June 13, 2009
June 3, 2009
Edwenase's School Departments
Needlework
Mr. Ben Adjei-Sekyi and Mr. Amadu Iddrisu are teachers in the Sewing department. They guide their students, most of whom have hearing and speaking difficulties, how to sew and repair trousers and shirts for men.
Of the 7 machines currently in the classroom only two are fully functional. Two of the machines require minor repairs but due to insufficient funding they remain out of use. Three of the machines are too old and need replacing. Furthermore, they have a lack of resources, including quality calico material.
The trainees are very motivated and talented but unfortunately there is only one sewing machine per 4 students. This reduces the amount of time they can effectively practise their skills.
The dressmaking department is run by Mrs. Cecilia Churcher and Mrs. Beatrice Sakyi Boafo
They show their students how to sew and repair womens' dresses, to make baby socks, wedding hats amongst other items of clothing.
Despite mobility and learning difficulties the teachers are confident that the department has the potential to train many people, granting them them the possibility of being employed afterwards..
Similar to other departments, the lack of cloth, equipment and tools present the main problem for the future.
Department of the visually handicapped
Mr. Andrew Quintey does training for the visually handicapped to explore and interact with their environment in order to acquire a range and variety of experiences through orientation and mobility exercises.
Mr. Peter Oduro is a teacher of rural craft, weaving various kinds of baskets, making furniture with canes and ropes including nylon threads. His students include those with learning, hearing and visual difficulties.
The aim of his department is to instruct students how to make wastepaper, shopping and laundry baskets; in addition to chairs, stools and serving trays.
The main challenges his department faces are a lack of material, which means the students do not have many opportunities to practically develop their skills. Furthermore, it takes the students a long time to learn and the lessons have to be repeated after vacations.
Despite all of this, the students have a lot of potential. With more and better materials they would be able to learn their trade more effectively.
In addition to being one of the Centre supervisors, Ms. Rita Manu is the head teacher of the Needlework department.
Her students have a variety of special needs but are dedicated and interested in learning the subject. She teaches them how to create embroidered chair cushions, bonnets for babies and wreaths for funerals. For materials they use coloured ribbons and woolen thread and try to sell their products outside the school to generate funds for more resources to train.
Nevertheless, their crowded classroom (currently 17 students) limits their ability to become self-reliant and as a result they are in need of support to continue their excellent work.
Tailoring
Mr. Ben Adjei-Sekyi and Mr. Amadu Iddrisu are teachers in the Sewing department. They guide their students, most of whom have hearing and speaking difficulties, how to sew and repair trousers and shirts for men.
Of the 7 machines currently in the classroom only two are fully functional. Two of the machines require minor repairs but due to insufficient funding they remain out of use. Three of the machines are too old and need replacing. Furthermore, they have a lack of resources, including quality calico material.
The trainees are very motivated and talented but unfortunately there is only one sewing machine per 4 students. This reduces the amount of time they can effectively practise their skills.
Shoemaking
Mr. Emmanuel Kwao teaches his students how to take accurate measurements and design shoe and sandal patterns using a variety of different tools in order to produce good quality footwear.
His pupils consist of male teens and young adults, among whom there are many different disabilities; lots of my students are physically challenged and a number of them require special needs assistance.
The students learn slowly, especially after vacation when they present difficulties in remembering what was done previously. They also find sketching quite a difficult task.But above all, we lack enough tables and chairs for the right seating arrangement and in general, materials for practical exercises.
His pupils consist of male teens and young adults, among whom there are many different disabilities; lots of my students are physically challenged and a number of them require special needs assistance.
The students learn slowly, especially after vacation when they present difficulties in remembering what was done previously. They also find sketching quite a difficult task.But above all, we lack enough tables and chairs for the right seating arrangement and in general, materials for practical exercises.
The will to work and learn is there, but most of them, due to their disability, need a lot of time to master the art of shoemaking.
Hairdressing
Mrs. Celestina Akjin teaches hairdressing at Edwenase. Trainees in her class learn how to curl and braid hair, make cornrows and do hair extensions.
The difficulties in training them mainly concern communication due to the fact that they come from different backgrounds.
The difficulties in training them mainly concern communication due to the fact that they come from different backgrounds.
On the other hand, the students are fast learners and have already mastered the basics. Even though the salon lacks materials, their teacher hopes they will be able to start their own business and have a great future.
Dressmaking
The dressmaking department is run by Mrs. Cecilia Churcher and Mrs. Beatrice Sakyi Boafo
They show their students how to sew and repair womens' dresses, to make baby socks, wedding hats amongst other items of clothing.
Despite mobility and learning difficulties the teachers are confident that the department has the potential to train many people, granting them them the possibility of being employed afterwards..
Similar to other departments, the lack of cloth, equipment and tools present the main problem for the future.
Department of the visually handicapped
Mr. Andrew Quintey does training for the visually handicapped to explore and interact with their environment in order to acquire a range and variety of experiences through orientation and mobility exercises.
Furthermore, he also gives formal training in braille communication - reading and writing.
He conducts training for the visually handicapped to recognise their capacities and limitations realistically in order to adjust themselves to the community in which they live. My department motivates the visually handicapped to cultivate a positive view of themselves in order to develop the ability to perform almost as much as the people with good eyesight could do.
Training is also provided to help the students to adjust to social situations that may pose challenges to them, e.g. negative social attitudes of the community can be overcome by the self- esteem of the handicapped.
He conducts training for the visually handicapped to recognise their capacities and limitations realistically in order to adjust themselves to the community in which they live. My department motivates the visually handicapped to cultivate a positive view of themselves in order to develop the ability to perform almost as much as the people with good eyesight could do.
Training is also provided to help the students to adjust to social situations that may pose challenges to them, e.g. negative social attitudes of the community can be overcome by the self- esteem of the handicapped.
The department lacks braille reading and writing equipment- the most important among them are braille sheets, styles, machines, writing frames and standard mobility sticks.
The mobility sticks are not standard ones, but old fashioned ones and students have difficulties training with them.
The training has the potential to provide a platform for the visually handicapped to move away from being fully dependent to a more independent way of life. Consequently, students will hopefully be better adjusted to contribute to their communities when they have completed their course. Moreover, the pupils can meaningfully contribute financially to themselves and the nation's development.
The training has the potential to provide a platform for the visually handicapped to move away from being fully dependent to a more independent way of life. Consequently, students will hopefully be better adjusted to contribute to their communities when they have completed their course. Moreover, the pupils can meaningfully contribute financially to themselves and the nation's development.
Rural Craft
Mr. Peter Oduro is a teacher of rural craft, weaving various kinds of baskets, making furniture with canes and ropes including nylon threads. His students include those with learning, hearing and visual difficulties.
The aim of his department is to instruct students how to make wastepaper, shopping and laundry baskets; in addition to chairs, stools and serving trays.
The main challenges his department faces are a lack of material, which means the students do not have many opportunities to practically develop their skills. Furthermore, it takes the students a long time to learn and the lessons have to be repeated after vacations.
Despite all of this, the students have a lot of potential. With more and better materials they would be able to learn their trade more effectively.
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