Beyond Boundaries

beyound boundries final-1

Beyond Boundaries – Helping Teachers Bridge the Gap

Overall Goal: The Beyond Boundaries project seeks to train teachers in mainstream schools in holistic teaching practices that encourage the inclusion of ALL children.

Specific Objectives:
-To encourage school managements and PTAs and teachers to identify and list the key causes for academic underperformance (needs assessment).
-To train teachers in schools to be aware of child development and learn key skills to allow the holistic development and inclusion of ALL children.
-To evaluate and monitor teacher skills in planning and organising classrooms in a way that facilitates learning among ALL children in every term.
-To strengthen existing services for counselling of children with emotional difficulties by creating a system of monitoring of cases assessed and their outcomes.
-To strengthen existing services for counselling of children with emotional difficulties by creating a system of monitoring of cases assessed and their outcomes.
-To strengthen existing services for remediation of academic problems for children with specific learning disabilities.
-To facilitate the expansion of resource room services to cater to the needs of children with neuro-developmental disabilities such as autism.
-To facilitate the formation of peer support groups for children to support each other when they encounter difficulties.
-To provide support to parents in effectively managing difficulties experienced by their children.

Highlights of Year 1:
-Refined the teacher training curriculum through formative work.
-Developed the training material.
-Liaised with the Directorate of Education and established a strong collaboration with the Goa Sarva Shiksha Abhiyan for implementation of activities.
-Engaged with 11 schools and launched training for mentor teachers.
-18 teachers from 10 schools were trained as mentors (peer educators).
-Children experiencing academic difficulties were identified and assessed.
-Organised community awareness programmes to create awareness about disabilities and issues related to inclusion.

Highlights of Year 2:
-29 schools had engaged with us at the start of year 2, 25 schools continued the engagement through the end of the year.
-A total of 511 teachers from the above schools were sensitised through sessions on topics that focused on learning challenges faced by children and strategies to help them overcome the challenges.
-Assessment protocols for identifying academic difficulties of children and a package for remediation was developed.
-690 students from classes 1 to 9 were assessed for difficulties, of which 281 received remediation primarily from classes 5 and 6.
-Routine monthly school visits made by project lead, intervention coordinator, special educator and psychologists to provide technical support to teachers.
-Held sessions for students to initiate sessions of peer-sensitisation.
-Set up resource rooms in 2 schools.
-Addressed PTA meetings in 13 schools reaching out to almost 3000 parents.
-Parents were also addressed through small group meetings in schools where remedial education sessions were held.
-Sessions on study skills were delivered to students in 3 schools.
-Counselling support was provided to 6 schools.
-Organised community awareness programs to observe the International Day for Persons with Disabilities (Dec 2) and World Autism Awareness Day (Apr 1).

Plan for Year 3:
-Work closely with management representatives, head of schools and teachers in implementing inclusive education.
-Continue the remedial education program initiated in year 2.
-Provide additional support to students through sessions on study skills, life skills and peer sensitization.
-Continue to work with parents through PTA address and group sessions.
-Set up of resource rooms in at least 6 schools.
-Expand the reach of the program to schools in Sanguem taluka where we will initiate activities in at least 10 schools.