Guyana Deaf Education Project:

Discussion 1:  

THE SUPPORT GROUP FOR DEAF PERSONS

Beginnings

The Support Group for Deaf Persons developed the result of a partnership effort between the Guyana Community Based Rehabilitation Programme (GCBRP) and the International Deaf Children Society of the United Kingdom. The group is now an important part of GCBRP and was established on Saturday June 4, 2005 when eight persons met at the St. Stanislaus College at Brickdam, Georgetown, Guyana.

The group holds meetings on the first and the third Saturday of every month at the St. Stanislaus' College, Brickdam, Georgetown. The meetings begin at 16:30 hours and end at 17:30 hours.

 

The Support Group for Deaf Persons

The Director is Mr. Leon Walcott, the Editor of Hopeful Steps, the official newsletter of Guyana Community Based Rehabilitation Programme. The Secretary is Mrs. Sohanie Balram. Other core members are Mrs. Nalini Mahabal (a deaf mother) Ms. Donnetta Jardine (a deaf person), Khemrajie Dewan (a deaf person, Ms. Tricia Cummings, a Special Education Teacher, Mrs. Simone Ramlachana, (a parent of a deaf child) and the Reverend Lawrence and Mrs. Mary Hallahan (missionaries who specialise in deaf education), Sherika Ramlachana (a deaf child), Emily Martin ( deaf child), Asiyah Bacchus (a deaf child).

 The main purpose of this group is to provide a regular and enabling forum where deaf and hearing impaired persons, including children, their friends and relatives can interact.

 Our long term goals are to:

·        increase access to public services
·        break down the communication barriers
·        promote equal opportunities
·        increase the number of deaf advocates
·        support the empowerment of deaf persons
·        promote fellowship, friendship and academic achievement
·        act as a resource for deaf and hearing impaired persons
·        provide a basis for cultural and other forms exchange among the Deaf, Hearing Impaired and Hearing persons
·        further the understanding of Deaf Culture in Guyana. 

The group holds regular sign language exercises. On the third Saturday of each month, indoor games such as cards, checkers and dominoes are played. Special activities for children are also organised.

 

So far, the Support Group has held:

·        Deaf Awareness Day - November 27, 2005.

·        A Fun day the National Park--November 27, 2005.

·        Deaf Awareness Week 2006 (June 12 to 18, 2006)

·        Four Deaf Awareness Workshops in Guyana at the following venues: the Red Cross building, the Girl Guides Association, Cyril Potter College of Education and YMCA.

·        Presentations and discussions at Diamond Primary School and St. Paul's Primary School at Plaisance on the East Coast of Demerara.

·        Several interviews at six television stations.

·        Movie night at Castellani House showing the film called "BLACK" which is about Deaf Blind girl growing up with her disability and being guided by specially trained teacher after parents gave up all the hopes for her to lead a successful life.

·        A Deaf Awareness Day March and Rally

·        A Concert featuring local and international  deaf performers on March 10, 2007

 

 Interacting with Deaf Persons

Deaf persons are like other persons in the society. Some are very friendly and out-going people, who like to socialise and enjoy themselves, while others are more reserved.

Each deaf person is an individual. So you might  have different experiences with different deaf persons. Some might respond in sign language, others through speech or gestures.

Every deaf person will rely on vision when communicating with hearing people. They will look at your body language, lip movement, facial expression, signs, gestures, finger spelling, etc.

So the tips given below will help you to know how to communicate and interact with them and to enjoy yourself along with them.

1.     Be sure that the deaf person is looking at you before you try to communicate with him/her.

2.     Get his or her attention by gently tapping on his/her shoulder or try to get in the line of his/her vision.

3.     Use clear speech (for easy lip-reading), natural gesture, pointing at objects, facial expression, face movement and if possible finger spelling and sign language if it is known how to use it.
 

Using the Sign Language Interpreter

Here is another tip to communicate with deaf person that is, via an interpreter.

If you want to chat with a Deaf person who cannot speak, and you do not know sign language, you could ask a Sign Language Interpreter to help you. An interpreter is a person who can speak and use Sign Language. The interpreter's job is to sign the things you say in SL so the Deaf person can understand, and say the things the Deaf person is signing so that you can understand.

In Guyana, American Sign Language (ASL) is commonly used. Efforts are being made to develop a Guyanese/American Sign Language.

 

More Tips

These tips will help you to communicate with Deaf person better and to enjoy the conversation without any difficulties.

1. Beware of false impressions (nodding doesn't necessarily means "I understand")

2. Be flexible in use of language.

3. Be direct but do not underestimate.

4. Watch facial expressions as part of language

5. Repeat if necessary.

6. Allow time to communicate effectively.

7. Be patient and friendly.

   

Deaf Awareness 

Many hearing people are embarrassed in the presence of deaf people. It is important to show those persons how to overcome their embarrassment and how they can communicate with those who have little or no hearing, most effectively.

Deaf people and their community

Deaf people are people. Deaf person are more like you than they are unlike you. Their deafness is only one dimension of their multi-dimensional characters. Each deaf person is as unique as you are.

Some deaf people are very intelligent; others are just average; some are athletic; others are clumsy; some are personable and vivacious; others are quiet and reserved; some are high achievers; others are low achievers.

However, all deaf people do have one thing in common with each other -- some physical impairment has caused a hearing disability, a condition where hearing is not functional for ordinary life purposes.

The deaf community is a very close knit one and they share one special language which is called "sign language", it is using their hands to communicate with other deaf people.

Sign Language involves words that are made by making shapes with hands and the actions of the words that are used to describe the words. There are different variations of sign language in the world, just like spoken languages which are different in different countries of the world. Sign language has the same concept as the spoken language.

One advantage of sign language is that it is used internationally as a means of communication . People from different countries can communicate using a mixture of signs and gestures. It works almost every time and it helps to bring deaf persons closer together in the Sign Language community.

 

Understanding the Terms used in Deafness 

This list of terms is used to explain different sources of deafness.

HEARING IMPAIRMENTS: The general term used to describe and encompass all types of hearing defects, ranging from a minute loss to profound deafness.

HARD OF HEARING: A condition where the sense of hearing is defective but functional for ordinary life purposes (usually with the help of a hearing aid).

DEAF/DEAFNESS: A condition in which perceivable sounds (including speech) have no meaning for ordinary life purposes.

The word you should never use to describe any deaf people in any condition is dumb.

DUMB: The term ‘dumb' should NOT be used. It is offensive, and deaf people dislike this inaccurate description of the effects of deafness. From the responses they often get from hearing people, Deaf people are all too aware that their speech may suggest limited intelligence. The word 'dumb' implies stupidity. This is wrong. Deaf people are neither more nor less intelligent than anyone else 

It is hoped that these tips and guidelines are useful and will help you to communicate with deaf persons easily and enjoyably.
 

Support Group for Deaf Persons

The Support Group includes relatives and friends of deaf persons. It helps to

·        develop the leadership potential of deaf persons,

·        teach them social skills,

·        train them to be self advocates,

·        provide a forum for fun and recreation

·       encourage and promote communication, language development and basic sign language within the family.

·        provide regular contact with positive Deaf role models.

·        give families insight into deafness and deaf awareness.

·        enable the Deaf child to develop confidence and positive self esteem.

The Support Group can arrange lectures, gatherings, excursions, and activities for parents and children and they can co-operate with clubs for hearing parents with deaf children.

Both deaf and hearing parents can initiate supportive activities where "new" parents - deaf or hearing - can be offered contact with a family that will keep in touch with and support them. All families should know that this system exists.

Deaf clubs

Deaf clubs are important social groupings and meeting places for deaf persons. These organizations help to develop self-confidence and promote solidarity among deaf persons, their families and friends. The importance of having the opportunity to discuss one's situation with other parents cannot be overly stressed.

The local deaf clubs must be given adequate financial resources from society to implement this system.

There should be an environment suitable for children with play materials so that children who use sign language at home can go there. At the local deaf club they can develop their sign language skills and establish contact with the deaf community.

 

A signing environment -- a necessity

Deaf children must be given the opportunity to grow up in a signing environment where sign language makes it possible for them to have a normal cognitive and linguistic development.

Children develop their personality, their conception of reality and their language in constant interaction with their surroundings. If a child is to develop into a harmonious and active member of society he or she has to have all his or her basic needs satisfied. For a deaf child it is essential to always be able to communicate in his or her own language. Consequently a pre-school/day care centre where sign language is used is a necessity for deaf children.

Through communicating with other people who use sign language, both children and adults, the child can develop emotionally, socially and culturally. Sign language then becomes the deaf child's first language through which s/he can learn to express himself/herself. You could say that hearing children acquire language for free in their early childhood by having it around them. Deaf children cannot do that, since it requires being able to hear. They must be taught through all forms of communication.

Sign language plays a crucial part in the feeling of solidarity among deaf people, in their self esteem and in their cultural identity. For those who are deaf it is important that they are guaranteed fluent communication in their home, pre-school/day care center, school and in higher education, in activities in various clubs and associations, in working life, and in society in general.

 

Socialising with deaf persons

Research has revealed that in the Deaf Community:

·        the communication demands are different from those of hearing people;

·        lack of accessible information seriously inhibits deaf people's ability to participate effectively;

·        poor levels of investment into Deaf Clubs diminishes their potential contribution;

·        training in skill-building, assertiveness and confidence raising is essential if deaf people are to participate effectively;

·        social services staff also need training about the deaf community, its culture and about American/Guyanese Sign Language and must be prepared to adapt their procedures accordingly.

 

Deaf  Community

When a group of people come and live together, share common goals and carry out certain responsibilities towards each other, they form a community.

Hearing people, e.g. parents, relatives, professionals or friends, can be accepted as members of the Deaf community only if they have an appropriate attitude towards the Deaf community. This means they can enter into the deaf community via three approaches: political, linguistic, and social avenues.

Any given community is bound by its own language and culture. For the Deaf community, Sign Language is the binding factor.

The Deaf community does not exist in one common geographical area. Deaf individuals exist within the broader society.

This society makes them isolated individuals regarding shared language and goals with the broader society.

The Deaf child acquires the culture of the Deaf community which entails commons beliefs, attitudes, customs, behaviour, social habits, values, and technology.

  

For more Information contact:

Leon Walcott--Director
51 Norton Street,
Wortmanville Georgetown.
Tel: 226-2880

Sohanie Balram

7 Water Street, Bagotstown

East Bank Demerara. Tel: 645-8637, 629-0223

Pastor Lawrence  and Mary Hallahan

Enterprise Gardens

East Coast Demerara Tel: 229-6238

Tricia Cummings

New Hope

East Bank Demerara Tel; 266-2620

The Guyana Community Based Rehabilitation Programme

107 Carmichael Street

North Cummingsburg, Georgetown

Tel: 226-5780, 226-6946

In a message dated 8/1/2007 11:33:05 A.M. Pacific Daylight Time, smac888@yahoo.com writes:

Dear Dr.Bill
I am Sabine McIntosh from Guyana, South America, Guyana being part of
the Caribbean. My granddaughter, 10, is deaf and we are desirous of
shaping a reasonable future for her which is difficult. There are three
schools in Guyana that have classes for the deaf (Special Needs
Schools), none of them with teachers qualified beyond the basics in
sign language. In Trinidad and Jamica at least (I am not sure about the
other islands) there are schools for the deaf and, to the best of my
knowledge, ASL is what is being used.
I was happy to recently discover your ASL site and intend to use it to
improve my signing (learned mainly from books and sporadic classes by
VSOs and the 'Deaf Mission', which was established a couple of years
ago in Guyana).
I wonder you can advise me on the following:
a] Are there sites, comparable to yours for children?
b] Where could I enquire about fully residential schools in the U.S.
for my granddaughter's age group?
c] Since last year there exists a 'Support Group for the Deaf' and we
are in the process of collecting baseline data on school age deaf
children (e.g. how many are in vs not in the school system) with a view
to make representation to the Government to improve delivery of
education to the deaf; we also wish to explore what could be done in
the meantime. I mention this last point for any helpful suggestions you
may wish to make - knowing that all of the above is well outside of
your area.
Sincerely
Sabine McIntosh
 

---

Sabine,

You ask:
a] Are there sites, comparable to yours for children?
Response: Not comparable to mine. No.  But that opens up the question, "What do you mean by 'for children?'"  Simplified?  More colors?  Cartoon characters?  (No need to respond to those questions--I have a pretty good idea already).

b] Where could I enquire about fully residential schools in the U.S. for my granddaughter's age group?
Response:  To answer that I'd have to do what you are obviously doing:  Web searches for terms like:   "State School for the Deaf"  "Deaf Charter School" "California School for the Deaf" "Indiana School for the Deaf" .etc.

c] Since last year there exists a 'Support Group for the Deaf' and we
are in the process of collecting baseline data on school age deaf
children (e.g. how many are in vs not in the school system) with a view
to make representation to the Government to improve delivery of
education to the deaf; we also wish to explore what could be done in
the meantime. I mention this last point for any helpful suggestions you
may wish to make.

Response:  See http://library.gallaudet.edu/dr/faq-statistics.html as a possible source of information.
Also see: http://www.zak.co.il/deaf-info/old/demographics.html
...
Cordially
-- Bill

In a message dated 8/12/2007 1:26:16 P.M. Pacific Daylight Time, (Sabine McIntosh) smac888@yahoo.com writes:

Bill
It was so great to get a reply from you.
Eventually I would like to tell you some more about the deaf-situation here in Guyana (Monty also gave you a bit of an idea - I had shared your website at a recent meeting; it's good that he is so serious about becoming an interpreter).  But in the meantime we have taken a potentially giant leap forward, and I still need to take a deep breath when I think about it. Please bear with me.

On Friday I had an appointment with the Chief Planning Officer at the Ministry of Education, Mrs.Hamilton; my main objective was to get some statistics, my secondary objective to bounce some ideas off her, ideas
that had very recently come up within the Support Group for Deaf Persons.
Well, there are practically nil statistics, so I hastened to the second objective ...and here goes:

Firstly the two ideas:
1) Computers for each deaf child in a pilot school, with a good programme to teach the children ASL (hardly any children have any signs other than home signs when they start)and reading skills, a programme
for the teachers and, if possible, a monitor for children and teachers (sounds like a dream come true) - maybe even older children in the US could monitor individual children here!
2) A teacher exchange programme: An ASL teacher comes to Guyana for a school term and teaches in a school here along with the local teacher, helps to develop an appropriate curriculum; next term, the local
teacher will go to the US and observe/teach for one term at the school over there - another dream come true!

Now Mrs.Hamilton's position:
The last 4-year strategic plan comes to an end this year; she is now preparing the next 4-year strategic plan; she readily admitted that nothing particular has been done for the deaf and she welcomes
suggestions for the next four years.
To 1) She likes the idea, says the Ministry has computers (we would still try to get free computers because...you never know) and she could quite easily 'projectise' that idea for the strategic plan. She also
said that there is money (IADB) for special needs education and she looks forward to a list of things required!!!!
To 2) She also likes the exchange idea, doesn't think it would be a problem for the teacher to be released,  but it would be the Group's 'thing'.

I am kind of throwing this at you; I think, rather than now making a long list of things you maybe can help us with, I'd rather leave it like this and wait for your comments.

Sabine
 

Hello Sabine,
I think your ideas are terrific. 
Guyana schools are welcome to use the Lifeprint.com / ASL University curriculum for free to help teach ASL to Deaf children (and adults).  If you are able to provide travel funds and a modest living stipend, I would be happy to go there and teach an ASL course as well as provide training for any ASL instructors.
Additionally, there is a strong chance that I could arrange an opening for one of your local instructors to come team teach an ASL course here at California State University Sacramento and provide a stipend for that instructor.
Cordially,
Bill
 

______________________
William Vicars, Ed.D.
Director CCE Online and Immersion ASL Programs
Asst. Professor, ASL Program (on-campus)
Sacramento State University
Department of Special Education, Rehabilitation, and School Psychology
6000 J St. - Eureka Hall, Room 308
Sacramento, CA 95819-6079

---

In a message dated 8/14/2007 10:36:07 A.M. Pacific Daylight Time, dangorgan2005@yahoo.com writes:
Dear Bill,
I am Leon Walcott, the Director of the Support Group
for Deaf Persons in which Sabine is an important
member. She has asked me to contact you. I am
attaching some information about the support group.

The members of the support group have a collective
dream and that is to see at least five deaf children
enter the University of Guyana by the year 2020.

So, we are very excited by your offer of assistance.
Historically, deaf persons in Guyana have suffered
from neglect. Except for those who became deaf
adventitiously, after they have received a
satisfactory level of education/training, deaf persons
only get menial jobs. Sadly, our Ministry of Education
does not have a deaf education curriculum. Therefore,
the Support Group has assumed the responsibility of
designing one. Already, they (the Ministry of
Education) have indicated their willingness to work
with us.

At present we are in the final stages of preparation
for activities in observance of Deaf awareness Week
2007 which begins on September 22 and ends on
September 30, 2007.

I am looking forward to hearing from you.
Warmest regards
Leon Walcott

---

Sabine,
Yes, I'm definitely interested in and willing to commit time to this project.  How much time would you like me to spend?
The amount of time available for me to devote will correspond to scheduling and available resources.
If I come during the summer I could stay longer than during the rest of the year.  For example, it might be possible for me to bring my family (wife and four kids) over there and live in Guyana for part of a summer. (My wife, Belinda, is Deaf/hh, has earned a Master of Fine Arts degree in "Creative Writing" from an accredited university and would be also a great resource for the establishment of a Deaf Literacy project (two of the three R's).
If I come during other times of the year I would be able to stay about a week.  January is sometimes available for 3 weeks.
Here is a link to my (traditional) workshop planning form:
http://lifeprint.com/asl101/topics/workshopplanningform.htm
(Obviously on a project of this size I'll need to modify that form, but it provides an "idea" to start from.)
Also, I'll send my "bio / qualifications" in a separate email for your amusement, er, I mean, information.
Cordially,
Bill


In a message dated 8/16/2007 9:41:30 A.M. Pacific Daylight Time, smac888@yahoo.com writes:

Bill
We are in the process of adjusting our minds to the new scenario and
now may firm up our plans as a CBR project, implemented by the Support
Group and funded by the EC. VSO has indicated the possibility of
bringing you in as a VSO; would that be acceptable to you? And how much
time would you be willing to spend - for all those things you
mentioned?

Some very preliminary thoughts on the project content are:

General objective:
Best possible education, primary, secondary, tertiary and including
vocational training, for the deaf and hard of hearing throughout
Guyana.

Our present specific objective:
Best possible primary education for deaf children in all 10 Regions.

To reach our specific objective we need to
a) have a pool of trained teachers
   level 1: basic ASL training, done by local teachers
   level 2: advanced ASL training and methodology for teaching deaf
            kids, with assistance of overseas resource persons
b) have computers in deaf classes with programs particularly for
   teaching ASL and the three Rs (reading, writing, arithmetic), a
   central monitor
c) design, implement, monitor and evaluate a pilot project
d) expand the pilot project in stages throughout the Regions
e) secure funding and the co-operation of relevant agencies, such as
   MoE, CBR, VSO, MoH.

Leon and myself will both correspond with you and forward our mail to
each other.

Sabine

---

In a message dated 8/16/2007 1:08:51 P.M. Pacific Daylight Time, dangorgan2005@yahoo.com writes:

Dear Bill,
I am very excited about your offer.
VSO, the British based volunteer organisation has an
office in Canada. The address is available online. If
you register as a volunteer with them and indicate
your desire to serve in Guyana, that organisation
would be willing to provide air fares, accommodation
and a stipend.

However, I am not sure if they accommodate volunteers
for less than six months at a time. But, I am sure
something can be worked out.

Based on what we have in mind, three to six-month
courses would be best. However, if that is not
convenient to you, we can asjust to accommodate you.

The idea I have in mind is a sort of "train the
trainers"  programme.
We would like to begin with a foundatiion programme in
ASL for about 30 teachers.

Sabine and I are working on the entire project and
give you more information in about one week.
Leon

---

Dear VSO,
     I am Dr. William Vicars at California State University, Sacramento.
Leon Walcott and Sabine McIntosh of "The Support Group for Deaf Persons" in Georgetown, Guyana contacted me recently.
     The group was developed as the result of a partnership effort between the Guyana Community Based Rehabilitation Programme (GCBRP) and the International Deaf Children Society of the United Kingdom. The group was established on Saturday June 4, 2005 and is now an important part of the rehabilitation programme.
     I have been corresponding with Leon Walcott who is director of the group.  He has indicated there exists a huge need throughout Guyana for teachers of American Sign Language (ASL).  Their group sought me out due to the online ASL curriculum which I have created and made available for free use by individuals and organizations, (see Lifeprint.com).
     After learning of their situation, needs, and goals, I have decided to volunteer my services.  Leon indicated what they need is a Train the ASL Trainer" program --with a goal of providing a foundation programme in ASL for about 30 teachers.
     Upon informing Leon that if travel funds and a living stipend were available, it is possible that my wife and I (along with our children) could move there and devote a summer to this project.  I would train and develop ASL instructors as well as provide them a low cost (free actually) curriculum to use in their own classes.  My wife, who holds a Masters of Fine Arts degree in Writing would help them make progress on a "Deaf Literacy" initiative.
     Leon very much liked that idea and suggested I contact your agency (VSO) to inquire as to possible funding. Please do let me know to what extent your organization may be able to help out.
Cordially,
Bill
______________________

William Vicars, Ed.D.

Director CCE Online and Immersion ASL Programs

Asst. Professor, ASL Program (on-campus)

Sacramento State University

Department of Special Education, Rehabilitation, and School Psychology

6000 J St. - Eureka Hall, Room 308

Sacramento, CA 95819-6079

Main website: www.Lifeprint.com

-----
 

cc:  Leon Walcott--Director The Support Group for Deaf Persons
51 Norton Street, Wortmanville Georgetown.
Tel: 226-2880 email: dangorgan2005@yahoo.com

 

cc: Sabine McIntosh smac888@yahoo.com
 

---

In a message dated 8/20/2007 10:51:36 A.M. Pacific Daylight Time, dangorgan2005@yahoo.com writes:

Dear Bill,
We, the Support Group for Deaf Persons has been asked
by the Ministry of Education to assist in compiling a
list of equipment (including laptop computers) and
other materials such as teaching aids that would be
needed for teaching of literacy and numeracy to deaf
children at Nursery (3 years 9 months to six years
three months), primary and secondary levels.

Could you please assist us in getting up such list?
Regards,
Leon

---

In a message dated 8/20/2007 2:49:30 P.M. Pacific Daylight Time, BillVicars writes:

Certainly, I'd be happy to help you compile such a list.

Let's brainstorm a bit. I'll list some of the equipment I've seen in such classrooms and then we can fine tune from there. 
- Bill Vicars

 

 

* Backup system (to backup and restore the computers in case of operating system failure)

* Document Camera (electronic overhead projector) Example: "ELMO brand"

* DVD Player

* Extension cords

* Internet connection

* Laptops

* Mobile Recharging Storage Cart

* Overhead Projector (transparency type)

* Power Strips (extension cords)

* Projector (LCD type)

* Rechargeable Laptop Batteries

* Screen: "projection screen"

* Security equipment: Computer locks etc.

* Spare projector bulb for the LCD Projector

* Television

* VHS Video Player

* Video Interface (or a video scaler.)

* Wireless receivers (modern computers will likely have this preinstalled)

* Wireless router
--------------
* Carrying cases (if allowing students to transport laptops outside of the classroom).

 

----------------------------------------------------------------------------------------------

Discussion

Mobile Recharging Storage Cart
A recommended setup is to use a recharging cart for storage and transportation to and from the classroom.  Such a cart can hold numerous laptops and be wheeled to a secure location for lockup at night.

 

Projection Unit:
This is a projector to display images onto a large screen at the front of the classroom.

Spare projector bulbs:
These are expensive, but it is important to have at least one spare available in case your bulb breaks.

 

Equipment:  "Interface" 
Note:  An interface is a signal amplifier that includes signal processing capabilities to drive a signal over various lengths of cable. This is useful for ensuring signal format compatibility between various sources and destinations, and to compensate for the effects of marginal quality or long lengths of RGB cable.  There are several functions of an interface: to buffer (or convert) the computer's output signal to the appropriate level and format of the local monitor to prevent loading (double termination) and impedance mismatch from the projector; to maintain the video resolution and frequency of the original source; to provide sharpness (peaking) and gain to compensate for cable loss; to act as a sync processor; and to convert unbalanced audio to balanced audio (active PC audio interfacing).  Information source: (and possible brand to purchase)  Extron http://www.extron.com/product/prodtype01.asp

 

Equipment:  "Video Scaler"
Scalers are devices that provide a variety of inputs and outputs to change the pixel resolution of the refresh rate of the incoming video to a desired resolution or rate. There are several kinds of scalers. A possible brand to consider is the Sony DSC1024.

 

---

Dear Bill,

 

I hope this email finds you well.

Thank you very much for you letter. I have been in contact with Sabine and suggested that it might be possible for you to come through VSO.

VSO is not a donor agency but a development charity working through volunteers. This means we are sending people to share their knowledge and skills but no money. VSO Guyana works in Disability and Inclusive Education and the Guyana Community Based Rehabilitation Programme is one of our main local partner organisations. We've supported them with 4 English d/Deaf volunteers over the last 2 years and those vols have worked with both the Deaf Support Group and the Special Needs Schools.

 

Normally this is how we work. VSO has a strategic plan for what we like to achieve in the next 5 years, with who and how. Based on this VSO and the local partner organisations identify areas where assistance is needed. A job description is developed including objectives, activities and outcomes of the placement and then we will try to find the most suitable volunteer in our database. Volunteers from any nationality can apply to VSO but they have to come through our recruitment offices in the UK, Netherlands, Canada, Kenya, Philippines and India. Applicants go through a selection process (to assess their soft skills to see if they are suitable for volunteering and working in a different culture) and will then receive training before they come out.

So your situation is a bit different since you have already been in contact with Guyana. Normally vols would apply and then VSO would select them for a particular job / country where their skills are needed most. However, that doesn't mean this couldn't work.

If you would come through VSO you will have to apply to VSO Canada and will have to go through the assessment process. There have been a number of American vols coming through the Canadian office. I would like to refer you to the VSO websites to learn a little bit more about our organisation. Sorry, I know it's a lot of reading....

 

http://www.vso.org.uk/

 

www.vsocan.org

 

The advantage of coming through VSO is that your flight, insurances, a little stipend and your housing will be paid for. Also all administrative procedures will be taken care of (e.g. work permit). You will also go through a thorough preparation process. However, it's not very common for vols to come out with a family (although it does happen...). The stipend is only little and is basically only to maintain one person. You will need additional sources if your family will come along with you. Also the houses provided for vols will usually not fit a family with four kids. VSO Canada will be more knowledgeable about all the nitty gritties of this but it is something to consider.

 

I have attached the placement outline that we developed in collaboration with CBR for somebody to come out in Aug 2007 (for a 2 years placement) but so far we have not been able to find a suitable candidate for this vacancy. It might give you some additional information and an idea about how VSO works. However, I now realise that the Support Group is, by mistake, not mentioned in this document.... It should definitely be included!

 

If you like I can bring you into contact with some of the deaf vols that worked in Guyana.

 

Well, please have a look at the website and let me know what you think. For what period and how long would you be available? If you are interested I can link you up with somebody in VSO Canada.

 

I hope this information helps. Please feel free to ask for any additional information.

 

Kind regards,

 

 

 

Inge Groenewegen

Programme Manager Disability

VSO Guyana

106-7 Lamaha & Carmichael Streets

Georgetown, Guyana

Tel:  592-227-0689, 227-2688, 226-8612 (switchboard)

Tel:  592-227-7997 (direct)

Fax: 592-226-8613

Email: Inge.Groenewegen@vsoint.org

 

P please don't print this e-mail unless you really need to

 

**********************************************************************
VSO is an international development charity that works through volunteers. 
http://www.vso.org.uk 
This e-mail and any file/s attached are intended for the addressee only. 
If you are not the intended recipient please delete this e-mail. 
The views expressed in this e-mail are the authors own and do not necessarily reflect those of VSO.
********************************************************************** 

---

GUY0221/0008/0001 Deaf Education Programme Advisor   PLACEMENT OUTLINE[1]   VOLUNTEER PROFILE (Qualifications/work experience/competencies/personal qualities)  Qualifications -          BSc in Deaf Education  Competences -          Professional experience teaching Deaf children -          Experience developing lesson plans and / or guidelines / curricula -          Experience developing teaching aids -          American Sign Language skills -          Strong written English literacy skills -          Ability to transfer teaching skills to teachers in special needs schools -          Ability to recognise contributions from different cultures and communities   Personal qualities -          Creativity in order to be able to work in an environment hamstrung by limited resources -          Strong interpersonal skills and ability to develop relationships with persons from a variety of background -          Self initiator who is innovative -          Willingness to work outside office hours and in the weekends (time will be compensated)     Work experience in a developing context would be an asset   LIKELY VOLUNTEER ROLE/RESPONSIBILITIES     Background Education for CWDs According to a 2005 survey conducted by the National Commission on Disability (NCD) in collaboration with VSO, Unicef and the World Bank, 42% of Children with Disabilities (CWDs) under the age of 16 never attended school. Parents often don't recognise the child's potential consequently resulting in children getting very little exposure to develop themselves. Children with minor disabilities and those that can physically access schools sometimes are mainstreamed in the regular schools. However, this is done on a case-by-case basis and requires a sensitised teacher and pro-active parents.   The Deaf Community in Guyana Most deaf people in Guyana don't have access to education and are disadvantaged in access to employment. It is common to hide deaf people at home. Often they are only allowed to go out with somebody else. This is changing though. Most deaf people in Guyana sign Guyanese Sign Language which is very much based on American Sign Language. English literacy skills are very poor among the Deaf and only very few persons can read or write. Improving literacy is identified as one of the biggest needs. Deaf awareness is poor although it has increased a lot over the last few years. Deaf are referred to as "dumb" and many ordinary people still believe deaf persons are stupid because they can't talk. There are two Deaf clubs, one in Georgetown (Kitty) which is attended by adults and one in Diamond which members are youth with a mixture of disabilities. In Georgetown there is one church especially for the Deaf run by a missionary couple. The Community Based Rehabilitation Programme has deaf members. American Sign Language is used. Currently there are only three or four quality ASL interpreters in Guyana. Due to efforts of the Guyana Deaf Mission and VSO volunteers several ASL training courses have been delivering new interpreters over the last year. However the level of interpreting of these people is still limited.    Position SEN in the Ministry of Education In 2003 the MoE appointed a SEN specialist to coordinate a SEN programme in the ministry. Since then achievements have been made but progress has been limited because of lack of human and financial resources. Since the contract of the SEN specialist ended during 2006 the post has not been filled and it is not clear what will happen to this position. This means a draft policy on SEN is still waiting to be approved and other initiatives are put on a hold. Special Needs Schools often evolved out of private initiatives (e.g. the Lions Club) which is reflected in the special position they still have. Some schools come fully but others only partly under the Ministry of Education. Currently there is no special curriculum for the Special Needs Schools and this gives rise to some measure of inconsistency in teaching programmes between the different schools.     Overview of special needs schools There are four Special Needs Schools (primary level) in Guyana catering for children with any type of disability: David Rose School in Georgetown (approx. 50 Deaf & 60 intellectually challenged children), Diamond Special Needs School on the East Bank (approx.12 Deaf and 40 intellectually challenged children), New Amsterdam Special Needs School (approx.12 Deaf and 30 intellectually challenged children) and Linden School for the Handicapped (approx. 5 Deaf and 12 children with other disabilities). Most of the children attending the schools are children with learning disabilities and deaf children. The schools are relatively small, with no more than 30 teachers in total.   In Ptolemy Reid Rehabilitation Centre in Georgetown there is one classroom of children with various disabilities and the Community Based Rehabilitation Programme (CBR) in Region 6 caters for a handful of children through a volunteer teacher who teaches in the mornings. Special schools for the Deaf are non-existent.   St. Roses High school in Georgetown has a Unit for Visually Impaired students. Most of the approximately 16 students (of which 7 are blind) are mainstreamed and visit the Unit every day or a few days a week. A few students with multiple disabilities attend the Unit fulltime. One teacher runs the unit where children get taught in Braille and computer skills (Jaws software). The teacher only had limited exposure to training in working with VI and deaf students.   Open Doors Centre is the national vocational training centre for persons with disabilities between 17 --45 years old. Forty students, including a few deaf students, are trained in IT, electrical engineering, woodworks and garment making.   SEN in the teachers training programme (CPCE) and the University of Guyana  (UG) The national teacher training college (CPCE) runs a module on SEN. All students that enter CPCE are given a SEN core curriculum once they enter the college (Turkeyen Centre, Georgetown). All CPCE lecturers try to implement information about SEN in their respective courses and the students can use the SEN core curriculum module during their studies. This is still to be implemented in the 13 regional centres of CPCE.   A VSO SEN specialist teaches the SEN / Inclusive Education option courses at the CPCE Turkeyen Centre. All students can opt for either a minor or a major specialization in SEN. The VSO SEN specialist teaches the students, runs the SEN resource centre and revised the option curriculum that is also used for SEN distance education (in the regional centres of CPCE). The SEN specialist has regular contact with the SEN tutors that teach SEN in the regional centres.   During the school break (July/August) in 2007 the University of Guyana in collaboration with NCD, Unicef and the MoE, delivered an introductory SEN course. All teachers and head misters / mistresses of Special Needs Schools were invited to attend this 4 weeks course (2 mornings / week). Attendance was high and the feedback was very positive.   Teachers in Special Needs Schools Most teachers in special needs schools are not qualified leave alone they have been trained to teach children with special needs. This means they face many challenges in the day to day running of the schools. Salaries are very low and there are little incentives to teach in a Special Needs Schools. Despite this many teachers are very committed to teach children with special needs.         Objectives of placement   The objectives below can change between the time of writing and the time of volunteer arrival. A review will take place after 2-3 months in which the objectives will be revised if necessary.   Objective 1 Upgrade the skills of (unqualified) teachers in the special needs schools in teaching deaf children   Activities       -     Conduct needs assessment of teachers -          Training developed for teachers of special needs schools based on expressed needs -          On the job training teachers special needs schools -          Teaching teachers American / Guyanese Sign Language -          Teach sessions in UG Summer Programme for teachers of special needs schools in the 2008 school holiday   Outputs -          At least 3 workshops per year based on observed and expressed needs -          At least 2 visits made to Diamond, David Rose, New Amsterdam, Linden, Ptolemy Reid, Corentyne and Open Doors Centre -          Participation in UG Summer Programme   Outcomes -          Teachers in special needs schools are confident to teach deaf students -          Teachers in special needs schools use a variety of teaching approaches appropriate for deaf children   Objective 2 Develop guidelines for teaching deaf children for greater standardisation of approaches in the various Special Needs Schools   Activities -          Explore different approaches to teaching deaf children in the different schools -          Develop guidelines appropriate for the Guyanese context -          Set up SEN network for key stakeholders to increase exchange of information and experiences and to promote consistency   Outputs -          Guidelines developed -          SEN network established   Outcomes -          Increased consistency in educational approaches to teaching the Deaf amongst various Special Needs Schools -          Functioning SEN network     Objective 3 Build the capacity of leaders in the Deaf community to raise Deaf awareness and to be self-advocate on rights and issues affecting them   Activities -          Support the Deaf Clubs and Deaf Support Group through empowering the leaders -          Gradually introduce rights based approaches in these young groups -          Observation of potential leaders   Outputs             -  Assessment of strengths and weaknesses of potential leaders               -  Leadership training conducted for 4-6 potential leaders from deaf                        community   Outcomes              - Trained leaders utilising leadership skills in decision making, organising               activities for deaf community, etc.            PLACEMENT SPECIFIC INFORMATION Professional Support Available at Placement The national advisor of the GCBRP is a knowledgeable person with a lot of (international) experience and a broad network. She will be able to provide support in terms of liasing with the Ministry of Education. The Head Mistress of the New Amsterdam Special Needs School, Ms Natalie Ramotar, is particular knowledgeable on teaching the Deaf and would be a good resource person for Deaf specific issues.   VSO Guyana's other programme area is Education and there are volunteers in the country with a special education needs background. However, they don't necessarily are familiar with teaching the Deaf. It might be good to establish links in the home country before coming out to Guyana. Accessibility to the internet is good so the volunteer will be able to search the web for information.   The volunteer will be based at the CBR headquarters in Georgetown but will work most of the time in the various Special Needs Schools. The greatest part of the work will take place in Georgetown but the volunteer will also travel in the regions (esp. Region 6 and 10). Transportation will be provided by CBR. Most of the work in the regions can be done on daytrips. Occasionally this will involve overnight stays. Work hours in the CBR headquarters are from 9.00 -- 16.00 but this job will require flexible work hours (including work in the weekends and national holidays). This will be compensated in TOIL. CBR's work with the Deaf In the past CBR never had a structured programme for the HI, however, some training in basic ASL has been provided to a few HI persons, family members and volunteers from time to time. More recently, CBR with support from the International Deaf Children Society is involved in a project aimed at increasing the social inclusion of HI persons in the community. The project is targeting young HI persons, family and interested community persons who would learn ASL and helping raising the level of Deaf issues in the society. Over the last two years four deaf YfD volunteers (1 yr placements) have worked through CBR with the Special Needs Schools, Deaf Support Groups, and Deaf Clubs. They also have been very involved in awareness raising. Resources/Equipment Available The volunteer will have access to a shared computer with internet connection at the CBR office. It would be very useful to bring a laptop given the limited availability of computers in CBR. CBR, unlike many other Guyanese employers, has been very flexible in working from home. CBR has a fax. Stationary is available.   The Programme Office Staff only has very basic sign language skills. The volunteer community in Georgetown has been very enthusiastic in learning ASL and some volunteers have very reasonable ASL skills. An American Missionary couple and a few Guyanese interpreters have been very helpful to assist in interpretation during meetings, reviews, workshops etc.   Previous deaf volunteers have brought their mobile phone so they can use text messages. VSO will provide deaf volunteers with a SIM card.   The Guyana Programme Office is encouraging the volunteer to be in direct contact before coming out to Guyana to discuss what provisions could be made to assist the volunteer. Nearest Internet Access There are several internet providers in Guyana and many volunteers have internet access in their house.  In addition to this there are many internet cafes in Georgetown and also in the some of the bigger communities in the regions. Motorbike Riding Required? No need for car/motorcycle licence. The VSO programme office provides money to buy a bicycle which can be used for travel to and from work. CBR will provide transport to the further out places. Volunteer Accommodation/Housing The volunteer will be housed in Georgetown. The apartments have a minimum of two bedrooms. Preferably these are upstairs given that GT is flood prone but if preventative flood measurements are taken, these could be down stairs apartments. Apartments have running potable water. However, the quality is not consistent and it is recommended that filtered/bottled water be used. Georgetown is fully electrified and has available telephone and internet facilities. Occasionally a few hours black out may be experienced.

 

 

---

[1] Please refer to Placement Documentation Pack Guidelines in Programme Staff Handbook

---

---

---

 

---

Want to help support ASL University?  It's easy:  DONATE (Thanks!)
(You don't need a PayPal account. Just look for the credit card logos and click continue.)

Another way to help is to buy something from the ASLU "Bookstore."

Want even more ASL resources?  Visit the "ASL Training Center!"  (Subscription Extension of ASLU)   CHECK IT OUT >

Bandwidth slow?  Check out "ASLUniversity.com" (a free mirror of Lifeprint.com less traffic, fast access)   VISIT >