Samoa Early Intervention Programme: Explained
- Country:
- Samoa (Western)
- Organisations involved:
Loto Taumafai Society
- Synopsis:
The field workers support 40 deaf children and their families and communities through community based consultations in five districts in Samoa (one urban and four rural). Support consists of two weeks intensive support to families followed by visits every two weeks and district meetings every month. The aim of the visits is to provide information about deafness, improve communication skills, increase family and community awareness of the deaf child’s needs and support inclusion and appropriate support in school.
Loto Taumafai Early Intervention Programme (LTEIP), has two deaf fieldworkers, Siaosi and Henry, who visit deaf children and
their families in the Samoan islands. The deaf field workers have an excellent rapport with the deaf children and are passionate about the empowerment of young deaf people. They are not only excellent teachers, but wonderful role models for young Samoan deaf children and their families. The field workers describe their own childhood experiences and emphasise the importance of early intervention. They encourage deaf children by saying: “if you keep going to school and doing your homework, you could be the first deaf person in Samoa to go to university!”
When families first meet Siaosi and Henry they are surprised to see them employed in jobs and clearly able to teach and write notes. Then they realise that their children will be able to use a rich and wonderful language - Samoan Sign Language. They can begin to see possibilities for their deaf children - education, employment, independence and a family of their own.
It is wonderful to see the excitement on the children’s faces when the deaf field workers arrive at their “fale” (house). They genuinely look up to the field workers.
Parents tell us that meeting the field workers in this capacity has given them an understanding and inspiration that their children can achieve the same goals as their peers who are not deaf. They can visualise their child’s future for the first time. Role modelling has definitely been a huge factor for the success of this programme.
The employment of deaf adults and parents as field workers is very important in a community based programme. Deaf field workers may not have accessed a full education and may face challenges in coping with the demands of the job. However they have demonstrated high levels of commitment and determination to overcome all challenges. They provide a positive model of empowerment every day in their communities, and for the children and families they visit.The tools used for collecting information in the field have been modified to enable people with low levels of literacy to use them. This is an example of good practice in the workplace and a strategy that could be shared. It has enabled the deaf fieldworkers to be involved at every stage of the programme.
The Deaf field workers have improved their teaching skills, ability to carry out assessments and as a result, their confidence and self-esteem has noticeably increased. They are active members of the team and contribute to all discussions and meetings. Their input and opinions are valued by the entire team.
It was important that training in relation to deafness was provided to the entire Early Intervention team. This means that there is a large group of skilled field workers who understand issues related to deafness. They can all communicate effectively in sign language and use relevant teaching techniques.
Ten colleagues at the Early Intervention Team have all learnt sign language and can now communicate clearly with the two Deaf field workers. This means that a number of staff can now interpret for the Deaf staff
Fieldworkers encourage parents to think about their long term goals for their children by asking questions such as: “What are your dreams for your daughter?“ and “Where do you see your son in 20 years’ time?”“I hope that my son will be able to go to university and teach other deaf children”. Father involved in the project
Information and education is provided in relation to: deafness; school options; child rights; the value of children; the importance of positive relationships with children; communication and literacy development; counselling; health care, including mental health; budgeting; employment; and child safety. Advocacy services are also provided for the child, in relation to school, employment and safety from abuse or neglect; and for the family, when needed.
Most parents had low expectations for their deaf children which changed when they got to know the deaf fieldworkers
