My work at Shilpa has been very interesting. The school services about 140 multiply handicapped children, all of whom have a mental disability of some kind. The children, for the most part, seem happy, friendly, eager and safe. At first glance the school seems ideal, servicing many very needy children at one time in a calm and pleasant manner.
I think many of these children are capable of doing more. Sometimes, as professionals, we tend to settle for what comes easily. Instead of pushing capacity and maximizing potential with kids we satisfy ourselves with the small accomplishments. Though many of the children are non-verbal at Shilpa, many can speak and show signs of further literacy potential. Some of them, even with no verbal skills can learn to play a musical instrument appropriate for their physical abilities. Certainly a large proportion of the children could learn enough to improve their possibilities and prepare them for self-respecting and worthwhile jobs.
In the beginning of my work at Shilpa I delivered 49 musical instruments to the school, a commitment that Paul and I made the last time we were here. Tambourines, shakers, little drums, harmonicas, wooden flutes, and assorted percussive instruments ensured consideration of all abilities and physical restrictions. We even made wrist bracelets with bells so that all children…even those with limited mobility, could participate in making music! There is music for everybody!!!
Upon the delivery of the instruments the teachers were thrilled and noticeably grateful. They claimed instruments for their classes and made a plan about how to share them. The experience was exciting and I felt satisfied with our contribution. Since that day, however, I haven’t seen any of the instruments! The place remained quiet until I decided to engage the staff and kids in music making!
The last day together, with my friend Sajee, I distributed all the instruments to the eager students. Beginning with simple patterning exercises, the children were able to reproduce simple, and then more complex patterns of sound! There was such contagious joy as they each played their instruments and laughed. After a while, we played music and just had fun. Those that could…danced. And those with limited mobility simply made noise! The energy exploded. The children were totally energized. Calming them down with some simple breathing exercises, modelled how to create energy in a classroom and still being able to ‘be in control’. Sometimes I think teachers are fearful of too much noise.
Academic instruction at Shilpa is limited. Teachers supervise simple activities but from my observation, don’t really teach. Teaching requires intentionality. Long and short-term goals are necessary in order to clearly identify progress for each child. Teaching is about setting clear objectives and finding the connections for each student to reach them.
I brought a pile of picture books from my closet in Canada. I realized that, between the language barrier as well as the cultural barrier, and the fact that most kids have difficulties holding books, I would need to modify my approach. The physical action required for reading made the skill extra challenging. Good teaching begins with finding the place where your students are. Once that is established, we can take them to the next step, as long as we are clear about what that step is.
Before class, I cut the pictures out of several of the books and glued them (I always travel with a glue stick) onto large slips of paper. After distributing the cards to the kids the next morning, they each dictated a sentence, in Malayalam, for the pictures that they had. The teachers transcribed the sentences onto the paper. Each child was instructed to ‘write something different than the one before”. The children did well, offering diverse ideas and contributing to an array of sentences for each of the illustrations. They were pleased, and, familiar with their own words, several of the students were even able to read it back.
I find working with multiply handicapped children exciting. Even with my belief that all kids can learn, finding the appropriate connection for each child is unique and very specific. Perhaps it is the language barrier. Too much of my interaction with the children is lost in translation! Maybe it’s the attitudes of the teachers who seem a bit too complacent about keeping their students happy and disciplined. Expectations are minimal. Simple completed tasks are accepted as enough with no effort to push a little more. Children are engaged in repetitive tasks that do not offered challenge and opportunities for growth. I tend to push harder and look for ways of pushing just a little bit more. Sometimes challenge, and some degree of pain, is good for growth.
The Shilpa School has a strong history of success and is certainly a haven for hundreds of beautiful children, many of whom might be out on the street bordering on the edge of survival. At Shilpa they are given a bright, pleasant, friendly place to be and everything they need for daily survival. I look forward to my continued involvement there and feel grateful to be associated with such a wonderful place!
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