Settling in at the School

At the school, I work mostly one-on-one with the students. They do a mixture of academic and vocational training. I have been teaching them addition, counting, colours, English words, drawing and colouring. The kids vary so much in their abilities. All the children have mental retardation (IQ roughly below 70), so teaching new skills is done VERY slowly. Even when a skill is taught, like addition, they may do it perfectly but when given a problem that tests whether they understand the concepts then they can't do it. I don't think many of them understand that numbers represent quantities of something, (eg: there are 4 pencils on the table). When I give some of them the problem 8+0 they have to count it out. They use good techniques for teaching though, for example, learning words the steps are:

1. Trace over the word

2. Connect the dots to make each letter of the word

3. Copy the word

4. Write the word from memory

Only when they've mastered one step can they move on to the next. Once the word is known, fill in the blanks technique (e.g., A_PL_ for APPLE) or word jumble (e.g., PAPEL) can be used to solidify the recognition of the word.

The school is an NGO and the children come from pretty bad homes. One of my favourite boys, Renju, comes from a very poor family. His parents live at the factory where they work. Both his siblings are in orphanages and for vacation he goes to his uncle's house. Another boy is named Arun, and both his parents are deaf and mute. The kids all have behavioural problems too: ADHD, self-injurious behaviour, conduct problems, and attention-seeking behaviour. I have seen children hurt others, themselves, and even make themselves vomit in order to get attention.

The most frustrating part of being here is not speaking Malayalam. The children are always trying to communicate with me and I wish I could understand everything they have to say. One of the children, Renju, taught me to count to 39 which helps me to teach math and it also serves as a little game where I practice my Malayalam counting and they practice their English counting.

I get a lot of questions about whether i'm married, or when will i get married. They can't believe that I’m not thinking about getting married until I’m much older. I've gotten into many discussions about arranged marriages and dowries. It's very interesting to hear how things are done here, but I'm not sure it would work well for me.

One of the teachers went home yesterday morning because her father was in a motorbike accident so I took over her class. It is by far the most challenging class to deal with. There is one girl with cerebral palsy who can't sit up on her own and often wets herself so she must always be watched. One girl has autism and doesn't understand hand gestures and facial cues (my only real way of communicating), one has mild MR and pretty severe ADHD, and the last boy is Chachu. He is severely autistic, non-verbal, conduct problems, self-injurious behaviour, and violent. He's very little and climbs all over you, licks, hits, bites, and destroys teaching material. He is a full-time job by himself, so I don't know how the teacher handles this class everyday. The school purchased a ball pit for the hyperactive children. Moving their bodies through the balls is meant to calm them. I took Chachu there last week, but he was too scared to go into the pit. The other teachers forced him in once, but he was still much too scared to try on his own. This experience made me think of how anciety is treated. In cases of specific phobia, the clinician discusses the phobia with the patient, develops a hierarchy of anxiety-provoking situations, and plans a slow exposure to these situations until the patient is finally ready to be exposed to the fearful stimulus. Throwing the patient directly into the fearful situation (flooding) is not recommended. This process, however, requires a lot of rationalising and communicating with the patient to understand the phobia and develop an appropriate course of action. I am curious as to how the removal of a specific phobia is done in patients who lack rationalising and communicating skills, such as patients with autism and mental retardation. I will need to do some research into this area, as I don't see myself being able to use reason to get Chachu into the ball pit.

Up Until Now...

Dec 28th: Getting to the School

I have been planning my trip to India for several months. I researched the different areas and India and chose Kochi as a good place to stay for my internship. I was drawn to Kochi because of its beautiful landscape and its reputation for being a friendly, diverse city. When I saw the TN form for Asadeepam, I immediately inquired about the internship. I was interested in having the opportunity to live at a residential school and work as a teacher for children with special needs. I spent weeks writing emails back and forth to the TN Manager to make sure that I understood the duties and responsibilities of the internship. When we had decided that I would be a good fit, I sent my Acceptance Note and began preparing for my trip. Obtaining a visa and flight was a bit hectic considering all this was done during my exam period, but fortunately everything worked out very well. I spoke with many of my friends and relatives who had been travelling in India to ask them for advice. Finally, after all my packing and preparation, I left for India on December 27th, 2009.

I arrived in Delhi on December 28th, 2009. I stayed the night with a friend from university. Her driver picked me up from the airport and took me to her home. The journey to her house gave me my first glimpse of India. It was surprisingly chilly: about 10 degrees Celsius. The car ride was quite an experience. We weaved in and out of traffic, dodged pedestrians and roadblocks. No one seemed to follow the dividing lines painted on the road. Even though it was the middle of the night, the streets were full of cars and people seemed to use their horn often, and not in frustration as is done in Canada, but to signal to others on the road. The sky was hazy from pollution and the cool air. My first night in India was very enjoyable and I am very thankful to my friend for providing me with food and a place to stay for the night.

I left for the airport to catch my flight to Kochi at 11:30am. My flight departed at 12:45pm so I was nervous, but just like my flight from Brussels, my flight to Kochi was delayed. I had to wait in the domestic terminal of the airport for about 2.5 hours until the plane was ready for boarding. I sat next to a young couple from London who were on their honeymoon. They were travelling around Asia for 5 months, from Hong Kong, through South East Asia to Delhi. I loved hearing about their experiences. That is the type of honeymoon/holiday I would love to have.

I arrived in Kochi 3 hours later than scheduled. A member of AIESEC was expecting me to arrive. There was no one there to greet me at the gate, so I called my Organising Committee President (OCP) and he notified the person who was picking me up. It turns out that the person who was getting me arrived in a taxi on time, and when he heard that my plane was delayed, he and the taxi driver went for a cup of tea together to wait for me. After collecting my bags, they took me to a local restaurant for chicken stew: a mix of chicken, coconut milk and spices. This was eaten with appam: a type of bread made from flour, yeast, and coconut milk that resembles the top of a crumpet. For the first night, I was to stay in a local hotel before making the journey to the school. The taxi dropped us off at the hotel after a 5-hour journey and I paid only $15 CAD. I spent the night in a double room with another AIESEC intern from Beijing. She had been staying at the hotel by herself for 3 days waiting for AIESEC Kochi to rent another flat since the existing ones were all full. This made me glad that I was staying at the school and did not have to worry about accommodations. There was a TV in the room, so we watched BBC news for a while. The showers in Kochi are placed on the wall next to (and sometimes on top of) the toilet without any separation between them. It’s a little strange to shower directly in the bathroom, which is not made easier by the fact that there is only cold water.

Dec 30th: Asadeepam Rehabilitation Special School

The next morning, I left for Asadeepam with my OCP. This was my first auto rickshaw experience and it made driving by car seem tame. A rickshaw is basically a motorbike with a seating area placed on top, so it still has the maneuverability of a motorbike and rickshaw drivers like to drive as if they were on a motorbike. 30 minutes later, I arrived at the school. I was greeted by the principal and several teachers. I was shown to my room to start unpacking. The room was larger and nicer than I expected. It is on the ground floor of the school, down the hall from the childrens' room. It has shelves, a wardrobe, a single bed, a desk, and a bathroom. I was told that I will be sharing a room once the other intern arrives. Once I had settled in, I had a meeting with the principal and teachers. They explained to me the type of classes that are held at the school. They described some of the children and the particular challenges they face. I was then led upstairs to the classroom to meet the children. I was greeted with a mixture of fear, excitement and anxiety from the children. Being the first intern at Asadeepam, I think I was one of the first foreigners they had ever interacted with...at least this closely. I think the teachers were a bit confused as to what my role would be at the school. It was quite overwhelming to listen to their descriptions of the possible tasks I would complete, including projects that they hoped I could run independently. The instructions were very scattered and I found it difficult to understand their expectations. I decided to see how the day played out. I observed several of the different classes. Asadeepam has patients whose ages range from 5-65. There are different levels of classes: Pre-Primary, Primary I, Primary II, Secondary and Vocational. There is also an autism wing comprised of girls with autism and severe mental retardation. The children are separated primarily based on age, but if a child shows significant developmental delays below their age then they may be placed in a lower class.

My first couple of days at Asadeepam were quite an adjustment. I felt very homesick and had to hold back tears every time my thoughts wandered to my family. I absolutely love Indian food, and I will usually have it once or twice a month in Canada, but here it is served three times a day (including egg curry for breakfast!). I haven't been sick yet, but my stomach is still adjusting to all of the ingredients and spices. It is also difficult to interact with the children since I do not speak Malayalam. The teachers speak English and help me interact with the children, but I am hoping to learn several key words and phrases so that I can communicate with them. I don't think they fully understand that I don't speak Malayalam, and they desperately want to communicate with me so I hope that it will be possible soon.

The different languages pose a unique challenge to my work at the school. Many of the children are learning numbers, colours and letters in English so I am able to help in that area. So far, I have helped one child to count to 7, and to understand that the numbers represent a quantity. I have helped one young girl learn the colour Red and identify it from a group of other colours. I have also helped one of the older boys with two-by-two digit multiplication (e.g., 12x14). The teachers have shown me the procedures they use for teaching these skills, as well as techniques for behaviour modification. I have learned about these methods in school, so I am very excited to apply these ideas in a practical setting.

Jan 1st: New Year's

I spent New Year's Eve at my principal's home. I checked my email, and then we sat down to dinner. We had Kerala chicken curry (the first meat I had eaten since arriving in India), salad and appam. The principal and her husband asked if I would like some wine, which I accepted. They filled a glass with what I soon learned was Russian vodka. I drank as much as I could, but sipping on vodka is not pleasant, and I thought it might be rude to down the entire glass as a shot. For dessert we had papaya, apples and Irish cake from the local bakery.

On New Year's Day, classes were cancelled and there was a party for the children. Everyone sang songs and I was asked to sing a song for the group. I chose the Canadian National anthem for lack of a better idea. I saw it as a test to see if I was still homesick, and since I was able to get through the whole song I considered myself cured. The children performed dances and dramatic pieces, and the teachers all joined in as well. At the end we had a large cake, and the first piece was smeared on the face of one of the young unsuspecting children.

I decided to bring my camera to the horticulture portion of classes. The children immediately ran to me, asking me to take their photos in different poses. It was a great way for me to bond with the children without needing to communicate verbally. During this time each day, the children work on planting vegetables in the garden and we finish with a game. This is my favourite part of the day since I get to interact with all of the children, and I get to see them playing and enjoying themselves. The teachers are all very enthusiastic and interact very well with the children.

Every evening before dinner, the children have yoga and prayers. Because of jet-lag and early morning wake-up calls, this is usually the time of day that I crash. It is great to see the children performing yoga though, and I think it is an important part of their development and rehabilitation.

Before dinner, the children sit in front of the TV and watch a local soap opera. The children laugh at me because I often fall asleep in my chair. When I can stay awake, I like to try to guess the storyline...I think most of them are about love triangles and affairs. It's a good way for me to understand the culture of Kerala. After dinner, the teachers prepare the childrens' medications for the next day, and think of lesson plans. My day lasts about 16 hours (from 6am-10pm) but there is never a dull moment!

Jan 2nd: Weekend in Ernakulam

I took the bus into the city to meet with my OCP in order to purchase a couple items. The bus ride was a lot better than I expected. I met a woman who asked me what I was doing in India, and gave me advice for my time in Kochi. The fare collector also let me know when my stop arrived. We went to several shops looking for a USB internet connection for my laptop. My OCP helped me pick the best option, and got me a discount as well. I also had to purchase a mattress so that I could stay at the flat with the other interns. I had my first Indian jaywalking experience, which was really terrifying but I hope to improve while I'm here. We finished the day with a coffee at a local shop. It felt just like the coffee chains at home, including overpriced fancy coffees. It also had air-conditioning, and I've learned that any place with air-conditioning is worth visiting.

Overall, the shopping experience was very pleasant. I am now at an intern flat in the city for the weekend. There are 4 other interns staying here: one from China, three from Hong Kong, and one from Georgia. We travelled by bus to a local shopping area to look for saris and shawls. Some girls purchased skirts, but most of the prices were quite high, even by Canadian standards. After shopping, we were feeling hungry so we started looking for food. After dinner, we picked up a couple groceries then piled 5 of us into an auto rickshaw. It was probably one of the most uncomfortable rides, but it cost us about 30 cents each so it was definitely worth what we paid.

I am really enjoying my time in Kochi. I have not come across any of the negative things that people had warned me about when planning my trip. I think I am lucky to be in Kerala because the people in the South have a reputation for being very friendly. So far, I have never felt like I was unsafe or being taken advantage of. People are always willing to give directions, and are eager to find out what I am doing in India. I am finding that no matter where I go, I am always being stared at by local people. I think it is because I am often in places that tourists do not often go, such as the neighbourhoods of the school and flat. It is a bit unsettling, but no one means any harm. I know that they are simply curious so I try to smile back.

One of the other interns wanted to see an Indian film, so we went to the cinema to buy tickets. We were allowed to go straight to the front of the huge line, but unfortunately the tickets were sold out and the only movie playing was Avatar later in the day. They told us to wait in the canteen and they would reserve tickets for us. Once we were certain our tickets were reserved, we walked down to see the water. I convinced the other interns to take a boat ride before our movie started. On the boat, we met a group of 5 guys from London who were in Kochi for a wedding. They were in town for one more day, and then they had hired a car to drive them to Goa. We got along very well, and they asked if I would like to join them. I would have loved to go, but I had to work at the school the next day. I absolutely love having an internship, but in situation like this it would be nice to be able to leave and travel wherever I like!

After the boat ride, we went back to the theatre to watch Avatar. Being at the cinema was quite an experience. It was the first time that I had experienced cat-calling and loud shouting in India. The men were in a different line which was separated by bars, and they were yelling at us from behind the bars. In the theatre, people yelled at the screen, cheered for the love scenes, picked up their cell phones and had full conversations while the movie was playing. There was also an intermission halfway through the movie. It was quite an interesting experience...very different from cinemas back home!

Jan 10th: Balakalakaar and Global Village

On Saturday, we took about 15 children to an event organised by AIESEC for schools in the Kochi area. In the morning, there was a painting competition (Balakalakaar, which means 'child painter') in which all the students took part. In the afternoon, there was a cultural show and students, including our students from Asadeepam, performed dances, songs and skits. Afterwards, there were tables set up to sell products from the schools and all of the interns brought souvenirs from their home country to be sold.

Introduction

For the next 4 months, I will be working as an AIESEC intern at Asadeepam Special School and Rehabilitation Centre in Kochi, Kerala. 'Asadeepam' (pronounced asha-deep-um) means 'ray of hope' in Malayalam, which is what the teachers and staff offer to the students who suffer from various disabilities. The school is a not-for-profit, non-governmental organisation sponsored by Santhimargam Social Welfare Society. All of the children have varying levels of mental retardation (MR), and some have autism or Down's Syndrome. There is a high level of comorbidity associated with these disorders, and many of the children also have physical disabilities such as blindness, poor motor skills, asthma, cerebral palsy or epilepsy. Most of the students are male, however there are about 6 female students.

The school provides academic training for the children under 20 and vocational training for the adults over 20. Academic training involves learning to read and write in English and Malayalam, counting, basic arithmetic, awareness of money, and some vocational skills such as cutting, pasting and constructing crafts. The school is divided into 4 classes: Pre-Primary, Primary I, Primary II, and Secondary. This division is based both on the child's actual age and mental age (their individual skill level).

The vocational class creates goods that are sold to help support the school, such as medicine envelopes, jewelry, mobile phone covers, pencil holders, household cleaner and wall hangings. The students also learn to maintain the school's garden. The parents of the students discuss with the teacher the best job option for their son, and the teacher works to develop the skills necessary for that type of work.

The school uses excellent teaching methods and behavioural modification programs that have been scientifically proven to be effective for children with special needs. I am very excited to apply the methods I have studied, and better understand ways to work with children with special needs.