The Teacher Foundation (Shraddha Trust)

To make schools enabling environments for all students by empowering educators to become energetic, effective, reflective practitioners and life-long learners.
Mar 7, 2017

Update: Dec 2016 - Feb 2017(New Project)

The Inclusive Teacher Project

Greetings from The Teacher Foundation !

Disadvantaged children in rural India can benefit most from more enlightened, inclusive teaching. This project aims at empowering 125 school teachers in the poorest areas with an intensive, inspiring Inclusive education program. It consists of a 5-day workshop and powerful school-based support sessions using proven methods to enable teachers to bring in the last child into engaged learning.

Challenge:

As per the official records, out of the 135,301 children identified as children with special needs in Karnataka, 121,153 are enrolled in schools and 14,148 are given homeschooling. This makes Karnataka one of the 8 States in India that is 100% in compliance with the Policy of Universal Primary Education. However, ground data suggest that 70% of our regular school teachers have "neither received training in special education nor have any experience teaching students with disabilities."

Solution

The Inclusive Teacher Project consists of a 5-day workshop and powerful school-based support sessions using proven methods to enable teachers to bring in the last child into engaged learning. Workshop on various aspects of Inclusive Education will help teachers learn various ways in which they can include children with disabilities and teach. During school based support trainers from The Teacher Foundation will observe teachers in classrooms, to provide them with the required support.

Long-Term Impact

The Inclusive Teacher Project will enable these 125 teachers from Government schools to ensure that all children despite their differences, receive the opportunity of being an equal part of the same classroom and in the process get the learning opportunity of being exposed to the curriculum to their optimal potential. Since a teacher impacts over 400 children over her/ his career, this programme has a potential impact of 50,000 disadvantaged children.

Project Progress:

The Teacher Foundation is in touch with the State Education Department Officials for the implementation of the programme. We have had discussion with Haveri and Yadgiri district officials about the programme.  Both the district officials are keen to take this forward in their respective regions.  The programme is tentatively scheduled to commence in the month of June 2017.

We will keep you posted about the programme permission from the State & District levels.  

Thank you for your support!

Feb 27, 2017

Update: Dec 2016 - Feb 2017(Project Completed)

The Teacher Impact Project

This project aims to build capacity of selected primary teachers in the area of Inclusive Education through 5-days of inclusive Education training and the 3 rounds of in-school Support. These trainings will enable teachers to become more inclusive in nature, which provides opportunity to all children to participate in the learning process.

The Teacher Foundation has trained 120 teachers of Government primary schools in Haveri & Yadgiri region of Karnataka State, India. The 5 days of training modules include 1) Understanding Inclusion 2) Curriculum Adaptations 3) Dealing with Multiple Disabilities 4) Evaluation Procedures & 5) Disability Specific Inclusive Classroom settings. Training was interspersed with three rounds of classroom observation and feedback to enable teachers to implement the learnings from the sessions in their classrooms which helps them to address the issues of children with special needs.  

In this context, we commenced the project with a baseline observation of 30% teachers followed by training at two phases. We observe the teachers using a checklist - Classroom Observation Checklist which focuses 4 main domains - Teacher Student Interaction; Physical Environment; Teaching Learning Methodology and Assessment. Baseline observation was followed by training and school based support.

The Teacher Foundation has completed training of Government teachers on Inclusive Education modules from the two districts. The interventions were baseline observation before the commencement of training, first round of School Based Support-in-school support after the first 3 days of training& second round of School Based Support/End-line observation - in-school support after final 2 days of training.

 

To understand the impact of TTF's Teacher Training programme on Inclusive Education, the data from the classroom observation of teachers (30% of 120 teachers selected randomly) has been collated. We will soon share the detailed report with the findings.

Overall, the project has been effective in terms of classroom implementation. Teachers tried to incorporate the 'Inclusive Classroom Approaches” in their classes. Teachers were very positive about the Classroom Observations / Feedback sessions and were open to feedback.

 

Thanking everyone for all the support!

 

From TTF Team

Jan 20, 2017

Update : Nov2016 - Jan 2017(Project Completed)

Enabling Inclusive Education for 50,000 children in North Karnataka Districts - India

This project aims to build capacity of selected primary teachers in the area of Inclusive Education through 5-days of inclusive Education training and 3 rounds of School Based Support. These trainings will enable teachers to become more inclusive in nature, which provides opportunity to all children to participate in the learning process.

Challenges:

Provision of inclusive education involving students with disabilities is based on the belief that those with disabilities should not have to depend on specialized services alone, to benefit from educational resources, activities and practices that are otherwise available to all. Which means, provisions made are considerate of all members and not just from specific groups or, with special abilities, disabilities , and / or needs. Our schools and classrooms need to reflect this social, constitutional and legal right of every child to be included in the educational processes and practices- our classroom, now more so than before, need to be ready to include students from different backgrounds, with differing needs and abilities.

Solution:

The Teacher Foundation trained 125 teachers of Government primary schools in Haveri & Yadgiri region of Karnataka State, India. The training modules includes 1) Understanding Inclusion 2) Curriculum Adaptations 3) Dealing with Multiple Disabilities 4) Evaluation Procedures & 5) Disability Specific Inclusive Classroom settings interspersed with three rounds of classroom observation and feedback will enable teachers to think and practice inclusive approach in their school and classrooms which address the issues of children with special needs excluded in these two districts.

Project progress:

The Teacher Foundation has completed training on Inclusive Education modules. We commenced the project with a baseline observation of 30% teachers. We observe the teachers using a checklist - Classroom Observation Checklist which focuses 4 main domains - Teacher Student Interaction; Physical Environment; Teaching Learning Methodology and Assessment.

All 125teachers have been trained from the two districts on all the 5 modules. We have also completed the baseline observation before the commencement of training, first round of School Based Support - in-school support after the first 3 days of training& second round of School Based Support/End-line observation - in-school support after final 2 days of training. Data gathered from 3 round of observation will be used to understand the impact of the project.

Project impact:

To understand the impact of TTFs Teacher Training programme on Inclusive Education, the data from the classroom observation of teachers (30% of 125 teachers selected randomly) has been collated and analysed. 

Findings indicates an overall improvement in all four domains; Teacher Student Interaction; Physical Environment; Teaching Learning Methodology and Assessment across the rounds.

Conclusion:

Overall, the project has been effective in terms of classroom implementation. Teachers tried to incorporate the 'Inclusive Classroom Approaches” in their classes. Teachers were very positive about the Classroom Observations / Feedback sessions and were open to feedback. We have completed the project in the Yadgiri and Haveri district of Karnataka State, India.

 
   

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