1. Peace Corps Dominican Republic Special Education

2. How was the Project Developed ? FACTORS (Why) Between 10-15% of children in the Dominican Republic are in need of some type of special education (UNESCO) 70% of the population is living below poverty line. Living in these conditions causes general heath problems as well as deficiencies in physical development, which in turn increase the amount of people with special learning and educational needs. Special Education was selected due to the lack of services offered in this area. The Secretary of Education has impressive goals to expand the Special Education project, and Peace Corps Volunteers can play an integral part in helping the Secretary to reach its goal. PARTNERS (With Whom?) Secretary of Education Various inclusive and special education schools throughout the country Olimpíadas Especiales Fe y Luz Parents Association for children with Special Needs

3. Snapshot View of Special Education in the DR Approx 70% of Dominicans living below the poverty line According to a study conducted by the WHO and UNESCO, between 10-15% of children in the Dominican Republic are in need of some type of special education. That calculates out to be 700,000 Dominicans that could benefit from special needs education. CENISMI/SEEBA/SESPAS conducted a school census that indicates that a large percent of Dominican children have health and nutrition deficiencies that will affect some area of their development. The proposal for the model of special education presents a series of alternatives with the objective being to increase access to communities in need.

4. Special Education PROJECT PLAN

5. Project Purpose To improve the quality of life of the special needs population through improved availability and quality of education in marginal semi urban and urban schools, as well as increased support and services from the community and parents.

6. Project Goals GOAL #1: Improved Teaching Practices GOAL #2: Strengthening Family/Community Support

7. GOAL #1: Teachers will be better able to manage their classroom and will have implemented new teaching practices for special education. Objective 1: By the end of FY 2007, 40 PCVs will train 40 Project Partners on the importance of using formal and informal assessment information for special needs children. Objective 2: By the end of FY 2007, 40 PCVs and project partners will train 1,200 primary school teachers and/or teacher aids in classroom and behavior management through direct instruction or by demonstrating and modeling good practices. Objective 3: By the end of FY 2007, 40 PCVS and project partners will train 1,200 primary teachers in the development and use of low-cost didactic materials and non-traditional teaching methods.

8. GOAL #2: Parents and community members will be able to better understand and support the development of children with special needs. Objective 1: By the end of FY 2007, 40 PCVs will work with 40 project partners to develop community needs assessments to identify and respond to the special needs of the children in the community. Objective 2: : By the end of FY 2007, 40 PCVs and Project Partners will train 1,200 parents on how to understand and support special needs children at home. Objective 3: By the end of FY 2007, 40 PCVs and Project Partners will facilitate in 40 communities the exchange of information and resources between parents associations, schools, external NGOs and groups that support special needs children.

9. Typical Volunteer Cycle  Pre-Service Training (12 weeks including CBT)  Months 0-3: Community Diagnostic and Relation Building  3 Month IST: Diagnostic Report and Start the 1 st Year Project Planning Process  Months 3-12: Complete Project Plan, Implement, and Monitor project  12 Month IST: Evaluate 1 st year progress and Plan 2 nd Year  Months 12-24: Reformulate, Implement, Monitor, and Evaluate project  Months 21-24: Begin transition process  Pre, 3, 12 month Site Visits  Close of Service Conference

10. Top Ten Activities in the Special Education Project 1. Active Learning 2. Training high school students to become teacher’s aids 3. Hearing and Vision testing for students 4. Informal learning assessments 5. Classroom and Behavior Management 6. Home visits for children with disabilities 7. Individual work with teachers to create model classrooms 8. Didactic material creation and use 9. Active Parenting 10. Forming school libraries and computer labs

11. Success Story: Carmen Croppi Carmen Croppi (2003-Present) is a Special Education Volunteer working with the public elementary schools in the city of Higüey. She has implemented two types of projects designed to assist students who have special needs and to provide relief to seriously overcrowded classrooms at the primary grade levels. The first project was an intensive summer school program for 35 children who have repeated first or second grade. She trained the summer school teachers in active learning techniques and classroom management and recruited high school students to serve as classroom aides. Dominican students are required to complete 70 hours of community service in order to graduate from high school, so Carmen implemented a 12-hour training program to put these students into elementary school classrooms. The first group of 34 high school seniors recently completed training and is now working in 8 different elementary schools in Higüey. Two more trainings are scheduled for this school year to put a total of 120 tutors and classroom aides into the public schools.

12. Project Impact Snapshot Over 360 children with special needs tested or assisted in 15 schools Over 1,100 teachers trained in developing didactic materials, innovative teaching practices, and classroom management from 338 different schools Development of workshops and ongoing assistance to 150 parents in how to support their special needs children 8 new mini resource centers created for teachers High school students trained to serve as teacher’s aids in inclusive classrooms Children with special needs organized and trained to participate in the National Special Olympics Improvement of evaluation, therapy, and acceptance methodologies in schools and community organizations.

13. Being a Volunteer is…  A Unique Experience  A Challenging Experience  A Growing Experience  A Sharing Experience  An Unforgettable Experience  IT ALL DEPENDS ON WHAT YOU DECIDE IT WILL BE!

14. Are you ready for the challenge? Welcome to the Special Education Project