Mission 11 Bringing power to PROUD Village

Last year we brought a water line to the project; this year we got a power line. We asked for advice at a private company how we should act and followed their recommendations. They also negotiated the necessary admissions with neighboring land owners and authorities. This appeared to be more difficult than expected but finally the pole and power line were legally installed and in the mean time earthing is done. In the near future we plan to finalize connections underground. We prefer underground cables as we don’t want to take risks with our children who may not understand fully the danger of fallen power lines.

Mission 11 Construction of unit 3

Unit 3 Hall

During third term of 2018 we finished the rough structure of the main building of Proud Village (unit 3). It is here that our children will welcome you in the coming years. In our business “Delicious” they will serve you fine drinks and delicious snacks. As one of the main aims of the project is to engage our youngsters with intellectual disabilities in real jobs in real economic environments we are constructing a nice place to welcome you. We invite all people of good will -builders, painters, carpenters, artists, gardeners, bakers, chefs- to help us to prepare the place and the future personnel to make it excellent. Soon we will start up the skills training of our girls (see other post about program 2019 ‘transition from school to work’ to come).

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.

Mercy's birthday party

Arinda-Mercy serving popcorn to teacher Immaculate

Arinda Mercy had birth day party on 10/10/2018. Mercy was making twelve (12) years old.

The project prepared her a good party where she enjoyed the good meal with her fellow children at the project. She was given a cape for birth day and other children started to sing for her “Happy birth day song”.

Written by Kiki

Basket weaving at PROUD Uganda

Mary, Arinda-Mercy, Sarah and Bridget

Basket weaving is one of the activities children learn at PROUD Uganda. They are taught by Tindibasa Mary. The children who does basket weaving are: Arinda Mercy, Bridget and Sarah. These students are in group two and they enjoy making the baskets. Sarah felt happy when she completed her basket.

Sarah posing after finishing her basket

Written by Kiki

Irish potato growing at PROUD Village

Irish potatoes are grown at PROUD Village by the children together with their skills trainers. They practice all the activities concerning the care of the Irish potatoes such as weeding, spraying, cutting the stems and harvesting. After harvesting the children carry the Irish potatoes to the store with their skills trainers.

After putting them in the store they spread them on the ground to avoid getting rotten. They sort the big potatoes for eating and leave the small potatoes for planting.

By Kiki

Individual action plans

An individual action plan starts with observations about the performance of the child in different activities that are on the time table of the group.

The individual action plan committee is composed of the teacher of the child, the project manager and the director. They write the action plan. It is important to discuss the action plan with the children themselves (if possible) and with the parents (or caregivers).

A plan contains most of the time 2 or 3 topics to work on within one year. It gives the topic to work on, the method to use, the expected outcome and specifies who is responsible for teaching the child.