Interview with Ms. Sweet Clemency Syiemiong, Barefoot Trust, on her journey as a volunteer with HTBF and teaching persons with visual impairment
- Can you share your journey into teaching VI students. How long have you been working with visually impaired students, and what has been your biggest learning experience?
My journey into teaching visually impaired students started way back in 1999 when I was waiting for my graduation results. I became so attached to the students and to the work that I was doing, both emotionally and physically. Throughout my entire work life, children have always been the source of inspiration and motivation for me. It is their innocent belief in me that has fuelled my passion for any work that I have undertaken and urged me to stretch my limits further than I ever thought I could. Working with children, be it in the schools or at their homes, have developed in me the values of patience, empathy, hard work and respect for the individual as he/she is and to value each child as an important contributor for the success of any work.
- What qualifications have helped you in this role?
Working in the field of disability, it was necessary for me to be certified and to have a better understanding of what and how to go about the work. So I completed various trainings which were specific to the sector of visual impairment. To name a few:
- Diploma in Special Education (Visual Impairment) Secondary Level from Rama Krishna Mission, Kolkata in 2002
- Different online courses related to Visual Impairment from the Hadley School for the Blind, Illinois in 2004
- Computerized Braille Transcription System from Webel Mediatronics Limited, Kolkata in 2009
Attending regular sessions/workshops, online/offline, helped me keep myself updated and aware of what is happening around.
- What strategies do you use in teaching VI students?
Visual information plays a significant role in learning. When this sense is absent, it makes the child to rely on his/her remaining senses to gather information from the environment around him/her. As teachers, it is very important to keep this in mind while designing the lessons so that we are prepared to provide the information in multiple ways – verbal, tactile, large print, experiential, use of assistive devices, etc. – so as to allow children to maximize the use of the other senses.
- How do you create an inclusive and engaging classroom environment?
To create an inclusive and engaging classroom, it is essential to ensure that all children feel safe, participate and are involved. This can be achieved by making information and the environment accessible. Pair and group activities can be organized which can also encourage involvement and collaboration.
- What challenges do students with visual impairment face in traditional learning settings, and how do you address them?
The traditional ‘chalk and talk’ method of teaching is still happening in almost all schools. Students with visual impairment have to rely on what they hear from the teachers’ dictation. They lose out on information where diagrams are involved and where much of the information is conveyed through sight.
- It is important for the teacher to be mindful when he/she is writing on the board – to read out what is being written.
- Using tactile diagrams or 3D models (if possible) while explaining diagrams;
- Verbal description of pictures that are given in the text books (example: a picture given in a poem or a story)
- Ensuring that the child has a braille text book and any other available assistive device
- Addressing students by their respective names
- Making adjustments in the seating arrangement – students with low vision can be seated nearer to the board or where the lighting is most suitable for them
- Pairing students with visual impairment with sighted students for encouraging peer support
- A teacher’s knowledge of Braille and relevant assistive devices is crucial for a child’s progress in school. This expertise enables teachers to provide effective support and resources, ensuring that visually impaired students can fully participate and succeed in their education.
- How did you get introduced to HTBF?
Dr. Sivaji Rao had connected with my colleague, Mr Bibhudutta Sahu, on Linkedin who in turn introduced me to HTBF. This had happened sometime in late August of 2024.
- What do you enjoy about volunteering?
It gives me the opportunity to meet and interact with the students.
- How much time do you spend in volunteering and what do you do?
There is no fixed time for this. It depends on the need. The respective coordinators in the college arrange and fix the time accordingly and I spend 2-3 hours with the students. If I require additional information, I can communicate with them over the phone after their classes are over. Since I only joined last year, my interaction with them had only be limited to getting the information for the scholarship process.
- What motivated you to volunteer with our NGO, and how has the experience shaped your perspective on disability inclusion?
I have been working in the field of disability for the last 24 years and any opportunity that comes which offers support to persons with disability is an interest for me. So when I was introduced to HTBF and came to know about the support it was offering to the students, I was happy to join and help out in whichever way was possible for me.
For me, disability has always been another aspect of human diversity. So people with disability shouldn’t have been excluded in the first place, but unfortunately, that’s how the world is…And now we have to fight for inclusion. It is not an easy battle but thanks to NGOs like HTBF and others that provide support and opportunities, this journey towards INCLUSION has been made easier and better.
- Have you interacted with any beneficiaries directly? If so, can you share a meaningful experience or success story?
I have interacted with some of the continuation students last year from one college but at this point I do not have much to share. Maybe after more interactions this year I will be able to do so.