FOURTH VISIT MAY 2016
TIME TAKEN; 3 WEEKS
As it was our wish to extended this project to more schools in Kisumu and Kenya as a whole, our link person identified two more schools which we were to work with during our visit. These schools were:
St Anne Ahero Primary School
Rabuor Primary school
St Anne Ahero Primary School.
This is a regular elementary school with a special unit for children who are not able to follow the normal primary school curriculum. The unit has one teacher and 16 pupils. These children have different functional levels. There are pupils who could not read totally and others who could not count. Others who could not identify 1,2,3 and others who know up to large numbers such as 83. We divided the class into two groups. It was important to make these groups due to great difference on the functional level though there was only one teacher.
Our first assessment was to start reading to establish the functional level of the pupils.
With one group which had problems with counting we started with numbers 1,2, and 3
One of the boys was never in class, stayed inside during our lesson. After the lesson he came to me (Netty) and whispered “Thank you. You are a good teacher.”
This unit had a major problem with the small desks. It was difficult for them to place their reading boxes and rulers. We had to improvise and we bought for them clipboards which they placed on their desks to increase at least the width of the working space.
After working on numbers for one week, the children were able to count and identify numbers 1,2, and 3 this enabled us to continue with number work to the next level.
Reading was going on well and very fast the class could read till “a hat.”
During the last week, reading was going on well with the small books. The children liked the reading materials we had brought.
For the good group we showed them how to learn numbers up to 10. And we showed how to pay
Rabuor Primary School
This is an elementary regular school with a special unit for children with mental handicap. The special unit has 17 pupils in one class with 4 teachers. We found a very big difference in their cognitive level of functioning. We made 2 groups. Group 1 had 11 pupils and this was the better group. Group 2 had 6 pupils who had very low level of functioning. The classroom was big enough and we had no problem of placing the pupils at different corners of the classroom.
Our first lesson in this class with the good group was counting till 3. And they read to “ tin.”
Next school session we worked with both groups. The good group read up to “I sit.”
They made good progress in counting and quite a number of them could count till 9 and they understood the number values up to 9.
With the other group we did picto-reading. The good progress we had was another girl whom we were told would not talk to anybody. During our lesson this girl started uttering words like one, two etc.
A boy who was very hyper-active and could never sit in any lesson for more than five minutes, stay in the class and he was very happy with the teaching / learning material which we were using in our lesson. He was in the class throughout the lesson and worked with me (Netty) till the end of the lesson.
When we made our final visit of the weeks, the good group had read up to “a hat.” The second group was going on well with picto-reading.
We had very little time during this session and so we didn’t do much with counting. ( Number work.).
Progress in the other schools.
Magadi Primary School (Magadi special unit)
There was good progress by all the children. By this time the teacher was working with nearly all the children in the unit. Reading was going on well and some children could read without assistance.
Numbers concept was well understood and some pupils could count up to 10.
When we found out that counting could go up to 10 we introduced using tens (;10, 20, 30 etc.)
We introduced some children to maths by increasing a number by one (plus) or less one (minus) for example we would give 8+1 or (8-1.)
We had introduced money in our earlier visit. At this time there was great progress in teaching money.
In her final address to other teachers when we were leaving ,the head teacher of the school asked the teachers to use the same method we had introduced, in the regular classes with children with specific learning difficulties such as reading and numbers problems.
Kosawo Primary School (Kosawo Special Unit)
There was good progress with reading and numbers in the first group.
The reading was going on well. The children would arrange all the letters in the letter box well with minimal assistance. Every child liked this. They knew the letters and they could make words with the letters. They could read the small reading books with minimal assistance.
There was good progress in counting. The pupils knew the numbers till ten. They had started doing maths also.
The second group which was not very good were making good progress with picto-reading. They were enjoying reading the small colored books.
The teachers had introduced them to numbers.
Pand Pieri Special Unit
The teacher was trying very much to teach counting and reading. There was progress.
There was a major problem at the school. There is an integration program at the school. Some of the pupils in the special unit are taken to the regular classes during the learning session of these children at the unit. They miss reading and number work lessons.
A few pupils stay in the class full time for the whole day.
When we realized that there was a problem of integration at the unit, we discussed this with the officer concerned. These were the head teacher of the school, the director of the Leonard Cheshire Disability Organization, which is implementing the integration program and the Education. Assessment Officer who is in charge of placement of learners with special needs into schools.
After our discussion, we came to an agreement that the children in the special unit will stay in their class during their learning time. They will join the other pupils in the integration classes for activities such as music, art and craft, physical education lessons and any other social learning program.
We had meetings with the following:
1. Members of the Inclusive Education at Leonard Cheahire Disability
Madam Orpa Ogot, Director Leonard Cheshire Disability (Integration project)
We arranged for a meeting with this group so that we may work together for the success of our project .We came to realize that the Leonard Cheshire Disability (Integration Project) was carrying out integration for learners with mental handicap at Pand Peiri Special unit..
When we visited one of the classes where a pupil from the special unit was integrated, the pupil was not learning much. He was not following the lesson and was disturbing five pupils who were sitting next to him.
Our meeting was fruitful and we showed the Director our teaching/ learning materials. She promised to look into ways of doing a meaningful integration.
We met the Maseno University Special Education Department .We met
Prof Edward Kochung ; Deam , Faculty of Education - Maseno University
Dr. Peter Oracha : Chairman Department of Special Education, Maseno University.
Mr. Tobias Ogutu: A lecturer in the Department of Special Education , Maseno University. He was appointed to co-ordinate our program on behalf of the university and report to the chairman.
Also this time we were traveling with a lot of luggage as books and letterboxes.
Monday 26 June.
There is no school, because it is the end of the Ramadan. At the Lutheran school we organised all materials. In the afternoon we have a meeting with a reporter.
We started with visiting every school we worked to make movie for the congress.
Visit of Pand Piri school. One teacher is working with reading, one with counting. Counting till 10, reading till: a kite. Chantal the girl who did not speak is started with reading and counting.
The problems with inclusion are solved.
Visit Nanga school. They started February 2017 and what a progress. Reading: an ant, and counting till 3. They are one hour a day in the special class. (Inclusion school)
Visit Obwolo, again a school that started February 2017, an inclusion school. The pupils of special need are only one hour a day in there special class, and what a progress. Reading: a bus (page 11) and counting till 10. One day the teacher does reading, the next day counting. The class was divided in two groups.
Mikel the boy who did not talk was now talking!
To Sint Ann a Hero. There is a big change of pupils but instead of that there is big progress. Brian is reading perfect, another pupil is counting till 100.
A new student Alphons is a non-talker. By picto reading he starts talking!
To Rabuor school. In the big room are 4 groups working on a different level. Every group with another teacher. The best group make very big progress. Reading till page 15!
To Kosawo school.
We see pupils paying as 48 K Sh. Counting till 100!
In the class are new pupils with a lot of behaviour problems.
To Obinju. They started in February 2017 (inclusion school)
Counting till 3, reading page 5. Great progress.
To Magadi school.
Reading till page 14, some children can make plus and minus sums. Nema, the girl who did not speak, is now speaking!
We talk about starting a carpenter object for the big boys.
We meet the Dean of the university prof. Kochung. We talked about the congress and our participation. He suggest to talk about Peetjie’s integrated live but we wanted to talk about our work in Africa. He decided that we can talk twice. Both plenary!
To Disciples of Mercy.
Started February 2017. Reading real good, counting till 10. The school needs more material as letterboxes.
We look to reading and paying money and make movie.
Preparing for the meeting on Saturday.
Meeting for the head-teachers. There are 30 persons and we have a good meeting of a whole day in a hotel in Kisumu. I talk about all parts of teaching and they have to work with the materials. It was a perfect meeting, a lot of schools are waiting for us, to start with the methods.
We make the movie for the congress. In the movie are all 10 schools we are working. We show the big progress in every school. We make the lectures for the congress. They are both with PowerPoint presentation. Peetjie looks witch part she is going to play on her clarinet.
This week we are visiting new schools. The schools who are most interested to start with the method. (We have to make a choice, it is not possible to visit all schools)
Neverland. The pupils are integrated in classes. We work with 4 children. 2 with very big behaviour problems. Teaching is not possible, first they have to work at the behaviour. With the other two children I started picto reading and counting 1,2,3 .
To Levi’s haven.
A school with 10 pupils all handicapped. The school is stiffed by the parents of Levi. There are two classes.
With one class we started with: I read, and counting.
In the second class were two children who did not talk. With them they have to start with picto-reading, may be in Swahili.
We have a meeting with the institution of Inclusion. (Orpha). We showed her the results of the schools we are working and told about it. We decided to co-operate.
To Monika Ombanka. A big journey first with a bus and then half an hour with a pikki-pikki (motorbike).
A school for mental handicapped children with day and night care. They also are visiting children at home. We worked in 3 groups. The first group was amazing. The teacher had visited the lectures in February and started with teaching our methods nearly without materials. With reading they were at page 5 and they understood counting. (They used stones instead of wooden blocks).
One group was with small children and I advised to start picto-reading in Swahilli.
An inclusion school. Children with mental handicap were always in a regular class. They were taken out of their class an I thought them in front of a regular class! One of that pupils did not know one letter after teaching two years. I found out the girl was not able to see the letter on the blackboard. None of these children could read or understood numbers, learning in a regular class is not possible for mental handicapped. We advised the head teacher to take out these pupils for some hours a day and to teach them separate.
To Joyland. An institution for physical handicapped, but there were also two classes with pupils with physical and mental handicap.
We visited both classes and advised to pronounce the letters as they are pronounced in the words. We showed how to use the materials for counting and reading.
We discus if it is possible to make the materials in more schools. Because our goal is that all materials in the future will be made in Kenya.
Second day of the congress.
In the plenary session we gave a lecture about our work in Kisumu. We showed the results we already had after such a short time. It is clear that pupils with a mental handicap are able to learn reading, counting and paying. And only when the can handle this subjects they have a change to live integrated. Learning reading, counting and paying by mental handicapped is only possible with special methods. We showed the methods and materials to use by teaching mental handicapped pupils.
We discussed with prof Kochung how to go on. And we decided to come back in October to work together with the Maseno university of Kisumu. We are glad the university will work together with us. Because our goal is that Kenya can take over our project.
Time taken 3 weeks
This time it was our wish to organize a meeting for the teachers of special need schools, and schools with a special need class.
We wanted to started a foundation in Kenya with an own bank account.
We wanted more schools in the project.
First week we visited all school which were in the project and we made movie to show on the meeting for teachers.
Magadi Primary School (Magadi special unit)
There was a good progress in this school. Counting and reading made progress. Special counting over ten was well done.
There was a girl who did not talk. By use picto reading she started talking.
This time they were situated in another classroom, big and very nice with nice tables.
The school use the material also for other children with learning problems.
There are 4 teachers who help also children who are not in special need class.
Pand Pieri Special Unit
There was good progress. The children were now in the special class by reading and counting and not in the integration class. With counting they were up to ten. The teacher got material to start paying money.
Chantal the pupil who did not talk first time we were there was now talking, she changed so a lot.
St Anne Ahero Primary School. Special unit.
There was a big change in pupils. Some children were in regular class. The school is working with an integration program. Children from the special need group are in regular class, but the teacher from the special need class control their work and teach them.
They have still the very small desk which is difficult when the use the reading box and books.
The class was divided in two groups during counting.
In reading was big progress.
Rabuor Primary School
Very big progress. The class was divided in more groups because there is a big difference in cognitive level. The best group was very high in reading and counting.
There was a lot of noise in the class, but still everyone was working.
A new pupil, Halo did not talk. I put her between two other pupil and started picto reading. After a short time thee were the first sounds and first words.
Kosawo Primary School (Kosawo Special Unit)
The same two teachers are in the special need class and there was a real big progression.
Writing, paying till 100 K Sh, reading, real good.
There are new pupils in the class. With them I started picto reading. I had to correct the behavior, but then I was going good. Later I did with them counting, also that was going real good They know perfect what was one and what was two in in very short time.
Lutheran Special School
I work with a groups of new pupils. I start reading it goes real good. In a short time they know 2 letters. Next day I learned them to write that letters. And one day later I worked again with this group and they know perfect three letters, without a mistake from anyone. It showed how quik pupils can learn to read and to understand how to make a word from the letters they know.
With another group who could count to ten I started paying 1 to 10. Without any problem.
A group who is very far in paying demonstrated how to pay between 10 and 100.
We had to organize the meeting for the teachers. There was a lot of interest from the schools. We decided to ask all participants to work with the materials after each lecture. For that, we had to make a lot of materials as letterboxes, rulers, money ect. From Holland we took with us a sawing-machine to make the letterboxes. Wil, David, the carpenter teacher, and the pupils worked hard to make letterboxes and all the materials we need. In the sewing class they made bags for the materials, the pupils were sewing on the sewing-machines.
The meeting should be on Wednesday and Tuesday but the Teachers service commission decided at 1st February that meetings only were allowed in weekend or holidays. So the meeting were put off to Friday and Saturday. In this special case it was permitted to start on Friday.
The meeting was in Shaloom hotel, two days from 9 o’clock till 4 o’clock. Each day there were 45 teachers from 35 different schools.
First day after introduction we talked about reading, picto reading and writing. By eacht lecture was first a presentation with power-point, than a movie made in the school we already work and then the participant worked them self with the materials.
In lunch time and tea break the hotel took care for food and drinks.
Last day were lecture about counting from 1 to 3, counting over ten and paying money. In the afternoon was a demonstration from pupils from the Magadi school. They showed that with this material pupils with a mental handicap can learn to read.
Every participant got the instruction manual, the book: I read teller by letter, a picto reading book and the four reading books.
It was a very successful training. There was showed that pupil with a mental handicap really can learn to read to count and to pay money. And that the material for teaching mental handicapped pupil is now available in Kenya.
Obinju Kanyakwar Primary school
A school with a special need class. There are 14 pupils. The teacher was in the meeting so she knew a lot about the materials. I worked with the pupils in reading and counting. It was all going perfect. There was a big room and I could teach all the pupils. They liked the material and were working very well.
St. Vitalis Nanga Primary School
(school near lake Victoria)
Shool with a special need class with 8 pupils. I very big room with good desk. The teacher had been in the meeting. I worked with the material for reading and counting. It is going perfect. The teacher and the director are very enthusiast and the believe it will going good.
For one pupil is talking very difficult. It is better to start with him with picto reading in a small group.
Disciples of Mercy Academy
A big nice school with 5 special need classes for 50 pupils. Each class has 2 teachers. One class is special for pupils who are autistic. In this school we saw also pupils with Down syndrome. The classrooms were big and the desks were nice. Beautiful school. The pupils in the special need class had already started with reading and counting. We saw the classes for older pupils, they were taught in sewing, carpeting, catering or art. The made their school uniforms and all thy needed for carpeting in the school. They worked also for other schools. Some pupils had a payed job after leaving school.
I worked with 16 pupils with reading and counting. I showed how to use only the letter-sounds (no words as e is from egg) and put them together for the word. And how to teach going over ten. The most difficult part in counting, really understanding about tens.
Obwolo Primary school
(school in the mountains)
Regular school with one class for special need children. There are two teachers on that time there was only one in the class..
There were 16 pupils in one class. They were sitting in a classroom without tables, just sitting in a chair. I started teaching from the blackboard. Later on half of the class was sitting in a chair round the front table, the other stand around. After a while the pupils have to change, so everyone could work with the material.
One boy was not speaking. Every time I give him his turn and after some time he started to talk. He was also looking at me, normally he did not look to the teacher. In this school was integration. Pupil were sitting in a regular class but mostly they were not able to follow what was done in the class.
Making new organization and bank account
It was important to make an organization from PIT in Kenya.
The organization is called: Personal, Integrated and Therapy, PIT, with an own bank account at the Berkley’s bank.
In the organization is:
Mr. Richard Omondi- Chairman (head teacher Lutheran school)
Mrs. Phoebe Kitoyi- Vice -chairman (haed teacher Magadi school)
Mr. Mark Odhiambo- Secretary (Teacher Luteran school)
Mrs. Lilian Abonyo- Assistant secretary (Teacher Magadi school)
Mr. Ibrahim Odhiambo- Abila Treasure (Teacher Lutheran school)
Mrs. Netty Engels -Trustee ( PIT Holland)
The trustee from PIT The Netherlands has to agree with a purposely
First day of the congress.
3rd biennial international conference on inclusive education
In the plenary session we give a lecture about Peetjie’s integrated life. Peetjie was also speaking by herself and played on her clarinet.
We heard a lot, also about the situation in other countries in Africa.
TIME TAKEN ; TWO WEEKS
We made a second visit to Kisumu to make follow up on what we taught in October 2014. We worked again in Lutheran Special school. Our goal was to show that it was possible for leaners with mental handicap to learn how to read simple words, to write, count and use money just like any other child .We made two groups by selecting from each class pupils who have shown the potentials of reading, writing and counting .Group A was more capable and within one week of teaching them every day, they were able to read words and small sentence. They could read: tin, sit, ant, I sit, I sit in an inn, an ant in an inn etc.
The pupils were able to make the words on reading rulers. Later we guided the pupils to write the words on the black board and on paper. First it was by looking at the word and writing it , then we continued a step further of saying the word and the pupil writes it without looking at it. There was good progress .Reading and writing was going on well
Counting with group A was advancing and all the 15 pupils who were in this group could count up to ten. They understood the number concept and number value very well. Thanks to the teachers who continued with our work when we left after the first visit. If you would ask for seven or ten blocks the pupils would you give them
Group B were also making good progress with reading and writing, the only problem was that they needed more time and more practice
After seeing this great progress we approached the Education and Assessment Resource Centre Officer who is in-charge of all educational and placement of children with special needs in Kisumu to allow us to show more teachers of special schools and special units for children with mental handicapped in regular schools, the methods we were using at Lutheran. The office accepted through our link person at Lutheran special school. One day workshop was organized at Lutheran special school hall. Each special school and special unit sent two teachers we had a total of 25 teachers attending the workshop and education center representative. We conducted the workshop and demonstrated how to teach counting, reading and using money. We worked with groups we had made at Lutheran special school. The demonstration was successful, the teachers were shown how to teach reading, numbers and using money in such a short time it was all amazing. Our advice to the participant was ‘ go and do the same in your respective schools to fulfil our motto- Learning for everyone.’
THIRD VISIT OCTOBER 2015.
TIME TAKEN 3 WEEKS
This time round we continued working at Lutheran Special school. We extended our project to other three schools whose teachers attended the workshop we organized in May 2015. The schools we went to were ;
Magadi primary school
Kosawo primary school
Pand Pieri primary school
1 Magadi Primary School Special Unit.
This is an elementary school with a regular school program from class 1 to class 8 as the Kenya school program runs. It has a special unit for children with mental handicap. The unit has 24 pupils placed into three classes. Those who had just joined and do not have the basic skills are in the first class. They are young and do not have enough social skill. The second and the third group have some basic skills which would enable them function effectively in a learning situation.
We divided a class into two groups. The situation was the same like what we had at Lutheran special school. Most pupils could not give you seven blocks if you ask for seven.
We started reading with the picto-reading books. This did not take a long time. We introduced reading using the book “Letter by Letter” We demonstrated to the teachers how to use letter ruler, after just one week we went back to the school and the results were amazing. There were 8 pupils who could read simple sentences from the book like: “I sit,” “an ant”, “an inn” “I sit in an inn” etc. They could also count up to 3 and a few could count up to ten perfectly. Their knowledge of numbers up to ten enabled us to introduce money, we introduced 1shiling up to 9 shillings and this was working out well. We left the teachers to continue until we would be back.
Pand Pieri Primary School
This is a regular elementary school with a special unit for leaners with mental handicapped. The unit has one teacher, one classroom with 15 pupils. This school is implementing an integration program. Some of the pupils in the special unit would leave class at times and join the other pupils in the regular classes
After just one week some pupils in the unit would count up to 3 and give us the number value of 3. They started to read the book we made using the same method we had used in other schools.
Our surprise was a young girl called Shantel whom we were told does not talk. After working with the girl for only a few days the girl started to talk. During the reading lessons she started by making some noises and by the time we were leaving the girl started to repeat words after the teacher. Now the girl speaks though in a low tone.
We left and asked the teacher to continue with the work we had started.
Kosawo Primary School
This is an elementary school with a special unit for children with mental handicap. The unit has 2 teachers and one classroom with 16 pupils. To work with the unit we requested the teachers to make two groups. We first worked with the group which had some skills. We took them through the same process as we did with the other schools.
By the time we were leaving the school some pupils could read “ I sit,” “a tin”, “I sit in an inn,” etc. Some pupils also could count up to 9 which was good but we did not introduce money. The teachers were to continue from what we had done.
At the same time the work at Lutheran special school was going on well. Some of the leaners could write sentences on the black board and could understand what they were reading. We had started using money and some pupils could use money using hundreds. As we were working with these special groups the work in other classes were also going on well.
The main problem we experienced in most classes was the big difference in their cognitive ability. This made it difficult to work with a whole class at the same time. When it was easy for some pupils to understand the concept we were doing in classes, the others found it very difficult. We made a recommendation to the teachers to divide such classes into two groups.
It was unfortunate for us during our last week of stay in Kisumu. The national exams were on so the special units were closed down to allow the exercise to continue. Therefore we did not make a conclusion during that time.
We arrived safe with again a lot of luggage as books and letterboxes. First day we met Mark, Ibrahim and Phoebe
Meeting with the new director of the Lutheran school
Pand Piri. We meet the new director and talk with her about vocational training. (Tailoring) In the class is a new group, they started with reading.
One child is not talking and I started with the picto book in Swahili. And he started talking!
To the shop for a sawing machine.
Meeting with Leonard Cheshhire disability. We started working together. 7 schools will be trained in the training program.
Meeting of PIT Kenya.
St Ann Ahero. 3 pupils made really greed progress and are now in normal classes. The pupils are sometimes integrated, sometimes in the special need class. Greed progress.
Rabuor. In one room are more groups working. Every one works on his level.
One boy could go back to normal school!
Obwollo. One new group from pupils from different classes with reading problems. Very nice to see how interested the pupils are to learn reading in a good way. The other group made real progress, reading in reading book 2 was excellent.
Neverland.We worked with 3 pupils. 2 of them made good progress. One could recognize 3 letters in a short time.
some children have to learn to match first with pictures, later on with numbers or letters. Behaviour is very important.
Levi’s heaven. Two pupils made big progress in reading and counting. Two others know some letters and numbers.
Mercy Akademie. Progress by a lot of pupils. Reading page 10. The pupils know the numbers till 10, some till 100. Take care that the letterboxes are okee!
Sint Ann’s Akademie. A new school. All pupils are integrated. They wanted to start with pupils with reading problems. We showed the materials. The school wanted to work with the method.
Kosawo. It is a pity that the letters are not in the boxes.
Very different pupils in one class. With the youngest ones, I tried to count till 3.
The sawing machines arrived. We picked it up and brought it to Magadi.
Meeting PIT Kenya
Buying two sewing machines.
Buying material for the carpenter class.
Making material for the workshop
Kowuor. Pupils who are bad in reading get lessons in reading. They are not using our method, but a book from grade one.
St Monica Ombaka. Hard working group. Most pupils are round 20, but they work real hard and make progress.
Karanda. New school. I worked with 5 pupils.
Nyanganda. New school. 8 pupils are bad in reading. The school did not have the good materials. The teacher was working very good.
Bungo Korage, New school, worked with 4 pupils with reading problems. the school tread to keep up pupils with reading problems by giving lessons after school time. The head teacher is worried about children who are not coming to school by their mental handicap.
Bar Union, new school. The teacher who had followed the workshop was ill. The teacher who was in the class was not informed about the method. She will get information. We worked with 10 pupils. Ibrahim is going to the school after we left to help them to start the program.
Alara, new school. Very motivated teacher. Was working very well with reading with good result. It was perfect when she could make two groups.
Meeting PIT Kenya.
Making picto book in Luo
Obinjo. The group was now very big about 30 pupils but they worked so good. There was not enough material but still every one was working. A second teacher shall come to the workshop.
Magadi We were in in normal class were they thought children with reading problems in the class. they were sitting in front and get other material. It was working perfect. Some were by that, ahead of the class.
Meeting with people from the university, minister of education, headteachers, school inspector, Director of education, National Union etc. Everyone was real interested and wanted to go on with the method of PIT Kenya
Meeting PIT Kenya
Workshop for 40 teachers. 6 people from Mombasa.
second day of the workshop. Again with a lot of interest and success.
Using the new sawing machine in Magadi
Magadi working with a second group of most new pupils.
Meeting with Leonard Cheshire Disability
To the Maseno university. We talked with prof Nyokabi Chairperson Department of special need education, Prof Odek, Dr Odeny, Prof Akach. And we met Prof Litondo Acting Deputy Vice-Cancellor Academics and Prof Chacha Deputy vice -Cancellor Research an Linkages
Sint Clara. New school. An orphan house with a school. A lot of interest to start working with the materials from reading
To the printing shops for printing new books.
To Dr J. Obiero Ogone, the minister of education from Kisumu.
Nanga. The senior teacher goes with us to the class, he has never seen the work. He is very enthusiast about the method and the progress. Again there are more pupils following the method. Writing is excellent.
In the evening we go for a vacuum cleaner . we need it behind the sawing machine. By the rain and a broken tube of the bus it took about 2 hours.
Maseno mix primary school.
It was asked by the minister. On every school we saw were the same problems about reading. I think it is because reading done in English is the 3 language after Luo and Swahili. By that the method has to be very clear with a lot of pictures.
Kanymamedha primary school. A very nice new building. We explain our work.
Meeting PIT Kenya.
Everyone wanted the success for our work. We are all going for the mental handicapped of Kisumu.
Last day. We count the books and put all material in Magadi.
It was again a very successful time.
PIT Kenya is working very well and with a lot of success.
We go on. In October we wanted to go back and work together with the university.
TIME TAKEN ; 2 WEEKS
At the invitation of Lutheran Special School in Kisumu Kenya we were accompanied by Harold and An who had been here earlier as coaches for students from Kellebek college.
Lutheran special school for children with mental handicapped is a public school in Kisumu started by Lutheran church missionary, Sister Salme Rinta Komsi from Finland in 1985. Since then the school was then handed over to the government. The school has a population of 102 pupils. Their ages range between 8 years to 20 years. It has four classes offering pre- academic skills that are pre-primary class which acts as the nursery class, primary one, two and three. Then the other classes are vocational classes. The vocational classes start from a pre-vocational class to vocational classes which are tailoring class, carpentry class, Agriculture class and a home management class. Then there is an autism unit.
When we arrived at Lutheran special school we had no good information on the functional level of the pupils. We thought the pupils had number concepts and reading skills .To our surprise it was not so. Some pupils would count up to 20 but if you ask them to give you three wooden blocks we were surprised that most of the pupils could not give three blocks. Very few of the pupils could read simple everyday life words like cup ,tin, dress, toilet ,bus. Therefore we had to re-think of what we should do. and how we should start.
We started with counting from one to three only. We made special counting materials as small wooden blocks, a number ruler and other counting material.
For reading we started with picto-reading, we developed small books of ten pages .It was not real reading. It was a picture and under each picture there was a word or words relevant to the picture. For example ;A picture of a boy eating; under the picture the word ‘ I eat’ ,a girl sitting under it ‘ I sit’ ‘.we went with such simple reading techniques using pictures until we added a third word like ‘I eat mango’ ‘I eat fish’ etc. as much as possible we were using the local pictures and words which are commonly used by the community around.
At the beginning it was difficult because the pupils were not used to this kind of teaching and class organizations.
After our first week at Lutheran special school, there was good progress with reading and counting.
Showing number 3 they gave us three blocks, clap three times or made three steps.
The number concept started in all the classes but there was a very different level of cognitive functioning between the students in every class. It was hard to teach the class as a whole so we had to divide the classes a lot of times into two groups.
By the time we were leaving Lutheran special school picto-reading was going on very well. The pupils showed interest and they were reading using the pictures. The number concept till 3 was well understood and they started to understand the number value.
Back in Holland
When we came back to Holland we developed a book for teaching reading .We called the book ‘ ‘I Read Letter by Letter’ it is based on the idea of reading one letter more on every page. The book started with the letter ‘ I’ then the word ‘ in’ ‘ tin’ ‘,sit’ ‘ ant’ ,etc. In every page only one letter more was added. From page 5 each page was accompanied with a small reading book, In the book the same letters the pupils learned from the main book are used to make more words for more practice in reading.
For numbers we made more materials for counting as blocks and rulers. We made printed money for teaching how to pay using the local currency, The money was scanned, printed and laminated to make it last longer.
We made reading rulers and developed letter boxes to help the pupils to read .
For writing we made pages, always one letter, to copy and to write.
Netty, Wil, Peetjie Engels. (Angels family)
Personal Integration and Therapy