Full proposal may 19 13

Mustard Seed Program Concept paper for a preschool program for Deaf and Hard of Hearing Children in Uganda – A Program for Speech and Language Development:

Contact persons:

Eddie Mukaaya Parent of deaf Child Telephone: 617-230-7926

Email address: edmukaaya@gmail.com

Carrie Brollier, M.S. Teacher of the Deaf Telephone: 508-404-5773

Email address: carrie.brollier@gmail.com

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1. PROJECT OVERVIEW Mustard Seed Program is a proposed three-year preschool and early intervention pilot program in Uganda aimed at pioneering early education for children who are deaf and hard of hearing between the ages of 2 and 6 years.

This program seeks to build a foundation for effective language and

communication development for children with hearing loss, and to bridge the learning gap between these students and their hearing peers and to demonstrate the love of Christ by ministering to the needs of deaf and hard of hearing children and their families in and around Kampala. Currently, this population of children does not access education at an early age, nor do programs students can potentially attend during later years meet their specific communication and education needs. It is essential to establish services for this student population during critical ages of language development, providing them with consistent communication tools that will enable them to listen with hearing aids, to develop language through speech therapy and supportive signs, and to use spoken language in order to interact with others. It is the vision of the Mustard Seed Program to provide services in three areas: early intervention group, pre-primary classroom instruction, family and community outreach.

2. BACKGROUND A parent of profoundly deaf child, Elaine Gracious Asaba’webwa, first conceptualized this initiative.

Elaine was diagnosed with severe to profound hearing loss at the age of two and a half years, and she was therefore at risk of never accessing speech sounds and developing the ability to learn to talk. After exhausting all available resources in Uganda and Kenya, Elaine traveled to the USA with her father in February 2010 in search of specialized professional intervention. An evaluation for cochlear implant candidacy was completed at Massachusetts Eye and Ear Infirmary in Boston, and Elaine received her first cochlear implant in the summer of 2010 and later in the other ear in the spring of 2012. As she was the first child cochlear implant user from her home country, Elaine and her father needed to remain in the USA temporarily to allow Elaine to receive specialized therapy and rehabilitation services that are lacking in her home country. Whereas, many children in the United States are implanted as early as one year old, Elaine was first implanted much later at four years of age. With continued access to sound through the use of cochlear implants for the past two and half years and consistent education and therapy for students with hearing loss, Elaine has made steady growth in communication abilities, academics, and emotional well-being. This remarkable development has created a profound desire in Elaine’s parents to see other deaf children in Uganda access services that would likewise transform their lives and help them to explore a meaningful and brighter future.

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Persistent social stigma and cultural discrimination have largely marginalized the deaf community in Uganda. Deaf and hard of hearing children are considered too stupid to educate and are often kept at home by their parents who fear the cultural stigma. Like society, families also discriminate against their own children and label them “kasiru,” a word synonymous with “brainless” or “stupid.” Given these views, it is no surprise then that – even following a mobilization campaign for the deaf community through promotion of Ugandan Sign Language – few deaf children in Uganda attend school. Those who do receive education typically do not start school until the age of 6 or 7 – after missing many critical years of language development – and are largely ignored by teachers who are unaware of or unable to meet their educational needs. Deaf students are insufficiently prepared for inclusion in classrooms with hearing peers, and this often leads to a hostile environment which results in the majority of deaf children being expelled or voluntarily dropping out of school. Exclusion for children with hearing loss begins in early childhood and is subsequently reflected among deaf adults who have little or no contact with the hearing community due to communication barriers. Furthermore, the unavailability of current statistics regarding deaf children poses significant challenges when attempting to advocate for this population in Uganda.

3. PROBLEM STATEMENT Despite a remarkable effort to raise awareness and to advocate for the deaf community and Ugandan Sign Language, there continues to be a great lack of educational facilities for deaf children in Uganda.

Though laws enacted by parliament have assisted in the integration of “people with disabilities” at a policy level, little has been done to effect real change at the social, grassroots level. Out of 112 districts across the country, Uganda has only two primary boarding schools for the deaf and 21 teaching units.

Therefore, few deaf children have the opportunity to attend school. Moreover, many of these education centers are situated in remote regions and also lack professional therapists and educators with expertise in appropriate instruction for deaf and hard of hearing children.

The geographical locations and

educational environments of these centers make it nearly impossible to provide early intervention services for toddlers or preschooler with hearing loss. In addition, admission to these centers does not occur until the student is 6 or 7 years old. Therefore, even if an accurate diagnosis was made early, families struggle to enroll their children in appropriate programs.

Consequent communication

deficiencies substantially affect children with hearing loss and often cause additional cognitive and emotional deficits, perpetuating the commonly held social view that individuals with hearing loss are “kasiru.”

In summary, Uganda has insufficient resources at the current time to address the specific 3

needs of deaf and hard of hearing children, particularly those children on a pre-primarily level when there is a critical period for development of language and communication.

The Mustard Seed School Program seeks to provide access to educational services for deaf and hard of hearing children during the stage of peak critical language and communication development by establishing a preschool center with appropriate academic and therapeutic instruction for children between the ages of 2 and 6 years. The center will provide auditory, speech, and language services for children who can access sound through utilization of hearing aids or cochlear implant technology. It will further support early access to communication by supplementing spoken language instruction with a visual English sign system. This early intervention focus will provide the language base necessary for children who are deaf to progress in their spiritual, emotional, academic, and social development.

Ultimately, it is the aim of the Mustard Seed School Program to facilitate the reintegration of students with hearing loss into government provided schools when the students are sufficiently prepared to transition. Through the provision of these services, the program will offer hope to the young deaf community in Uganda, and will additionally be a resource center for families and the wider community of the great lakes region of Africa.

4. PROGRAM DESCRIPTION AND OBJECTIVES The Mustard Seed Program is a proposed three-year pilot program that seeks to educate and minister to children, ages 2 to 6 years who are deaf or hard of hearing using an auditory-oral language approach with signed English support. The program design allows for education of students ages 2 years to 2 years 11 months in a weekly language-based playgroup, education of students 3 to 6 years in a full-day pre-primary program 3-4 days each week with daily individual or small group speech therapy, and ongoing education and support for families. It is the hope and joy of the Mustard Seed Program to minister to the educational needs of these children and their families, and in that way to share the everlasting hope of Jesus Christ. The center will be situated in the capital city, Kampala, where otolaryngology and audiology services are being developed. At its inception, the pre-primary program will be hosted in classrooms treated with sound proofing materials to suit the auditory needs of the students. Children will be grouped according to their ages and individual needs. Each year, the center will enroll up to 20 children in the age range of 3 to 6 years in the preschool classroom category with a maximum of 10 students with one teacher of the deaf and one teaching assistant per classroom. An additional weekly instructional playgroup will enroll up to 10 students with hearing loss in the age range 4

of 2 years to 2 years 11 months. These programs will follow an academic calendar that runs from January to November. Program delivery will be specially designed to offer diverse experiences that will address specific educational and communication needs of the student population. The pedagogy will emphasize an auditory oral approach but will additionally integrate sign language and other visual supports. An additional component of the program will be to provide support, instruction, and advocacy for families of children with hearing loss in an effort to educate and, eventually, counteract current social views of deafness in Uganda. Therefore, the overall Mustard Seed School Program can be subdivided into the following three focal areas for services offered by the center: an early intervention program, a pre-primary program, and a parent support and outreach program.

A. The Early Intervention Program A teacher of the deaf or speech language pathologist will implement auditory-oral language strategies with English sign support through developmentally appropriate play. Group play experiences will focus on beginning auditory tasks including detection and identification of environmental sounds and speech sounds. Language elements will be further encouraged through literacy activities, music and singing, gross motor games, and structured tasks including arts and crafts or morning meetings. In order to maximize auditory access, the play space will be treated with acoustic wall and ceiling treatments and the teacher of the deaf or speech language pathologist will utilize a sound field FM system to better amplify her voice for the children. The toddler playgroup will provide initial access to education for children with hearing loss, enabling them more opportunity for success as they develop language at a young age. It will serve to create relationships between the families and the school as well as between families, providing a community for parents who have children with hearing loss. The Mustard Seed Program staff will minister to children and families during these weekly sessions, providing a safe space in which families are welcomed to observe and participate in their child’s education.

Early Intervention Program Objectives I.

To demonstrate the love of Christ through the care and support of deaf children and their families

II.

To provide families with access to initial hearing and academic assessment

III.

To supply referrals and recommendations to families in order to acquire hearing aids and maintain equipment

IV.

To allow students opportunities to make use of residual hearing through hearing aid technology in order to develop spoken language and communication skills.

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V.

To provide opportunities for deaf children to interact with deaf peers in an environment that develops pragmatic, language, and academic skills.

VI.

To foster development of initial communication strategies for deaf toddlers using spoken language and sign language support

B. Pre-Primary School Program The pre-primary program will admit students beginning at 3 years of age and will group students in the classroom during language lessons according to student strengths and needs. A teacher of the deaf will facilitate language acquisition through emphasis of developing auditory and spoken language skills with use of sign as a visual support for representing spoken English. Lessons will incorporate multiple curriculum areas to encourage skills in language and literacy, math, science, and social pragmatics.

Teachers will assess student abilities at the time of enrollment to acquire a baseline for instruction, and will additionally evaluate students using both formal and informal measures throughout the school year to maintain high standards of education. In order to maximize auditory access, the classrooms will be treated with acoustic wall and ceiling treatments and the teacher of the deaf will utilize a sound field FM system to better amplify her voice for the children. Each day, students will receive specialized therapy in order to further their development of language and articulation using spoken English. Facilitated by a speech language pathologist, therapy sessions will be conducted in one-to-one or small group format with no more than 3 students per group.

The speech language pathologist will move through

hierarchical of development of auditory skills (detection, discrimination, identification, comprehension), encourage appropriate receptive and expressive language skills, and instruct students in proper articulation to aid in intelligibility of spoken language. The pre-primary program will provide a safe, caring environment in which to minister to the needs of children with hearing loss. These children will have a routine in which to thrive, and their increased ability to express themselves and to communicate with others will lead to drastic improvement in quality of life.

Pre-Primary School Program Objectives I.

To demonstrate the love of Christ through the care and support of deaf children and their families

II.

To encourage consistent use of hearing aid technology in order to gain access to educational curriculum

III.

To promote education for deaf and hard of hearing students from ages 3 to 6 years in the following areas: English, Literacy, Mathematics, Social Sciences, Sciences, Religious Studies 6

IV.

To provide access to speech and language therapy in order to encourage development of spoken language abilities

V.

To facilitate student interaction with peers in order to develop appropriate communication and social pragmatic strategies

VI.

To engage students in whole language development through use of spoken language with sign supported English

VII.

To demonstrate and develop advocacy skills for deaf and hard of hearing students

VIII.

To enable older students to manage and care for hearing aid equipment properly

Auditory, Speech, and Language Therapy Objectives I.

To demonstrate the love of Christ through the care and support of deaf children and their families

II.

To encourage auditory development through detection, discrimination, identification and comprehension tasks (auditory hierarchy progression)

III.

To enable students to improve receptive language skills by recognizing various language elements including nouns/pronouns, verbs, adjectives/adverbs, prepositions when presented through spoken language or through spoken language with sign support

IV.

To enable students to improve expressive language skills by using various language elements including nouns/pronouns, verbs, adjectives/adverbs, prepositions

V.

To instruct students in articulation of vowels in isolation, reduplicated and differentiated syllables, and within words

VI.

To instruct students in articulation of consonants in isolation, on the syllable level, on the word level in all word positions, and in phrases

C. Parent Support and Outreach Program Parent support is an integral component to the ministry of the Mustard Seed Program.

With

implementation of parent education, families will be given information regarding hearing loss, instruction on how to communicate with their children, lessons for learning sign support of spoken English, workshop opportunities to continue language and academic education in the home, technical advice about caring for equipment, and practical information for managing behavior in a positive way.

Through parent and community education, the Mustard Seed School Program hopes to counteract persistent social views regarding deafness to promote long-term change for deaf individuals in Uganda.

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Parent Support and Outreach Program Objectives I.

To demonstrate the love of Christ through the care and support of deaf children and their families

II.

To promote and offer support to parents and families of deaf and hard of hearing children

III

To work to demystify the cultural stigma and beliefs associated with deafness by empowering the parents with information regarding hearing loss.

IV.

To provide monthly parent workshops in order to deepen understanding of their child’s audiology, language, and academic needs

V.

To instruct parents in ongoing development of skills in use of Signing Exact English

VI.

To empower parents to advocate for themselves and their children in the community

VII.

To cultivate relationships with area churches in order to develop awareness of deafness and needs associated with hearing loss

D. Staff Development In order to maintain progress in program areas, it is additionally necessary to provide encouragement and training for staff members working in the Mustard Seed School Program. The following goals have been developed to ensure the ongoing support and development of staff skills:

Staff Training and Mentoring Objectives I.

To maintain spiritual support of staff members through prayer and Scriptural studies as a group

II.

To provide daily collaboration time for all staff members to brief/debrief ongoing program and student goals

III.

To provide opportunities for mentorship to staff members who are not specifically trained in working with deaf and hard of hearing students so they can attend to language, academic, and equipment needs of students

IV.

To seek continuing education in the field of deaf education for all staff

5. ANTICIPATED OUTCOMES At the end of three years, the Mustard Seed School Program seeks to achieve the following: I.

Present the Gospel of our Lord Jesus Christ to children who are deaf and their families

II.

Establish fully fledged early intervention and pre-primary program for deaf or hard of hearing children in Uganda under the age of 6 years old 8

III.

Create firm support system and network for families of children with hearing loss

IV.

Provide accessible auditory-oral therapy with English sign support for communication

V.

Refer for audiology services, including acquisition of hearing aids to students with hearing loss

VI.

Advocate for the welfare of deaf and hard of hearing children in Uganda

VII.

Create awareness for abilities and needs of children with hearing loss to transform social perceptions of deafness

VIII.

Build moral and social support system for children who are deaf through Encouragement and advocacy of parents

6. PROGRAM STAFFING AND MANAGEMENT The Mustard Seed School program will consist of a team of eight well-trained and motivated professionals. The team will include a program director, two teachers of the deaf, a speech language pathologist, a social worker, an administrative office manager, and two teacher assistants.

Initial

recruitment of the teachers of the deaf and speech language pathologist will occur internationally, as Uganda does not yet have such personnel available. This team will work under close guidance by the Mustard Seed School council in Uganda and a Board of Trustees that will be constituted in the United States of America. See section 11 Appendix I Fig. I A Board of Trustees will govern the program. The role of the Board will be to establish a strategic direction for the program, identify funding sources, monitor program finances, and establish policies that support the long-term vision of the program. The Board will be organized in the USA and will collaborate with the Mustard Seed School Council in Uganda; this school council will consist ideally of a medical doctor, a lawyer, an educator, a social worker, and two parent representatives. The Council will oversee the implementation and continuance of the program and will offer guidance and supervision to the staff team of professionals in Uganda who will be responsible for the daily operations of the program. The Mustard Seed School Program staff will consist of the following positions:

Program Director Roles and Responsibilities 

Plan and coordinate all programming activities necessary to fulfill program goals and objectives



Ad hoc member of the Council



Provide regular reports to the governing Board and advise the Board on status and direction of the program 9



Work as a public relations officer to link the program to the community and local authorities



Act as principal accounting officer for the program, responsible for budgeting and day to day maintenance of program finances

Teacher of the Deaf (one during first year, two during additional two years) Roles and responsibilities 

Plan and implement teaching activities for the pre-primary to help develop student auditory, speech, language, academic, emotional, and social skills



Share responsibilities with the Speech Language Pathologist for the planning and instruction of children and families attending the toddler play group



Mentor and train teachers and teaching assistants in working with deaf and hard of hearing children in Uganda



Assist in management of hearing technology in the classroom



Assess student progress through formal and informal means



Provide quarterly reports to the Program Director regarding student progress



Contribute to parent trainings and workshops as indicated by the Program Director

Speech Language Pathologist (one) Roles and responsibilities 

Plan and implement auditory, speech, and language activities for small group instruction to encourage development of these skills in pre-primary students



Collaborate with classroom teacher(s) to aid in inclusion of speech therapy strategies during large group instruction



Share responsibilities with the teacher(s) of the deaf for the planning and instruction of children and families attending the toddler play group



Mentor and train speech language pathologists in working with deaf and hard of hearing children in Uganda



Assess student progress through formal and informal means



Provide quarterly reports to the Program Director regarding student progress



Contribute to parent trainings and workshops as indicated by the Program Director

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Social Worker Roles and responsibilities 

Act as liaison between parents community and the school program to develop plans to ensure individual students social and academic development



Contribute to parent trainings and workshops as indicated by the Program Director



Offer counseling services to parents and other family members



Work with families to find other services needed for the well-being of the students



Coordinate advocacy and community awareness activities of the program



Work as advocate for and protect vulnerable students in their homes



Help parents and families understand and cope with the diagnosis of their children and to make necessary family adjustment.

Teaching Assistant (two) Roles and responsibilities Will be recruited locally and trained to work in the Mustard Seed School Program 

Assist teacher in pre-primary classroom instruction and maintenance



Assist teacher or speech language pathologist in toddler playgroup



Assist teacher in progress monitoring



Provide child care during parent trainings and workshops

Administrative Office Manager Roles and responsibilities 

Maintain accurate records for bookkeeping and financial management



Maintain accurate records for student enrollments



Properly file all reports and paperwork regarding student progress



Draft cover letters for programming updates to the Board



Work closely with the Program Director on administrative duties such as completing program reports, writing outreach letters to local professionals, compiling financial data for account and reporting purposes



Order supplies as indicated by the Program Director

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7. PROGRAM ACTIVITIES AND SCHEDULE The Mustard Seed School Program will develop an agenda to meet programming objectives. The following activities will be accomplished to ensure proper coordination and maintenance of the program: a) Select governing Board in the USA b) Fundraising and resource mobilization c) Recruit staff and volunteers where necessary d) Seek legal operations permit for international staff e) Establish and furnish school premises f) Enact community awareness campaigns g) Screen prospective students for enrollment (includes audiology screening) h) Admit qualified students to program i) Instruct students in toddler play group and pre-primary classroom j) Train teachers and speech language pathologist k) Coordinate parent workshops and meetings l) Maintain advocacy and outreach services For further elaboration of this the program activities please refer to the activity schedule in Appendix II

8. PROGRAM BUDGET For proper management of all Mustard Seed School Program activities, the program will operate on an annual budget that must be approved and reviewed by the Board quarterly. An initial 3-year budget included in Appendix IV reflects projected costs of starting and maintaining the program for the first three educational years. While research and discussion has led us to the most accurate representation of financial needs possible, some flexibility should allow for unforeseen expenses, inflation increases, and programming alterations that must be adjusted to meet the needs of the student population. It will be the responsibility of the Program Director and Board members to discuss and vote on any budgetary recalculations required. In addition, a preliminary budget has been estimated by the Mustard Seed Team to cover expenditures prior to student enrollment.

During this estimated 4-month launch period,

Mustard Seed team members will travel to Uganda to lay program groundwork prior to directly providing community and educational services. This work will include establishing a program site, altering classroom and therapy spaces as needed, ordering educational and administrative supplies, engaging with audiology and pediatric staff to discuss program goals and offerings, assessing potential 12

students for enrollment, establishing curriculum guidelines for all areas of programming (early intervention, pre-primary, community outreach), and training staff. The final estimated budget for the launch team is $18,305. The estimated cost of the first three years of operations is $639,746.

9. Sustainability and Future Development We envision Mustard Seed program to grow and expand all program areas as well as increase partnership with Medical Facilities, Universities and other organizations to build a fully fledged audiology and rehab facility in Uganda where parents and their deaf infants can find hope and affordable remedy for the ongoing audiology services.

As regards student services, we hope to provide services to children younger than 2 years old and to their families, further enabling parents to communicate with their children early and to provide families with emotional support and practical resources after their children are diagnosed with hearing loss. As the school population continues to grow, we will increase the number of classrooms available for student education, possibly allowing for educational services to children on the primary/elementary school level.

Additionally we hope that through the mentoring strategy of the program, we’ll have mentored more teachers Speech and Language Pathologists on the ground to increase the local recruitment base of professionals with apt expertise in deaf education.

Continued relationships with medical professionals and therapists is a vital component for the program as students require ongoing audiology services including hearing testing and hearing aid programming and adjustments Given the listening and spoken language focus of the program, children with profound deafness may benefit more substantially from the use of cochlear implant systems than from hearing aids alone. We therefore plan to explore the medical community’s involvement with these endeavors, possibly advising in the development of a pediatric cochlear implant site in Uganda.

Finally,

relationships with universities in both the United States of America and Uganda will provide opportunities for ongoing partnerships, allowing university and graduate level students to work alongside staff members in The Mustard Seed Program. This partnership will develop necessary skills for interns while providing The Mustard Seed Program with access to outside resources and current educational research. In all things, we will submit to the Lord’s will as we pray for guidance with all future endeavors.

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10. Conclusion Our mission is to demonstrate the love of Christ by ministering to a stigmatized and neglected population. Through provision of educational and support services, we seek to teach these children and the larger community about the hope and joy found in the Lord. With this at the core of our mission, guiding all our actions, the Mustard Seed Program will establish early intervention services and preprimary education for children with hearing loss in and around Kampala, Uganda. Through use of hearing aid amplification and specialized services including instruction by a teacher of the deaf and speech language pathologist, pre-primary students will learn to communicate using spoken language with gradually decreasing sign support. This unique spoken language emphasis will prepare children to learn and function alongside their hearing peers. Additionally, children as young as 2 years old will benefit from hearing aid amplification and a weekly play group facilitated by either a teach of the deaf or speech language pathologist. The pre-primary school and early intervention programs will provide essential opportunities for children to establish communication abilities during the critical age of language development. Staff will provide education, training and counseling services to parents, thereby helping to counteract persistent, negative views of deafness in that region, and empowering parents to advocate for their children. To aid in the success of these services, a team of professionals will work with A Board of Trustees based in the United States a School Council based in Uganda.

. As the

program progresses, we will continue to seek the Lord’s guidance regarding future visions that, at this time, include increased services for children and their families, as well as increased collaboration with medical professional and partnerships with universities. It is the passion of the Mustard Seed Program to enthusiastically share the love of Christ and our love for Christ through ministering to the needs of children with hearing loss in Uganda, to joyfully embrace their families and provide them with support and resources, and counteract the negativity of the larger community by demonstrating that these children can learn to communicate, that they can access education, and – most importantly – that they are wholeheartedly, unfailingly loved by a truly gracious God.

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11. Appendices

Appendix 1: Program structure Mustard Seed Program Board of Trustees

Mustard Seed Program School Council

Program Director

Social Worker

Speech and Language pathologist

Administration manager

Preschool teachers

Children, parents and the community

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Appendix II: Figure II: Periodic representation of the implementation plan.

Program Activity Mobilizing and Selection of committee Seeking for permits of operation and other logistics Establishing of the school location Fundraising Monitoring and Evaluation Furnishing the school premise with appropriate facilities Recruiting and hiring of staff Students’ enrollment Teaching and rehabilitating children at the center Parents group meeting and support seminars Training of teachers and speech therapist locally Community outreach and awareness campaigns

2013

2014

Year 2015

Appendix III: Activity time line for August 2013 – July 2014 August 2013 • Launch Team travels to Uganda • Visiting other deaf schools • Meeting of prospective school committee • Search for school premises September • Establishing the location of the school premise • Process of securing operational permits from the local authorities • Establishing the school committee in Uganda • Visiting of other deaf schools • Evaluation October • Committee meeting • Advertising of the school program • Evaluation November • Advertising of the school program • Working on the school curriculum • Committee meeting • Recruitment of Staff • Evaluation 16

2016

December o Training of Staff o Recruitment and selection of students o Open house at the school premise o Preparation for the start of the school program o Committee meeting January • Official starting of the pre-primary program • Teaching of Students an • Start of monthly Parents meeting • Committee meeting February • Teaching of students and training of teachers • Conducting of regular formative evaluation • Monthly parents’ meeting March • Teaching of students • Monthly parents meeting • Committee meeting April • Spring break • Monthly parents meeting May • Committee meeting • Monthly June • Parents meetings July • Committee meeting • First awareness campaign • Hearing test clinic

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Appendix IV: Budget Launch Budget Program Activity

Budget Item Travel costs

Unit Type

Rate in

UGX

USD

Air tickets

Accommodation

3

7500

5 days in a motel for three

95,000

45

15

675

Meals

30000

12

15

180

500000

200

6

1200

Car purchase

Health and Medical insurance Administration

Year ZERO

2500

Taxis for five days

Communication

Quantity

6250000

Host families monthly

Transportation Summer/fall Launch Trip

Rate in

100000 12,500,000

40

5

5,000

1

Phones/services

50000

20

12

240

Internet Monthly

299000

120

3

360

Annual

625000

250

3

750

22500

150

2

300

1125000

450

2

900

625000

250

4

1000

Visa for two Work permits for two Monthly Contingencies

Total Launch Budget

18,305

Program Budget Program Activity

Establishments

Activity description

Unit Type

Looking for house/ realty

Unit

Rent

Monthly

Licensing and registration of the school

Annual

Sub total

200 5,000

Rate in

Rate in

UGX

USD

2,500,000

1,000

1

1,000

-

-

1,000

3,750,000

1,500

12

18,000

18,000

18,000

54,000

3,000,000

1,200

1

1,200

-

-

1,200

Quantity

Year 3

Year 2

Year 3

Subtotal

Cost USD

Cost USD

Cost USD

Budget

20,200

18,000

18,000

56,200

Furnishing the premise/other Supplies

Furniture

Unit

Sound Field System

Unit

Insulation: walls and floors

Unit

Ceiling Insulation

Unit

Outdoor play facility

Unit

Desk top computer

Unit

Backup Hard drive and Accessories

Unit

Multipurpose Photocopier

PC

Estimated Shipping Costs

20' container

Mats

Unit

6,250,000

2,500

1

2,500

-

-

2,500

6,250,000

2,500

1

2,500

2,500

-

5,000

5,500,000

2,200

2

4,400

2,200

2,200

8,800

2,000,000

800

1

800

-

-

800

5,000,000

2,000

1

2,000

-

-

2,000

1,250,000

500

3

1,500

500

500

2,500

750,000

300

1

300

100

100

500

3,000,000

1,200

1

1,200

300

300

1,800

10,000,000

4,000

1

4,000

-

-

4,000

1,250,000

500

1

500

-

-

500

Sub total

Students and teaching

19,700

Student tuition

Per student

Meals for students

Weekly

Paper and other stationary supply

Monthly

Developing Library facility

Unit

Materials and teaching aids and toys

Annual

Committee meetings

Quarterly

Outreach and parent seminars

Per term

Staff meals and snacks

Weekly

Testing /making molds equipment

Annual

5,600

3,100

28,400

1,875,000

750

20

15,000

15,000

15,000

45,000

625,000

250

40

10,000

10,000

10,000

30,000

750,000

300

12

3,600

1,200

1,200

6,000

3,250,000

1,300

1

1,300

500

500

2,300

6,250,000

2,500

1

2,500

1,250

1,250

5,000

375,000

150

4

600

600

600

1,800

750,000

300

3

900

900

900

2,700

625,000

250

40

10,000

10,000

10,000

30,000

310,000

124

1,488

1,488

1,488

4,464

19

12

Batteries

Monthly

Otoscope

Unit

300,000

120

12

1,440

1,440

1,440

4,320

187,500

75

1

75

75

75

225

Sub Total

Working permits for professionals

Administration

46,828 Annual

Travel costs for professionals

Annual

Internet and Telephone services

Monthly

Utilities and other services

Monthly

Estimated Gas and Mechanic Costs

Monthly

Accommodations for professionals

Monthly

Furnishing of Accommodation apartment

One time

Security services at school and home

Monthly

Correspondences and communication

Monthly

Human Resource: Compounded Monthly salary and benefits

Officer Manager

Monthly

A Teachers of the Deaf

Monthly

Speech Language Pathologist

Monthly

Social worker

Monthly

Two Teacher Assistants

Monthly

131,584

450.00

3

1,350

-

-

1,350

6,250,000

2,500

3

7,500

7,500

7,500

22,500

1,125,000

450

12

5,400

5,400

5,400

16,200

625,000

250

12

3,000

3,000

3,000

9,000

1,125,000

450

12

5,400

5,400

5,400

16,200

2,500,000

1,000

12

12,000

12,000

12,000

36,000

10,000,000

4,000

1

4,000

-

-

4,000

750,000

300

12

3,600

3,600

3,600

10,800

500,000

200

12

2,400

2,400

2,400

7,200

44,650 Monthly

42,378

1,125,000

Sub total

Program Director

42,378

39,300

39,300

123,250

21,600

25,920

31,104

78,624

12

8,400

10,080

12,096

30,576

1,000

12

12,000

28,800

34,560

75,360

2,500,000

1,000

12

12,000

14,400

17,280

43,680

2,500,000

1,000

12

12,000

14,400

17,280

43,680

1,125,000

450

12

5,400

6,480

7,776

4,500,000

1,800

1,750,000

700

2,500,000

20

12

19,656

House Keeper/cook

Monthly

500,000

Sub total

-

TOTAL PROGRAM BUDGET

200

12

2,400 73,800

205,178

21

2,880 102,960

208,238

3,456 123,552

226,330

8,736 300,312

639,746