Teacher Training Course

Deafblind education in India took a new turn with the initiation of the first ever Teachers Training Course for Deafblind which started in July 2000. This as the first ever course in India and Asia. This is a Diploma Course of 10 months duration and an internship of 2 months after the course. The course comprises of intensive theoretical input and practical orientation in terms of hands-on experience with Deafblind children. This course is recognized by the Rehabilitation Council of India and is affiliated to the National Institute for the Visually Handicapped, Dehradun.

The Teacher Training Programme is the single most important component of the system of Deafblind children's education & rehabilitation. Any flaw in this component is directly reflected into the failure of the whole system as it is the teacher himself who is in direct contact with the pupil.

The faculty consists of a full time Coordinator cum Lecturer, who has been trained in the Perkins school for the Blind, USA in teaching children with vision impairments and additional disabilities, Mr. Mishra and experts from other institutions who regularly conduct lectures in their area of expertise - to name a few - Dr. Barbara Mcletchie, Mrs. Charlotte Cushman and Mr. Darrick Wright who conducted workshops for a week for the trainees about different topics related to Deafblindness.

The Teacher Learning Process - another key component of the system, is a complex and broad concept. It encompasses all the factors contributory to learning in the environment where learning takes place, the material aids helpful in learning, the methods, models and maims of teaching, the interactions taking place between teacher - learner, learner - learner, & learner - teacher. It is a well-organized process based on sound, philosophical, psychological and sociological principles.

PRIMARY OBJECTIVE

• To develop a pool of trained professionals for providing appropriate services to Deafblind children in different programmes.

SECONDARY OBJECTIVES

Rehabilitation is a facilitative process which enable a person with a handicap to attain usefulness and satisfaction in life. It includes not only training of a disabled person, but also family and community involvement, adaptation of the environment and protection of human rights. Active participation of the family leads to complete rehabilitation.

The process of selecting an appropriate Training programme for a Deafblind young adult involves the following:

• Vocational Assessment

• Vocational Guidance or Counseling

• Vocational Training

• Transitional or Pre-Vocational training involves teaching students:

• Basic self care : dressing, toileting and clean habits.

• Social Skills: good manners, interpersonal relationships.

• Work Skills & Organization: Concept of time, coming to work on time, working for specified hours, sticking to a job even if he / she is fed up, not getting distracted easily, recognition of signs and letters, knowing the days of the week, ability to ask for assistance, having road sense, concept of money, traveling and so on.

• Transitional  or Pre-Vocational Training involves exposing the Deafblind child to a variety of experiences that stimulate work situations and determine his / her preferences for certain jobs or skills. As Deafblind children grow they become ready for more formal and work related vocational training.

A Vocational Curriculum includes all areas of development:

• Communication and Language

• Self Care

• Orientation & Mobility

• Cognition

• Concepts of Time & Money

• Fine Motor

• Social & Emotional

• Work related skills 

• Recreation & Leisure Skills

The Employment options in both the urban and rural set up are:

Open Employment

The student must be self-reliant in all areas.

Supported Employment

The student works in a non-segregated competitive work setting and is provided with support. The supporter will assist the student in finding a job and will provide on-site training. As the student learns the required tasks he needs less daily assistance, though the supporter will provide on going support and advocacy.

Sheltered Employment

Skill levels of the student are assessed and jobs are assigned according to the students skill level.

Self Employment

The student must be  self-reliant, and have the skills to complete a job fully. It is also desirable that the student has money concept and good interpretation skills.

Mini Braille Press

The vision of starting the computerized Mini Braille Press as a challenge thrown to us by two of our very high functioning deafblind boys - Zamir and Pradip.

With modifications of  hardware and software, teachers of children who are Deafblind and also older high functioning Deafblind persons having knowledge of Braille can take advantage of this exciting  technology to enhance communication development, educational activities and leisure time and much more beyond that.

This unit could be established because of the generous donation from the British High Commission and Christoffel Blindenmission, Germany who bought the basic equipment and the Rangoonwala Foundation UK who have taken up this project since January 2002 for a period of three years.

OBJECTIVE:

The main objectives of this unit apart from training personnel and staff on the computers, Brailler printer and use of various equipment, are:

• Development of communication at all levels which calls for different modes of communication as ell as sound language foundation.

• To bring out a journal "Deafblindness in Asia". The purpose of this newsletter is to be "a breakthrough in communication for all of us."

• To produce materials in Braille which at the moment are non-existent. E.g. booklet containing pictures printed through the use of Braille graphics, different materials in Braille to create interest in reading by the Deafblind and also in large print for others who might be losing their vision gradually etc. These materials will be used not only by our children but we also intend to distribute them in schools for the blind who only have Braille syllabus text books as their full source of information.

• The journal also contain a section of brain tickling articles. E.g. "Believe it or not", anecdotes, puzzles etc. and other interesting materials from magazines like Health, Bulletin, My Doctor, Reader's Digest etc.

• To create a library of books not available in Braille.

• The use of Mountbatten Brailler will allow the blind / Deafblind an instant copy of print into Braille and vice versa.

Down the line in three years we hope to make this an independent Income Generating Unit.