etadd_47(3) - Division on Autism and Developmental Disabilities

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Irente Rainbow School, funds of knowledge inform teaching practices to provide locally and culturally relevant lessons. The understanding of community funds of knowledge informs the preparation of students with disabilities for integration into their communities after schooling. Each community has a different set of skills and knowledge that need to be acquired to participate socially and economically in daily life. Table 1 shows an extensive list of the community funds of knowledge important in Lushoto that informed teaching and learning in the school and community. This list illustrates the knowledge that is most important for all individuals to have to participate as culturally, socially, and economically active members of the community. In Lushoto, self-care and vocational skills are the most important skills to have for daily life. Academic skills are also important, but it is possible to survive and work with minimal skills–functional literacy and functional Figure 1. Visual Representation of the Study. knowledge of money. One student’s mother made and sold charcoal to support her five children and two grandchildren without a husband. Her children helped her, but she was unable to read or write. A member of the school staff helped me to explain the intricacies of informed consent to this mother in her local language. She could recognize money and exchange it in the denominations with which she commonly worked in her business. Beyond her work, she bartered for some of her goods and grew her own food at home on her farm. While she is living in poverty, she is surviving and her children have their basic needs met on a daily basis. To this mother, functional skills are more critical to survival than academic skills. In her experiences in this local community, she has not seen how academic skills have helped the people she knows to do any better than she does in life. Opportunities are simply limited and functional skills are most important to be success- 260 / Education and Training in Autism and Developmental Disabilities-September 2012
TABLE 1 A Sample of Community Funds of Knowledge in Lushoto ful socially and economically in this community (Stone-MacDonald, 2010). Themes Household Skills Sewing Cooking Sweeping Washing dishes Washing the floor Setting the table Fetching water Caring for children or elderly Fixing broken utensils/tools Washing clothes Agriculture Skills Feeding a goat Cleaning animal areas Using a machete Using a hoe Planting seeds Preparing a garden Harvesting produce Shucking corn Carrying leaves and produce Beliefs about Disability. The local beliefs and values about disability in Lushoto are complex and center around beliefs about God’s role in peoples’ lives. In Lushoto, most people understand the role of medical and health issues in the cause of disabilities, but people also believe that there is a God or another force that influences the medical problems. In this culture, people believe that God has a plan for everything and that having a child with a disability is mpango wa Mungu (God’s plan). While it is not easy to have a child with a disability, this is part of the role God designated in the society for the parents of children with disabilities, by giving them the children, and such parents should feel blessed. One father said: For me personally, I believe that causes of disability are part of God’s plan, because children with disabilities are not only our children. We Tanzanians, even in Europe, at another time you were surprised that even livestock were born with disabilities, but this is part of God’s plan. In an interview, a teacher stated that in a Personal Care Skills Social Skills Bathing Dressing Using the toilet Brushing teeth Washing hands with a pitcher Hair care Shining shoes Greeting people Receiving guests Washing hands for guests Helping neighbors Riddles and myths Singing Cell phone use Material Knowledge Carpentry Masonry Shoemaking Repairing tools and machines Brick making Plumbing Making charcoal Cutting trees Academic Skills Counting Measuring Writing Recognizing name Identifying/using money Reading Knowing days of week/time of day Knowing historical and current political figures Listening to stories passage in the book of John, Jesus commands his people to take care of all society and to support the weak and raise them up. She explained that the Bible tells God’s people that it is their responsibility to care for children with disabilities and that God has a plan. The Bible passage justifies their work. The children had disabilities because they were fulfilling a role for God. Based on strong religious beliefs, both Muslims and Christians see children with disabilities as part of God’s plan. Individuals talk little about curses or witchcraft and see these beliefs as part of their past. Christian and Muslim beliefs about foster care and support for families permeate local culture, but do not necessarily involve active membership in the community. People still turn to traditional healers and medical doctors to treat the symptoms of a child’s disability. School staff teaches community members and parents about the difference between an illness that can be cured and a disability that is permanent, but can be treated and the symptoms reduced after intervention, therapy, and education. People commonly hold both traditional and religious beliefs about the causes of disability, and these beliefs were not necessarily mutually exclusive in the traditional culture. These findings are consistent with the existing literature (Devlieger, 1994, 1999; Kisanji, 1995a; Kiyaga & Moores, 2003). Islam Life in the Community: A Tanzanian Perspective / 261
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Page 33 and 34: TABLE 1 Target Vocabulary Words by
Page 35 and 36: Figure 1. Example of PowerPoint Sli
Page 37 and 38: TABLE 3 Mean Percentage of Correct
Page 39 and 40: Figure 4. Jake’s percentages corr
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Page 55 and 56: Method Participants Four male child
Page 57 and 58: TABLE 2 Play Scale - Developmental
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Figure 1. Ian’s Progress in Play
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Figure 3. Ryan’s Progress in Play
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Figure 5. Social Validity: Average
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(2000). A comparison of video model
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Education and Training in Autism an
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Method Participants Four high schoo
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TABLE 1 Task Analyses for all Tasks
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Figure 1. Holly multiple baseline g
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Figure 3. Norman multiple baseline
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ing at photographs. Jake only requi
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tion, some aspects of the target be
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table video aids may lead to greate
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TABLE 2 Task Analyses Including Vid
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table.” During the session, the t
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Figure 2. Percent of steps with err
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ter the 15 th session. With table w
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our students, it may have been diff
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TABLE 2 Participants Demographic Da
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opening of the lesson, the teacher
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TABLE 4 Total Number of Items Answe
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Figure 2. Total number of procedura
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serve both cognitive (e.g., self in
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and quasi-experimental designs for
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& Cobb, 2002). Generalization, the
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academic activities in the classroo
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Procedure Baseline. In this multipl
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condition for each student. With th
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was repeated across all participant
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Boning, R. A. (1997). SRA Specific
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TABLE 1 Student demographic informa
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ping, dining out, voting) and diffe
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TABLE 2 Content Standards, Alternat
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Student Achievement Figures 3-6 pro
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Figure 4. Student data across math
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Figure 6. Student data across math
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A second limitation of the current
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y students with intellectual disabi
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TABLE 1 Studies of Mathematics Inte
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subject design to provide an interv
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Neef and colleagues (2003) demonstr
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abilities. Education and Training i
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