in a society. As the Chinese saying has it" a journey of a thousand miles begins with a single step" and today the journey has just begun, with our new found partners OpenIDEO, Parents, Teachers, Learners, stakeholders and Government, this is unstoppable.

Spam
Photo of OpenIDEO
Team

Hi Charles Ngiela ! We’re excited to share with you feedback and questions from the Amplify team and an external set of experts. We encourage you to think about this feedback as you continue to improve and refine your idea. You are welcome to respond in the comments section and/or to incorporate feedback into the text of your idea. Your idea and all associated comments will all be reviewed during the final review process.

- You clearly articulate the need for inclusive education, specifically for young deaf girls - great job!
- We're excited to read more about the feedback you received from your beneficiaries. How have you integrated these young students into the development of your idea? What about other stakeholders associated with your idea (for example: teachers, families, community members, etc.) Are there girls that do not attend school because of their disability and do you intend to reach out to these communities?
- You mention that you will provide training to teachers. What does this training consist of? Are there any costs associated with this service? How will you incentivize and motivate these teachers to dedicate their time and effort to this idea?
- It's exciting to read that you have already conducted a pilot for this idea! What are some previous iterations of this project? Do you have insights and lessons learned along the way that informed your current strategy? Tell us about it!
- Be sure to include a User Experience Map in your submission! Understanding the journey of your end user is a core component of human-centered design.


In case you missed it, check out this Storytelling Toolkit for inspiration for crafting strong and compelling stories: http://ideo.to/DXld5g Storytelling is an incredibly useful tool to articulate an idea and make it come to life for those reading it. Don’t forget - June 4 at 11:59PM PST is your last day to make changes to your idea on the OpenIDEO platform.

Have questions? Email us at amplify@ideo.org

Looking forward to reading more!

Spam
Photo of Charles Ngiela
Team

Dear OpenIDEO Team,

Thank you all for your comment, advice and the brainstorming questions, I really felt humbled and believed they're pushing me to the greater heights. Herein below are my ideas and understanding as per your comment, questions based on my previous trials.
1. What does this training consist of?
The teacher training is an in-service education based program that will consist of sign language training, deaf culture, history, differentiated instruction and the methodology to adapt curriculum materials and teaching techniques to meet the needs of learners with hearing impairments and hard of hearing in a secular school.
TWO METHODS WILL BE USED, NAMELY:

1. Individualized Education Plans
2. Differentiating mode Instruction

Individualised Education Plans

As the name implies, an IEP is a personalised educational map that special education teachers create for each special need learner. IEPs outline educational goals, strategies and special services. Each IEP is created with a collaborative effort from all of the learner’s teachers and is reviewed by the learner’s parents before implementation.
The aims and content of training regular classroom teachers is an extension whereby regular teacher will be trained on new and specific skills to enable him/or her deliver in an inclusive education setup or secular school

The training will equip the regular classroom teacher with necessary tools and provide rich, appropriate skills and opportunities to practice on a body of knowledge about the special education of hearing Impaired, hard of hearing and classroom management.

IEPs in Special Education Teacher Training:

Because of the central role IEPs play in the daily life of a special needs teacher, a fundamental part of the special education training the regular teacher receives will involve how to create effective individualised education plans.
Because IEPs direct the flow of the teaching, make sure the trainer provides the teacher with instruction and experience in creating IEPs. Effective IEPs will assist the regular teacher to become the kind of special education teacher that makes a lasting impact on the lives of learners and the entire community.


Differentiating Instruction:

Differentiating instruction means those teachers observes and understands the differences and similarities among learners and use this information to plan instruction. Here is a list of some key principles that form the foundation of differentiating instruction.

 Ongoing, formative assessment: Teachers continually assess to identify students’ strengths and areas of need so they can meet learners where they are and help them move forward.
 Recognition of diverse learners: The learners we teach have diverse levels of expertise and experience with reading, writing, and thinking, problem-solving, and speaking. Ongoing assessments enable teachers to develop differentiated lessons that meet every learner’s needs.
 Group Work: learners collaborate in pairs and small groups whose membership changes as needed. Learning in groups enables learners to engage in meaningful discussions and to observe hence learn from one another.
 Problem Solving: The focus in classrooms that differentiate instruction is on issues and concepts rather than “the book” or the chapter. This encourages all learners to explore big ideas and expand their understanding of key concepts.
 Choice: Teachers offer learners choice in their reading and writing experiences and in the tasks and projects they complete. By negotiating with learners, teachers can create motivating assignments that meet learner’s diverse needs and varied interests.
From this list, you can see that differentiating instruction asks teachers to continually strive to know and to respond to each learner’s needs to maximise learning.


3. Are there any costs associated with this service?

The cost associated with the service will be the purchase of training equipment and materials, transport, stationeries, external facilitator stipends, breakfast and lunch.

Spam
Photo of Charles Ngiela
Team

During our feasibility study, we were able to identify families of deaf children and hard of hearing associated with other disabilities, of which we relied upon.
Parents, foster parents and the entire community were indeed very cooperative and supportive; as a result of the overwhelming feedback, we were prompted to organise a workshop.
The workshop idea was born out of feasibility study carried out and it was to be organised, invite parents with their children, interested groups, teachers, stakeholders and the community, its authenticity was inevitable.
During the workshop discussion and contribution from parents, children with hearing impairments and other stakeholders dominated the workshop with the word integration and we felt the challenged; we then took initiatives of identifying schools of which the idea will be tested to authenticate its viability. Two schools were identified, a public school and the other was a privately owned institution.
A second workshop was organised and held for parents, deaf children and the regular teachers to help brainstorm on how best the idea can be implemented by who, with who, for who, and of who.
I. W- By who = teacher and parents Deaf children.
II. W- with who = Parents teachers and
III. W- for who = Teacher, deaf children and stakeholders
IV. W- Of who = Deaf children and the entire community

We have involved and integrated learners with hearing impairments in our trial phase of inclusion as an attempt to include and accept people of all aspects in order to participate in all activities with the rest of the society.
Therefore the young persons are well represented from the onset of the idea and learners are integrated into the developmental of the idea. Teachers, families, and the communities remain the co-components and instrumental part and parcel of the idea, and especially teachers, without them, the idea will be equally dead.
There are girls with the disability who have been deprived of their right to education due to their disabilities, and we’ve laid down measures to reach out the entire community hence address the matter and see to it that disabled girls are given the opportunity to go to school just like any other child from the society.

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Photo of Enouce Ndeche
Team

Welcome Enouce!

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Photo of Charles Ngiela
Team

Dear Enouce
Thanks very much for the come.

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Photo of Enouce Ndeche
Team

Great piece of work to empower the deaf

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Photo of Cecilia Achieng
Team

Wow! This is the best idea have never come across,if its implemented it will transform the entire deaf education in Kenya and the whole world. The segregation confines the deaf whereby their freedom remains restricted and that leads to lack of exposure, self confidence which leads to inferiority complex and anti social behavior. I know of quite a number of deaf children who are hidden somewhere in their homes due to parents/guardians denial to accept the reality or their state of disability.
1.) Who will be your partner in this project?
2.) What techniques a you going to apply to get the said children out of their situation ,expose them and take them to school?

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Photo of Charles Ngiela
Team

Dear Cecilia,

Thanks for the comment and the questions, well, my partners will OpenIDEO and Amplify, ministry of education, community, parents and other local stakeholders. Regarding the techniques or measures we're going to put in place to curb the situation of deaf children who have been deprived of their rights to education, we will liaise with the community through campaign dissemination of information, conducting seminars and raising awareness on disability and the important of educating deaf children.
By creating awareness, many parents will know the truth and send their deaf children to school instead of hiding them as taboos within the community.

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Photo of Lesa R. Walker MD, MPH
Team

I support this idea. I have good friends who are deaf and, through them, I have experienced deaf culture, sign language, and their limitations in educational and work opportunities. It is extremely important to create equal opportunities for people who are deaf and hard of hearing. However, in doing so, we must respect the perspective of the individual who is deaf and the deaf culture. Ideally, the team for this project includes people who are deaf as key, essential partners and leaders.

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Photo of Charles Ngiela
Team

Dear Lesa,
Thank for the comment, most teachers in our regular schools lacked the basic specialised training to enable them to deliver. They have no idea on how to handle a learner with hearing impairment, hence it becomes a task for a cluelessness teacher to identify such learners to serve and of which learners end up developing low self-esteem as they can’t cope with their peers. When a child is educated, they have the opportunity to break the cycle of poverty and transform their future and these can be achieved only when we recognise and respect the rights and the perspective of the individual who is hearing impaired and their deaf culture!

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Photo of Lesa R. Walker MD, MPH
Team

Yes! Agreed! Do you have any adults who are deaf who work with you to help design your program?

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Photo of Charles Ngiela
Team

Thanks, for the good question. Yes, I have deaf adults working with me to help in designing the program. I do involve deaf adults in the project I do to bring the changes in deaf education, this enables me to learn more from them and access the information I need to use. I have worked with the deaf organisation as a sign language interpreter, program coordinator, trainer and as a classroom teacher.

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Photo of Charles Ngiela
Team

Welcome!

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Photo of Charles Ngiela
Team

Children with hearing impairments have serious limitations when it comes to education matters, they are lagging behind and the most ignored disable group persons as a result of their invisibility disability in contrast to other disabilities. You'll agree with me that deafness is easily identified at a family level and with interested parties but not with anybody with cluelessness. Therefore it's imperative to train regular classroom teacher in preparedness to provide quality education to children with hearing impairments.
Hearing impediment children face a lot of challenges discrimination from home, school and in social places. Even worse, some parents are in denial about their child’s condition; hence take them to regular schools with no trained personnel to attend them and they end up dragging behind their colleagues while most drop out of school at an early age.
A teacher without specialised skills have no idea on how to handle a learner with disability and takes long to identify such children and of which they are likely to develop low self-esteem as they can’t cope with their peers.
A survey conducted in seven countries by UNESCO, published in the Education For All Global Monitoring Report 2008, revealed that a child with a disability is twice less likely to attend school than a child without a disability. According to the International Labour Organization (ILO), in 2003 in the European Union, 52% of people of working age with a disability were economically inactive, compared with 28% of people without disabilities.
These figures show that discrimination can be a major obstacle for people with disabilities. We believe in a society where all children are free to achieve their fullest potential as agents of change. Deaf children have the right to full access to quality education through visual modes, including indigenous sign languages.

This position is supported by several international conventions of the Run-through our holistic education and sustainable development, we work to remove barriers to deaf education and to empower them and to break the cycle of abject poverty. Therefore, a need for equitable distribution of trained teachers in regular schools /learning materials/devices will result from providence, since the right and only quality education breaks the cycle of poverty and sets new cycles of growth and prosperity in motion.