Introduction & Background:

The Star Flower Centre was opened in June 2009 to provide for the needs of migrant children with special educational needs. The Centre was established in partnership with Voluntary Services Overseas (VSO) and World Education, Thailand. The services of the SFC aim to maximize educational opportunities for migrant children with disabilities who live in the Mae Sot area.
The Star Flower Centre caters for the needs of migrant children with special educational needs. These children found it difficult to access mainstream education because of their disabilities. They were living isolated lives tucked away in their migrant communities, with very little contact outside of their families. They had no prospect of any education. Their parents were struggling with the reality of looking after a child with disabilities while trying to provide financially for their families.
The center follows a school-friendly philosophy, incorporating the UNICEF framework for rights-based, child-friendly schools that are characterized as “inclusive, healthy and protective for all children, effective w
+ith children, and involved with families and communities.” (Shaeffer, 1999).
Within this framework we aim to:
- actively identify excluded children who have special needs, enroll them in our school and include them in learning
- act in the best interests of the child, leading to the realization of the child’s full potential, and concerned both about the “whole” child (including health, nutritional status, in their families and communities – and well-being) and about what happens to children – before they enter school and after they leave it.
We cater for the “whole” child in many ways.
The center is staffed by two people from World Education (WE) who act as supervisor and driver/liaison officer, four teachers and a cook/cleaner, as well as a VSO volunteer.
We provide a full educational programme. Each day begins with a free choice time in order to allow the children to make some decisions for themselves (not something they have done before). We then have a group Greetings Time, followed by snack time. After break we have an IEP session when each child follows an Individual Education Plan designed to meet his or her specific needs. After lunch, there is a planned activity such as art, music, role play or a topic-based session such as “Will it Float or Sink?”, or “Different types of Materials”. The children then spend some time outside, where they play in the sand or on the swing, or play football or badminton. The day finishes with another group time when we sing songs and dance.
In addition to the educational programme, we also:
- provide a nutritious mid-day meal as well as a mid-morning snack
- provide a healthy “cocktail” of vitamins
- encourage the children to take a shower here at the school and provide soap, toothpaste and toothbrush to take home, as well as clean clothes if necessary
- check for scabies, sore eyes, fever, abrasions and wounds and treat accordingly
- arrange for vaccination programmes from Shoklo Malaria Research unit (SMRU) regularly take children to the clinic for medical conditions that we can’t deal with mediate with parents who use corporal punishment, offering alternative strategies
- arrange extra curricula fun activities and parties

In order to fulfill these aims, Star flower Centre has provided training for our teachers, none of whom have previous experience of teaching children with Special Educational Needs
(SEN) or of teaching using child-friendly methods.
To further fulfill these aims, we have regular parents’ training days, which provide a place for parents to meet other parents over coffee and biscuits. They also take part in some regular school activities, and join in fun activities like a Songkran water fight, concerts, amazing Hat Making days and picnics.
They are encouraged to discuss their children’s progress and their hopes, fears and expec- tations for the future. We also include training on health and hygiene, behavior manage- ment, how to play with their children and much more.
There are of course, wider ramifications for the families and the communities. Both parents are able to go to work while their child is at school, adding to the financial stability of the family. Just as importantly, the self esteem of both parents and children, is significantly raised by the children attending the Star flower Centre, which has quite a high profile locally; the children are considered “special” in a positive sense. The children are respected and valued, so their parents are as well.
We have received some very positive feedback from the community elders, who have observed a great change in the way our children behave at home. According to the elders, the children used to wander around doing not very much other than getting dirty, before they came to school. Now, however, they see the children playing constructively, singing songs, counting, chanting the alphabet and generally showing an interest in their surroundings. Since the Star Flower Centre has been open, the lives of our children and their families have changed considerably. The children now have access to a child-friendly school, where their individual needs are catered for. They are able to take part in a full programme of activities and learning opportunities. They are also encouraged to work together and play together, gaining in confidence and self-esteem, and finding life enjoyable.
The Star Flower Centre is the result of a joint project between Voluntary Service Over- seas (VSO) and World Education.

Voluntary Service Overseas (VSO)
VSO is an international development agency established in 1958 with Federation members in UK, Canada, the Philippines, the Netherlands, Ireland and Kenya. VSO works through volunteering to build the capacity of local people and organizations to bring about positive social change for poor and marginalized people. VSO has programmes in more than 40 countries.
Currently, in Thailand VSO is implementing the Education for All programme funded by the European Commission. The programme’s overall objective is to increase access to, and retention in, good quality, formally recognized primary education for all refugee and migrant children and those in affected areas. This involves building the capacity of education providers in a variety of settings and raising the awareness of local communities as to the importance of providing quality education to all children, regardless of their ability, status or background.
VSO works closely with the Office of Basic Education Commission (OBEC) of the Ministry of Education to achieve our shared goals. Accurate documentation of the number of migrant children, the settings in which they currently receive education and the number of those out of school is vital if the Royal Thai government and non-government organizations are to be able to provide quality education to all.
VSO would like to thank the European Commission for their support for this important work.
World Education (WE)
World Education (WE) is dedicated to improving the lives of the poor through education, and economic and social development programs. WE is known for its work around the globe in environmental education, community development, maternal and child health, school governance, integrated literacy, small enterprise development, HIV and AIDS education and prevention and care, and refugee training. WE also works to strengthen literacy and adult basic education programs in the United States.
WE Thailand strives to provide education opportunities to adults and children from Burma who are living in refugee camps and migrant communities in Thailand. WE’s programs provide educational resources (such as textbooks and school supplies) to schools, and develop the capacity of local organizations to support education. WE works in close partnership with community-based organizations and the Royal Thai Government’s Ministry of Education (MOE). WE’s contributions to the Star Flower Centre are provided through the SHIELD project, funded by USAID.

Burmese Migrant Workers’ Committee (BMWEC)
BMWEC is a community-based organisation (CBO) seeking donor support to help ensure that as many Burmese migrant children and young people as possible have access to, and take advantage of, a quality education which enriches their lives now, and opens opportunities for their future either back in Burma/Myanmar, in Thailand, or further afield. BMWEC has already taken over the management and leadership of the Star Flower Centre, the only school in Thailand along the Thai-Myanmar border that is available for children with specialist needs in 2015-now. meaning that regular MLCs are not currently in a position to include, from the migrant communities. Most of the children are affected by Cerebral Palsy, but there are also children with autism, learning difficulties and other various problems.
It is mostly for the advocacy and network created by their chairperson that many schools for Burmese children are now recognised by the Thai Ministry of Education. Not many years ago these schools could be suddenly searched and closed by the immigration police. Now all teachers have a card issued by the Ministry of Education, which gives them the right to exist. The policy manual is to be used as a reference and should be maintained as a working document, updated regularly. The goals, objectives, principles, services, and policies are clearly outlined. This plan documents the training, education, safety, teaching, and health standards that will be maintained under BMWEC management.
Vision:
We believe that all children should have access to a child-friendly school, where their individual needs are catered for and where they are able to participate in a full program of activities and learning opportunities. We believe all students should be encouraged to work, learn, and play together, which will enable students to gain confidence, raise their self-esteem, and realize their full potential as productive members of society.
Principles to Guide our Vision:
- Learning and Development:
- Children who have special educational needs (SEN) require additional and consistent support in order to reach their full potential.
- Children who have SEN are encouraged to participate fully in their communities. So that they can be accepted and valued alongside their peers.
- Children who have SEN work towards integration and inclusion within mainstream education systems, as and when it is appropriate.
- Children who have SEN should receive a broad and balanced curriculum, which fosters their social, emotional, physical, and cognitive capacity.
- Children who have SEN should have a firm grounding in a rights based program, where the focus is on life-based health, safety, and hygiene skills.
- Children who have SEN are best cared for in an establishment where the focus is ‘child friendly’ resulting in a child centered approach which is inclusive (religion, language, ethnicity, gender, socioeconomic background), healthy and protective. Therefore we actively work towards ending prejudice and discrimination and seek out marginalized and ‘hard to reach’ children and families.
- Children who have SEN need opportunities in which to assert themselves, make informed choices, have their voice heard, and to start taking responsibility for their decisions and choices. Therefore we ensure that
there are times in the session when they can choose what they do (activity), when they have a drink, what story they would like to listen to, and what they think and feel etc.
2.Protection:
- Children who have SEN are particularly venerable; therefore we aim to ensure that they are protected from harm and abuse (physical, emotional and sexual). Our staff our trained to identify and refer such children to the relevant authorities, whilst at the same time, ensuring that their parents and caretakers are supported to undertake their responsibilities.
- Children who have SEN are particularly susceptible to physical abuse; we believe that alternative methods for positive discipline must be promoted in the Centre and staff work alongside parents and caretakers so that they are aware of the negative effects, and develop their confidence in using alternative methods to manage inappropriate behavior.
- Children who have SEN do not necessarily have the ability to take responsibility for their overall health and safety. Therefore, these aspects preventative care, vaccinations etc.)and we have access to medical services as the need arises.
3.Parent, Caretaker, and Community Involvement and Participation:
- Parents and caretakers (and the community ) are the first and most important educators. Therefore, the Centre takes their role in involving and developing parents and caretakers seriously. They are encouraged to actively participate in their children’s education, to attend training sessions and open days, and to be involved in decision-making.
- Parents and caretakers of children with SEN require additional support, over and above what the Centre can provide, This additional support comes in the form of other World Education and BMWEC community programs; these additional services are a necessity as there are no other social services for migrant communities with children with disabilities.
4,Professional Conduct:
- We employ staff based on their ability to teach (knowledge, skills, attitude) and therefore recruit and manage staff on an equal opportunities basis.
- All members of staff are expected to operate according to our principles, their job descriptions, terms and conditions (e.g. contract, payment, hours, holidays etc.) and Code of Conduct. We give support, including one to one coaching, competence development opportunities (including training, work shadowing, peer mentoring etc.) supervision and appraisal, Members of staff are encouraged to keep a record of their learning and development.
- Whilst working, members of staff are expected to have as role models by working in a professional manner and focusing on the needs of the children and their parents and caretakers; personal conversations and other distractions are not permitted.

Goals & Objectives:
Goal 1: A child with a disability has the same rights as a normal child. It means education in particular. Like other normal children, they attend school regularly from Monday to Friday.
Objective 1: Shared activities: The daily routine at SFC includes shared activities such as singing/music, play and shared meal times. These activities encourage children to participate in social/group activities and interact with each other in a group and one-to-one. SFC also has “We can Play” activity and Excises, Art Activity.
Objective 2: Individual Education Plans (IEP): An IEP for each child at SFC is developed on the basis of regular meetings that include teachers, staff trainer; parents; specialist staff (e.g. visiting therapists) when appropriate.The IEPs identify specific and appropriate goals for children in terms of their abilities, potential, and the support staff available. Each teacher at SFC has the responsibility for drafting and implementing IEPs for a specific group of children especially teaching one by one. They are supervised and supported by the head teacher and staff trainer.

Goal 2: Inclusive Education
Opportunities for concurrent enrollment at local migrant learning centers will be sought for children who would benefit from this. Star Flower staff will provide assistance with this process, and on-going teacher aide support will be provided if necessary.
Objective 1: All students attend SFC every day per week (Monday to Friday). In the future, SFC teachers plan for students to attend SFC 2-3 days per week while also attending another school. This will allow them to benefit from both learning environments. SFC will continue to closely monitor the progress and well-being of its students, even as they attend other schools.
Objective 2: Mainstreaming will be supported by school-based teacher training for teachers in other centers.
Goal 3: Star Flower Centre staff will provide support and training for parents/caregivers where/whenever appropriate and possible.
Objective 1: Parents/caregivers will be invited and included in education provided for their children at SFC. Parents will also be invited to attend quarterly trainings on various topics.
Objective 2: Parents/ caregivers will be consulted regarding the development of IEPs for their children.
Objective 3: Parents/caregivers will be visited at home and will be shown appropriate ways to support their children’s education and development. Where appropriate, this may include modifying the physical environment to promote children’s opportunity to undertake activities independently (e.g. Feeding), physiotherapy exercise, and implementing toys for active play.
Objective 4: Specialist staff, (particularly those with specific therapy training – e.g. physiotherapy/ occupational therapy / speech-language therapy), if and when available, will participate in home visits. IEPs will be development, and advice staff and parents/ caregivers as appropriate.
Goal 4: Early Intervention (EI)
Staff at the Star Flower Centre are equipped to identify children in the community who will benefit from EI, and work with parents/caregivers to develop EI strategies that will be implemented by staff and parents.
Objective 1: Community visits and liaison. The community liaison staff member will make contacts in the community; use networking to identify children for whom EI may be appropriate and will act to ensure that EI visits are respectful, comfortable and safe for children and their caregivers.
Objective 2: Home visits. Where EI has been identified, as appropriate and potentially effective, SFC staff will organize 1 child/ hour by a teacher , trainer/ advisor, driver and / or community liaison.
Objective 3: Caregiver and child visits to SFC. Familial involvement is encouraged where possible to promote learning.
The key approach of this project is to ensure that the child and his or her rights, wellbeing, and educational opportunities are kept at the center of all goals, objectives and activities, This requires: partnership between SFC and parents/ caregivers, development of effective early intervention strategies, balancing center-based and mainstreaming programs as appropriate, and advocating for the rights of children with disabilities in the wider community at all levels ( learning center, home community, organization, wider public and policy implementation).
Star Flower Centre Daily Timetable:
Remark : WT = Work Together
WTT = Work with Teacher
Activities = Creation, Life skills , Art etc…..
Admission of students into the Star Flower Centre is based on the following fundamental criteria.
Five types of admission criteria for specialist needs.
They are,
- Autism
A child;
- any behaviors or any types of autism.
- No independence and no social ( if they act like autism signs).
- Individual health problems.
- will not accept over 18 years.
- Attention Deficit hyperactivity Disorder (ADHD)
A child;
- any behaviors or any types of ADHD.
- No independence and no social.
- Individual health problems.
- will not accept over 16 years.
- Cerebral Palsy (CP)
A Child;
- will not accept the worst of Quadriplegia levels.
- will accept Hemiplegia and Diplegia levels.
- any behaviors and any types of CP
- will not accept over 18 years.
- No serious illnesses other than epilepsy are accepted.
- Who has been recommended by a physiotherapist ( if available )
- Down Syndrome
A child;
- any behaviors or any types.
- No independence and no social.
- Individual health problems.( will not serious illnesses)
- will not accept over 18 years.
- Learning Difficulties (LD)
A child;
- any behaviors or any types.
- No independence and no social.
- Individual health problems.( will not serious illnesses)
- will not accept over 18 years.
There are other aspects to be considered before admission the family and community of the child will be observed to estimate the level of familial support the child receives outside of school Staff from SFC will visit a school if the school requests help for a specific student. If this student is applicable because of his/her disability. That student can be admitted into the SFC .if the child is severely disabled, the SFC will ask for support from the family, maybe if a parent could come to the Centre with the child. When all criteria are met, the child that is most vulnerable and who lives in an accessible location will be chosen . When a space opens up at the Star Flower Centre, the home visit students will be considered first to fill the open slot. Next in line will be students who have been recommended to the Centre from the community and other schools.
Documentation:
Documentation is currently in the form of paper documents and word documents stored on a computer files and hard files. Most documents are written in Burmese but are in the process of being translated into English. Documents consist of Individual Education Plans(IEPS) of each student observations , training information and manual , student highlights , teacher action plans , performance appraisals, etc.
Reporting:
All changes, events, problems or concerns are documented in various reports. Monthly reports are sent to BMWEC office at the end of 3 months in one times and include SFC updates, visitations , student highlights , and any changes in the school/ work environment. The SFC teachers write these reports. BMWEC compiles these reports to complete the quarterly report every three months. The community worker writes monthly home and school visit reports documenting the students visited and updates on the progress of the student. All teacher trainings and parent trainings are documented including schedules, training plans, and outcomes. All reports are sent to BMWEC’s main office.
Training:
Training is a crucial element in the overall success of the program. Parent trainings are held three times a year and vary on topics and activities. All parents , siblings , and caretakers are invited to partake in the learning activities. The focus of the trainings is to provide support for parents of children with special needs. This support is very unique, often being the only training the parents receive. Throughout the school year, teachers are involved in sign language and physiotherapy trainings to sharpen their skills and to continue practicing the techniques. Once a year, BMWEC gives teachers subjects training and School Director training, the head teachers of all migrant schools training in Reading, Writing, and Critical Thinking(RWCT).
Communication Plan & Methods of Communication
It is imperative to maintain open lines of communication between teachers. Families and other members of the community. Open communication can be maintained by holding meetings with family members and community groups where introductions are made and goals are described In these meetings people can come to recognize that families and community members have similar goals when supporting their children in school A few times a year informal meetings can also be scheduled with parents to assess their children’s learning plan and show examples of students work .
It has been shown that children learn better when their parents and family members are interested in, and involved with the school and student education familial involvement in school activities increases the potential for learning in our classroom and creates support for our teacher in many ways . It is imperative that community members take value in their responsibilities to work together with the students, teachers, and parents.These activities have many positive effects on children.
Type of connection | Transition Activity |
Child-School | Establish a connection between the SFC students and teachersCreate a connection between the child and the SFC using special school functions, outingsHave children practice SFC rituals in school-songs, greetings, hand washingEncourage teachers to stay in contact with their former studentsEncourage BMWEC support staff to visit SFC students Establish peer connections within the SFC class |
Family-School | Assess family needs Maintain periodic contact with the familyConnect the family to community resourcesEncourage family participation in home learning activities, games, physiotherapy stretches, singing, story tellingEncourage family participation in the classroom and at school eventsRegular family/ guardian and teacher meetingsInform families about transition issuesSharing of information about individual children among the family , teachers and BMWEC staffShare any resource materialsSend letters home, or notifications of events if needed Two way communication set-upIndividual meetings between teachers and familiesParent trainings to be held once a quarter where all parents are invited |
School-School | Foster inter-school collaboration about programs and classroom practices-such as sign language trainings and physiotherapyOffer support to mainstream education schools about specific special education practicesVisit SFC student at other mainstream migrant schools to check on progress and integrationShare written records if necessary Align early intervention, teacher competencies, and learning standards, if necessary |
Out of School Care Policy
If a SFC student cannot be cared for properly at home, it is the responsibility of SFC and BMWEC staff to collaborate to find the best solution for the students’ specific need. If a student is unsafe when outside of school, either going home or going to a safe house, then the following steps will be taken to ensure the safety of the student:
- SFC teachers will go to the family or caregivers of the student and assess the situation outside of school. They will talk to family and community members to pinpoint the problem at hand.
- If it is found that the student is in danger or any abuse has occurred, then the SFC staff will report the situation to BMWEC staff. This will be in the form of an official report, call, visit, or email.
- BMWEC will then confer with all resources to determine options available. They will contact other Community Based Organizations (CBO) in the area working with at risk youth.
- If a solution cannot be made or accommodation cannot be found, then the case will be reported to Child Protection Services at the Mae Tao Clinic.
- Once the student is placed in a safe and enriching environment, SFC staff will continue to check up on the student via home or school visits.
Management Controls
This section outlines the management controls that will be employed to ensure each transition task is successfully executed and completed based on the approved acceptance criteria. The work plan that follows details the managerial tasks BMWEC is expected to take over to ensure the successful transition of the management, planning, and implementation tasks of the Star Flower Centre and when.
The health, safety, and hygiene standards are listed below in a spreadsheet that is used as a daily checklist to measure how often and if the standards of care are being met. The work plan and standards will serve as a criterion to gauge the involvement of BMWEC in the overall management of the Star Flower Centre.
BMWEC will be evaluated two times during the final year of transition. The first evaluation will take place to appraise how well BMWEC is fulfilling all of the needs of the teachers and students at the center. The results of this evaluation will be used to determine any areas that may need improvement .the results of the second evaluation will then be compared to the first evaluation results to determine if BMWEC is a suitable partner to fully undertake the star flower center.
Teacher Competencies
Teaching catered to students with Special Education Needs is very individualistic and uses a variety of resources to target all learning styles. Teachers focus on long-term memory with the students who lack short and long term memory skills. The teacher competencies below outline three main areas of teaching and lists criteria for how will the teaching skills are performed. Expectations of how the teacher is supposed to manage the classroom and learning environment are listed.
Teacher Competencies | |||
AREA OF TEACHING | SKILL AREA | TEACHER COMPETENCIES | |
KNOWLEDGE | Learning principles | The teacher demonstrates an understanding of student development and learning styles and applies this appropriately in the classroomThe teacher uses more than one method of teaching.The teacher uses differentiated instruction for specific students.The teacher demonstrates an ability to motivate students to want to learn | |
Subject Matter and Curriculum | The teacher demonstrates knowledge of the subjects he/she teachesThe teacher understands and uses resources appropriately.The teacher continuously practices Burmese sign language and physiotherapy exercise. | ||
MANAGEMENT OF THE LEARNING ENVIORMENT | Teaching skills planning | The teacher writes class students objectives.The teacher provides appropriate content according to the resources and objectives.The teacher identifies and plans to use a variety of methods that are student-centered.The teacher sequences the steps of the lesson.The teacher creates individual education plans (IEP) for each student according to their needs. | |
Teaching skills Delivery | The teacher helps students to think critically and creatively.The teacher provides many different opportunities for students to succeed.The teacher takes advantage of unexpected or spontaneous teaching moments.The teacher has positive contact and communication with each student.The teacher creates a positive learning environment.The teacher teaches mainly in Burmese, also using some Karen, Thai and English. | ||
Teaching Materials | The teacher shares knowledge about old and new teaching materials with colleagues.The teacher frequently searches for new teaching materials or makes crafts from existing materials. | ||
Assessment | The teacher checks students progress frequently by observing lessons.The teacher supports and contributes assessment in a variety of ways(observation, review exercises, questioning, and task performance) | ||
Communication and Teamwork | The teacher uses the support of his/her colleagues, supervisors and trainers effectively.The teacher supports and contributes to the education mission (vision, goals) of the SFC. The teacher involves families and community members in their students education.The teacher uses community resources to teach in the IEPs.The teacher supports other groups and volunteers to get involved in their students’ learning. | ||
Classroom Management | The teacher uses materials, time, and space in an organized and efficient way.The teacher follows school rules and producers.The teacher follows a discipline plan when students are unruly. | ||
PROFESSIONAL PRACTICE | Professional Attitudes and Behaviors | The teacher completes a yearly staff performance appraisal to evaluate personal performance and willingness to make changes.The teacher demonstrates good character and is a role model for students and colleagues. | |
Professional Development | The teacher strives to continue his/her own education.The teacher attends teacher trainings, shows an interest in new methods and makes teaching materials.The teacher shares knowledge with others.The teacher is willing to ask for help from partners if needed. | ||
Appendices
Appendix 1. Job Descriptions
The school director, also know as the head teacher, is a very important asset to the SFC staff team because this person supervises and manages all daily activities and the growth of the Centre. The school director is the contact person between all parties, BMWEC staff, parents, and community partners. The head teacher must have a teaching certificate or teacher training in skills related to reading, writing, critical thinking, special education, or differentiated instruction.
School Director:
The key purpose of this function is to:
- Mange the day-to-day teaching and learning program by planning and monitoring the day-to-day activities.
- Support the management of community and parental involvement.
- Manage the day-to-day activities of the Centre staff.
- Work within the BMWEC policy frameworks.
- Work within the guidelines of other agencies, including donors and the Royal Thai Government (e.g. Ministry of Education).
- Collaborate with other organizations working with migrant children,
RESPONSIBILITIES:
Working in line with the agreed annual work plan, the school director will:
- Manage the teaching and learning activities:
- Work closely with new children in order to familiarize them with the Centre and its procedures and expectations.
- Observe and assess each student in order to develop individual education plans (IEP) based on their unique needs.
- Produce medium term plans (per term), to ensure a broad and balanced approach to topic based learning.
- Plan, deliver and monitor the day-to-day learning activities, based on the above medium term plans
- Plan and carry out individual learning and development based on every child’s individual education plan.
- Manage weekly staff meetings to include review, forward planning and staff training.
- Manage parent meetings to include review, forward planning and training.
- Keep Centre records directly relating to children, parents and caretakers, including attendance registers and health and safety logs.
- Manage the learning resources to ensure that they are will maintained, clean and displayed for use. Stocks of consumable materials should be managed ( e.g. inventory, order , purchase etc.)
- Manage all other resources (equipment) to ensure that they are kept in good working order (e.g. furniture, computer, camera).
- Continue learning Burmese Sign Language to communicate with all students.
- Continue practicing physiotherapy exercise to implement into individual IEP’s.
b ) Manage daily activities of the Centre staff:
- Ensure that each member of staff is clear about their role and responsibilities, based on their job description terms of employment, policies and Code of Conduct as well as other Centre operation systems and procedures.
- Keep staff records of attendance and provide one to one support at staff supervision sessions and annual appraisals.
- Create and maintain a safe and clean working environment and an environment where staff’s well being is taken into consideration.
- Provide back up coaching and support on a regularly.
- Encourage staff to contribute to decision-making and shared responsibility so that the ‘team’ operates effectively.
- Other responsibilities:
- Work collaboratively with colleagues in BMWEC, Royal Thai Government, donors and other community based organizations who support the Centre.
- Undertake other responsibilities as requested by BMWEC
- Write a quarterly report and submit to BMWEC.
- Maintain open communication with all stakeholders: students, teachers, parents, caregivers and community members.
- Plan and implement quarterly parent trainings in collaboration with all Centre staff and BMWEC staff.
AUTHORISED TO: none
REPORTS TO: BMWEC coordinator
SUPERVISES: Centre staff ( teaching, domestic)
Approved by Representative of BMWEC:
Agree by School Director:
Teacher:
The key purpose of this function is to:
- Plan and lead the implementation of everyday activities for students.
- Write IEPs for students
- Encourage student with positive support
- Guide students to interact respectfully
- Self – assess own performance
- Assess student progress
- Document student progress and daily events
- Plan future program of work
- Meet with parents to discuss their children’s progress
Areas of Responsibility:
- Oversee the development, use and storage of materials
- Meet regularly with program coordinator (BMWEC)
- Check resources and organize replacement if/when necessary
Management of support staff:
- Attend and support the attendance of relevant staff at all necessary training given by other organizations.
REPORTS TO : School director and BMWEC Coordinator
Driver:
The key purpose of this function to:
- Pick up and return students from home to school on a daily basis.
- Ensure that the vehicle is always safe, reliable and tools are stored properly.
- Maintain gas, water, oil, and fire pressure at appropriate levels.
- Taking the car to the car wash twice a month.
- Report all accidents immediately to BMWEC promptly with a written accident report.
- Observe and follow all traffic and pedestrian laws at all times.
- Drive students and teachers to outside day activities/ field trips.
- Once or twice a week drive to market to buy food or school materials.
- In case of emergency, drive student to the hospital or clinic.
- Pick up parents and caretakers for parent trainings three times a year,
- Transport SFC staff to and from any trainings or meetings if necessary,
- Communication with parents to exchange information with teachers about students or school events.
- Must have Thai drivers license and a passport.
REPORTS TO : School Director
SUPERVISES: None
Approved by Representative of BMWEC:
Agreed by Teacher:
Community Outreach Officer(COO):
The Key purpose of this function is to:
- Learn day-to-day teaching and learning program by contributing to the planning.
- Support the involvement of community and parental relationships.
- In charge of the Early Intervention and Inclusive Education activities by providing training and visiting parents and schools according to the schedule.
- Work closely with the other colleagues as part of a team.
- Work within the BMWEC policy frameworks.
- Work within the guidelines of other agencies, including donors and the Royal Thai Government (e.g. Ministry of Education )
- Attend meeting and Training as requested by the head teacher or B.M.W.E.C
- Plan and implement all home visits.
- Plan and implement all school visits.
- Prepare toy boxes for students and bring to home visit students, keeping record of all items given.
- Write student observation report once every three months for every student.
- Write first assessment for new students visited.
- Write all home visit and school visit monthly reports.
- Practice physiotherapy techniques to use with home visit students.
REPORTS TO: School Director
SUPERVISES: None
Approved by Representative of BMWEC:
Agreed by Teacher:
Cook and housekeeper:
The key purpose of this function is to:
- To cook one meal a day or more than one when needed
- To buy all food and cooking materials
- To clean the school compound
- To clean the school
- To do the washing and cloth washing
- To shower the students when needed
REPORTS TO: School Director
SUPERVISES: None
Star Flower Centre Teachers Position Chart
Appendix 2. Lesson Plan Template
Lesson Plan
Appendix 3. Individual Education Plan (IEP) Template
Individual Education Plan
Name- Teacher –
Age- Start date-
Type- Review date-
Gender-
Note-
Appendix 4. IEP Achievement Record Template
Name-
Date-
Target achieved | Date | Highlights | Notes |
He recognized and picked up his name card in both Burmese and English.He plays with friends.He can finish an easy jigsawHe recognized the size big, small, tall, short. | He did not hurt others anymore.He helps in keep things away after using like tables, cushions.He understands some Burmese words.He can follow short instruction.He can dress up by himself.He picks up the rice on the floor after eating.He put the mat without asking before milk time. |
Appendix 5. Employee Annual Performance Appraisal
Employee Name:
Date
(Note: Please be specific in your answers to these questions. Non-specific answers will not be taken into consideration for the performance review.)
Part 1: Employee Self-Evaluation
- What do you like best about your job?
- What do you like least about your job?
- What were your notable skills or achievements in the past year?
- What would you like to improve work on. Or gain experience doing in the next year?
- What challenges in the work environment affect your performance? Please also provide suggestions for how to improve the work environment at SFC.
- Feedback for your supervisor. Is he approachable and accessible? Evaluate your supervisor’s guidance and technical support. Do you get the right amount of feedback from him/her?
Additional topics for consideration:
- Communication:
Please list the individuals and groups with whom your communication is most important.
Please provide an assessment of the quality of communication between yourself and the key individuals groups.
What have been the most frequent causes of miscommunication?
- Flexibility
- How do you view the need for flexibility in your position with work and with others?
In which areas have you demonstrated flexibility?
In which areas could you benefit from greater flexibility?
- Problem Solving:
Please provide an update on the types of problems you have been required to solve in your position over the past period:
How do you generally approach problem solving in your position?
What challenge have you had with problem solving in your position?
- Personal development:
How have you improved in your technical skills and understanding of development work over the last year
What have been the factors in helping you develop?
What are the areas where you do not yet have the confidence in your job requirements or in areas you are interested in being involved with?
What do you think would help you to develop on these points?
Part 11 : Feedback from other staff
This aspect of the performance review is voluntary. If you wish to receive feedback from peers please list the names and email address of 3 – 5 individuals whom you think may be able to provide unique and valuable insight to your work. Please only include those who are able to communicate by email in English. (This is strictly a matter of time constraint )
Strengths: Need to improve:
Appendix 6. Star Flower Centre Terms and Conditions of Service
Contract – 1year after probationary period
- 3 months probation – 1month followed by 2 months for the suitable person
- Notice to quit by employer or employee – 1month
- Work hours – 8:30am – 5:00pm (as needed)
- Work days – Monday to Friday
Holidays:
- 20days + national holidays + 2 personal days
- Leave is built into holidays set by the Centre and cannot be taken at other times
- Extra leave is unpaid
- Sick leave – 1 day per month (doctor’s note needed if more)
Professional behavior is expected at all times.
- Be sensitive to the children’s special needs
- Be on time to start the day
- Work well during school hours
- Be polite to the children do not shout or make rude comments
- Never hit, push or pinch the children
- Do not use a phone or computer for personal use during teaching time
- Wear appropriate clothes
Appendix 7. Code of Conduct for Teachers
Code of Conduct for Teachers in BMWEC Member Schools
Teacher rules for BMWEC are as follows:
- To attend school regularly (Monday through Friday)
- To keep self-respect and good manners as a teacher
- To be able to take ten days leave per year with school administration permission (per leave not more than 3 days)
- To pay attention and be diligent to school development
- To make a commitment with his or her responsibilities to teach at least two years
- Not to commit any crimes and or action which are against the law: E.g. using and or trafficking drugs, etc.
- Not to discriminate any children because of religion, skin color, living standard, etc. – Teacher have to greet and treat every student equally with temperance.
- To report weekly of their daily notes of lessons and activities to the head master or mistress.
- To maintain good relationships, have respect, be thoughtful, and participate in teamwork with colleagues.
- Abstain from conflict, arguments, or quarrels with others
- Smoking is banned in all schools ( not to smoke during working hours, or teaching period in school’s areas)
- To attend proposed training even during school holidays
- Not to discriminate in social affairs and accept to take part when appropriate
- Not to disclose school’s affairs outside of school
- To pay back the wages taken twice when leaving school without providing any compulsory reasons
- To pay attention and focus on school’s development, maintain positive behavior and positive thinking (not to think of diminishing school’s solidary between each other)
- To obey and respect the laws of the host country, Thailand, carefully in order to not affect the dignity of the school.
- Teachers teaching at primary and middle levels have to complete at least standard 10th grade, and teachers teaching at secondary levels have to graduate college or university and a get degree.
Note: If any of the rules mentioned above are broken the teacher will receive:
- First warning
- Second warning
- She/he will be fired
I have read and understood the code of conduct for teachers of membership of schools and I hereby agree to comply with its provision.
Passerby (colleagues: 2 male or female teachers)
Undertaken Name and signatures
- Name 1.Name
Sign & date: Sign & date:
2.Name
Sign & date:
Appendix 8. Regulations for Volunteers
BMWEC regulations for foreign volunteer in migrant Schools
The following regulations are set for any volunteer who wishes to work at a migrant school in the Mae Sot area. The BMWCE staff at the Mae Sot office will determine the eligibility of the volunteers based on these criteria. BMWEC appreciates all volunteers for their support and time spent with our migrant children. To help and promote the volunteer experience, there are rules that we ask all volunteers to follow when teaching or working at a migrant school.
1. Burmese migrant children attend our schools and they are located in Thailand. Therefore, we need to observe and follow the customs and regulations of Thailand. If any Thai officer visits the school, you have to communicate with them politely, give them respect, greet them in Thai greeting style and talk to them politely. Answer their questions honestly.
2. Before volunteers start teaching, they must go to the BMWEC office to fill out forms. All questions can be asked and if anyone has a specific question or problem. They can contact Paw Ray in BMWEC office from Monday – Friday (1pam – 5 pm).
3. All volunteer must provide contact information to the head teacher of their assigned school: phone numbers and local address.
4. Volunteers are asked to respect the culture and regulations of the school you teach. Volunteers can discuss cultural norms for the period of teaching with the head teacher.
5. If a volunteer needs to stop teaching or want to have leave, discuss it with the head teacher right away.
6.Volunteers are expected to prepare teaching materials for the grade they will teach. Use the school curriculum. Time is valuable in migrant schools: therefore do not waste the time.
7.Volunteers are expected to wear suitable clothes, which includes a school uniform for all teachers. All the skirts worn should reach the knees. Extravagant clothing or multiple facial piercings should not be worn.
8.Our migrant schools are drug free schools. Therefore, everyone is expected to abstain from any drug use or smoking.
9.If there is a sign to remove footwear, everyone is expected to remove shoes before entering the classroom or building.
10.Do not bring phone into class, do not leave any valuables in the classroom.
11.Feel free to enjoy and participate in any invited meals or school activities.
12.Do not invite friends to visit school before informing the head teacher. Due to having many foreigners. We can often have problems.
13.Enjoy your teaching experience and remember teaching outside of the classroom is also effective with students. If any volunteer has the chance to stay with students, consider the option and decide to live like the students do.
14Enjoy your stay and share your experience at home with others. By doing this, many people will become aware of migrant education in Thailand.
- Thai schools also seek foreign teachers to teach English to allow students to practice speaking English ; therefore if any volunteer has extra time, please also take Thai students into consideration.
Appendix 9. Child Protection Policy
Migrant School Child Protection Policy
Introduction
Migrant’s Schools are committed to safeguarding the welfare of children and young people who have been displaced. Staff and teachers in these organizations recognize and accept the responsibility to develop an awareness of issues that may cause children harm and to protect the children that they come into contact with during the care they provide and activities that are undertaken.
This Policy establishes the roles and responsibilities of every one who works for migrant schools in relation to the protection of children with whom their work brings them into contact . For the purpose of this policy, children and young people are anyone under the age of 18 years.
The key principles of this policy are:
- The school recognize that the safety and welfare of children are paramount and are committed to practices that protect them from harm.
- All children, regardless of age, disability, gender, racial or ethnic origin, religious belief and sexual identity nave a right to support or develop to their full potential and be protected from harm or abuse.
Definition:
Abuse
According to WHO(1999) : ‘Child abuse’ or ‘maltreatment’ constitutes all forms of physical and or emotional ill-treatment, sexual abuse, neglect, negligent treatment, commercial or other exploitation, resulting in actual or potential harm to the child’s health, survival, development, or dignity in the context of a relationship of responsibility, trust or power.
Categories of abuse
- Physical abuse – may involve hitting, shaking, poisoning, burning or scalding, drowning, suffocation, or otherwise causing physical harm or ill health to a child.
- Neglect – the persistent failure to meet a child’s basic physical and or psychological needs, which is likely to result in the serious impairment of the child’s health or development.
- Emotional abuse – persistent or emotional ill treatment of a child that adversely affects their development.
- Sexual abuse – involves forcing or encouraging children to take part in sexual activities, whether or not the child is aware of what is happening. The activities may involves physical contact or encouraging children to behave in sexually inappropriate ways.
Principles of Practice:
- All children must be treated without prejudice.
- Depending on the children’s age, all that is necessary must be provided in the context of their survival, safety and development.
- Children should be given every opportunity to participate in decisions that relate to their welfare and care.
- All children under the age of 18 must NOT be allowed to work.
- All children must be a part of a family or a community that cares for them.
- Each child has a freedom to express his her own culture and religion,
- When caring for a child , the teachers must follow the policy tenet outlined in this document.
Schools Responsibilities to Children:
- Student representatives must be involved in school activity and movement.
- Student selection committee must be set up to choose a student representative by students.
- Student’s desire and aptitude must be considered in the school’s holiday development program and planning.
- To avoid punishment regardless of the student’s physical , mentally and honourableness.
- For recognizing a student’s background , student’s multi-cultures, religions and traditional customs must be enforced in school regulation and rule.
- To support professional art and handicraft in development planning as a student’s hobby.
- To let children be involved in the prevention process by themselves as educators by production about child trafficking, child soldiers and child forced labor in whatever school and classroom for children.
Students Conduct and Discipline:
- Students are to be disciplined through positive reinforcement (such as encouragement) rather than negative reinforcement.
- Students must learn and understand the rules set forth by the schools.
- Students must respect the boarding house rules, individual human rights, and dignity of each person working teaching at the schools.
Conclusion:
The above policies are to be maintained and followed by the schools, teachers and education workers at the highest respect for the reputation of the organization.
Appendix 10. Rules for BMWEC member Schools
Rules and Minimum Performance Requirement For BMWEC Member Schools
- Learning Centers should feature School Characteristic meaning basic facilities for proper contribution of education must be in place.
- Teacher and student ratio should meet the “20:1 per class” standard for all learning center that offer primary or secondary level education (Nursery to Grade12).
- Learning Centers have to open in June and close in March of the school year, and must have minimum 170 school days.
- Learning Centers must use all Standardized Curriculum so far produced . This includes any curriculum, during membership with BMWEC, have or to be produced and approved as a standardized curriculum for learning Centre. The use of other curriculum has to be of only those not covered by the standardized curriculum approved by BMWEC.
- Learning Centers have to attend all the trainings, workshops, meetings and other activities conducted and invited by BMWEC Participation of learning centers in any other of such activities has to be informed to BMWEC.
- Learning center should be independent from influence of any political organization, and no action of learning centers must be politically activated.
- Acceptance of new teacher ( both permanent and volunteer ) has to be notified to BMWEC by filling BMWEC teacher volunteer form.
Breach of any statement above may or will result in termination of membership
Learning centers must read statements above carefully and sign below only after having full understanding.
Appendix 11. Observation Checklist
Observation Checklist for Teacher’s Teaching Process
Student’s Observations
Name — Review date –
Physical development | |
Language development | |
Social | |
Emotion | |
Communication |
Note:
- Poor
- Ok
- Good
- Very good
What the teacher does | What the students do |
Strengths of the lesson plan | Weakness of the lesson plan |
Action Plan |
Appendix 12. Meeting Minutes Template
Date: | |
Meeting between: | |
Attendees at meeting: | |
Purpose of meeting: |
Record of meeting topics and notes:
Topic: | Notes: |
Follow up points: | |
Next meeting date: |
Other notes: |
Appendix 13. Teacher Recruitment
Job Announcement
Special Education Teacher
Short description of Star flower Center
The Star Flower Centre caters for the needs of migrant children with special educational needs. These children found it difficult to access mainstream education because of their disabilities. The Star Flower Centre was opened in June 2009 in partnership with Voluntary Services Overseas and World Education, Thailand. The services of the SFC aim to maximize educational opportunities for migrant children with disabilities who live in the Mae Sot area. The centre follows a school-friendly philosophy, incorporating the UNICEF framework for rights based, child-friendly schools that are characterized as inclusive, healthy and protective for all children, effective with children, and involved with families and communities.
Job Responsibilities:
• Serve as one of the teachers in a special education classroom for students with a range of severe disabilities including autism, cerebral palsy, learning disabilities, ADHD and Down Syndrome.
• Collaborate with the special education team to share best practices and coordinate all needed services
• Develop and write ( Individual Education Plan) IEP’s for a caseload of students
• Work collaboratively with other staff to plan curriculum and build school culture across the school
• Willingness to learn new material and share with other teachers
• Participate in all community events such as fundraising or outreach
• Act in the best interest of the child, leading to the realization of the child’s full potential
• Care for the ‘whole’ child, including health, nutritional status, and well-being
• Show concern about what happens to the children-in their families and communities- both before they enter school and after they leave.
• Willing to attend training as needed
Qualifications:
• Must have teaching experience ,good behavior and patient
• Experience working with children with special needs preferable
• Must have high school diploma or the equivalent
• Speak and write Burmese fluently
• Must have passport with working documents and Thai work visa
• Basic computer skills in Burmese and English
• Must be able to write lesson plans and IEPs (Individual Education Plan)
• Between 20-30 years of age.
• Strong communication and organizational skills
• Open to both male and female applicants
• Provide administrative support to staff and ensure smooth office operations
To Apply:
• Please send resume and cover letter with reference, 1 copy passport or 10 yrs or 5 yrs Thai ID card or any ID card you have with you now to Star Flower Center/email at starflowersecenter@gmail.com by 3 pm on ………. The salary will be discussed in the interview period. The interview date and time will be ringed after receiving information from the applicant.
Process
Application dead line –
10 days experience period at the center for the applicant (if applicant wished) –
Interview –
Confirmed date –Begin job
Interview Questions:
- Why do want to work at Star Flower Centre?
- Why do you want to become a special education teacher?
- What skills can you bring to the SFC team
- Do you have any experience working with children with special needs?
- What is your greatest strength?
- What is your biggest weakness?
- What traits do you think a special education teacher needs to have?
- How will you cope with caring for children with specific physical (toileting & feeding) needs?
- How will you cope with caring for children with mental and emotional needs?
- What methods do you use to encourage students to explore new learning opportunities?
- How will you motivate students?
- What will you do if a student has a behavior?
- What are your long-term goals?
- How long are you planning to work at the SFC?
- What is your expected salary?
Appendix 14. Students’ vocational(4 Modules)
Star Flower Centre has 4 types of modules for module level students.
Module 1: Communication and Interaction
- Focus: Improving communication skills, both verbal and nonverbal.
- Activities:
- Speech therapy
- Sign language
- Picture communication systems
- Social skills training (e.g., eye contact, turn-taking)
- Assistive technology (e.g., communication devices)
Module 2: Cognitive and Learning Skills
- Focus: Developing cognitive abilities, such as attention, memory, problem-solving, and learning.
- Activities:
- Sensory activities
- Fine motor skills development
- Early literacy and numeracy skills
- Adaptive learning software
- Occupational therapy
Module 3: Social, Emotional, and Mental Health
- Focus: Promoting emotional regulation, self-awareness, and healthy relationships.
- Activities:
- Social stories
- Mindfulness and relaxation techniques
- Play therapy
- Group activities with peers
- Counseling and support for the family
Module 4: Sensory and Physical Needs
- Focus: Addressing sensory sensitivities and developing physical skills.
- Activities:
- Sensory integration therapy
- Physical therapy
- Adaptive equipment (e.g., wheelchairs, walkers)
- Assistive technology for mobility
Additional Considerations:
- Individualized Education Plan (IEP): The IEP should guide the selection and implementation of modules.
- Multidisciplinary Team: A team of professionals, including teachers, therapists, and parents, should collaborate to provide comprehensive support.
- Family Involvement: Family involvement is crucial for the success of any intervention program.
Every child with special needs is unique. The most effective approach is to provide a personalized and supportive learning environment that addresses their individual strengths and challenges.
Appendix 15. Training for Teachers
Teachers’ Training
- Stages of child development
- What is a child-friendly school?
- Learning through play
- Health and safety – nutrition , hygiene, first-aid, universal precautions
- Types of disability
- How to make observation
- How to write a report for parents
- Physiotherapy exercises
- Behavior management
- Individual Education Plans(IEP)
- Planned activities
- How to give a lesson
- How to plan a lesson
- Teaching through topics
- Toy Box Scheme – how to use it
- Display – how and why
- Peg board- how to use
- Subjects Training
- Inclusion and Education
- Specific Learning Difficulties
- Child Safeguarding
- First Aid
Appendix 16. Teachers and Parents Association (PTA)
Parents’ Training
1. The value of Education
2. Types of Disabilities
3. Inclusion and Education
4. Training Cycle
5. Child Protection
6. Child Safeguarding
7. Specific Learning Difficulties
8. How to help and how to teach their children
9. Speech, Language, Communication with their children
10. Accept their children with disabilities.
School’ Fundraising
School’ Fundraising is to get income from outside for the school by selling food or something such as food and beverage, handmade by students. This program is working together with parents and teachers.
PTA Report Form
Date-
School name-
Community-
Names of parent-school committees that lead discussions and education
1.
2.
3.
4.
Topic of discussions and education
……………………………………………………………………………………………………………………………………………………………………………………
Attendance list of parents
Male( ) Female( ) Total ( )
Number of parent education sessions held per month ( )
Challenge Information
……………………………………………………………………………………………………………………………………………………………………………………
Result Information
……………………………………………………………………………………………………………………………………………………………………………………
Appendix 17.Community Trainings and Activities
The purpose of going to Community-
Introduction & Background:
The Star Flower Centre was opened in June 2009 to provide for the needs of migrant children with special educational needs. The Centre was established in partnership with Voluntary Services Overseas (VSO) and World Education, Thailand. The services of the SFC aim to maximize educational opportunities for migrant children with disabilities who live in the Mae Sot area.
The Star Flower Centre caters for the needs of migrant children with special educational needs. These children found it difficult to access mainstream education because of their disabilities. They were living isolated lives tucked away in their migrant communities, with very little contact outside of their families. They had no prospect of any education. Their parents were struggling with the reality of looking after a child with disabilities while trying to provide financially for their families.
The center follows a school-friendly philosophy, incorporating the UNICEF framework for rights-based, child-friendly schools that are characterized as “inclusive, healthy and protective for all children, effective w
+ith children, and involved with families and communities.” (Shaeffer, 1999).
Within this framework we aim to:
- actively identify excluded children who have special needs, enroll them in our school and include them in learning
- act in the best interests of the child, leading to the realization of the child’s full potential, and concerned both about the “whole” child (including health, nutritional status, in their families and communities – and well-being) and about what happens to children – before they enter school and after they leave it.
We cater for the “whole” child in many ways.
The center is staffed by two people from World Education (WE) who act as supervisor and driver/liaison officer, four teachers and a cook/cleaner, as well as a VSO volunteer.
We provide a full educational programme. Each day begins with a free choice time in order to allow the children to make some decisions for themselves (not something they have done before). We then have a group Greetings Time, followed by snack time. After break we have an IEP session when each child follows an Individual Education Plan designed to meet his or her specific needs. After lunch, there is a planned activity such as art, music, role play or a topic-based session such as “Will it Float or Sink?”, or “Different types of Materials”. The children then spend some time outside, where they play in the sand or on the swing, or play football or badminton. The day finishes with another group time when we sing songs and dance.
In addition to the educational programme, we also:
- provide a nutritious mid-day meal as well as a mid-morning snack
- provide a healthy “cocktail” of vitamins
- encourage the children to take a shower here at the school and provide soap, toothpaste and toothbrush to take home, as well as clean clothes if necessary
- check for scabies, sore eyes, fever, abrasions and wounds and treat accordingly
- arrange for vaccination programmes from Shoklo Malaria Research unit (SMRU) regularly take children to the clinic for medical conditions that we can’t deal with mediate with parents who use corporal punishment, offering alternative strategies
- arrange extra curricula fun activities and parties
In order to fulfill these aims, Star flower Centre has provided training for our teachers, none of whom have previous experience of teaching children with Special Educational Needs
(SEN) or of teaching using child-friendly methods.
To further fulfill these aims, we have regular parents’ training days, which provide a place for parents to meet other parents over coffee and biscuits. They also take part in some regular school activities, and join in fun activities like a Songkran water fight, concerts, amazing Hat Making days and picnics.
They are encouraged to discuss their children’s progress and their hopes, fears and expec- tations for the future. We also include training on health and hygiene, behavior manage- ment, how to play with their children and much more.
There are of course, wider ramifications for the families and the communities. Both parents are able to go to work while their child is at school, adding to the financial stability of the family. Just as importantly, the self esteem of both parents and children, is significantly raised by the children attending the Star flower Centre, which has quite a high profile locally; the children are considered “special” in a positive sense. The children are respected and valued, so their parents are as well.
We have received some very positive feedback from the community elders, who have observed a great change in the way our children behave at home. According to the elders, the children used to wander around doing not very much other than getting dirty, before they came to school. Now, however, they see the children playing constructively, singing songs, counting, chanting the alphabet and generally showing an interest in their surroundings. Since the Star Flower Centre has been open, the lives of our children and their families have changed considerably. The children now have access to a child-friendly school, where their individual needs are catered for. They are able to take part in a full programme of activities and learning opportunities. They are also encouraged to work together and play together, gaining in confidence and self-esteem, and finding life enjoyable.
The Star Flower Centre is the result of a joint project between Voluntary Service Over- seas (VSO) and World Education.
Voluntary Service Overseas (VSO)
VSO is an international development agency established in 1958 with Federation members in UK, Canada, the Philippines, the Netherlands, Ireland and Kenya. VSO works through volunteering to build the capacity of local people and organizations to bring about positive social change for poor and marginalized people. VSO has programmes in more than 40 countries.
Currently, in Thailand VSO is implementing the Education for All programme funded by the European Commission. The programme’s overall objective is to increase access to, and retention in, good quality, formally recognized primary education for all refugee and migrant children and those in affected areas. This involves building the capacity of education providers in a variety of settings and raising the awareness of local communities as to the importance of providing quality education to all children, regardless of their ability, status or background.
VSO works closely with the Office of Basic Education Commission (OBEC) of the Ministry of Education to achieve our shared goals. Accurate documentation of the number of migrant children, the settings in which they currently receive education and the number of those out of school is vital if the Royal Thai government and non-government organizations are to be able to provide quality education to all.
VSO would like to thank the European Commission for their support for this important work.
World Education (WE)
World Education (WE) is dedicated to improving the lives of the poor through education, and economic and social development programs. WE is known for its work around the globe in environmental education, community development, maternal and child health, school governance, integrated literacy, small enterprise development, HIV and AIDS education and prevention and care, and refugee training. WE also works to strengthen literacy and adult basic education programs in the United States.
WE Thailand strives to provide education opportunities to adults and children from Burma who are living in refugee camps and migrant communities in Thailand. WE’s programs provide educational resources (such as textbooks and school supplies) to schools, and develop the capacity of local organizations to support education. WE works in close partnership with community-based organizations and the Royal Thai Government’s Ministry of Education (MOE). WE’s contributions to the Star Flower Centre are provided through the SHIELD project, funded by USAID.
Burmese Migrant Workers’ Committee (BMWEC)
BMWEC is a community-based organisation (CBO) seeking donor support to help ensure that as many Burmese migrant children and young people as possible have access to, and take advantage of, a quality education which enriches their lives now, and opens opportunities for their future either back in Burma/Myanmar, in Thailand, or further afield. BMWEC has already taken over the management and leadership of the Star Flower Centre, the only school in Thailand along the Thai-Myanmar border that is available for children with specialist needs in 2015-now. meaning that regular MLCs are not currently in a position to include, from the migrant communities. Most of the children are affected by Cerebral Palsy, but there are also children with autism, learning difficulties and other various problems.
It is mostly for the advocacy and network created by their chairperson that many schools for Burmese children are now recognised by the Thai Ministry of Education. Not many years ago these schools could be suddenly searched and closed by the immigration police. Now all teachers have a card issued by the Ministry of Education, which gives them the right to exist. The policy manual is to be used as a reference and should be maintained as a working document, updated regularly. The goals, objectives, principles, services, and policies are clearly outlined. This plan documents the training, education, safety, teaching, and health standards that will be maintained under BMWEC management.
Vision:
We believe that all children should have access to a child-friendly school, where their individual needs are catered for and where they are able to participate in a full program of activities and learning opportunities. We believe all students should be encouraged to work, learn, and play together, which will enable students to gain confidence, raise their self-esteem, and realize their full potential as productive members of society.
Principles to Guide our Vision:
- Learning and Development:
- Children who have special educational needs (SEN) require additional and consistent support in order to reach their full potential.
- Children who have SEN are encouraged to participate fully in their communities. So that they can be accepted and valued alongside their peers.
- Children who have SEN work towards integration and inclusion within mainstream education systems, as and when it is appropriate.
- Children who have SEN should receive a broad and balanced curriculum, which fosters their social, emotional, physical, and cognitive capacity.
- Children who have SEN should have a firm grounding in a rights based program, where the focus is on life-based health, safety, and hygiene skills.
- Children who have SEN are best cared for in an establishment where the focus is ‘child friendly’ resulting in a child centered approach which is inclusive (religion, language, ethnicity, gender, socioeconomic background), healthy and protective. Therefore we actively work towards ending prejudice and discrimination and seek out marginalized and ‘hard to reach’ children and families.
- Children who have SEN need opportunities in which to assert themselves, make informed choices, have their voice heard, and to start taking responsibility for their decisions and choices. Therefore we ensure that
there are times in the session when they can choose what they do (activity), when they have a drink, what story they would like to listen to, and what they think and feel etc.
2.Protection:
- Children who have SEN are particularly venerable; therefore we aim to ensure that they are protected from harm and abuse (physical, emotional and sexual). Our staff our trained to identify and refer such children to the relevant authorities, whilst at the same time, ensuring that their parents and caretakers are supported to undertake their responsibilities.
- Children who have SEN are particularly susceptible to physical abuse; we believe that alternative methods for positive discipline must be promoted in the Centre and staff work alongside parents and caretakers so that they are aware of the negative effects, and develop their confidence in using alternative methods to manage inappropriate behavior.
- Children who have SEN do not necessarily have the ability to take responsibility for their overall health and safety. Therefore, these aspects preventative care, vaccinations etc.)and we have access to medical services as the need arises.
3.Parent, Caretaker, and Community Involvement and Participation:
- Parents and caretakers (and the community ) are the first and most important educators. Therefore, the Centre takes their role in involving and developing parents and caretakers seriously. They are encouraged to actively participate in their children’s education, to attend training sessions and open days, and to be involved in decision-making.
- Parents and caretakers of children with SEN require additional support, over and above what the Centre can provide, This additional support comes in the form of other World Education and BMWEC community programs; these additional services are a necessity as there are no other social services for migrant communities with children with disabilities.
4,Professional Conduct:
- We employ staff based on their ability to teach (knowledge, skills, attitude) and therefore recruit and manage staff on an equal opportunities basis.
- All members of staff are expected to operate according to our principles, their job descriptions, terms and conditions (e.g. contract, payment, hours, holidays etc.) and Code of Conduct. We give support, including one to one coaching, competence development opportunities (including training, work shadowing, peer mentoring etc.) supervision and appraisal, Members of staff are encouraged to keep a record of their learning and development.
- Whilst working, members of staff are expected to have as role models by working in a professional manner and focusing on the needs of the children and their parents and caretakers; personal conversations and other distractions are not permitted.
Goals & Objectives:
Goal 1: A child with a disability has the same rights as a normal child. It means education in particular. Like other normal children, they attend school regularly from Monday to Friday.
Objective 1: Shared activities: The daily routine at SFC includes shared activities such as singing/music, play and shared meal times. These activities encourage children to participate in social/group activities and interact with each other in a group and one-to-one. SFC also has “We can Play” activity and Excises, Art Activity.
Objective 2: Individual Education Plans (IEP): An IEP for each child at SFC is developed on the basis of regular meetings that include teachers, staff trainer; parents; specialist staff (e.g. visiting therapists) when appropriate.The IEPs identify specific and appropriate goals for children in terms of their abilities, potential, and the support staff available. Each teacher at SFC has the responsibility for drafting and implementing IEPs for a specific group of children especially teaching one by one. They are supervised and supported by the head teacher and staff trainer.
Goal 2: Inclusive Education
Opportunities for concurrent enrollment at local migrant learning centers will be sought for children who would benefit from this. Star Flower staff will provide assistance with this process, and on-going teacher aide support will be provided if necessary.
Objective 1: All students attend SFC every day per week (Monday to Friday). In the future, SFC teachers plan for students to attend SFC 2-3 days per week while also attending another school. This will allow them to benefit from both learning environments. SFC will continue to closely monitor the progress and well-being of its students, even as they attend other schools.
Objective 2: Mainstreaming will be supported by school-based teacher training for teachers in other centers.
Goal 3: Star Flower Centre staff will provide support and training for parents/caregivers where/whenever appropriate and possible.
Objective 1: Parents/caregivers will be invited and included in education provided for their children at SFC. Parents will also be invited to attend quarterly trainings on various topics.
Objective 2: Parents/ caregivers will be consulted regarding the development of IEPs for their children.
Objective 3: Parents/caregivers will be visited at home and will be shown appropriate ways to support their children’s education and development. Where appropriate, this may include modifying the physical environment to promote children’s opportunity to undertake activities independently (e.g. Feeding), physiotherapy exercise, and implementing toys for active play.
Objective 4: Specialist staff, (particularly those with specific therapy training – e.g. physiotherapy/ occupational therapy / speech-language therapy), if and when available, will participate in home visits. IEPs will be development, and advice staff and parents/ caregivers as appropriate.
Goal 4: Early Intervention (EI)
Staff at the Star Flower Centre are equipped to identify children in the community who will benefit from EI, and work with parents/caregivers to develop EI strategies that will be implemented by staff and parents.
Objective 1: Community visits and liaison. The community liaison staff member will make contacts in the community; use networking to identify children for whom EI may be appropriate and will act to ensure that EI visits are respectful, comfortable and safe for children and their caregivers.
Objective 2: Home visits. Where EI has been identified, as appropriate and potentially effective, SFC staff will organize 1 child/ hour by a teacher , trainer/ advisor, driver and / or community liaison.
Objective 3: Caregiver and child visits to SFC. Familial involvement is encouraged where possible to promote learning.
The key approach of this project is to ensure that the child and his or her rights, wellbeing, and educational opportunities are kept at the center of all goals, objectives and activities, This requires: partnership between SFC and parents/ caregivers, development of effective early intervention strategies, balancing center-based and mainstreaming programs as appropriate, and advocating for the rights of children with disabilities in the wider community at all levels ( learning center, home community, organization, wider public and policy implementation).
Star Flower Centre Daily Timetable:
9:00 | 9:00-9:30 | 9:30-10:30 | 10:30- 11:30 | 11:30- 12:30 | 12:30- 1:30 | 1:30- 2:30 | 2:30-3:00 | 3:00 |
Arrive | Greeting and exercise | WT/WWT | WT/WWT | Lunch | WT/WWT | WT/WWT | Other Activities | Home Time |
Remark : WT = Work Together
WTT = Work with Teacher
Activities = Creation, Life skills , Art etc…..
Now | Future Planning Target | |||||
Male | Female | Total | Male | Female | Total | |
Students | 16 | 7 | 23 | 25 | 25 | 50 |
Teachers/staffs | 4 | 4 | 8 | 7 | 8 | 15 |
Admission Criteria
Admission of students into the Star Flower Centre is based on the following fundamental criteria.
Five types of admission criteria for specialist needs.
They are,
- Autism
A child;
- any behaviors or any types of autism.
- No independence and no social ( if they act like autism signs).
- Individual health problems.
- will not accept over 18 years.
- Attention Deficit hyperactivity Disorder (ADHD)
A child;
- any behaviors or any types of ADHD.
- No independence and no social.
- Individual health problems.
- will not accept over 16 years.
- Cerebral Palsy (CP)
A Child;
- will not accept the worst of Quadriplegia levels.
- will accept Hemiplegia and Diplegia levels.
- any behaviors and any types of CP
- will not accept over 18 years.
- No serious illnesses other than epilepsy are accepted.
- Who has been recommended by a physiotherapist ( if available )
- Down Syndrome
A child;
- any behaviors or any types.
- No independence and no social.
- Individual health problems.( will not serious illnesses)
- will not accept over 18 years.
- Learning Difficulties (LD)
A child;
- any behaviors or any types.
- No independence and no social.
- Individual health problems.( will not serious illnesses)
- will not accept over 18 years.
There are other aspects to be considered before admission the family and community of the child will be observed to estimate the level of familial support the child receives outside of school Staff from SFC will visit a school if the school requests help for a specific student. If this student is applicable because of his/her disability. That student can be admitted into the SFC .if the child is severely disabled, the SFC will ask for support from the family, maybe if a parent could come to the Centre with the child. When all criteria are met, the child that is most vulnerable and who lives in an accessible location will be chosen . When a space opens up at the Star Flower Centre, the home visit students will be considered first to fill the open slot. Next in line will be students who have been recommended to the Centre from the community and other schools.
Documentation:
Documentation is currently in the form of paper documents and word documents stored on a computer files and hard files. Most documents are written in Burmese but are in the process of being translated into English. Documents consist of Individual Education Plans(IEPS) of each student observations , training information and manual , student highlights , teacher action plans , performance appraisals, etc.
Reporting:
All changes, events, problems or concerns are documented in various reports. Monthly reports are sent to BMWEC office at the end of 3 months in one times and include SFC updates, visitations , student highlights , and any changes in the school/ work environment. The SFC teachers write these reports. BMWEC compiles these reports to complete the quarterly report every three months. The community worker writes monthly home and school visit reports documenting the students visited and updates on the progress of the student. All teacher trainings and parent trainings are documented including schedules, training plans, and outcomes. All reports are sent to BMWEC’s main office.
Training:
Training is a crucial element in the overall success of the program. Parent trainings are held three times a year and vary on topics and activities. All parents , siblings , and caretakers are invited to partake in the learning activities. The focus of the trainings is to provide support for parents of children with special needs. This support is very unique, often being the only training the parents receive. Throughout the school year, teachers are involved in sign language and physiotherapy trainings to sharpen their skills and to continue practicing the techniques. Once a year, BMWEC gives teachers subjects training and School Director training, the head teachers of all migrant schools training in Reading, Writing, and Critical Thinking(RWCT).
Communication Plan & Methods of Communication
It is imperative to maintain open lines of communication between teachers. Families and other members of the community. Open communication can be maintained by holding meetings with family members and community groups where introductions are made and goals are described In these meetings people can come to recognize that families and community members have similar goals when supporting their children in school A few times a year informal meetings can also be scheduled with parents to assess their children’s learning plan and show examples of students work .
It has been shown that children learn better when their parents and family members are interested in, and involved with the school and student education familial involvement in school activities increases the potential for learning in our classroom and creates support for our teacher in many ways . It is imperative that community members take value in their responsibilities to work together with the students, teachers, and parents.These activities have many positive effects on children.
Type of connection | Transition Activity |
Child-School | Establish a connection between the SFC students and teachersCreate a connection between the child and the SFC using special school functions, outingsHave children practice SFC rituals in school-songs, greetings, hand washingEncourage teachers to stay in contact with their former studentsEncourage BMWEC support staff to visit SFC students Establish peer connections within the SFC class |
Family-School | Assess family needs Maintain periodic contact with the familyConnect the family to community resourcesEncourage family participation in home learning activities, games, physiotherapy stretches, singing, story tellingEncourage family participation in the classroom and at school eventsRegular family/ guardian and teacher meetingsInform families about transition issuesSharing of information about individual children among the family , teachers and BMWEC staffShare any resource materialsSend letters home, or notifications of events if needed Two way communication set-upIndividual meetings between teachers and familiesParent trainings to be held once a quarter where all parents are invited |
School-School | Foster inter-school collaboration about programs and classroom practices-such as sign language trainings and physiotherapyOffer support to mainstream education schools about specific special education practicesVisit SFC student at other mainstream migrant schools to check on progress and integrationShare written records if necessary Align early intervention, teacher competencies, and learning standards, if necessary |
Out of School Care Policy
If a SFC student cannot be cared for properly at home, it is the responsibility of SFC and BMWEC staff to collaborate to find the best solution for the students’ specific need. If a student is unsafe when outside of school, either going home or going to a safe house, then the following steps will be taken to ensure the safety of the student:
- SFC teachers will go to the family or caregivers of the student and assess the situation outside of school. They will talk to family and community members to pinpoint the problem at hand.
- If it is found that the student is in danger or any abuse has occurred, then the SFC staff will report the situation to BMWEC staff. This will be in the form of an official report, call, visit, or email.
- BMWEC will then confer with all resources to determine options available. They will contact other Community Based Organizations (CBO) in the area working with at risk youth.
- If a solution cannot be made or accommodation cannot be found, then the case will be reported to Child Protection Services at the Mae Tao Clinic.
- Once the student is placed in a safe and enriching environment, SFC staff will continue to check up on the student via home or school visits.
Management Controls
This section outlines the management controls that will be employed to ensure each transition task is successfully executed and completed based on the approved acceptance criteria. The work plan that follows details the managerial tasks BMWEC is expected to take over to ensure the successful transition of the management, planning, and implementation tasks of the Star Flower Centre and when.
The health, safety, and hygiene standards are listed below in a spreadsheet that is used as a daily checklist to measure how often and if the standards of care are being met. The work plan and standards will serve as a criterion to gauge the involvement of BMWEC in the overall management of the Star Flower Centre.
BMWEC will be evaluated two times during the final year of transition. The first evaluation will take place to appraise how well BMWEC is fulfilling all of the needs of the teachers and students at the center. The results of this evaluation will be used to determine any areas that may need improvement .the results of the second evaluation will then be compared to the first evaluation results to determine if BMWEC is a suitable partner to fully undertake the star flower center.
Teacher Competencies
Teaching catered to students with Special Education Needs is very individualistic and uses a variety of resources to target all learning styles. Teachers focus on long-term memory with the students who lack short and long term memory skills. The teacher competencies below outline three main areas of teaching and lists criteria for how will the teaching skills are performed. Expectations of how the teacher is supposed to manage the classroom and learning environment are listed.
Teacher Competencies | |||
AREA OF TEACHING | SKILL AREA | TEACHER COMPETENCIES | |
KNOWLEDGE | Learning principles | The teacher demonstrates an understanding of student development and learning styles and applies this appropriately in the classroomThe teacher uses more than one method of teaching.The teacher uses differentiated instruction for specific students.The teacher demonstrates an ability to motivate students to want to learn | |
Subject Matter and Curriculum | The teacher demonstrates knowledge of the subjects he/she teachesThe teacher understands and uses resources appropriately.The teacher continuously practices Burmese sign language and physiotherapy exercise. | ||
MANAGEMENT OF THE LEARNING ENVIORMENT | Teaching skills planning | The teacher writes class students objectives.The teacher provides appropriate content according to the resources and objectives.The teacher identifies and plans to use a variety of methods that are student-centered.The teacher sequences the steps of the lesson.The teacher creates individual education plans (IEP) for each student according to their needs. | |
Teaching skills Delivery | The teacher helps students to think critically and creatively.The teacher provides many different opportunities for students to succeed.The teacher takes advantage of unexpected or spontaneous teaching moments.The teacher has positive contact and communication with each student.The teacher creates a positive learning environment.The teacher teaches mainly in Burmese, also using some Karen, Thai and English. | ||
Teaching Materials | The teacher shares knowledge about old and new teaching materials with colleagues.The teacher frequently searches for new teaching materials or makes crafts from existing materials. | ||
Assessment | The teacher checks students progress frequently by observing lessons.The teacher supports and contributes assessment in a variety of ways(observation, review exercises, questioning, and task performance) | ||
Communication and Teamwork | The teacher uses the support of his/her colleagues, supervisors and trainers effectively.The teacher supports and contributes to the education mission (vision, goals) of the SFC. The teacher involves families and community members in their students education.The teacher uses community resources to teach in the IEPs.The teacher supports other groups and volunteers to get involved in their students’ learning. | ||
Classroom Management | The teacher uses materials, time, and space in an organized and efficient way.The teacher follows school rules and producers.The teacher follows a discipline plan when students are unruly. | ||
PROFESSIONAL PRACTICE | Professional Attitudes and Behaviors | The teacher completes a yearly staff performance appraisal to evaluate personal performance and willingness to make changes.The teacher demonstrates good character and is a role model for students and colleagues. | |
Professional Development | The teacher strives to continue his/her own education.The teacher attends teacher trainings, shows an interest in new methods and makes teaching materials.The teacher shares knowledge with others.The teacher is willing to ask for help from partners if needed. | ||
Appendix 2. Lesson Plan Template
Lesson Plan
Name of children: | |
Date: | |
Topic: | |
Objective: | |
Resources: | |
Introduction | |
Teaching activity: | Children’s activity: |
Plenary: | |
Assessment: |
Appendix 3. Individual Education Plan (IEP) Template
Individual Education Plan
Name- Teacher –
Age- Start date-
Type- Review date-
Gender-
No | Development Fields | No | Parts of Development (Details) | Result |
1 | Physical | |||
2 | Communication | |||
3 | Emotional | |||
4 | Language | |||
5 | Social |
Note-
Appendix 4. IEP Achievement Record Template
Name-
Date-
Target achieved | Date | Highlights | Notes |
He recognized and picked up his name card in both Burmese and English.He plays with friends.He can finish an easy jigsawHe recognized the size big, small, tall, short. | He did not hurt others anymore.He helps in keep things away after using like tables, cushions.He understands some Burmese words.He can follow short instruction.He can dress up by himself.He picks up the rice on the floor after eating.He put the mat without asking before milk time. |
Appendix 5. Employee Annual Performance Appraisal
Employee Name:
Date
(Note: Please be specific in your answers to these questions. Non-specific answers will not be taken into consideration for the performance review.)
Part 1: Employee Self-Evaluation
- What do you like best about your job?
- What do you like least about your job?
- What were your notable skills or achievements in the past year?
- What would you like to improve work on. Or gain experience doing in the next year?
- What challenges in the work environment affect your performance? Please also provide suggestions for how to improve the work environment at SFC.
- Feedback for your supervisor. Is he approachable and accessible? Evaluate your supervisor’s guidance and technical support. Do you get the right amount of feedback from him/her?
Additional topics for consideration:
- Communication:
Please list the individuals and groups with whom your communication is most important.
Please provide an assessment of the quality of communication between yourself and the key individuals groups.
What have been the most frequent causes of miscommunication?
- Flexibility
- How do you view the need for flexibility in your position with work and with others?
In which areas have you demonstrated flexibility?
In which areas could you benefit from greater flexibility?
- Problem Solving:
Please provide an update on the types of problems you have been required to solve in your position over the past period:
How do you generally approach problem solving in your position?
What challenge have you had with problem solving in your position?
- Personal development:
How have you improved in your technical skills and understanding of development work over the last year
What have been the factors in helping you develop?
What are the areas where you do not yet have the confidence in your job requirements or in areas you are interested in being involved with?
What do you think would help you to develop on these points?
Part 11 : Feedback from other staff
This aspect of the performance review is voluntary. If you wish to receive feedback from peers please list the names and email address of 3 – 5 individuals whom you think may be able to provide unique and valuable insight to your work. Please only include those who are able to communicate by email in English. (This is strictly a matter of time constraint )
Strengths: Need to improve:
Appendix 6. Star Flower Centre Terms and Conditions of Service
Contract – 1year after probationary period
- 3 months probation – 1month followed by 2 months for the suitable person
- Notice to quit by employer or employee – 1month
- Work hours – 8:30am – 5:00pm (as needed)
- Work days – Monday to Friday
Holidays:
- 20days + national holidays + 2 personal days
- Leave is built into holidays set by the Centre and cannot be taken at other times
- Extra leave is unpaid
- Sick leave – 1 day per month (doctor’s note needed if more)
Professional behavior is expected at all times.
- Be sensitive to the children’s special needs
- Be on time to start the day
- Work well during school hours
- Be polite to the children do not shout or make rude comments
- Never hit, push or pinch the children
- Do not use a phone or computer for personal use during teaching time
- Wear appropriate clothes
Appendix 7. Code of Conduct for Teachers
Code of Conduct for Teachers in BMWEC Member Schools
Teacher rules for BMWEC are as follows:
- To attend school regularly (Monday through Friday)
- To keep self-respect and good manners as a teacher
- To be able to take ten days leave per year with school administration permission (per leave not more than 3 days)
- To pay attention and be diligent to school development
- To make a commitment with his or her responsibilities to teach at least two years
- Not to commit any crimes and or action which are against the law: E.g. using and or trafficking drugs, etc.
- Not to discriminate any children because of religion, skin color, living standard, etc. – Teacher have to greet and treat every student equally with temperance.
- To report weekly of their daily notes of lessons and activities to the head master or mistress.
- To maintain good relationships, have respect, be thoughtful, and participate in teamwork with colleagues.
- Abstain from conflict, arguments, or quarrels with others
- Smoking is banned in all schools ( not to smoke during working hours, or teaching period in school’s areas)
- To attend proposed training even during school holidays
- Not to discriminate in social affairs and accept to take part when appropriate
- Not to disclose school’s affairs outside of school
- To pay back the wages taken twice when leaving school without providing any compulsory reasons
- To pay attention and focus on school’s development, maintain positive behavior and positive thinking (not to think of diminishing school’s solidary between each other)
- To obey and respect the laws of the host country, Thailand, carefully in order to not affect the dignity of the school.
- Teachers teaching at primary and middle levels have to complete at least standard 10th grade, and teachers teaching at secondary levels have to graduate college or university and a get degree.
Note: If any of the rules mentioned above are broken the teacher will receive:
- First warning
- Second warning
- She/he will be fired
I have read and understood the code of conduct for teachers of membership of schools and I hereby agree to comply with its provision.
Passerby (colleagues: 2 male or female teachers)
Undertaken Name and signatures
- Name 1.Name
Sign & date: Sign & date:
2.Name
Sign & date:
Appendix 8. Regulations for Volunteers
BMWEC regulations for foreign volunteer in migrant Schools
The following regulations are set for any volunteer who wishes to work at a migrant school in the Mae Sot area. The BMWCE staff at the Mae Sot office will determine the eligibility of the volunteers based on these criteria. BMWEC appreciates all volunteers for their support and time spent with our migrant children. To help and promote the volunteer experience, there are rules that we ask all volunteers to follow when teaching or working at a migrant school.
1. Burmese migrant children attend our schools and they are located in Thailand. Therefore, we need to observe and follow the customs and regulations of Thailand. If any Thai officer visits the school, you have to communicate with them politely, give them respect, greet them in Thai greeting style and talk to them politely. Answer their questions honestly.
2. Before volunteers start teaching, they must go to the BMWEC office to fill out forms. All questions can be asked and if anyone has a specific question or problem. They can contact Paw Ray in BMWEC office from Monday – Friday (1pam – 5 pm).
3. All volunteer must provide contact information to the head teacher of their assigned school: phone numbers and local address.
4. Volunteers are asked to respect the culture and regulations of the school you teach. Volunteers can discuss cultural norms for the period of teaching with the head teacher.
5. If a volunteer needs to stop teaching or want to have leave, discuss it with the head teacher right away.
6.Volunteers are expected to prepare teaching materials for the grade they will teach. Use the school curriculum. Time is valuable in migrant schools: therefore do not waste the time.
7.Volunteers are expected to wear suitable clothes, which includes a school uniform for all teachers. All the skirts worn should reach the knees. Extravagant clothing or multiple facial piercings should not be worn.
8.Our migrant schools are drug free schools. Therefore, everyone is expected to abstain from any drug use or smoking.
9.If there is a sign to remove footwear, everyone is expected to remove shoes before entering the classroom or building.
10.Do not bring phone into class, do not leave any valuables in the classroom.
11.Feel free to enjoy and participate in any invited meals or school activities.
12.Do not invite friends to visit school before informing the head teacher. Due to having many foreigners. We can often have problems.
13.Enjoy your teaching experience and remember teaching outside of the classroom is also effective with students. If any volunteer has the chance to stay with students, consider the option and decide to live like the students do.
14Enjoy your stay and share your experience at home with others. By doing this, many people will become aware of migrant education in Thailand.
- Thai schools also seek foreign teachers to teach English to allow students to practice speaking English ; therefore if any volunteer has extra time, please also take Thai students into consideration.
Appendix 9. Child Protection Policy
Migrant School Child Protection Policy
Introduction
Migrant’s Schools are committed to safeguarding the welfare of children and young people who have been displaced. Staff and teachers in these organizations recognize and accept the responsibility to develop an awareness of issues that may cause children harm and to protect the children that they come into contact with during the care they provide and activities that are undertaken.
This Policy establishes the roles and responsibilities of every one who works for migrant schools in relation to the protection of children with whom their work brings them into contact . For the purpose of this policy, children and young people are anyone under the age of 18 years.
The key principles of this policy are:
- The school recognize that the safety and welfare of children are paramount and are committed to practices that protect them from harm.
- All children, regardless of age, disability, gender, racial or ethnic origin, religious belief and sexual identity nave a right to support or develop to their full potential and be protected from harm or abuse.
Definition:
Abuse
According to WHO(1999) : ‘Child abuse’ or ‘maltreatment’ constitutes all forms of physical and or emotional ill-treatment, sexual abuse, neglect, negligent treatment, commercial or other exploitation, resulting in actual or potential harm to the child’s health, survival, development, or dignity in the context of a relationship of responsibility, trust or power.
Categories of abuse
- Physical abuse – may involve hitting, shaking, poisoning, burning or scalding, drowning, suffocation, or otherwise causing physical harm or ill health to a child.
- Neglect – the persistent failure to meet a child’s basic physical and or psychological needs, which is likely to result in the serious impairment of the child’s health or development.
- Emotional abuse – persistent or emotional ill treatment of a child that adversely affects their development.
- Sexual abuse – involves forcing or encouraging children to take part in sexual activities, whether or not the child is aware of what is happening. The activities may involves physical contact or encouraging children to behave in sexually inappropriate ways.
Principles of Practice:
- All children must be treated without prejudice.
- Depending on the children’s age, all that is necessary must be provided in the context of their survival, safety and development.
- Children should be given every opportunity to participate in decisions that relate to their welfare and care.
- All children under the age of 18 must NOT be allowed to work.
- All children must be a part of a family or a community that cares for them.
- Each child has a freedom to express his her own culture and religion,
- When caring for a child , the teachers must follow the policy tenet outlined in this document.
Schools Responsibilities to Children:
- Student representatives must be involved in school activity and movement.
- Student selection committee must be set up to choose a student representative by students.
- Student’s desire and aptitude must be considered in the school’s holiday development program and planning.
- To avoid punishment regardless of the student’s physical , mentally and honourableness.
- For recognizing a student’s background , student’s multi-cultures, religions and traditional customs must be enforced in school regulation and rule.
- To support professional art and handicraft in development planning as a student’s hobby.
- To let children be involved in the prevention process by themselves as educators by production about child trafficking, child soldiers and child forced labor in whatever school and classroom for children.
Students Conduct and Discipline:
- Students are to be disciplined through positive reinforcement (such as encouragement) rather than negative reinforcement.
- Students must learn and understand the rules set forth by the schools.
- Students must respect the boarding house rules, individual human rights, and dignity of each person working teaching at the schools.
Conclusion:
The above policies are to be maintained and followed by the schools, teachers and education workers at the highest respect for the reputation of the organization.
Appendix 10. Rules for BMWEC member Schools
Rules and Minimum Performance Requirement For BMWEC Member Schools
- Learning Centers should feature School Characteristic meaning basic facilities for proper contribution of education must be in place.
- Teacher and student ratio should meet the “20:1 per class” standard for all learning center that offer primary or secondary level education (Nursery to Grade12).
- Learning Centers have to open in June and close in March of the school year, and must have minimum 170 school days.
- Learning Centers must use all Standardized Curriculum so far produced . This includes any curriculum, during membership with BMWEC, have or to be produced and approved as a standardized curriculum for learning Centre. The use of other curriculum has to be of only those not covered by the standardized curriculum approved by BMWEC.
- Learning Centers have to attend all the trainings, workshops, meetings and other activities conducted and invited by BMWEC Participation of learning centers in any other of such activities has to be informed to BMWEC.
- Learning center should be independent from influence of any political organization, and no action of learning centers must be politically activated.
- Acceptance of new teacher ( both permanent and volunteer ) has to be notified to BMWEC by filling BMWEC teacher volunteer form.
Breach of any statement above may or will result in termination of membership
Learning centers must read statements above carefully and sign below only after having full understanding.
Appendix 11. Observation Checklist
Observation Checklist for Teacher’s Teaching Process
Student’s Observations
Name — Review date –
Physical development | |
Language development | |
Social | |
Emotion | |
Communication |
Note:
- Poor
- Ok
- Good
- Very good
What the teacher does | What the students do |
Strengths of the lesson plan | Weakness of the lesson plan |
Action Plan |
Appendix 12. Meeting Minutes Template
Date: | |
Meeting between: | |
Attendees at meeting: | |
Purpose of meeting: |
Record of meeting topics and notes:
Topic: | Notes: |
Follow up points: | |
Next meeting date: |
Other notes: |
Appendix 13. Teacher Recruitment
Job Announcement
Special Education Teacher
Short description of Star flower Center
The Star Flower Centre caters for the needs of migrant children with special educational needs. These children found it difficult to access mainstream education because of their disabilities. The Star Flower Centre was opened in June 2009 in partnership with Voluntary Services Overseas and World Education, Thailand. The services of the SFC aim to maximize educational opportunities for migrant children with disabilities who live in the Mae Sot area. The centre follows a school-friendly philosophy, incorporating the UNICEF framework for rights based, child-friendly schools that are characterized as inclusive, healthy and protective for all children, effective with children, and involved with families and communities.
Job Responsibilities:
• Serve as one of the teachers in a special education classroom for students with a range of severe disabilities including autism, cerebral palsy, learning disabilities, ADHD and Down Syndrome.
• Collaborate with the special education team to share best practices and coordinate all needed services
• Develop and write ( Individual Education Plan) IEP’s for a caseload of students
• Work collaboratively with other staff to plan curriculum and build school culture across the school
• Willingness to learn new material and share with other teachers
• Participate in all community events such as fundraising or outreach
• Act in the best interest of the child, leading to the realization of the child’s full potential
• Care for the ‘whole’ child, including health, nutritional status, and well-being
• Show concern about what happens to the children-in their families and communities- both before they enter school and after they leave.
• Willing to attend training as needed
Qualifications:
• Must have teaching experience ,good behavior and patient
• Experience working with children with special needs preferable
• Must have high school diploma or the equivalent
• Speak and write Burmese fluently
• Must have passport with working documents and Thai work visa
• Basic computer skills in Burmese and English
• Must be able to write lesson plans and IEPs (Individual Education Plan)
• Between 20-30 years of age.
• Strong communication and organizational skills
• Open to both male and female applicants
• Provide administrative support to staff and ensure smooth office operations
To Apply:
• Please send resume and cover letter with reference, 1 copy passport or 10 yrs or 5 yrs Thai ID card or any ID card you have with you now to Star Flower Center/email at starflowersecenter@gmail.com by 3 pm on ………. The salary will be discussed in the interview period. The interview date and time will be ringed after receiving information from the applicant.
Process
Application dead line –
10 days experience period at the center for the applicant (if applicant wished) –
Interview –
Confirmed date –Begin job
Interview Questions:
- Why do want to work at Star Flower Centre?
- Why do you want to become a special education teacher?
- What skills can you bring to the SFC team
- Do you have any experience working with children with special needs?
- What is your greatest strength?
- What is your biggest weakness?
- What traits do you think a special education teacher needs to have?
- How will you cope with caring for children with specific physical (toileting & feeding) needs?
- How will you cope with caring for children with mental and emotional needs?
- What methods do you use to encourage students to explore new learning opportunities?
- How will you motivate students?
- What will you do if a student has a behavior?
- What are your long-term goals?
- How long are you planning to work at the SFC?
- What is your expected salary?
Appendix 14. Students’ vocational(4 Modules)
Star Flower Centre has 4 types of modules for module level students.
Module 1: Communication and Interaction
- Focus: Improving communication skills, both verbal and nonverbal.
- Activities:
- Speech therapy
- Sign language
- Picture communication systems
- Social skills training (e.g., eye contact, turn-taking)
- Assistive technology (e.g., communication devices)
Module 2: Cognitive and Learning Skills
- Focus: Developing cognitive abilities, such as attention, memory, problem-solving, and learning.
- Activities:
- Sensory activities
- Fine motor skills development
- Early literacy and numeracy skills
- Adaptive learning software
- Occupational therapy
Module 3: Social, Emotional, and Mental Health
- Focus: Promoting emotional regulation, self-awareness, and healthy relationships.
- Activities:
- Social stories
- Mindfulness and relaxation techniques
- Play therapy
- Group activities with peers
- Counseling and support for the family
Module 4: Sensory and Physical Needs
- Focus: Addressing sensory sensitivities and developing physical skills.
- Activities:
- Sensory integration therapy
- Physical therapy
- Adaptive equipment (e.g., wheelchairs, walkers)
- Assistive technology for mobility
Additional Considerations:
- Individualized Education Plan (IEP): The IEP should guide the selection and implementation of modules.
- Multidisciplinary Team: A team of professionals, including teachers, therapists, and parents, should collaborate to provide comprehensive support.
- Family Involvement: Family involvement is crucial for the success of any intervention program.
Every child with special needs is unique. The most effective approach is to provide a personalized and supportive learning environment that addresses their individual strengths and challenges.
Appendix 15. Training for Teachers
Teachers’ Training
- Stages of child development
- What is a child-friendly school?
- Learning through play
- Health and safety – nutrition , hygiene, first-aid, universal precautions
- Types of disability
- How to make observation
- How to write a report for parents
- Physiotherapy exercises
- Behavior management
- Individual Education Plans(IEP)
- Planned activities
- How to give a lesson
- How to plan a lesson
- Teaching through topics
- Toy Box Scheme – how to use it
- Display – how and why
- Peg board- how to use
- Subjects Training
- Inclusion and Education
- Specific Learning Difficulties
- Child Safeguarding
- First Aid
Appendix 16. Teachers and Parents Association (PTA)
Parents’ Training
1. The value of Education
2. Types of Disabilities
3. Inclusion and Education
4. Training Cycle
5. Child Protection
6. Child Safeguarding
7. Specific Learning Difficulties
8. How to help and how to teach their children
9. Speech, Language, Communication with their children
10. Accept their children with disabilities.
School’ Fundraising
School’ Fundraising is to get income from outside for the school by selling food or something such as food and beverage, handmade by students. This program is working together with parents and teachers.
PTA Report Form
Date-
School name-
Community-
Names of parent-school committees that lead discussions and education
1.
2.
3.
4.
Topic of discussions and education
……………………………………………………………………………………………………………………………………………………………………………………
Attendance list of parents
Male( ) Female( ) Total ( )
Number of parent education sessions held per month ( )
Challenge Information
……………………………………………………………………………………………………………………………………………………………………………………
Result Information
……………………………………………………………………………………………………………………………………………………………………………………
Appendix 17.Community Trainings and Activities
The purpose of going to Community-
- Target to parents
- Which parents live in the community to support each other for the parents who have disabled children?
- If they will have disabled children, how to take care of them or support them?
- Inclusion and education
- How to solve the problem?
- Discrimination
- Life skill