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From Karnataka Open Educational Resources
→Interaction learnings with the parents of Children with learning difficulties from Byrasandra school.
[[Category:TIIE-EL]]
[[Category:TIIE-EL]]
== Parents meeting at Ejipura ==
== '''Parents meeting at Ejipura''' ==
There are 37 students in class 7 at GHPS Ejipura, and only 9 parents attended the parents meeting. We created a video by involving students participation in many activities, parents were so happy to see the pictures and videos of their child's participation in school activities. Class teacher starts the interaction with explaining the covid/pandemic situation and how it affects students' learning by mentioning teachers' efforts to bring them up. Teachers asked parents to watch over their children at home, question them about their studies, and advise them not to send their children to tuitions. Following that, we started a discussion about their beliefs and practises regarding their child's learning.
There are 37 students in class 7 at GHPS Ejipura, and only 9 parents attended the parents meeting. We created a video by involving students participation in many activities, parents were so happy to see the pictures and videos of their child's participation in school activities. Class teacher starts the interaction with explaining the covid/pandemic situation and how it affects students' learning by mentioning teachers' efforts to bring them up. Teachers asked parents to watch over their children at home, question them about their studies, and advise them not to send their children to tuitions. Following that, we started a discussion about their beliefs and practises regarding their child's learning.
• How can we encourage more meaningful interaction between parents and teachers?
• How can we encourage more meaningful interaction between parents and teachers?
*
== Interaction with the parents of Children with learning difficulties from Byrasandra school. ==
During in our interactions with children in the classroom at Byrasandra school, the team noticed a few students who may be experiencing some learning difficulties. This was brought up with the school's teachers and the relevant department members. Based on their suggestions, we met the parents of the three children, and we found that all three parents were Illiterate. One works as security, one as a housekeeper at the school and other is a housekeeper at both hotel and school. We explained the difficulties faced by children in classroom, they accepted and noticed it too. Those children were taken to NIMHANS hospital for diagnosis and were diagnosed at child and Adolescent psychiatry department by a clinical psychiatrist. Some of the important aspects that we encountered during and later the process of diagnosis were designated as:
==== Challenges/ Difficulties faced by parents to pay attention to their children ====
* The attitude of the parents, lack of educational background, reluctance to take any initiative to support their children's education.
* Faith in the teachers about their children future
* Economic status of the family
* Migration from one place to another
* Lack of awareness on learning disabilities
* Even though they were aware of the difficulties faced by children, they didn’t make an effort to seek help or visit the hospital.
* All of them work for a daily wage, which makes it difficult for them to take a day off. After work, they don't have time to spend with their children
* Lack of opportunity to speak with the appropriate person to learn about services provided by the government to get the necessary facilities and exercise their rights.
==== Difficulties experienced by parents at NIMHANS ====
* There is no clear instruction or message for the parents to complete the checklist in their procedure, and at every stage there is a long line that takes at least an hour to move through.
* The majority of physical therapists speak English during counselling, which becomes difficult for parents who are illiterate to follow.
* Clinical therapist question parents about their children's milestones, birth information, and other related information at the time of counselling, but parents will forget many details in order to respond to those questions.
* Parents must dedicate an entire day to see a psychiatrist for child follow-up.
* At some point during the follow-up, a new Psychiatrist will handle the child's case. They review the file and perform the repeated counselling.
* If the child has a serious issue, they end the counselling and follow up with some medication or UDID card; otherwise, they advise taking the child to another hospital wherein the child has to undergo fresh screening and diagnosis.
==== Improvements observed among parent's perspective on their child. ====
Parents' perspectives on their children changed slightly as a result of our interactions with them and visiting the hospital with us. Here is a list of the observations.
* Increase understanding of the disabilities that children deal with.
* Started thinking about their children's futures in view of their challenges and were prepared to help them in accordance with their needs.
* Initially opposed bringing the child to the hospital, but now willing to take the child to the suggested hospital for further evaluation.
* Gained confidence to visit hospitals on their own and started informing us about their visits.
* An understanding of the government policies and facilities offered for differently abled children.
* By taking into account the child's learning factors, one parent made the decision to enrol the child (who had an intellectual disability) in residential school. Parents understood child's learning in various subjects is not significantly impacted in normal school.
