|Details of education Program:
Community Based Model
Sense International India adopted the approach to reach out to deafblind persons through Education and Literacy Development since its inception in 1997. This approach has helped deafblind persons and their families receive quality services at their schools and homes especially at a time when no such services were available. We provide centre based education services which is complemented by home based intervention to develop independent living skills and education among deafblind children and adults. Deafblind children and adults receive training as per their need. Skills of children are developed as they are provided child specific need services. We have an Inclusive Education Programme wherein we assist & get deafblind children enrolled in mainstream schools so that they follow both need based & regular curriculum in school. To assist children with deafblindness in schools we have also worked on curriculum modification of NCERT books. The programme is implemented through the combined efforts of persons with disabilities themselves their families and the communities with available resources from the community health education vocational and social services
Vocational training programme
The programme helps deafblind young adults to learn a specific trade or skill so that they are able to work and gain a measure of social and economic independence. The inclusion of this approach is critical in improving future prospects and economic independence for deafblind adults. They are introduced to the vocational training programme after attaining 14 years of their age. We have adopted a strategy to provide vocational training to deafblind adults in the trades available within their communities. This is different from a typical vocational training programme, where persons with disabilities are trained only in pre decided trades like candle making chalk making or chair caning. In traditional approach persons with disabilities are not able to use their skill at their fullest potential once they are out from the training programme.
Teacher Training Centre
When we started working with our partners there was a severe lack of trained human resources that could cater to the needs of deafblind persons. We had a handful of experienced professionals in the field who could take on this work however it was not possible for them to be involved continuously in the training programmes. The partner organisations felt a great need to have trained teachers to provide specialist services to deafblind children. In partnership with Helen Keller Institute for Deaf and Deafblind the first teacher training was initiated in the year 2000 and the second programme stated in the year 2001 with The Clarke School for the Deaf and Mentally Handicapped Chennai.
Every year 20 students from each centre complete the course under the guidance of experienced professionals