Post on 13-Jan-2016
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Ranga Rao Memorial Schoolfor the Disabled Danielle Pelletier & Rana Sulieman
NR Group
Founded by Sri Ranga Rao Founded in 1948 Started off doing incense,
electronics, fragrances, etc.
“Core Competencies” Multi-core organization NR Foundation: non-profit
charitable trust of the NR Group
NR Foundation
Non profit charitable trust of the NR Group Emphasizes “Corporate Social Responsibility”
Education is for the betterment of society Promote education through several different programs
and scholarships Project Prerepana: promotes schooling among
children who are dropouts from regular school Vocational Training for Women: empowerment of
women from rural, tribal, and uneducated backgrounds
Project Unnati: Paired with the Cycle Scholarship Program to fund scholarships for children from different schools
Ranga Rao Memorial School for the Disabled
Free residential school founded in 1988
For visually challenged girls from economically disadvantaged backgrounds
The aim of the school is to groom the visually impaired girls to be responsible for themselves and live confidently
Besides a basic curriculum, the girls are taught life-skills, music, dance, and basic crafts.
Mobility training is also a huge aspect of their curriculum.
Ultimate goal: influence these girls to pursue higher education in regular schools
Disabilities in India
The Persons With Disabilities Act (1995):Equal opportunitiesProtection of rightsFull participation
All Indian Institute of Speech and Hearing (AIISH):Utilization of intervention strategiesWorking to increase momentum in the field of audiology and and speech pathologyInteresting perspective
Mobility in Society:Ultimate goal is to give the students equal opportunity and integrate them into the societyPhysical and mental mobility, navigation through the workforceBlindness does not inhibit ability
Danielle’s ProjectConversational English
Goals:Get the students to engage in conversationInstill confidence in their speaking abilitiesExpand vocabulary (specifically conversational phrases)
Syllabus:Songs Games/activities Engaging outside of the classroomClassroom routine
End Result:•Prepared packet of vocabulary (in braille)•Some methods worked better than others (different levels of understanding)
Rana’s ProjectHealth Assessments/Recommendations
Goals:Assess the health status of all students (nutrition, hygiene, sanitation)Create a report of recommendations and suggestions tailored to the needs of the students/schoolEnd Result:Individualized health reports for every student
Noting habits, pressing issues, height/weight, etc.
Final report for public health goals and personal recommendations
Methods:Interacting with the childrenObservation was important to assess behaviors and habits
Touring all the facilities (dorms, bathrooms, kitchens) to make note of the most important issues
Social Determinants of Health
collaboration between health & education
There are several social determinants of health, the most evident at this institution are education, economic status, and gender
Trends:Stigma attached to reproductive health
Menstruation Sanitation
Different backgrounds account for different receptiveness to health & educationThere was a lot of collaboration between the two projects
Units on health, nutrition, sanitation, and hygiene
Reinforcements for good, healthy habits
AssumptionsPre-conceived assumptions about the experience/project
Around the same level of visual ability.
Similar foundations in the English language.
English language is universal (discounting the accent).
Visual disability would be a huge set-back in teaching
Similar health concerns as the United States.
No need to adjust for cultural differences in the classroom.
Challenges/Obstacles Setbacks that needed to be overcome
The language barrier was more severe than expected.
Varying home environments cause for the difference in backgrounds in English.
Initial lack of confidence, shyness. Finding solutions to problems without
compromising but keeping limited resources in mind.
Took time to combat insecurities in speaking.
Different levels of disability needed to be accounted.
Personal discomfort in disturbing the schedule, taking time from other teachers.
Cultural ExchangeCross-cultural exchange of ideas/knowledge
Learning comes from both ends! Braille Kannada (kind of) Indian food (coconut barfi) Dance/music Culture (individualism vs.
communalism) Family structure
Cross-cultural exchange of perspectives
Very accepting and eager to show culture
Outside of our immediate project we had many opportunities to experience Indian culture
End Result Best moments
End Result Best moments