*Bringingithome - September 2013*

Targeting Communication Development

 

 

The bringingwordshome project will deliver further training courses in September 2013.  This time around in Zimbabwe, I head for Gweru to deliver ‘Introduction to speech, language and communication development and difficulties’ on Friday 20^th and Saturday 21^st September at the Midlands Christian College.  This will be staff development training for the College’s teachers and for teachers from schools in the area that are able to make it.  The College is a secondary school and this course will therefore be the first delivered that focuses on the speech, language and communication difficulties of secondary aged students.

 

To further develop the knowledge and skills of teachers, parents and others in relation to children with speech, language and communication difficulties (SLCDs), more targeted training is now being offered.  We are therefore hoping for a good uptake of the following courses being held in Harare

 

‘Saying it clearly’:

Introduction to speech sound system difficulties: identification and management

 

'Language and Literacy’:

Introduction to working with language and literacy difficulties

 

‘Making Communication Meaningful’:

Supporting communication development in children with autism

 

People who are interested can contact as follows:

Olwen Morgen on insynchronytherapy@gmail.com

or

Natalie Adamson on 0773 964542

 

Bringingithome in Harare - with Sunshine!

The second course of ‘bringingithome’ ran in Harare on 16^th & 17^th January. 

 

The Sunshine Project (Sunshine-Zimbabwe-Project on Facebook) organised the course.  Sunshine is a division of Silver Linings Trust (written about in a previous blog) - the project offers vocational training and employment for young people and adults with special needs aged 18 years and above.  It was intended that any funds made from the course would go towards funding young people and adults with special needs who otherwise would not be able to access Sunshine’s program – this was how I started my involvement a year ago with Sunshine.  Despite keeping costs to participants for the course minimal, we are happy to announce that the course made over US$1500 to fund young people and adults with special needs to attend the project. Very exciting!  I look forward to a continued association with Sunshine in the future!

 

Sally Allen and Marion Du Preez, chair of Sunshine and administrator supreme, worked exceptionally hard over many months to contact and liaise with teachers, psychologists, doctors, paediatricians, rehab assistants, parents and others from many schools and organisations in Harare and beyond about the course. 

Sally and Marion - getting ready to begin!

 

Around 80 participants attended the course which was held at Hellenic Primary School in Alexandra Park.  Hilary Middleton, the headteacher, generously hosted the course and Sunshine Project volunteers ensured smooth running by serving much needed coffees and teas and lunches.

Hellenic Primary School - the hall

 

 

Discussions in groups

Brainstorming before feeding back

In discussion with course participants, I offered my support for their continued learning and skill development in relation to children with speech, language and communication difficulties. The plan is to provide further training in the future in Zimbabwe.

 

 

In a country where there is very little speech pathology provision, and when it is available charges are high, we discussed the possibility of providing telehealth sessions to meet some of the needs of some of the children with communication difficulties.  It is therefore possible that a speech pathology service will be provided, via Skype, or similar technology (between Australia and Zimbabwe) which would aim to assess and manage children with speech, language and communication difficulties in collaboration with parents and teachers who have attended the introductory training.

 

A quick - very quick - demonstration of PECs

 Bringingithome continues

 

The next instalment of this blog will look at developments that have occurred since the training courses took place, the ideas and possibilities that have been shared and the links and networks that are developing - the potential for the future!  Watch this space!

'Bringingithome' begins

First day back in Zimbabwe

This time two weeks ago, I was trying to dodge the rain - and not succeeding – in Harare.  I had arrived in Zimbabwe on 9^th January 2013, the view was of very green, and very beautiful, countryside on the approach into Harare.  Sally Allen, who I had never met in person, was there to welcome me – Sally and I became, very quickly, firm friends!  I look forward to continued successful collaboration with Sally over time with ‘bringingithome’.  I stayed with Sally and her husband, Stewart, for much of my time in Harare.  Sally and Stewart are wonderful, wonderful hosts.  Any ex-Mount Pleasant Schoolers reading this blog may remember Stewart who taught there until the end of 1980.

The afternoon of 9^th January was spent conducting screenings of children with speech, language and communication difficulties (SLCD).  It was so helpful to have examples of Zimbabwean children with these difficulties for the training courses.  Parents and the children were very generous with their time and involvement and I thank them for giving consent to the screenings and to sharing their stories with others.

Morning, midday and night at Madziwa Teachers College

I picked up my friend and colleague, Sydney Mukwesha, outside the Catholic Cathedral, opposite the Convent, at 6.30 am on Thursday 10^th January for the drive out to Shamva and Madziwa Teachers College.  I was able to do this as I was very generously loaned and blessed with the use of a big, blue Isuzu truck for the whole of my stay in Zimbabwe – this was an extraordinary gift that made life very easy!

With Sydney and his wife, Kundai.

We saw signs on the way to Shamva for the Enterprise Club and Ewanrigg – I last visited Ewanrigg when I was about 8 years old. 

The early morning views were stunning - see one here! 

From the time of our turn-off to Shamva, we saw many children walking to school. I was struck by how smart they all looked and the bounce in their step!



With Juliana Mbofana

On arrival at the college, I met and was welcomed by Juliana Mbofana, Principal of Madziwa Teachers College.  Juliana was exceedingly generous with her time and support throughout the two day training course and kindly hosted me in her home on Thursday night. 



The college is on the site of what was previously Madziwa mine.  Mine buildings have been adapted to college use - offices, lecture rooms, student accommodation - and the college lecturers live in the housing on site.




Lecture Rooms

The Course

The plan for the 2 days was as follows:

Day 1

9.00 – 11.00      Introduction to aims and expected outcomes of the course

Understanding and defining the terms ‘speech’, ‘language’ and ‘communication’

Development of speech, language and communication

Brainstorm - with Maltesers!

Small group work

11.00 – 11.20    Break

11.20 – 1.00      Development of speech, language and communication

1.00 – 1.45        Lunch



Lunch is served!

Relaxing over lunch

1.45 – 3.00        Speech, language and communication difficulties

Delays and disorders in speech, language and communication skills

Impact of speech, language and communication difficulties

3.00 – 4.20        Identification of speech, language and communication difficulties

4.20 – 4.30        Evaluation of Day 1

Day 2

9.00 – 11.00      Foundations for Day 2

Tools for identifying speech, language and communication skills and difficulties in the classroom

11.00 – 11.20    Break

11.20 – 1.00    Strategies for developing speech, language and communication development/skills in the classroom   

Discussion and feedback

              

1.00 – 1.45        Lunch

1.45 – 3.00      Strategies for developing speech, language and communication development/skills in the classroom     

3.00 – 4.20      Classroom practice: development of speech, language and communication skills in our students – individual style, preference and plans

Taking practice forward

Future training opportunities

4.20 – 4.30        Course Evaluation

© Olwen Morgen 2013

Around 50 lecturers were able to attend, participation and contributions were fantastic, engagement was high throughout the two days.  I was really impressed by the involvement of the participants on the course and the learning and reflections that occurred, particularly with regards to creating a ‘communication-friendly’ – and therefore child-friendly - environment in the classroom by adapting the way in which we as adults talk and communicate with children.  Participants came up with an array of really appropriate aims, when asked to identify one aim they would set for themselves to improve their talking with children in a classroom setting – these are some of them (I know the speech pathologists reading this will appreciate them):

*talk less and let the child talk more*

*ask the right level of question to the correct group of children*

*use of gestures will help children to remember*

*children learn through play, they develop language during play.  Teachers should not dominate play, they instead should just help children to learn different vocabulary by facilitating their interaction in an environment where vocabulary learning is possible*

*be more of a facilitator than a teacher*

*allow the child to lead in storytelling*



Setting aims and planning lessons

Participants also had an opportunity to integrate their knowledge of speech, language and communication development and the factors, strategies and best practice that facilitate this development when lesson/curriculum planning.  Each group was asked to create a curriculum plan to ensure the understanding and expression of vocabulary and concepts related to time and its measurement in a group of 7-9 year old children.  Among many good plans and ideas that were shared on the day, one stands out as it involved the singing of a song – all course participants joined in.  The song provides an excellent means for children to learn time concepts, particularly those with difficulties understanding language and expressing themselves.  The song helps with learning the following:

·        specific time vocabulary (morning, midday, night)

·        the concept of the passing of time through the day, the sequence of the day

·        what happens at different times during the day (we wake up, we eat, we sleep)

Kundai, Sydney’s wife, who led the singing will be able to give an exact translation!  At the moment I can't load it onto my blog so I will load it on facebook until I find a way.  I really like it for the children who will benefit from it!!

Speech Pathology Australia (SPA) and the Royal College of Speech and Language Therapists kindly supported the participants of each course by sending promotional items, e.g. pens, balloons, notepads.  Participants really appreciated the pens and the notepads were given out as ‘prizes’ during the course of the day along with various sweets and lollies.  A blue SPA balloon features in some pictures and the video!

The Special Educational Needs Working Group - with SPA balloon



The Courses

I arrive in Zimbabwe on 9^th January and aim to screen children in the afternoon so that we have examples of Zimbabwean children who are experiencing speech, language and communication difficulties (SLCDs) for the courses.  Children will only attend for a screening with the consent and involvement of their parents.  Parents will be asked to consent to information about their children being used for training purposes.  They will be assured of confidentiality.  I will provide feedback to the parents regarding my findings and preliminary guidance as appropriate.  Parents will be clear on the limitations to the input I can provide - restricted to the times I am in the country.  As the long term aim of the project is to develop knowledge and skills in course participants over time, it is possible that any child seen for screening may receive ongoing support from a teacher/other professional who attends one of the January courses and who may therefore be a resource person for their school in the future for children with SLCDs.

The first course on 10^th & 11^th January will take place at Madziwa Teachers’ College, Shamva.  I understand that the course will be held within the grounds of the college.  The college borders Umfurudzi Park so we hope to get the occasional view of a herd of buffalo or kudu or sable – individual sightings of course will be much appreciated too!  Sydney Mukwesha, my colleague and friend who is a lecturer at the college, tells me that we should have approximately 60-70 participants.

The second course on 14^th & 15^th January will be hosted by Ministry of Education, Culture, Arts and Sport.  Senator David Coltart, the Minister of Education, Culture, Arts and Sport has consistently responded very positively to the offer of running the introductory course for the ministry’s teachers.  Senator Coltart has taken time to always respond to my emails and has made it possible for this course to take place.  I really, really appreciate his considerable efforts on my behalf and support for the course.  I am working with Hannah Maisiri, the head of SPS in the Ministry, on the details of the course delivery.  It is hoped that approximately 50 teachers will be able to attend. 

The third course on 16^th & 17^th January will be hosted by Silver Linings Trust and be held at Hellenic International School.  Participants will include mainstream, special needs and remedial teachers, psychologists, occupational therapists and parents.

Benefits and Impact

I have had some thoughts about the benefits and the long term impact of 'bringingithome' - and here they are....

Potential Benefits

1.       Children attending primary schools in which trained teachers and other professionals practice have the potential to benefit directly from the 'bringingithome' training program due to, for example, early identification and support for speech, language and communication difficulties (SLCDs); the provision of a ‘communication rich’ learning environment.  A communication supportive environment in primary school enhances a child’s speech, language and communication at a crucial time and it may therefore be possible to minimise the effects of communication difficulties on children’s functioning and learning within the classroom setting (ICAN, 2006). 

2.       Staff in identified schools will benefit, directly and indirectly, from this proposed program, e.g. trained staff member/s putting knowledge and skills into practice, and sharing knowledge and skills with other staff in their school. 

3.       Schools, as a whole, will thereby potentially be better equipped to provide a ‘communication rich’ learning environment for all students.

Long Term Aim/Impact

In line with the goals of intervention detailed by the International Classification of Functioning, Disability and Health (ICF) (WHO, 2001), the training program/programs aim to:

a.       reduce the impact of a range of SLCDs on the functioning and participation of students in mainstream and specialist settings

b.       increase functional activity/skills and participation in children with these difficulties

c.        reduce, where possible, the negative consequences of difficulties by dealing with environmental factors that may contribute to these difficulties and increase the facilitators, e.g. staff who are trained to identify SLCDs and use targeted strategies to assist children with SLCDs

This may involve, for example:

1.       Identifying children with SLCDs, e.g. through a universal screening system for all children in the first two years of their education.

2.       Targeting specific groups of children for intervention appropriate to their needs delivered by trained school staff.

3.       Identifying children who require further intervention and/or onward referral

 

The plans so far

The plans for the 'bringingithome' project, in the initial stages, are to:

a)       provide introductory training about speech, language and communication development and difficulties to teachers, other professionals that work with children and lecturers who train teachers.

b)       establish understanding of the impact of speech, language and communication difficulties (SLCDs) on children’s learning and functioning 

c)       develop skills and strategies in identifying SLCDs in the classroom

d)       develop skills and strategies for enhancing communication in the classroom that are designed to have universal impact, i.e. benefit all children in education settings

e)       identify strategies that are specific to the needs of children with different SLCDs

In the medium to long term, the project will aim to

f)         develop and deliver training over time to enable education staff to provide targeted input to children with specific SLCDs, e.g. those with specific language impairments, social communication difficulties, speech production difficulties

g)       develop specific knowledge and skills in education staff working in specialist settings.

h)       provide individual mentoring to identified staff to ensure continued development of knowledge, skills and strategies regarding children with a range of SLCDs

 

At each stage of development and delivery, the ‘bringingithome’ project will be further developed and delivered in collaboration with individuals, schools, colleges and organisations that deliver services to children with a range of developmental difficulties/disabilities in mainstream and specialist settings and those that train teachers and provide continued professional development for teachers.

In Synch with bringingithome

Some of you who read this blog and continue to follow it to January 2013 and possibly beyond may be Zimbabwean, you may be interested in developing countries and development work, in skill development, in reaching children who otherwise might not receive, in supporting children with SLCDs, and/or how this work may apply in Zimbabwe.  I would love to hear from you if you have feedback on or questions about features of the programme that appear on the blog over the next few months.  You may also have other links or connections to suggest that may assist in building this work over time.  You may simply want to encourage and pray for me and this programme.  I appreciate and welcome any and all of it!  If you feel that someone you know may be interested in reading the blog, please forward the link.