Allow me a white girl moment..
‘I live on one plane – it is Africa always for me – I work, sleep,
seek personal encounters, play games, enlarge my general knowledge,
save my strength and money for Africa. Not – I do not pretend this
is entirely a zeal for selfless service, but because I express myself
in work for Africa.’ Margery Perham, 1937
Thank you Eliza for the wonderful quotes. b x
Monday, February 21, 2011
Friday, February 18, 2011
Last night I dreamt one of my high schoolers shot me.
I have started working half a day a week at a high school which people continue to refer to as "urban." This is a completely coded word, which in this case if unpacked means poor, mostly black, and a plethora of other things I have not asked about. Not because I don't want to know, but because the information I get will come in the guise of concern but really reflect more about the teller than the neighborhood. What I will be told will come down to low expectations, a healthy dose of fear mongering and a dab of general unpleasantness. I would rather discover these things as perceived by the youth who live there. Actually I lied, I really don't want to know about the neighborhood, I'd rather know about them.
What I do know however is there is much in the literature about the 'performance of school' and this establishment is a perfect example of what they mean. The halls are quiet, the doors are closed, students are in classrooms. The end. It is possible Wednesday afternoons are just special R & R periods, because I saw some teens watching a video, and I saw many teens sitting in clusters on tables, chairs and windowsills talking to themselves, despite the fact a teacher was present, but apparently busy working at her desk. I even saw some teens on computers. What I didn't see was teaching. One room had a teacher talking to her students. The rest were supervising at best and the students with no books, no pencils, no anything, genuinely appeared to be entertaining themselves. Quiet was the key here. Unspoken message: I don't care what you do, as long as it doesn't involve drugs, weapons or text messaging, but do it quietly.
So, in my dream, one of the girls on my caseload (who has no interest in speech therapy and I don't really blame her) came to my school, busted in and threatened to shoot me (but didn't). We instead had a discussion about accidental gun related deaths in the States. Do you know America has more youth gun related death than the next top 25 industrialized countries in the world combined? That gun related death is the second killer of youth in the country after traffic accidents?
Anyway, then in a second dream a group of boys came to my house and did shoot me while I was making them tea. Not very hospitable really. My response was one of general relief at not having to work towards my phd any more and then I said 'you all really need to stay out of jail, perhaps you should go to Kenya. We'll get my mum to fundraise.' (The American incarceration statistics are crazier than the gun ones)
And so this is why I am up at 5:21 am even though I don't have jet lag.
Not from fear of being shot but because I got thinking about this, seriously thinking about this notion of taking a group of American "urban" youth to Kenya, and perhaps their parents if they wanted who may well be younger than me.
P would say something along the lines of 'great, just what we need in Kenya' and then give me a lecture about being such a bloody white girl. But in a fit of idealism, imagine for a second the layer upon layer of interesting things you could talk about and learn about and read about with a sufficiently interesting reason to do so. A trip! An exchange. People have been doing exchanges for years. Why only the wealthy kids? Arguably kids who have less access to cash need it more. We can fundraise as a group as part of the lead up to the trip.
Yesterday morning I heard a teacher say 'he came to school high this morning, he was sent home and given a 30 day suspension.' Which part of this "punishment" makes sense? I'd love a 30 day suspension right now.. I bet he will sit home every day and repent his sins. Isn't it just permission to have a 30 day pot binge? Now he doesn't even have to bother with that pesky business of getting to school in the morning. How can an administration like this even claim they want to see their high schoolers graduate? what about a bit of community service in a drug rehab centre, or a bit of toilet cleaning duty in a retirement village after school? Have we totally lost our sense of creativity? Kids have grown dull because they don't even need to out smart the adults these days. The adults are mind numbing..
We spend a lot of time in my classes talking about school, race, inequity, literacy, achievement, expectations.. but it has been a long time since I have spent any time in a high school where a lot of these things play out one way or another in real and life impacting ways. It's been researched, it's been written about, we have solutions, there is just no systematic will to enact them. In America, people of European descent control the power structures including the education system and most of these white people are basically afraid to allow for a better education of African Americans, Latinos and minority populations. They are afraid it will mean less for them, less opportunity, less access, less money. These are not even tangible fears for most people. And there is a cost to not educating everyone. The cost is in what the public pays for all those inmates (25% of the world's incarcerated population are in American jails!) and the general insecurity. All these things are well written about, they are the big acknowledged structures the no one is really willing to do anything about, because it might involve effort, discomfort and well.. because there is something good on television tonight.
So I digress.. but back to my idea. Wouldn't that be a really cool experience? A service learning project culminating in a trip? For both the Kenyan and American high schoolers.. I would stay in Columbus to do a project like this. Now.. how to get my dissertation committee to agree to it?
I have started working half a day a week at a high school which people continue to refer to as "urban." This is a completely coded word, which in this case if unpacked means poor, mostly black, and a plethora of other things I have not asked about. Not because I don't want to know, but because the information I get will come in the guise of concern but really reflect more about the teller than the neighborhood. What I will be told will come down to low expectations, a healthy dose of fear mongering and a dab of general unpleasantness. I would rather discover these things as perceived by the youth who live there. Actually I lied, I really don't want to know about the neighborhood, I'd rather know about them.
What I do know however is there is much in the literature about the 'performance of school' and this establishment is a perfect example of what they mean. The halls are quiet, the doors are closed, students are in classrooms. The end. It is possible Wednesday afternoons are just special R & R periods, because I saw some teens watching a video, and I saw many teens sitting in clusters on tables, chairs and windowsills talking to themselves, despite the fact a teacher was present, but apparently busy working at her desk. I even saw some teens on computers. What I didn't see was teaching. One room had a teacher talking to her students. The rest were supervising at best and the students with no books, no pencils, no anything, genuinely appeared to be entertaining themselves. Quiet was the key here. Unspoken message: I don't care what you do, as long as it doesn't involve drugs, weapons or text messaging, but do it quietly.
So, in my dream, one of the girls on my caseload (who has no interest in speech therapy and I don't really blame her) came to my school, busted in and threatened to shoot me (but didn't). We instead had a discussion about accidental gun related deaths in the States. Do you know America has more youth gun related death than the next top 25 industrialized countries in the world combined? That gun related death is the second killer of youth in the country after traffic accidents?
Anyway, then in a second dream a group of boys came to my house and did shoot me while I was making them tea. Not very hospitable really. My response was one of general relief at not having to work towards my phd any more and then I said 'you all really need to stay out of jail, perhaps you should go to Kenya. We'll get my mum to fundraise.' (The American incarceration statistics are crazier than the gun ones)
And so this is why I am up at 5:21 am even though I don't have jet lag.
Not from fear of being shot but because I got thinking about this, seriously thinking about this notion of taking a group of American "urban" youth to Kenya, and perhaps their parents if they wanted who may well be younger than me.
P would say something along the lines of 'great, just what we need in Kenya' and then give me a lecture about being such a bloody white girl. But in a fit of idealism, imagine for a second the layer upon layer of interesting things you could talk about and learn about and read about with a sufficiently interesting reason to do so. A trip! An exchange. People have been doing exchanges for years. Why only the wealthy kids? Arguably kids who have less access to cash need it more. We can fundraise as a group as part of the lead up to the trip.
Yesterday morning I heard a teacher say 'he came to school high this morning, he was sent home and given a 30 day suspension.' Which part of this "punishment" makes sense? I'd love a 30 day suspension right now.. I bet he will sit home every day and repent his sins. Isn't it just permission to have a 30 day pot binge? Now he doesn't even have to bother with that pesky business of getting to school in the morning. How can an administration like this even claim they want to see their high schoolers graduate? what about a bit of community service in a drug rehab centre, or a bit of toilet cleaning duty in a retirement village after school? Have we totally lost our sense of creativity? Kids have grown dull because they don't even need to out smart the adults these days. The adults are mind numbing..
We spend a lot of time in my classes talking about school, race, inequity, literacy, achievement, expectations.. but it has been a long time since I have spent any time in a high school where a lot of these things play out one way or another in real and life impacting ways. It's been researched, it's been written about, we have solutions, there is just no systematic will to enact them. In America, people of European descent control the power structures including the education system and most of these white people are basically afraid to allow for a better education of African Americans, Latinos and minority populations. They are afraid it will mean less for them, less opportunity, less access, less money. These are not even tangible fears for most people. And there is a cost to not educating everyone. The cost is in what the public pays for all those inmates (25% of the world's incarcerated population are in American jails!) and the general insecurity. All these things are well written about, they are the big acknowledged structures the no one is really willing to do anything about, because it might involve effort, discomfort and well.. because there is something good on television tonight.
So I digress.. but back to my idea. Wouldn't that be a really cool experience? A service learning project culminating in a trip? For both the Kenyan and American high schoolers.. I would stay in Columbus to do a project like this. Now.. how to get my dissertation committee to agree to it?
Thursday, February 10, 2011
Because there are 1001 ways to support the disability sector in Kenya I am going to post a request for books! Oh those funny old fashioned things. Remember them? Paper, words, sometimes illustrations. I have often dreamed of a month on an island with nothing but a box of good books and a small wooden shack down the beach that sells meals consisting mainly of fresh fish and coconut. A month in a bikini, hat and sun glasses reading books. Delightful.
Anyway these are resource books.. email trixiepujol@msn.com if you are interested in buying books!
NAME OF PROJECT
Improving the Services for Special Education and Rehabilitation in Kenya: Provision of Educational
Resource Materials.
2.0 PROJECT SUMMARY
The ultimate goal of this project is to improve the services for special education and rehabilitation by equipping professionals with resources required to reinforce quality intervention outcomes.
To achieve this goal we will need to establish a resource centre with up-to-date materials including books, magazines, and multimedia materials.
In the current situation, professionals, caregivers and parents lack information, and funds required to equip themselves with resources that improve their skills and abilities. SEP is also currently limited on the available resources at its disposal. There is an urgent need to equip our minimal library with relevant up-to-date materials, which will help develop knowledge and proper skills necessary in working with children with special needs. It will also help to empower parents and guardians on how to get involved with intervention while the children are at home.
3.0 INFORMATION ON THE ORGANISATION
Special Education Professionals (SEP) is a registered non-profitable organisation in Kenya. The members, consisting of Physiotherapists, Occupational Therapists, Speech and Language therapists, Teachers of Special Education Needs, Teachers of the Deaf, Low-Vision Therapists and Psychologists, are all volunteers who dedicate their free time and expertise to the Kenyan community. SEP operates mainly in Nairobi, the capital of Kenya, but also provides assistance to some projects located in other parts of Kenya. The SEP office is located in Gertrude’s Children’s Hospital, Muthaiga.
SEP’s Mission Statement
SEP’s mission is to develop a multidisciplinary approach among the professionals working with children with special needs by upgrading the professional skills, standards and knowledge. By doing this SEP will be able to provide quality interventions to more children with special needs and empower their families by including them in the intervention programmes, throughout the country.
SEP started in 1990 and initially operated as a support group for professionals in the field of special education and rehabilitation. These professionals were mainly active in private schools that are frequented by children with more affluent parents who can afford the higher school fees and extra tuition.
In 1998 SEP started ‘community work’ whereby all members volunteered their services and expertise to also help the children belonging to the lower income sections of the society. To date the professionals have created time for the SEP consultations, workshops and project work to help children with special needs including cerebral palsy, autism, Down’s syndrome, learning difficulties, attention deficit hyperactivity disorder, mental challenges, developmental delay, communication disorder, hearing impairment, visual impairment amongst other conditions.
SEP has so far assisted 1350 families from different locations in Kenya during the consultations, and over 1000 children in various schools, homes and centres.
So far there have been over 100 workshops facilitated by SEP, which have been attended by approximately 20 parents, caregivers and teachers per workshop.
SEP works closely together with the families, caregivers and teachers as they are the key stakeholders in the education and rehabilitation of the child. Often families and teachers do not have sufficient understanding about special needs. Hence, they are not capable of offering the basic intervention needed to create a better life for their children. SEP believes that training and support empowers the parents, caregivers and teachers to create a positive environment. Capacity building with the families and all stakeholders involved in the upbringing of a child enables the child to maximize his/her potential in all areas of development.
It is a SEP policy to give peer support. SEP encourages sharing knowledge and skills, ideas and techniques amongst all professionals involved.
Activities of the Organisation since 1998
- Training
SEP believes in developing and strengthening the skills, abilities, processes and resources that are a requisite when working with children with special needs. SEP therefore organizes regular workshops on specific topics and therapy interventions related to the different needs; targeting parents, teachers and caregivers.
SEP organizes multidisciplinary training services which target all the professional Therapists and Special Needs Teachers within the organization, with the aim of improving their knowledge, skills and abilities, emphasizing equal partnership with the parents, and building on a child- centered approach.
- Capacity Building in Institutions and Community Groups
SEP provides furniture and therapy equipment, using locally available materials. Educational materials and toys are made in active participation with those involved in the daily interaction with the children. These educational materials and toys are made from affordable and recycled materials whenever possible and adapted to the specific needs of the children.
On request visits to schools, children homes and centres are organized to offer technical assistance to the teachers and caregivers, and to monitor implementation of the learned skills.
- Early Intervention Consultations
SEP organises Early Intervention Consultations. SEP advocates supporting families in caring for their children, therefore during the consultations, parents or caregivers receive information that helps them to better understand the condition of their child, and they obtain advice on how to deal with the challenges at home.
- Creating Awareness
SEP has also been involved in creating awareness on specific conditions and has so far published and widely distributed 7 brochures in both English and Kiswahili (Introducing SEP, Down Syndrome, Autism, Cerebral Palsy, Communication Disorder, Stammering, and Learning Difficulties).
Awareness campaigns on different topics are also arranged through the use of local media and presentations during public events in liaison with other stakeholders.
4.0 PROJECT PROPOSAL
SEP’s policy has been to offer help and support whenever professionals, families, schools, homes and organizations need assistance within the area of special education and rehabilitation.
SEP recruits professionals with training in one area of special needs who are then given further training in paediatric skills with a multidisciplinary approach. This therefore means the need for a variety in professional resources that are accessible to the professionals. This would create a great opportunity for professionals to deepen their knowledge and improve their skills consequently a better approach towards the children.
During the SEP Early Intervention Consultations and Capacity Building in Institutions and Special Needs Groups, we come across a wide variety of conditions and therefore also require a lot of information to be able to handle effectively the conditions.
Assistance with Books
Since SEP functions as a resource centre it would be very useful to expand the library. SEP has a number of videos on different conditions; and a limited number of books and magazines. However, there are a number of standard resource books, and more recent books on conditions, teaching programmes, therapy techniques and toy making available on the market. These are mandatory for an organization working with a multidisciplinary team and dealing with a variety of conditions in children. Acquiring them would be a great asset to our resource centre.
Books are normally very expensive and often not available in Kenya and we would therefore have to order them via Amazon.com
REQUESTED TITLES:
* Children with Cerebral Palsy: A Parents Guide
* The Out of Sync Child
* The Out of Sync Child has Fun
* OT for Children with Special Needs
* How to Set up a Classroom for Students with Autism
* How to Set up a Work Area at Home for a Child with Autism
* Helping Children with Autism Learn
* Social Skills Activities for Special Children
* Life Skills Activities for Special Children
* Siblings of Children with Autism
* Emergence: Labelled Autistic
* Facing Autism
* The Complete IEP Guide: How to Advocate for your Special Ed Child
* Thinking in Pictures and other Reports
* This is Asperger Syndrome
* Classroom Success for LD and ADHD Child
* Epilepsy and the Family: A New Guide
* When Your Child Has a Disability
* Bonding While Learning: Activities to grow your Relationship while Preparing for Reading Success
* Look Who’s Talking
* The New Language of Toys: Teaching Communication Skills to Children with Special Needs: A guide for Parents and Teachers
* Childhood Motor Speech Disability
* Children with Visual Impairments: Social Interaction, Language and Learning
Seeing Clearly
* The Connected Child: Bring Hope and Healing to your Adoptive Family
* Chicken Soup for the Soul
* A Parents and Teachers Guide to the Special Needs Child
* Paediatric Massage Revised for Children with Special Needs
* A Parent’s Guide to Developmental Delays: Recognising and Coping with Missed Milestones in Speech, Movement, Learning and Other Areas
If you would like additional information and clarification on any matter related to this proposal, please do not hesitate to contact us on:
Special Education Professionals
C/o Gertrude’s Children’s Hospital
P.O. Box 42325, Nairobi 00100.
Tel. (02) 7206000 ext. 322
Mobile: 0733-267869
Your investment in these matters will go along way in supporting the lives of the special child in Kenya.
Anyway these are resource books.. email trixiepujol@msn.com if you are interested in buying books!
NAME OF PROJECT
Improving the Services for Special Education and Rehabilitation in Kenya: Provision of Educational
Resource Materials.
2.0 PROJECT SUMMARY
The ultimate goal of this project is to improve the services for special education and rehabilitation by equipping professionals with resources required to reinforce quality intervention outcomes.
To achieve this goal we will need to establish a resource centre with up-to-date materials including books, magazines, and multimedia materials.
In the current situation, professionals, caregivers and parents lack information, and funds required to equip themselves with resources that improve their skills and abilities. SEP is also currently limited on the available resources at its disposal. There is an urgent need to equip our minimal library with relevant up-to-date materials, which will help develop knowledge and proper skills necessary in working with children with special needs. It will also help to empower parents and guardians on how to get involved with intervention while the children are at home.
3.0 INFORMATION ON THE ORGANISATION
Special Education Professionals (SEP) is a registered non-profitable organisation in Kenya. The members, consisting of Physiotherapists, Occupational Therapists, Speech and Language therapists, Teachers of Special Education Needs, Teachers of the Deaf, Low-Vision Therapists and Psychologists, are all volunteers who dedicate their free time and expertise to the Kenyan community. SEP operates mainly in Nairobi, the capital of Kenya, but also provides assistance to some projects located in other parts of Kenya. The SEP office is located in Gertrude’s Children’s Hospital, Muthaiga.
SEP’s Mission Statement
SEP’s mission is to develop a multidisciplinary approach among the professionals working with children with special needs by upgrading the professional skills, standards and knowledge. By doing this SEP will be able to provide quality interventions to more children with special needs and empower their families by including them in the intervention programmes, throughout the country.
SEP started in 1990 and initially operated as a support group for professionals in the field of special education and rehabilitation. These professionals were mainly active in private schools that are frequented by children with more affluent parents who can afford the higher school fees and extra tuition.
In 1998 SEP started ‘community work’ whereby all members volunteered their services and expertise to also help the children belonging to the lower income sections of the society. To date the professionals have created time for the SEP consultations, workshops and project work to help children with special needs including cerebral palsy, autism, Down’s syndrome, learning difficulties, attention deficit hyperactivity disorder, mental challenges, developmental delay, communication disorder, hearing impairment, visual impairment amongst other conditions.
SEP has so far assisted 1350 families from different locations in Kenya during the consultations, and over 1000 children in various schools, homes and centres.
So far there have been over 100 workshops facilitated by SEP, which have been attended by approximately 20 parents, caregivers and teachers per workshop.
SEP works closely together with the families, caregivers and teachers as they are the key stakeholders in the education and rehabilitation of the child. Often families and teachers do not have sufficient understanding about special needs. Hence, they are not capable of offering the basic intervention needed to create a better life for their children. SEP believes that training and support empowers the parents, caregivers and teachers to create a positive environment. Capacity building with the families and all stakeholders involved in the upbringing of a child enables the child to maximize his/her potential in all areas of development.
It is a SEP policy to give peer support. SEP encourages sharing knowledge and skills, ideas and techniques amongst all professionals involved.
Activities of the Organisation since 1998
- Training
SEP believes in developing and strengthening the skills, abilities, processes and resources that are a requisite when working with children with special needs. SEP therefore organizes regular workshops on specific topics and therapy interventions related to the different needs; targeting parents, teachers and caregivers.
SEP organizes multidisciplinary training services which target all the professional Therapists and Special Needs Teachers within the organization, with the aim of improving their knowledge, skills and abilities, emphasizing equal partnership with the parents, and building on a child- centered approach.
- Capacity Building in Institutions and Community Groups
SEP provides furniture and therapy equipment, using locally available materials. Educational materials and toys are made in active participation with those involved in the daily interaction with the children. These educational materials and toys are made from affordable and recycled materials whenever possible and adapted to the specific needs of the children.
On request visits to schools, children homes and centres are organized to offer technical assistance to the teachers and caregivers, and to monitor implementation of the learned skills.
- Early Intervention Consultations
SEP organises Early Intervention Consultations. SEP advocates supporting families in caring for their children, therefore during the consultations, parents or caregivers receive information that helps them to better understand the condition of their child, and they obtain advice on how to deal with the challenges at home.
- Creating Awareness
SEP has also been involved in creating awareness on specific conditions and has so far published and widely distributed 7 brochures in both English and Kiswahili (Introducing SEP, Down Syndrome, Autism, Cerebral Palsy, Communication Disorder, Stammering, and Learning Difficulties).
Awareness campaigns on different topics are also arranged through the use of local media and presentations during public events in liaison with other stakeholders.
4.0 PROJECT PROPOSAL
SEP’s policy has been to offer help and support whenever professionals, families, schools, homes and organizations need assistance within the area of special education and rehabilitation.
SEP recruits professionals with training in one area of special needs who are then given further training in paediatric skills with a multidisciplinary approach. This therefore means the need for a variety in professional resources that are accessible to the professionals. This would create a great opportunity for professionals to deepen their knowledge and improve their skills consequently a better approach towards the children.
During the SEP Early Intervention Consultations and Capacity Building in Institutions and Special Needs Groups, we come across a wide variety of conditions and therefore also require a lot of information to be able to handle effectively the conditions.
Assistance with Books
Since SEP functions as a resource centre it would be very useful to expand the library. SEP has a number of videos on different conditions; and a limited number of books and magazines. However, there are a number of standard resource books, and more recent books on conditions, teaching programmes, therapy techniques and toy making available on the market. These are mandatory for an organization working with a multidisciplinary team and dealing with a variety of conditions in children. Acquiring them would be a great asset to our resource centre.
Books are normally very expensive and often not available in Kenya and we would therefore have to order them via Amazon.com
REQUESTED TITLES:
* Children with Cerebral Palsy: A Parents Guide
* The Out of Sync Child
* The Out of Sync Child has Fun
* OT for Children with Special Needs
* How to Set up a Classroom for Students with Autism
* How to Set up a Work Area at Home for a Child with Autism
* Helping Children with Autism Learn
* Social Skills Activities for Special Children
* Life Skills Activities for Special Children
* Siblings of Children with Autism
* Emergence: Labelled Autistic
* Facing Autism
* The Complete IEP Guide: How to Advocate for your Special Ed Child
* Thinking in Pictures and other Reports
* This is Asperger Syndrome
* Classroom Success for LD and ADHD Child
* Epilepsy and the Family: A New Guide
* When Your Child Has a Disability
* Bonding While Learning: Activities to grow your Relationship while Preparing for Reading Success
* Look Who’s Talking
* The New Language of Toys: Teaching Communication Skills to Children with Special Needs: A guide for Parents and Teachers
* Childhood Motor Speech Disability
* Children with Visual Impairments: Social Interaction, Language and Learning
Seeing Clearly
* The Connected Child: Bring Hope and Healing to your Adoptive Family
* Chicken Soup for the Soul
* A Parents and Teachers Guide to the Special Needs Child
* Paediatric Massage Revised for Children with Special Needs
* A Parent’s Guide to Developmental Delays: Recognising and Coping with Missed Milestones in Speech, Movement, Learning and Other Areas
If you would like additional information and clarification on any matter related to this proposal, please do not hesitate to contact us on:
Special Education Professionals
C/o Gertrude’s Children’s Hospital
P.O. Box 42325, Nairobi 00100.
Tel. (02) 7206000 ext. 322
Mobile: 0733-267869
Your investment in these matters will go along way in supporting the lives of the special child in Kenya.
Friday, February 04, 2011
Speech Language Pathologist wanted in St. Lucia
We are a small child development centre in Castries, St Lucia that provides developmental assessments and therapy services to the island’s population. We are looking for a speech and language pathologist to provide assessment and therapy programmes for a range of children including learning disabilities, autism spectrum disorders, Down syndrome, speech and language delays and disorders. You will be working alongside a paediatrician, psychologist, speech and language therapist and occupational therapist. You will be expected to offer individual assessment and therapy sessions and joint therapy sessions with our occupational therapist. There are opportunities to carry out visits to five of our special schools. We would prefer if you can offer between 3 and 6 months, from May onwards.
The island has much to offer including beautiful beaches, the world-famous Pitons, and a range of other tourist attractions.
For more information please contact Dr Kim Gardner (Paediatrician) at drkimgardner@gmail.com or
Claire Leadbeater (Speech & Language Therapist) at cleadbeat@hotmail.com
Wednesday, February 02, 2011
Silvia
A request from Lisa Fisher lisa.fisher83@gmail.com
"Silvia is seven years old, who at the age of ten months was severely burnt when the mosquito net around her cot caught fire while she was sleeping. Silvia underwent 2 operations to amputate her left arm and foot, however her family ran out of money and could not afford any further treatment. Her right foot is badly deformed and she also has abdominal and facial burns.Due to this accident, Silvia has never been able to walk, go to the toilet unaided, go to school nor has she been able to run around with her friends and siblings. Silvia was kept hidden inside her hut for 5 years as the stigma attached to a person with such a disability meant great shame to her family and the village she lives in.
I met Silvia during a clinical day at the centre I was based at. Silvia was brought into the clinic by her village sub-chief. I saw that Silvia had a great spirit and such hope and vitality for life. I wanted to help. I wanted to give her an opportunity at a full life.
Whilst I was still in Africa, I contacted a couple, Janet and Frank Scaysbrook. This couple was the host family for Safari Kimanzi. Safari also had severe burns as a child and received medical intervention from the RPA (Royal Prince Alfred Hospital), Sydney. Janet and Frank flew to Silvia's village and made a short documentary about her injuries in June 2010. They then made contact with Channel 9’s RPA show regarding Silvia’s plight. Doctor Phillip Rome a plastic surgeon from the RPA heard of Silvia's story and has come forward and offered to do the corrective surgery pro bono to enable Silvia to walk for the first time. The surgery is scheduled to take place in May 2011. It will be aired on channel 9's RPA show soon after."
If you think you can help any way, please let me know. If you want to help financially you can transfer money into the following account:
Account Name: Support in LIfe Via Individual Action (SILVIA inc)
BSB: 633 000
Account No: 141975094
If you want to send a cheque please make it out to SILVIA inc. and send it to PO box 490, Margate Beach QLD 4019.
We are still looking for $14,000
Thank you all for your patience with this, I know you have been inundated with requests on email and facebook (not to mention other charities requests)... i just can't give up though.
I have my fingers crossed.
Love Lisa :)
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