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