Presenter:

Lois Dunbar-Fadlien SENT Teacher Dame Pearlette Louisy Primary School St. Lucia

http://www.google.co.jp/url?sa=i&source=images&cd=&cad=rja&docid=X1nJi7HvSrpshM&tbnid=JDGH1KKrtEO0DM:&ved=0CAgQjRwwAA&url=http://www.worldatlas.com/webimage/countrys/namerica/caribb/lc.htm&ei=hAH7Uaf6H8KAkQXV_oGIAg&psig=AFQjCNHfTaD3-2uKHj5tbp2p8wGz5cY44Q&ust=1375490820565117

A Mentor, especially in the case of a child, a mentor is often seen as a role model.

They support children who: ◦ from troubled family backgrounds,

◦ do not do well at school or

◦ are considered at risk of offending.

Mentors provide: ◦ emotional guidance and

◦ a sense of continuity and stability in the lives of their mentees

o constructive trusting friendships are born and maintained

o essential social skills are developed

o recognize their own strengths, and grow in confidence.

o less disruptive in school

o often can re-engage in mainstream classes.

How it works:

An adult volunteer will select a child or children.

The Mentor Mentee form a bond by engaging in wholesome activities in a relaxed, safe and non-threatening environment. ( the school’s covered and sparsely furnished court yard, or Library)

In this case the activities will mostly be literacy activities related to reading, spelling practice, oral conversation, questions and answer discussion geared towards comprehension.

Sessions will be for 20-30 once or twice a week

Mentee will meet Mentor in courtyard and work together

Coordinators will supervise from a distance. (courtyard it is a public space everyone can see it (child’s safety is priority… public place was selected)

Students in primary school in St. Lucia must write the common Grade six exit examination know as Common Entrance Examination. It is their Legal right to do so.

Children with a formal diagnosis of Intellectual Disabilities

the category mild to moderate (ID)

Statement/recommendations for instruction can write the examination with most suitable accommodation provided such as reader, scribe etc

Undiagnosed students with Learning difficulties write this exam with little or no assistance.

Both groups often receive very low scores.

In September, they transition to the Secondary School programme with little or no academic assistance.

Soon, some, particular boys, drop out of school by Grade 8

or later.

Most remain there. However, some are expelled because

of behaviour issues and lack of respect for authority.

Still, others make who make it to graduation are simply

shuffled through the system until graduation, making very

little academic progress.

Their literacy skill remained the same as it was at the primary level.

Their Oral comprehension level was very high*

Oral reading and reading comprehension levels were generally between

grades 1-3 level.

We have had at least two past students, so far, who have been to jail

or is still in jail. The majority of the Special needs students in the

programme are boys.

SENT Programme is over subscribed and chronically under staffed, we

are forced to accommodate 10-12 students per session in a confined

space. This allows limited opportunity for one to one instruction and

more concentrated individual attention in the small group setting.

The foregoing background gives rise to the following situations:

CWID with extremely week literacy skills

Chronic need for additional human resources

Need more one to one time to spend with some children.

Need assistive interactive technology that will hold attention,

provide individual support, provide immediate feedback and

monitor progress simultaneously.

Overall Objective(S)

To improved the students literacy development.

To build community understanding of children with Intellectual Disabilities.

Ultimately, to move towards creating an inclusive society.

Specific Objective(s):

• To observe at least moderate improvement in literacy skills of CWID.

• For the 50 mentors to have a better understanding of Children with Intellectual Disabilities (CWID).

For the mentors and mentees to establish positive long term friendships

• To foster greater inclusion of CWID

• To provide early exposure to a variety of occupation and skills set

• To be truly able to offer one to one assistance to CWID .

Dame Pearlette Louisy Primary School, and the Community of Postlewaite, Union, Gros Islet. This is the Physical community in which my school is situated.

•Ten (10) students with Intellectual Disabilities and or Learning

Difficulties

Enrolled in the Student Support Programme at Dane Pearlette Louisy

Primary School who are in Grade 5 and 6

Severe Literacy problems

Good Interaction Skills

Good attitude towards school

School:

Multi-Talented Teachers at Dame Pearlette school

2 Special Education Resource Rooms ( infants and primary)

2 qualified Special Education Needs Teachers

Library, Books and other materials

Physical space- covered courtyard with picnic benches

Community In General:

500 or more employees at the Ministry of Communications Works, Ministry of Agriculture, Forestry and Fisheries offices and other commercial entities in the schools physical community.

Initiated October 1, 2013 - October 2015

Expected to duplicate it in other schools in District 1 and beyond

Outcome 2013 through to 2015

moderate improvement in the literacy levels of 10 CWID.

Mentorship will create long lasting and meaningful friendships between CWID with non-disabled adults.

Provided a positive experience/memories for the Mentors and the Mentees .

Produce positive change in the attitude of the 50 volunteers to CWID/AWID and they will become advocates for them everywhere.

Strategy 1

Mentorship programme: Mentor and Mentee engage in reading, spelling, conversation and oral comprehension

activities Activities:

◦ Select 10 students ◦ Recruit and train 4 coordinators who will help to train volunteers ◦ Meet with relevant Govt Ministry to outline programme ◦ Meetings with the staff of ministries (potential volunteers. ◦ Recruit 50 volunteer from the Ministry ◦ Wotkout timetable ◦ Train 50 volunteers as Mentors ◦ Familiarization meeting of Mentors and Mentees and select each other.

Strategy 2 ◦ Expand mentorship programme Responsible organization:

Dame Pearlette School 2 Govt. Ministries

Activity 1: Resource Room Upgrade; Technology Upgrade Needs assessment Order and purchase tablet computers/or White board interactive

touch screen computer. Teacher children to use these carefully Activity 2: Human Resources Upgrade: Seek to procure 6-8 Teachers Assistants through the Govement NICE

programme. 2 for resource room and 1 per grade for Grades K-6 giving support to CWID in their general education classrooms )

Discuss this need with principal Make formal request for inclusion in the staffing budget for 2014-2015

Academic year.

Phase 1:

Community Mentorship Programme.

And its subsequent expansion to other

entities in the community

No funding required

Phase 2:

Expansion of Mentorship programme to

include commercial entities

and or

to include other schools in the district

District 1

No funding required as in Phase 1.

Phase 3

Resource Room Upgrade

US$6000-8000, for 20 tablet computers and head phones or1 photo

copier or 1 touch screen interactive white board

8 Teacher Assistants – NICE Govt. Workers

The Dame Pearlette Louisy Primary School

Ministry of communication, Works, Transport and Infrastructure.

Ministry of Agriculture, Forestry and Fisheries

Ministry of Education and Culture (Teachers Assistant)

JICA St. Lucia local office

Project Time Line: Phase 1 & 2: Mentorship Programme:

Start: October 2013 Briefing principal and staff

securing appointments with responsible and cooperating organizations

Phase 3: Apprenticeship Programme /Day Activity for

Adult PWIDs/PWDs:

Start: February 2014 Engage the Babonneau District Reprehensive Former Minister of Communications and

Works Babonneau Community Groups Phase 4: Resource Room Technology Upgrade:

Start: September 2014 (or before depending on funding availability and where from) Resource Room Human Resource Upgrade: (depends on staffing request

already done for 2013-14 academic year.)

not possible to use the Babonneau Community Center.

alternative venue, mothers and father’s group Paixe Bouche, Babonneau is not available either to pay more than EC100 or approximately (US$27) per month to use it.

less than 5 volunteers or NICE employees are funded by the Government.

If there is little or no funding from JICA.

* All of the would necessarily kill the project but it would certainly

(reduce the scope pace).

Who?

Special Needs Teacher’s, 4 coordinators, mentors, parents and mentees.

When?

Daily, weekly, monthly, and end of school term

How?

Feedback meetings, assessing students performance through observation, use of portfolio, informal discussions

Students’ personal files

Periodic report

Mentors reports

Mentors visits schedule

Questionnaires and analysis of questionnaire

monthly, mid term, quarterly, and annually.

Schools/district Assessment Coordinator

Teachers, parents, mentors regular oral feedback

Using meetings, interviews

Review of questionnaires and Mentee performance in Literacy subjects.

http://www.presentermedia.com/index.php?target=closeup&id=4302&categoryid=127&maincat=animsp