We care Publications
After venturing in various services We Care Centre started publishing books based on the experiences in the various service fields. As an outcome of our research project on transition into employment, we developed curriculum package for vocational training of persons with intellectual disability.
- Special curriculum for agro farming for persons with intellectual disability –Series-1
- Special curriculum for non-agricultural indoor trades for persons with intellectual disability – Series-2
- Special curriculum for animal farming for persons with intellectual disability – Series-3
Special curriculum for agro farming for persons with intellectual disability –Series-1
The aim of this book is to prepare a curriculum on agro-based activities for persons with intellectual disability.10 areas have been selected and developed the curriculum.
Special curriculum for non-agricultural indoor trades for persons with intellectual disability – Series-2
Content of this book is non-agricultural indoor activities such as tailoring, stationary preparation, sanitary items , screen printing etc. These traditional activities are helpful as agriculture activities are seasonal.18 areas are included in this series.2
Special curriculum for animal farming for persons with intellectual disability – Series-3
This book contains the curriculum related to rearing of animals and birds. 8 areas are covered under this
The method used to develop this curriculum:
- Identification of target group and their needs
Training the trainers
- Preparation of the list of suitable categories under agro farm, for
persons with intellectual disability
- Deciding the curriculum outline/frame/ structure
- Selection of age and ability appropriate employable skills from the selected categories for the target group
- Developing the content related to theory and practical
- Designing formative and summative evaluation forms
- Field testing and finalization of the curriculum
Identification of target group and their needs
70 Persons with intellectual disability above 15 years of age who were attending Ashanilayam special school were selected as the target group.
Employable skills for persons with Intellectual disability
Employable skills can be defined as the transferable skills needed by an individual to make him/her employable. Along with good technical understanding and subject knowledge, employers often outline a set of skills they want from an employee. The employable skills in the area of agro faming have been identified and curriculum for agro based occupations have been prepared and put together for implementation and certification.
Preparation of the list of categories under agro farming:
As the curriculum has been prepared at Ashwas vocational training centre, the available categories in their farm school were identified and listed for curriculum development. For field testing, training the trainers and trainees the same farm school has been used. The selected categories are given below:
- Banana plantation
- Orchard farming
- Vegetable farming: Creepers with pandal
- Vegetable farming: Creepers without pandal
- Vegetable farming: non-creepers
- Leafy Vegetables Faming
- Gardener, Horticulture, Nursery
- Root Crops
- Medicinal plants farming
- Marketing assistant
Varieties in each category also has been listed.
Designing the structured curriculum
Each category/ of employable item includes:
- Curriculum outline with content and supporting knowledge
- Prerequisite skills
Method used to design structure
The above aspects were selected on the basis of:
1 The international and national level vocational education
Curricula already available,
2 The guidelines of National Vocational Education Frame work,
3 The Higher Secondary Level Vocational Education Curriculum,
4 Modular Employable Skills Curriculum approved by the
National Council for Vocational Training
5 The curricula used by various agencies.
6 Discussion by the expert team at a workshop organized at NIMH on 25 & 26 May 1998 for developing a structure/ frame for developing vocational curriculum in consultation with NIOS
Determining the evaluation procedures
It is the ongoing assessment in every one or two months. This should be continued till the trainee gets 80% score which is necessary for pass and certificate. The format for ongoing assessment is given in the curriculum. The duration is flexible which can be decided by the trainer.
The final score sheet is considered as the final Mark sheet for certification.
The students above 15 years with intellectual disability attending Ashanilayam special school, Ponkunnam were assessed on work readiness skills. The selected 70 students were made into 7 small groups. Suitable employable skills were identified for each student. The trainers were given training to use the curriculum and trained the selected trainees. Initial, formative and summative assessments were conducted for each student till they score 80 % of the skills in the curriculum. While training the necessary modifications were done as per the suggestions of the trainers. The same method is used for the other two series: Special curriculum for animal farming for persons with intellectual Disability series-2 Special curriculum for non-agricultural farming for persons with intellectual Disability series-3
How to use this curriculum
- Work readiness skills assessment.
- Preparation of Vocational profile
- Select the suitable employable skill/ job
- Select the Curriculum
- Conduct initial/ baseline assessment on the ongoing
Assessment format given in the curriculum
- Conduct ongoing assessment
- Conduct summative assessment
These three books are under evaluation of the state government for approval as state syllabus before printing.
- Other books
- . Hand book for parents and teachers on learning disability
This book is prepared to answer the frequently asked questions of parents of children with learning disability.
The main questions are:
- a) Why my child is not learning?
- b) What can I do to support him?
- c) What is the future of my child?
The author tries to answer the questions by explaining the learning process, the difference between learning difficulties and learning disability, the causes, types and characteristics of learning disability. The high light of this book is the remedial techniques explained in this book. The following remedial strategies are explained in detail
- Self – Directed Individualized Remedial Education Program.
- Universal Design of Learning
- Multiple intelligences and learning disability
These techniques are well explained in this book. These are helpful for the remedial education of students with learning disability. Hope it will be used by the teachers, parents and the students by themselves. Few tips also are included at the end. (Book is in press)
- Savisasha Vidyabhayasam Anubhavangaliluday (Malayalam) (Special
Education through experience)
This book is written based on the 40 years of experiences of the author in the field of disability rehabilitation. The book has 24 small chapters. Each chapter begins with narrating a unique experience of the author and ends with reflections and lessons learned though the narrated experience.
The whole book is written in a simple, attractive and very inspiring style with pictures, tables and charts. Innovate ideas are seen throughout the book which would help to initiate new services for the people with disability. It is useful for reading for everyone who has interest to contribute for the welfare of persons with disability and make a difference in their lives.
- Booklets ( work books)
We are aware that we have shortage of self- learning materials and work books for our special students attending various services. It is important to motivate our children in self- learning with minimum support whenever necessary. This type of learning will help them achieve skills like decision making, choice making, self- advocacy, self- determination and so on. Therefore We Care centre planned to prepare a package of self-learning materials for children with special needs. We have completed the following 3 booklets which are in the press
- The Self- Directed Remedial IEP (Swayam padana sahai – series -1)
We are aware that Individualized Education Program (IEP) is the globally used teaching method for special children including students with learning disability. IEP meeting is a component of IEP which is generally ignored. The role of the students in IEP is also important. In the self- directed IEP, the teacher stands behind the scene and supports the students to set objectives, implement, evaluate and conduct IEP meeting in a group of own parents and teachers. This booklet has a model of IEP meeting and a blank form which the student can use by himself by taking help from the teacher if required. Encourage the students to take part in the IEPs for better results.
3.2 Short vowel sound, work book for remedial teaching
(Swayam padana sahai- series -2)
Short vowels play an important role in reading and writing in English language. This work book is prepared for the young children to learn read and write vowel based words with pictures.
3.3 Self – determination scale for persons with intellectual disability
(Swayam padana sahai- series -3)
This booklet is meant for persons with mild intellectual disability above 14 years of age for self -checking, self- scoring and self-learning. The purpose is to give training in self- determination skills.