Ranga Rao Memorial Schoolfor the Disabled Danielle Pelletier & Rana Sulieman

NR Group

Founded by Sri Ranga Rao Founded in 1948 Started off doing incense,

electronics, fragrances, etc.

“Core Competencies” Multi-core organization NR Foundation: non-profit

charitable trust of the NR Group

NR Foundation

Non profit charitable trust of the NR Group Emphasizes “Corporate Social Responsibility”

Education is for the betterment of society Promote education through several different programs

and scholarships Project Prerepana: promotes schooling among

children who are dropouts from regular school Vocational Training for Women: empowerment of

women from rural, tribal, and uneducated backgrounds

Project Unnati: Paired with the Cycle Scholarship Program to fund scholarships for children from different schools

Ranga Rao Memorial School for the Disabled

Free residential school founded in 1988

For visually challenged girls from economically disadvantaged backgrounds

The aim of the school is to groom the visually impaired girls to be responsible for themselves and live confidently

Besides a basic curriculum, the girls are taught life-skills, music, dance, and basic crafts.

Mobility training is also a huge aspect of their curriculum.

Ultimate goal: influence these girls to pursue higher education in regular schools

Disabilities in India

The Persons With Disabilities Act (1995):Equal opportunitiesProtection of rightsFull participation

All Indian Institute of Speech and Hearing (AIISH):Utilization of intervention strategiesWorking to increase momentum in the field of audiology and and speech pathologyInteresting perspective

Mobility in Society:Ultimate goal is to give the students equal opportunity and integrate them into the societyPhysical and mental mobility, navigation through the workforceBlindness does not inhibit ability

Danielle’s ProjectConversational English

Goals:Get the students to engage in conversationInstill confidence in their speaking abilitiesExpand vocabulary (specifically conversational phrases)

Syllabus:Songs Games/activities Engaging outside of the classroomClassroom routine

End Result:•Prepared packet of vocabulary (in braille)•Some methods worked better than others (different levels of understanding)

Rana’s ProjectHealth Assessments/Recommendations

Goals:Assess the health status of all students (nutrition, hygiene, sanitation)Create a report of recommendations and suggestions tailored to the needs of the students/schoolEnd Result:Individualized health reports for every student

Noting habits, pressing issues, height/weight, etc.

Final report for public health goals and personal recommendations

Methods:Interacting with the childrenObservation was important to assess behaviors and habits

Touring all the facilities (dorms, bathrooms, kitchens) to make note of the most important issues

Social Determinants of Health

collaboration between health & education

There are several social determinants of health, the most evident at this institution are education, economic status, and gender

Trends:Stigma attached to reproductive health

Menstruation Sanitation

Different backgrounds account for different receptiveness to health & educationThere was a lot of collaboration between the two projects

Units on health, nutrition, sanitation, and hygiene

Reinforcements for good, healthy habits

AssumptionsPre-conceived assumptions about the experience/project

Around the same level of visual ability.

Similar foundations in the English language.

English language is universal (discounting the accent).

Visual disability would be a huge set-back in teaching

Similar health concerns as the United States.

No need to adjust for cultural differences in the classroom.

Challenges/Obstacles Setbacks that needed to be overcome

The language barrier was more severe than expected.

Varying home environments cause for the difference in backgrounds in English.

Initial lack of confidence, shyness. Finding solutions to problems without

compromising but keeping limited resources in mind.

Took time to combat insecurities in speaking.

Different levels of disability needed to be accounted.

Personal discomfort in disturbing the schedule, taking time from other teachers.

Cultural ExchangeCross-cultural exchange of ideas/knowledge

Learning comes from both ends! Braille Kannada (kind of) Indian food (coconut barfi) Dance/music Culture (individualism vs.

communalism) Family structure

Cross-cultural exchange of perspectives

Very accepting and eager to show culture

Outside of our immediate project we had many opportunities to experience Indian culture

End Result Best moments

End Result Best moments