Productieve activiteiten/productive activities: skills training (2021)

Productieve activiteiten: skills training

WORK UG is sinds geruime tijd bezig met het bouwen aan een functioneel curriculum voor kinderen en jongvolwassenen met een verstandelijke beperking. Ze leren vaardigheden die ze binnen hun leefmilieu nodig hebben, nu en in de toekomst.

Voor een deel komt het neer op het formaliseren van wat kinderen doorgaans leren in het gezin: voor zichzelf zorgen, helpen in het huishouden, zich bewegen in de sociale omgeving b.v. sporten… Het dagelijks leven vormt de inspiratiebron voor het programma.

Voor de jongvolwassenen komt daar ‘werken’ bij. Het programma ‘productieve activiteiten’ focust op huishoudelijke vaardigheden -koken, bakken, tuinieren, dieren houden. Voor de jongeren van PROUD Uganda is het tegelijkertijd een stap in de voorbereiding op het werken in het cafetaria.

Voor elk onderdeel, b.v. koken of tuinieren, is nagedacht over welke vaardigheden de jongeren moeten leren. Per individu wordt gekeken hoever hij/zij staat en wat de werkpunten zijn.

De jongeren zitten geregeld samen met de begeleiders om allerlei aspecten van het programma te bespreken. B.v. wat ga je in jouw tuintje kweken? Wat zullen we volgende week bakken?

Elk groeplid houdt een fotoalbum bij. Dat maakt het gemakkelijk om het programma ook met de ouders te bespreken.

Productive activities: skills training

WORK UG has been building a functional curriculum for children and young adults with intellectual disabilities for some time now. They learn skills they need within their environment, now and in the future.

In part it comes down to formalizing what children usually learn in the family: taking care of themselves, helping with the household, moving around in the social environment e.g. sports… Daily life is the source of inspiration for the programme.

For the young adults, 'working' is added. The productive activities program focuses on household skills - cooking, baking, gardening, keeping animals. For the young adults of PROUD Uganda it is also a step in preparation for working in the cafeteria.

For each part, e.g. cooking or gardening, thought has been given to which skills the young people should learn. For each individual it is checked how far he/she stands and what the working points are.

The young adults regularly meet with the counselors to discuss various aspects of the program. E.g. what are you going to grow in your garden? What shall we bake next week?

Each group member keeps a photo album. This makes it easy to discuss the program with the parents as well.

Tuinieren / gardening (2021)

Leeractiviteiten 2021

Productieve activiteiten: tuinieren

Tuinieren: meststof voor de tuin

Elk jaar maken we vooruitgang met tuinieren. Oefening baart kunst.

Het project heeft een grote tuin waarin we groenten en fruit kweken. Daarnaast heeft elke leerling zijn individueel tuintje waarin hij/zij begeleid wordt bij het kweken van zelf gekozen groenten. De opbrengst mag de leerling mee naar huis nemen.

Tuinieren: aardappelen rooien

Zelf ben ik een leek in tuinieren. In grote lijnen zie ik dat er heel wat werk is met het klaar maken en bemesten van de grond. Vervolgens worden er plantjes aangekocht of ze worden overgebracht van het eigen zaaibed.

We hebben een grote watertank en de kinderen van groep 1 die nog niet voluit deelnemen aan het bewerken van de tuin helpen bij het gieten van de planten. De tropische warmte gecombineerd met water doen de planten omhoog schieten.

Ik sta verbaasd hoe de grond en het klimaat invloed hebben op het eindproduct. Oogsten is natuurlijk één van de plezantste zaken. De schooltuin heeft een positieve invloed op de samenstelling van de maaltijden van de kinderen. Meer groenten en meer variatie.

Extra luxe biedt het fruit: we kweekten o.a. passievruchten en aardbeien.

Tuinieren: fruit

Productive activities: gardening

Every year we make progress with gardening. Step by step we’re becoming specialists.

The project has a large garden in which we grow fruit and vegetables. In addition, each student has his individual garden in which he / she is growing self-chosen vegetables. The student may take home the proceeds.

Gardening: beans

I myself am a layman in gardening. Broadly speaking I see that there is a lot of work with preparing and fertilizing the soil. After we purchase plants or transfer them from our own seedbed.

We have a large water tank and the children of group 1 who do not yet fully participate in working the garden help with the pouring of the plants. The tropical heat combined with water makes the plants shoot up.

Enjoy the fruits of PROUD garden

I am amazed at how the soil and climate affect the final product. Harvesting is of course fun. The school garden has a positive influence on the composition of the children's meals. They eat more different vegetables.

The fruit offers extra luxury: we grew passion fruit and strawberries, among others.

Het PROUD project van vroeger tot nu (3)

Kalken Mondiaal. WORK Uganda.

Uit het leven gegrepen

 

wijdverbreid in Oeganda en ook toegepast bij ons: droogbonen kloppen

Het project vertrekt steeds van de rijkdom aan bestaande Oegandese praktijken. Wat doorgaans geleerd wordt in het gezin of in de gemeenschap wordt in het project voor jongeren met een verstandelijke beperking tot een boeiend onderwijsprogramma gemaakt. Het curriculum kreeg als titel: “uit het leven gegrepen”. Wat de kinderen/jongeren leren is direct nuttig, bevordert hun persoonlijke groei, hun participatie in het gezin en in de gemeenschap. Onze jongeren zijn fier dat ze mee tellen en wij zijn fier op hen. Vandaar de naam PROUD-project.

de nieuwste hype in het PROUD project varkens oppassen en zelfs wassen

WORK UG Training centre

WORK UG Training centre is situated in Kabale, Kekubo Cell. We offer training on curriculum for children with intellectual disabilities.

At this time the following training is available:

-Training 1: The education situation of CwID

We look with you at the education situation of children with intellectual disabilities (CwID) in Uganda. From there we find an answer at the question what CwID should learn and how we can create a learning environment that is suitable for them. At the end of the process you will feel empowered as a teacher.

This training is for professionals in education: teachers, inspectors etc.

-Training 2: Curriculum for CwID: self care

A curriculum for CwID starts with self care. Children need to become as independent as possible in toilet behavior, personal hygiene (including menstrual hygiene), dressing, eating, moving around and develop good health habits. We discuss with you the basics of toilet training, how to organize the meal situation etc. etc.

This training is for parents or teachers.

Training is given by:
-Peeters Leon (°1953), Master in Special Education of the University of Louvain (Belgium) and
-Kiconco Marcey (°1994), holder of a Diploma in Education from Kabale University (Uganda). Both have a leading position in PROUD project for children and adolescents with intellectual disabilities in Kabale.

For each training we discuss the formula with you, depending on your time, means and interests. We can accommodate small groups.

Broad curriculum for CwID

A broad curriculum is a curriculum targeting a specific group. We want to make a curriculum at project level (or school level) for children with mild, moderate and severe intellectual disabilities who are in primary and secondary school age.

The final work will be published as

Peeters Leon & Kiconco Marcey, True to life. Skilling children with intellectual disabilities.

Curriculum brochures

Since beginning 2019 parts of the curriculum are becoming available in the form of brochures. At this time the following brochures are available:

THEORY

1. Curriculum issues. 24 pages

SELF CARE

2. Toilet training. 9 pages

3. Personal hygiene. 16 pages

4. Menstrual hygiene. 30 pages

5. Dress and appearance. 22 pages

6. Eating habits. 9 pages

7. Health habits. 10 pages

8. Moving around. 7 pages

PARTICIPATION IN FAMILY LIFE

9. Respecting parents. 13 pages

Electronic versions of brochures can be ordered from kiconcomarcey2018@gmail.com
or leonpeeters53@gmail.com

Curriculum development

Since 2016 we are developing a curriculum for children and youngsters with intellectual disabilities. We got financial help from The Province of East Flanders (Belgium).

In 2016 we studied on how to make a curriculum.

A curriculum for children and youngsters with intellectual disabilities needs to be functional for the actual and future situation of the children. So: focus is not on academics, but on life skills!

In 2017 we wrote down the core curriculum.

The curriculum for CwID is divided in 4 parts:

1. Self care;

2. Participation in family life;

3. Participation in community life;

4. Economic participation.


Some examples of each section:

-self care: toilet training; menstrual hygiene; eating habits; dress and appearance…

-participation in family life: respecting parents; cooking; cleaning; sexual education…

-participation in community life: expressing yourself; use of mobile phone; shopping; church attendance…

-economic participation: gardening; animal keeping; baking; flower shop…

In total more then 60 subjects!


For more details look in the brochure ‘Curriculum issues’ from WORK UG Training centre.

Mission 12: the WORK UG file folder

'Great things are done by a series of small things that are brought together'

Jimmy Okwonga from AD Consult

At the time the first modules of the curriculum for children with intellectual disabilities were ready, we decided to make a file folder to distribute them. Because it was not possible to find an advanced printing company in Kabale, we were looking for a partner in Kampala. 

Big printing machine on small picture 😉

Jimmy Okwonga from AD Consult turned out to be the right partner. Jimmy organized the entire process from exploring what we needed to packing the folders. We worked together on the design, I had the opportunity to visit the company where they printed the folders and saw how others were cutting them. 

           

File folder quality control

The outcome is a nice file folder with images of the PROUD project.

Mission 11 Curriculum research

2018 was booked as the year of curriculum research. In the project we are very busy to write down the curriculum “True of life” for our children and youngsters. The theoretical part is ready. Also all topics of self care are finalized. We have first writings for all other topics: participation in family, community and economic life. But they need also extensive research. In total we address around 70 topics ranging from eating with a spoon, over cooking current meals to end up with serving in our (future) business DELICIOUS (see other post).

In the mean time our project manager Mercy graduated for Diploma in Education at Kabale University with a research entitled: Development of a promising curriculum for children with intellectual disabilities. Case study PROUD Uganda.

Mission 10: external relations

A part from working at the curriculum and the infrastructure, we will also give special attention to our relationship with parents and authorities.

We plan to visit all parents at home and to discuss with them curriculum issues. The home visits will inform us about which skills we need to teach to the children. E.g. does the child brush or not? Does he/she use a tooth brush or small sticks? Is the family eating at a table or holding the plate in the hand? Do they use spoons or do they always eat with their hands?

Parents meeting May 2018: parents, personnel and authorities

We want to be registered by Southern Division and we are preparing a file for them. The Community Development Officer, Kiconco Peace, want to be informed about the children and parents involved in the project, recruitment procedures, parents meetings, the personnel and their qualifications, the actual work plan and future planning and the activity report. As these documents are readily available it does not give us much work to inform her.

Written by Pele

Mission 10: focus on curriculum project

Every year we make a work plan for PROUD UG. It tells us the outcomes we want to reach during the running year.

When I come to Uganda, usually for 2 months, we look at the themes we want to give a boost during that period.

I came first to Uganda in October 2013 to make investigations to plan for the project. Now, in April-May 2018, I’m here for my tenth mission.

The main activity for now is to continue to write the curriculum for the children. Last year we determined the core curriculum. There are four main learning areas: self help, participation in family life, participation in community life and economic participation. Now we are writing on each topic of the core curriculum, e.g. personal hygiene, cooking, music education, renting rooms etc. The topics are 62 in total, so it is a huge job.

Written by Pele

Learning activities group 1: listening and playing music

Children with cognitive disabilities can enjoy listening and playing music as well other children. Music relaxes the minds of children, it makes them happy and excited. 

We are still looking to record more songs and music styles to be enjoyed by the children. Among the instruments our children play we have shakers, sound tubes, drums, xylophone, flute…

We are concentrating on traditional music instruments (e.g. drums), songs (e.g. ayimwigure orurembo =you open the gate), dances (Kikiga dance practiced by the Bakiga) but don't exclude modern music.

As for other activities we are still working on a more in depth study of music education for children with cognitive disabilities. We do so by reviewing its aims, contents, methods and materials. Possibly we will also involve a music teacher (specialist).

Learning activities group 1: cognitive games

Matching

Cognitive development refers to how a child perceives, thinks and gains understanding of his world. Children with intellectual disabilities have relatively weak cognitive capacities. But they can also benefit from brain training games, as can kids with normal cognitive development.

Construction game

In the project we dispose of cognitive games donated by children from Kalken, the Belgian village where our main sponsor is located. Examples of materials: building blocks, jig-saws, matching games, dominoes, sorting games etc. As you can see on the pictures, our children like to play with them.

Learning activities group 1: physical exercises and games

Group 1: physical games

This activity is healthy, promotes physical fitness and gross motor development. Children learn to have a better control over their body movements, it enhances agility and coordination etc. 

Group 1: physical games

  It can even have a positive effect on their future working capacities and preparedness of working together.

Group 1: Arinda our top football player

There are many different physical exercises and games one can play. For instance teachers practice ball skills with the children, like throwing, catching, rolling, bouncing, kicking etc.

Learning activities group 1 (and 2): morning devotion

Morning devotion is for creating a positive mind set so that we can do things well and become active during the day. It creates a feeling of togetherness and stimulates the will to help each other and to practice things with care.

Morning devotion: dancing

Composing elements of morning devotion are singing, dancing, waving, clapping hands and praying among others.

Morning devotion: praying

On the pictures you see children dancing and praying. Even if not everyone understands what we are praying it still brings souls together.

Learning activities in PROUD Village

Hello, we are informing you about the learning activities in PROUD Village. Those of group 1 children with intellectual disabilities in primary school age and those of group 2 youngsters with intellectual disabilities in secondary school age. In future we will also start group 3 young adults with intellectual disabilities, to compare with their siblings who follow higher education.

Group 1: physical games

But we start with group 1. The activities are: physical exercises and games; cognitive games; music: playing and listening music; drawing and shading; toilet training; self care: dressing, combing, brushing, smearing, brushing shoes; setting and clearing the tables; washing utensils: cleaning and watering plants. So most of all: general education with a do component.

Through all activities we train communication and social skills.

Some activities are for all children e.g. group 1 and 2 are together for morning devotion, break porridge and lunch.

Group 1 and 2: morning devotion

Washing utensils (learning activities)

Praise, Joseph and Elizabeth washing utensils

Group 1 children washing utensils

The children in group 1 has made great improvement in this term. Everybody now is able to wash and wipe the utensils.

Among the children in group one Musasizi Elizabeth prefers washing utensils and she feels happy during washing utensils.

Musasizi is at the right hand side, Joseph at the middle and Praise at he left side.

Their teacher makes a group of three people to wash every day; they keep changing the groups to avoid being congested while washing.

Sinks at PROUD UG

Elizabeth (foreground), Arinda (middle), Bridget and teacher Patience (background) washing utensils

The first time for the children to wash utensils in the sinks.

All the children at PROUD Village were happy to use the sinks to wash utensils.

They started to use the sinks on 28/06/2017. Everybody was happy to wash the utensils while standing.

Bridget, one of the youngsters for group 2, said that it is better to wash while standing using the sinks than bending while washing from the saucepans.

Bridget is the one near teacher Patience and at the middle is Arinda followed by Elizabeth.

By Kiki

Caring for flowers (learning activities)

Joseph and teacher Patience

The PROUD Village has grown flowers. The flowers are growing well. The children in group one take care of them together with their teacher. They water them the days that is indicated on their time table so that they grow well.

Every child has a wateringcan to water the flowers.

By Kiki

Work plan 2017

Every year we compose a work plan that guides our activities during the year. The workplan indicates what has to be done, how, when and by whom.

For here we familiarize you with the first column: what is planned for 2017?

Project manager Marcey (Mercy) Kiconco

Vision/mission: write a 1 page document about the project wherein we define ourselves.

Target group: recrute 2 or 3 more children who fit in the target group, by preference for group 2.

Operational plan:

-write a time table. The time table structures the school day.

-develop a curriculum for our target group with the help of teachers.

Phase 1: document situation analysis

Phase 2: first draft of curriculum

Step 1: define the goals of the curriculum. Define the core curriculum.

Step 2: select and organize teaching contents

Step 3: specify teaching methods and teaching materials

Phase 3: gathering information to facilitate dissimination and implementation of the curriculum in 2018. Visits to special schools in Kabale and Ntungamo Districts.

-revise individual action plans. Education goals for each child and a strategy to realise these goals are available.

-test a selection of learning contents and teaching methods/materials defined in the curriculum.

Personnel:

-2 ½ teacher, 2 half time curriculum project staff, half time project manager and 1 worker-guard are in function

-worker, teachers and manager get support

-different skills trainers help and train the team

Infrastructure:

-finishing unit 1 (last phase). Water supply: harvesting rain water in plastic tank 5000 liter and permanent tank; reservoir tank with pump on stand; eventually shallow well. Connection with National Water or Diocese gravity water sheme. Wiring plus connection to electricity net (Umeme). Water channels. Improving accessibility for wheelchair users of sanitation installation and site in general.

-finishing unit 2 (first phase): ceiling, doors and windows, wiring, plastering, flooring, glasses. Second phase: tiles kitchen and bathroom, guttering, veranda, painting.

Materials:

-equip classes and kitchen.

-didactic materials (cfr. activities on time table) including cooking materials. A very good collection of materials for teaching/learning activities is available.

-inventory. A list of the materials of the project is available. Photos of valuables are stored in the computer of the project.

-key management is real.

Finances:

-a budget 2017 is available. The budget estimates the cost of planned activities.

-accountability 2017 is available. The accountabilty registers the expenses.

-fundraising: make 2 attempts of fundraising inside Uganda.

Relations:

-an inventory of external relations is available.

-an up to date brochure is available.

-the blog is up to date.

Reports:

-termly reports are available.

-an annual report is available.

Some of these tasks are already done. E.g. the time table is available, we have written a first draft of the situation analysis (curriculum project) and defined the core curriculum, we have recruited the personnel, a great deal of finishing unit 1 and equipping the classes is done etc. But still a lot is to come. We will be at the mercy of Mercy!

Learning activities at PROUD Village

By the start of activities in PROUD Village in February 2017 we listed the following learning/teaching activities:

General education:

Morning devotion including singing-dancing

Physical exercises/Games

Cognitive games

Music: playing music; listening music

Drawing and shading

Joseph (group 1) shading with the help of teacher Patience (Eastern)

Group 2 drawing and shading with teacher Joventah

Open activity

Throughout all activities:

Communication

Social behaviour

Self care:

Eating

Eating during the first week at PROUD Village. Table covers and chairs were still not available.

Washing hands

Taking shower

Toilet training (throughout the day)

Dressing

Combing hair

Brushing teeth

Smearing jerry

Brushing shoes

Household activities:

Fetching water

Bridget fetching water

Collecting fire wood

Cooking

Bridget and Sarah preparing porridge with teacher Doreen

Setting the table

Serve food

Clear the table

Washing utensils

Praise and Ignatious taking cups to the kitchen

Washing clothes

Bridget collecting dry clothes

Cleaning (classes, sanitation, kitchen, compound)

Sarah cleaning classes and compound

Ignatious carrying bricks to organize them

Income generating activities:

Gardening: vegetables / flowers

Planting cabbages with teacher Doreen and Joventah

Watering plants

Weaving: baskets, mats

Clocheting

Bridget and Sarah clocheting with teacher Doreen

Making post cards

In the future we want to add:

Baking

Making jam

Flower shop

Coffeebar

Restaurant

Renting rooms

Parties

Income generating activities were split up in activities we could start with (like gardening) and activities we planned for in the future but for which we did not dispose of the necessary infrastructure and materials yet (like baking).

Taking into account the age and abilities of the children/youngsters we attributed activities to group 1-children of beginning of primary school age and group 2-youngsters in secondary school age and organised them in 2 different time tables.

Written by Pele