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.
February 2, 2009
Edwenase Rehabilitation Centre History
When Dr. Kwame Nkrumah became president, after Ghana gained independence in 1957, he set up a committee whose purpose was to create policy guidelines for dealing with people with disabilities. The president of the Commonwealth Association of the Blind, Dr. Wilson, conducted the necessary research and consultations.
The Committee made the following recommendations:
Government should take full responsibility for the care of peple with disabilities as they were currently being killed, abandoned or neglected by society.
Schools for the blind and deaf should be set up.
Due to the fact that the school system did not provide for the integration of people with disabilities, special schools should be established to cater for their special needs.
Special technical and vocational centres should be founded in each of Ghana's 9 regions for those in the post-primary category.
Kumasi's first Centre was established in the district of Kwadaso in 1958. In 1974 the city council changed the location to Edwenase, even though the building was not created for people with disabilities. The area was on the outskirts of the city and the initial priority was to take disabled people off the streets and place them there, isolated from the rest of society. However, after consultations with the Dept. of Social Welfare, it was agreed to include families in the process, sensitising and working with them to deal with their childrens' needs.
The Centre's mandate involved wid-ranging support for all regional, district officers and community workers to identify those with disabilities - including hearing, seeing, moving and learning difficulties - register and bring them to Edwenase for vocational training:
carpentry, electronics, woodcarving, soapmaking, agriculture.
Due to the positive level of government concern, the Rehabilitation Centre's initial stages were successful. All trainees who completed courses were to be given employment in order to boost their status in society. The Dept. of Social Welfare and National Vocational Institute organised a general certification programme for those who had finished their training.
Most were employed by the Ghana Education Service as teachers in their craft, so disabled teachers can be found in most vocational schools.
Grants provided trainees with the necessary capital for equipment and opportunities to start their own business if they didn't want to work for the governement.
After Nkrumah was overthrown many issues concerning those with disabilities were forgotten. Nevertheless, Edwenase Rehabilitation Centre has legal status and though the lack of funding has seriously affected the course content, structure and effectiveness of the project, we are still doing our best to support our students as best we can.
We currently provide Needlework, Dressmaking, Tailoring, Shoemaking, Hairdressing and Beautification, Rural Craft courses for over 70 male and female students who live at the Centre.
In addition to this we have a farm where we grow maize, oranges, plaintains, yam and bananas.
Our students have excellent potential once we are granted better opportunities and funding to train them in life and vocational skills.
The Committee made the following recommendations:
Government should take full responsibility for the care of peple with disabilities as they were currently being killed, abandoned or neglected by society.
Schools for the blind and deaf should be set up.
Due to the fact that the school system did not provide for the integration of people with disabilities, special schools should be established to cater for their special needs.
Special technical and vocational centres should be founded in each of Ghana's 9 regions for those in the post-primary category.
Kumasi's first Centre was established in the district of Kwadaso in 1958. In 1974 the city council changed the location to Edwenase, even though the building was not created for people with disabilities. The area was on the outskirts of the city and the initial priority was to take disabled people off the streets and place them there, isolated from the rest of society. However, after consultations with the Dept. of Social Welfare, it was agreed to include families in the process, sensitising and working with them to deal with their childrens' needs.
The Centre's mandate involved wid-ranging support for all regional, district officers and community workers to identify those with disabilities - including hearing, seeing, moving and learning difficulties - register and bring them to Edwenase for vocational training:
carpentry, electronics, woodcarving, soapmaking, agriculture.
Due to the positive level of government concern, the Rehabilitation Centre's initial stages were successful. All trainees who completed courses were to be given employment in order to boost their status in society. The Dept. of Social Welfare and National Vocational Institute organised a general certification programme for those who had finished their training.
Most were employed by the Ghana Education Service as teachers in their craft, so disabled teachers can be found in most vocational schools.
Grants provided trainees with the necessary capital for equipment and opportunities to start their own business if they didn't want to work for the governement.
After Nkrumah was overthrown many issues concerning those with disabilities were forgotten. Nevertheless, Edwenase Rehabilitation Centre has legal status and though the lack of funding has seriously affected the course content, structure and effectiveness of the project, we are still doing our best to support our students as best we can.
We currently provide Needlework, Dressmaking, Tailoring, Shoemaking, Hairdressing and Beautification, Rural Craft courses for over 70 male and female students who live at the Centre.
In addition to this we have a farm where we grow maize, oranges, plaintains, yam and bananas.
Our students have excellent potential once we are granted better opportunities and funding to train them in life and vocational skills.
January 28, 2009
Christmas Card project - Thanks for your support
Our Christmas card action was a fantastic success and as a result the students at Edwenase are both proud of their work and appreciative of the support they received. Your feedback about the cards was overwhelming. We're even receiving orders for Christmas 2009, so that must be a good sign. Much needed repairs, resources for literacy and numeracy education, wheelchair ramps can now all be provided due to this project. Here are some photos of the initial benefits.
Distribution of the school kit in action
From left to right - Rita, Naomi, Norah and Agnes enjoy the fruits of their labour
Foreground to background - Lydia Ot, Lydia Of and Kwabena hard at work using their school kit resources
Delicious meals were prepared over the Christmas period by the kitchen staff. From December 23-26th the students received tasty chicken and fish with salad and rice. They also had a wide range of refreshments and biscuits to give them energy for dancing. Some of the fund from the Christmas card project supplemented the donations received to ensure there was enough food, drinks and entertainment for all.
In all, 50 students and 10 staff celebrated Christmas dinner at Edwenase's Assembly Hall while outside in the main grounds the DJs were preparing dance music and canopies for the party.
Mrs Celestina, the dressmaking teacher, helped serve the tasty meal and with other members of staff led the students in dancing in the hall.
The local DJ and his family, who generously donated biscuits and juice for the students during the party, also provided excellent entertainment at a discount price. Polina (foreground) is enjoying their gift while taking a break from the festivities.
Anita, a student in the needlework department, is pictured here with Bismark, a student of rural craft, at the Christmas party in the schoolgrounds.
Bogya (foreground) gets into the rhytmn while Norah (left) is obviously having lots of fun
Rita and Regina, both students of dressmaking dance alongside Naomi from the hairdressing department.
Mary, student of dressmaking, leaves her seat to join the dancefloor while her colleagues chat in the shade
In 35 degrees of heat it can be difficult to stay dancing for hours without a break. Here some of the students make good use of the canopies provided by the DJ.
In the main schoolyard Mr. Oduru, rural craft teacher, made and set up a basketball ring for the students to practise their sports skills. During the party some of the students of the centre played the first game with kids of the staff and children from the neighbourhood.
Yeda m'ase (Thank you) from everyone at Edwenase Rehabilitation Centre:-)
Distribution of the school kit in action
From left to right - Rita, Naomi, Norah and Agnes enjoy the fruits of their labour
Foreground to background - Lydia Ot, Lydia Of and Kwabena hard at work using their school kit resourcesIn all, 60 copy books, pens, pencils, erasers. and pencil sharpeners were purchased from our Christmas project and the enthusiasm on the students' faces was a joy to behold. They have been putting them to good use and we have set aside a reserve fund to ensure that for the coming 12 months every student at Edwenase will have the resources to engage in literacy and numeracy classes.
And then, of course, there was the Christmas celebrations.......
And then, of course, there was the Christmas celebrations.......
Delicious meals were prepared over the Christmas period by the kitchen staff. From December 23-26th the students received tasty chicken and fish with salad and rice. They also had a wide range of refreshments and biscuits to give them energy for dancing. Some of the fund from the Christmas card project supplemented the donations received to ensure there was enough food, drinks and entertainment for all.
In all, 50 students and 10 staff celebrated Christmas dinner at Edwenase's Assembly Hall while outside in the main grounds the DJs were preparing dance music and canopies for the party.
Mrs Celestina, the dressmaking teacher, helped serve the tasty meal and with other members of staff led the students in dancing in the hall.
The local DJ and his family, who generously donated biscuits and juice for the students during the party, also provided excellent entertainment at a discount price. Polina (foreground) is enjoying their gift while taking a break from the festivities.
Anita, a student in the needlework department, is pictured here with Bismark, a student of rural craft, at the Christmas party in the schoolgrounds.
Bogya (foreground) gets into the rhytmn while Norah (left) is obviously having lots of fun
Rita and Regina, both students of dressmaking dance alongside Naomi from the hairdressing department.
Mary, student of dressmaking, leaves her seat to join the dancefloor while her colleagues chat in the shade
In 35 degrees of heat it can be difficult to stay dancing for hours without a break. Here some of the students make good use of the canopies provided by the DJ.
In the main schoolyard Mr. Oduru, rural craft teacher, made and set up a basketball ring for the students to practise their sports skills. During the party some of the students of the centre played the first game with kids of the staff and children from the neighbourhood.
As soon as the other projects are realised we will let you know with photos and reports here.
Afehyia pa (Happy New Year)!
November 4, 2008
Welcome to our Christmas Card Action
(German version below)
Even great potential and enthusiasm needs money to start off, so Edwenase's 5 volunteers from Germany, Ireland, Italy and Poland decided to make use of the art skills and amazing creativity of the students to generate funds for their different needs in the centre.
How the cards were made
We tried to make the cards as natural as possible so we decided to use the banana leaves as the base which was used to create the shape of the card. Inside a piece of paper is sewn in order to allow writing a message.
Trainees have different skills and so patterns were prepared to help them draw certain shapes. Sometimes they needed help with cutting them out, but the composition on the card or the choice of colours (i.e. red palm tree) is completely their own creation which we dared not to intervene with. Students also participated in collecting the banana leaves.
There are therefore two types of cards :
How will your donations be spent?
All the money raised from the Christmas cards will be used for the benefit of students. Three main issues we hope to address with the donations are:
3. School kit
Numeracy, Literacy and English classes are to be introduced for all the trainees, but in order to practise and be able to fully benefit from them each of the students should have a school kit containing: notebook, pencil, pen, ruler, eraser, pencil sharpener.
After the end of the action we will include a detailed report including photos of how the donations were spent.
If you would like to get more information about the centre, order a card or make a donation please contact us at erc.kumasi@yahoo.com
Die Herstellung
Wir versuchten, die Karten so natürlich wie möglich zu gestalten. Deshalb nahmen wir getrocknete Bananenblätter, um die eigentliche Karte herzustellen. Schon allein das Sammeln der Blätter mit den Schülern war ein Erlebnis für sich. Innen haben wir ein Stück Papier eingenäht, damit man auch was reinschreiben kann.
Da die Schüler sehr unterschiedlicheFähigkeiten haben, waren im ersten Schritt Schablonen für verschiedene Formen herzustellen. Manchmal halfen wir beim Ausschneiden, aber die Idee oder auch die Wahl der Farben (z.B. roter Weihnachtsbaum) sind aus der Kreativität der Schüler entstanden.
Es gibt zwei Arten von Karten:
2. Bibliothek
Die Zeit nach der Schule ist normalerweise ziemlich langweilig für alle, außer natürlich, wenn der Fernseher in der Aufenthaltshalle läuft. Es gibt nur wenige Spiele oder Bücher, die der Glotze Konkurrenz machen und die verschiedenen Talente der Schüler fördern könnten. Das wollen wir ändern, indem wir eine vorerst bescheidene Bibliothek einführen mit Büchern in Twi und Englisch. Wir wollen Schulbücher für diverse Fächer, einfache Lese-, Schreib-, und Rechenlernbücher sowie Bilder- und Malbücher anschaffen. Aber auch Spiele, einfache Musikinstrumente und Sportgeräte wie z.B. Springseile fehlen.
3. Schreibsets
In den nächsten Wochen fangen wir mit Lese- und Schreibekursen und einfachen Rechen- und Englischstunden für alle Schüler an. Es gibt aber nur wenige Schüler, die ein Heft und einen Stift besitzen. Also versuchen wir für jeden Schüler ein Heft, einen Bleistift, einen Kuli, ein Lineal, einen Radiergummi und einen Spitzer zu besorgen. Alles zusammen wäre ca. 60 Cent pro Schüler.
Nach der Aktion werden wir einen detaillierten Bericht mit Fotos von allem, wofür die Spenden verwendet wurden, veröffentlichen.
Wenn Du mehr Informationen über das Edwenase Rehabilitation Centre, eine Karte haben möchtest oder etwas spenden willst, kannst Du uns unter erc.kumasi@yahoo.com kontaktieren.
Even great potential and enthusiasm needs money to start off, so Edwenase's 5 volunteers from Germany, Ireland, Italy and Poland decided to make use of the art skills and amazing creativity of the students to generate funds for their different needs in the centre.
With Christmas approaching it seemed like handmade cards for friends and family at home would be worth exploring.
How the cards were made
We tried to make the cards as natural as possible so we decided to use the banana leaves as the base which was used to create the shape of the card. Inside a piece of paper is sewn in order to allow writing a message.
Trainees have different skills and so patterns were prepared to help them draw certain shapes. Sometimes they needed help with cutting them out, but the composition on the card or the choice of colours (i.e. red palm tree) is completely their own creation which we dared not to intervene with. Students also participated in collecting the banana leaves.
There are therefore two types of cards :
with an Adinkra symbol cut from a Ghanaian cloth
How will your donations be spent?
All the money raised from the Christmas cards will be used for the benefit of students. Three main issues we hope to address with the donations are:
1. Wheelchair ramps
The centre has ramps for the the trainees who use wheelchairs, apart from the steps to their dormitories. These steps mean that to go in and out of their room they need to get off the wheelchair, bring it over to the other side and climb on it again. During the day there may be 10 to 15 such journeys. Concrete ramps would solve the issue.
2. Library
Evening time is usually boring for all, apart from the time when TV is on. There are few games or books to compete with the box and develop different skills of the students. This is what we aim to change by introducing a library, where trainees will be able to choose from language (Twi and English), art and song, literacy and numeracy books; games (e.g. table tennis, boardgames, music practice) to fill in free time, enjoy communally and practise important skills.
3. School kit
Numeracy, Literacy and English classes are to be introduced for all the trainees, but in order to practise and be able to fully benefit from them each of the students should have a school kit containing: notebook, pencil, pen, ruler, eraser, pencil sharpener.
After the end of the action we will include a detailed report including photos of how the donations were spent.
If you would like to get more information about the centre, order a card or make a donation please contact us at erc.kumasi@yahoo.com
Willkommen zur Weihnachtskartenaktion des Edwenase Rehabilitation Centres!
Selbst großes Potential und Enthusiasmus brauchen zuerst einmal eine Starthilfe. Deshalb beschlossen wir, die künstlerischen Talente und die Kreativität der Schüler zu nutzen, um verschiedene Dinge im Zentrum zu ermöglichen.
Da Weihnachten vor der Tür steht, war schnell die Idee geboren, selbstgemachte Karten für Freunde und Familie herzustellen.
Die Lehrer des Zentrums schlugen vor, Karten mit Ghanaischen Adinkra-Symbolen herzustellen. Diese sind typisch für die Ashanti-Region, deren Hauptstadt Kumasi ist.
Die Herstellung
Wir versuchten, die Karten so natürlich wie möglich zu gestalten. Deshalb nahmen wir getrocknete Bananenblätter, um die eigentliche Karte herzustellen. Schon allein das Sammeln der Blätter mit den Schülern war ein Erlebnis für sich. Innen haben wir ein Stück Papier eingenäht, damit man auch was reinschreiben kann.
Da die Schüler sehr unterschiedlicheFähigkeiten haben, waren im ersten Schritt Schablonen für verschiedene Formen herzustellen. Manchmal halfen wir beim Ausschneiden, aber die Idee oder auch die Wahl der Farben (z.B. roter Weihnachtsbaum) sind aus der Kreativität der Schüler entstanden.
Es gibt zwei Arten von Karten:
- Karten mit Adinkra-Symbolen, ausgeschnitten aus typisch ghanaischen Stoffen
- Karten mit verschiedenen Formen, wie z.B. einem Engel oder einer Sternschnuppe, ausgeschnitten aus Papier oder Bananenblättern und dann angemalt und verziert.
Was wird mit den Spenden passieren?
1. Rollstuhlrampen
Im gesamten Zentrum wurden Rampen für die Schüler gebaut, die auf einen Rollstuhl angewiesen sind. Es gibt aber 6 Ausnahmen: Die Stufe zu ihren Schlafräumen. Diese Stufe bedeutet für die Schüler, jedes Mal aus dem Rollstuhl zu klettern, über die Stufe zu kommen, den Rollstuhl darüber zu bringen oder bringen zu lassen und wieder reinklettern. Und das täglich 10-15 Mal. Einfache Rampen würden dieses Problem lösen.2. Bibliothek
Die Zeit nach der Schule ist normalerweise ziemlich langweilig für alle, außer natürlich, wenn der Fernseher in der Aufenthaltshalle läuft. Es gibt nur wenige Spiele oder Bücher, die der Glotze Konkurrenz machen und die verschiedenen Talente der Schüler fördern könnten. Das wollen wir ändern, indem wir eine vorerst bescheidene Bibliothek einführen mit Büchern in Twi und Englisch. Wir wollen Schulbücher für diverse Fächer, einfache Lese-, Schreib-, und Rechenlernbücher sowie Bilder- und Malbücher anschaffen. Aber auch Spiele, einfache Musikinstrumente und Sportgeräte wie z.B. Springseile fehlen.
3. Schreibsets
In den nächsten Wochen fangen wir mit Lese- und Schreibekursen und einfachen Rechen- und Englischstunden für alle Schüler an. Es gibt aber nur wenige Schüler, die ein Heft und einen Stift besitzen. Also versuchen wir für jeden Schüler ein Heft, einen Bleistift, einen Kuli, ein Lineal, einen Radiergummi und einen Spitzer zu besorgen. Alles zusammen wäre ca. 60 Cent pro Schüler.
Nach der Aktion werden wir einen detaillierten Bericht mit Fotos von allem, wofür die Spenden verwendet wurden, veröffentlichen.
Wenn Du mehr Informationen über das Edwenase Rehabilitation Centre, eine Karte haben möchtest oder etwas spenden willst, kannst Du uns unter erc.kumasi@yahoo.com kontaktieren.
Benvenuti al progetto Biglietti Natalizi!
A volte anche l' entusiasmo e le grandi potenzialita' hanno bisogno dell' aiuto dei soldi: per questo i cinque volontari dell' Edwenase Rehabilitation Centre, provenienti da Germania, Irlanda, Italia e Polonia, hanno deciso di sfruttare le capacita' artistiche e la creativita' dei ragazzi per raccogliere denaro da impiegare per le diverse necessita' del centro.
Come sono stati realizzati?
Ci sono dunque due tipi di biglietti:
-con un simbolo Adynkra di panno ghanese
-con diversi disegni ( palma, albero di netale, angelo, stella ) di carta o anche di foglia di banano.
Tutti i soldi ricevuti saranno spesi nell' nteresse degli studenti, i veri autori dei biglietti.
Il centro ha gia' delle rampe di questo tipo, ma ne e' sprovvisto alle entrate dei dormitori, che sono rialzati rispetto al terreno di cinque sei cm. Questo ostacolo fa si' che i ragazzi debbano ogni volta smontare dalla carrozzina, spingerla su o giu e salire o scendere il gradino a loro volta per poi rimontare seul mezzo. Ogni giorno sono costretti a far questo almeno 10, 15 volte: le rampe eviterebbero loro tutta questa fatica.
2)Biblioteca
La sera i ragazzi non hanno niente da fare, a parte guardare la tv. Vorremo realizzare una biblioteca dove loro avrebbero la possibilita' di leggere libri di narrativa ( in inglese o in twi ), libri per imparare a leggere e scrivere o a contare e infine libri da colorare o per cantare; e potrebbero poi anche giocare a ping pong, o con diversi giochi in scatola e strumenti musicali, giusto per passare la serata in compagnia e intanto imparare diverse e nuove abilita'.
3)Kit per la scuola
I volontari stanno per organizzare dei corsi di matematica e inglese ma i ragazzi sono completamente sprovvisti di qualsiasi materiale scolastico; ciascuno ha bisogno di un quaderno, una penna, una matita, un temperino, una gomma e un righello.
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