Re-Engineering SPED Programs Division Wide for Students with Disabilities
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Info about the Re-Engineering SPED Programs Division Wide for Students with Disabilities
This project will improve 9 Special Education Programs serving 245 children with Cognitive Impairments, Autism, Hearing Impairments, Visual Impairments, and Severe Learning Disabilities in a province in Philippines. These 9 SPED Centers—located within Central Elementary Schools—serve, in most cases, as the sole resource for middle-low income families of students with disabilities and the students themselves.
Resource/Needs Surveys and Site Assessments were conducted in order to determine existing program strengths and areas of additional need. In order to address training needs, interactive seminars were conducted on topics ranging from assessment and behavior management, to autism and functional communication, to Downs Syndrome and Prevocational Life-Skills Programs.
Each SPED program worked hand in hand with their respective principals to address specific infrastructure needs and schools made needed repairs to their classrooms, built a bathroom, and constructed classroom furniture with the assistance of local businesses and parents. To meet some of the curriculum and materials needs, 750 large picture books were donated by a local organization, and durable materials like flashcards, calendars, pictures, and Velcro match puzzles were constructed by teachers and the PCV with support from local school funds.
The purpose of this project is to meet the unmet needs of the SPED programs. Namely, as a result of this project, all 9 SPED programs will have a fully functioning prevocational program complete with needed equipment like gas burners and pots and pans. In addition, all 9 programs will have working TVs with DVD players so that educational DVDs and specifically DVDs with sign language can be utilized by teachers to assist their students in generalization of skills. In a more general sense, too, funds will be used to purchase educational supplies such as puzzles, scissors, crayons, Play-Doh, and paper so that teachers can actually use some of the hands-on, multiple learning modality teaching techniques that they have learned in past seminars.
Note: This summary was provided by a Peace Corps Volunteer and the community administering this project.