Bangladesh Health Professional Institute
The Bangladesh Health Professional Institute (BHPI) is based at the centre for the Rehabilitation of the Paralysed (CRP) in Savar, Dhaka. The BHPI is affilicated to Dhaka University and has set up the first Speech and Language Therapy (SLT) degree course in Bangladesh. As there are currently no qualified SLT's in Bangladesh, the SLT course relies on volunteer overseas SLT's to teach modules on the course, provide opportunities for clinical supervision and co-ordinate placements. In June 2008, MAITS funded a volunteer from the UK for a two month placement. Four weeks were spent at the CRP itself, two weeks were spent at a rural clinic in Gaibundha and two weeks in Sylhet. This also included taking part in two 'mobile therapy camps' - one bus camp and one boat camp. At these camps, therapy services travel (by either bus or boat) to treat patients in very remote areas.
Early Communication Workshop
Visit to Tiruchirappalli
Two volunteers went out to India to attend the International Rehabilitation Conference called "Challenging the Challenges of Disability", where Geraldine O'Grady presented a paper highlighting the values and practices of Inclusion at her setting, Whitefield Schools and Centre, a large special school in East London.
After the conference they ran a short three-day course on Speech and Language Therapy and Communication for students and professionals in the Rehabilitation Science Department at the Holy Cross College. Topics covered were Making Information Accessible, Creating Communication Passports, Sensory Play and Exploration, Exploring Sensory Activities, Developing Understanding of Narrative, Creating Sensory Stories, and Carol Gray's Social Stories.
The International Music Therapy Conference
For this one-week conference, we devised a music therapy training programme to encourage staff to use music with students who have special needs, encouraging communication and interactive skills, personal expression and development. The aim of the conference was to increase understanding of what takes place in music, our relationship to music and how musical play may be used to encourage communication and development. The overall structure of the week was divided into morning presentations / lectures and afternoon practical improvisations and activities, encouraging self reflection and active music participation as much as possible.
Visits to Mumbai
AURED
AURED is a centre for children who have had cochlear implants. Various professionals have visited this centre and presented sessions on autism, communication development and assessment and diagnosis of speech and language difficulties. Fruitful discussions about specific children receiving input from AURED have taken place and suggestions regarding how AURED can network with other centres and schools have been explored.
At the Helen Keller School various presentations have been given about communication issues at this school for pupils with Multi Sensory Impairments (MSI) and Learning Difficulties. Participants (teachers and students) were very interested in the information provided. All the participants were eager to try out the new approaches discussed. The visiting practitioners also got the opportunity to observe and join in with lessons in different classes throughout the school.
Clarke School – Chennai
Clarke School
Clark School is a school for pupils with a range of needs including hearing impairment, MSI, and Learning Difficulties. A range of presentations were given to the students about communication issues. The sessions were presented in a variety of formats including lectures, video presentations, question and answer sessions and workshops.
The participants in these sessions were first and second year teachers from Clarke School and also some teachers and lecturers. Lectures and discussions at Clarke School were translated into Tamil for participants, which was a new challenge for the practitioners!
MBCN Special School – Delhi
MBCN Special School
Two Speech and Language Therapists had the opportunity to discuss current practice and developments around communication issues and special education needs with the Head Teacher, including a discussion and recommendations for the new school building that is in the process of being designed and built.
They also presented sessions to the teaching staff, which were well received. The staff were receptive to the information provided and asked many questions. Specific children were called to the sessions for the visiting practitioners to provide basic assessment and suggest appropriate intervention techniques.
Visits to India and Pakistan
Indian Ladies
Niels Chapman, the Head Teacher of Whitefield Schools and Centre visited a range of centres and provisions in India and Pakistan. He spoke to many professionals about Autism and SEN issues and led discussions and information sessions. He also advised schools and centres about building works and how to adapt their premises to enable access for pupils with a range of SEN. In particular he was instrumental in advising the new building works of a large Special School in Karsaz, Pakistan.
Niels also visited a range of centres involved with social issues such as the empowerment of women (The World Memon Foundation - Pakistan) and the education of slum children (The Magic Bus, Karjat, India).
Short Courses
Our "Introduction to Autism" short course was held at the department of Rehabilitation Science, Holy Cross College, Trichy, Tamil Nadu, South India. The aims of the course were to introduce relevant information, theory and practice relating to teaching and learning of students with autism.
There were about 35 course participants: these included teachers, postgraduate students, parents and other professionals such as an Educational Psychologist, student doctor and social workers. Each participant received a Certificate of Attendance at the end of the course.
Following this, a two-week course, "Working with Children with Learning Difficulties" took place at the Holy Cross College. We covered a range of relevant topics around the area of learning difficulties and encouraged the students to join in as actively as possible.
