News Letter

http://bdp.org.bdAugust, 2023

Since-1999

Yuu Ishikawa - A Man With A Mission....

Continued from previous column - A Man With A Mission....

Dear Bangladeshi Friends, Greetingsfrom Japan. I know you are having
fun and learning hard every day atschool. The sight of you learning a lot
from your teachers gives me a lot ofenergy. So I am grateful to you. By
the way, what is your dream? Dreams
expand the world of your mind andbecome the power to move forward inlife. Many Japanese friends are rooting
for you. Please remember us and do yourbest to make your dreams come true. Andplease come visit Japan someday.MayGod bless and protect you.
I was born in March 4th, 1968. Since 1990, working as adirector at the Tokyo Young Men’s Christian Association(Tokyo YMCA), and since 2001, working at Akishima
Kindergarten. Currently engaged in early childhood education as the principal of Akishima Kindergarten.Chairman ofMinatomonokai since 2016. Minatomonokai since its founding in March 1994, the organization has been supporting theHear Project and Vocational Schools for 30 years. After graduating from BDP schools (Grade V), the students need to admit into
grade VI in a public or private schools which are very fur from theirhouses.

These schools are not free of cost like BDP school. They need to spend
a good amount of money for their education. The parents of thesestudents mostly small farmers. They are not affording to carry out all theeducational expenses. As a result, most of them are bound to stop theireducation. Many of them go to the paddy field to help their fathers andsome of them sell labors elsewhere. Most of girls get early marriage.
BDP has very limited resources and its budget does not allow to send
these drop out students to other school for higher study. After having
field survey and evaluation, we decided BDP will establish vocational
education for these drop out students so that they can enter the job
market as a skilled/resource person rather than daily laborers. BDP
started 4 vocational schools with 4 trades.

Hand Crafted to be cherished by you.
Touch and feel the intricate design and work of Bangladesh.

What Is Down Syndrome? - Khadija Khanam (The End)Countinued to the next column

These are: A. Electrical, B. Auto Mechanics cum car driving C. Computer education D. Sewing. Both girls and boys can have equal opportunity to admit into these vocational schools. These schools are notlimited for the BDP graduates only, the door is open for everybody
specially for the unemployed youth of the society. We have manysuccess stories. Many of our former students are now well established.
Vocational education is very expensive program. BDP do not haveenough resources to run these schools but BDP things it is very muchessentials to change our children lives. On behalf of BDP I would liketo invite all of you to come forward and take active part in changing
lives. They need your help.

Facts about Down Syndrome
What is DownSyndrome?

Types of Down Syndrome -(Causes and Risk Factors)
Diagnosis
Screening Tests
Diagnostic Tests
Other Health Problems
Treatments
Other Resources:
https://www.dsrf.org/
https://www.globaldownsyndrome.org/
https://ndss.org/

For More Information about BDP Vocational School Visit
http://bdp.org.bd/program_vocationaleducationprogram.html

http://bdp.org.bd/program_hearprogram.html
Source Internet: https://www.cdc.gov

01Also sometimes called
Mongolism

News Letter
http://bdp.org.bdAugust, 2023

HEALTH EDUCATION AUTISM & REHABILITATION

letter Corner: Your Queries & Answers...

Hear program has been working with some special problem children in the societyMainly the activities of the Hear Project are to help children aged 2-15 years old
who cannot speak due to hearing loss.at first checked their hearing level ,then they
are given hearing aids. Language development is provided by teachers trained inspecial education for hearing impaired children. Besides, they are given general
education. Teachers have no use sign language with hearing impaired children
totally auditory oral education. Weekly and monthly meetings are held with theparents of students who are learning the language at the hearing School. Because of
how to talk to their children, and how long to use hearing aids. Teachers always
have to use real materials to teach the hearing impaired students language development , but it depends on children's listening level and intelligence. HEAR project
aims to send language teaching to the general schools in three years. But it depends
on children's hearing level and their intelligence. Our 7 tips for communicatingteacher’s with hearing loss student’s : 1.Always face a deaf student’s. Make eye
contact and keep it while you are talking. Try not to look away or cover your mouth
as many deaf people rely on lip reading to help them understand you. 2.Check noiseand lighting. Turn off or move away from background noise. Make sure your face
is not in shadow and there are no strong lights or sunshine in their eyes. 3.Keep yourdistance. Stand a met or two away from the deaf student’s. This is important forhearing-aid users, lip-readers and signers. 4.Speak clearly, slowly and steadily.
Don’t mumble, shout or exaggerate – it distorts your lip patterns. 5.Take turns. If
there is more than one person in a conversation take turns to talk. 6.Repeat andre-phrase/ sentences if necessary. Trying to say the same thing in a different way
might help.7.Write it down. Don’t be afraid to write or draw to help understanding.
And arguably one of the most important points to remember is to keep trying – even
if a deaf person does not understand what you’re saying the first few times. Hear
Project currently works with hearing impaired children as well as children withDown syndrome and autism at the request of some parents.

Consequences of Bullying in Schools - Ken Rigby, PhD

Research Designs and Modes of Analysis Part - II - Cross-Sectional Surveys
These have been the principal means of establishing connections between bully–victim
problems and health conditions. The findings
from such studies provide evidence ofcorrelations or associations rather than direct
evidence of causation. For example, a significant association between low self-esteem andbeing victimized may exist because people
with low-esteem “invite” bullying or, alternaalternatively, because being bullied lowers self-esteem. The latter isoften The latter is often assumed because being bullied is a seen as a
stressful and humiliating experience. However, it is possible that theeffects are bidirectional: children with low self-esteem may attractbullies, and the resultant bullying may further reduce their self-esteem. Strictly speaking, cross-sectional studies demonstrate association between variables at a specific time; relations may be causal, but
the temporal sequence of victimization and health conditions cannot be
disentangled.
Retrospective Surveys
These compare data collected from individuals who have been
involved in bully–victim problems with data collected from those whohave not. Unlike more adequate research designs, no measures prior to
the experience of interest are available, and it therefore remains uncertain what degree of change (if any) has occurred. The validity of retrospective studies also depends upon the reliability of people’s memories. Memoriesmaybe influenced and distorted by the respondent’s
mood: feeling sad or angry may give rise to such unpleasant memories
as being bullied and may result in a spurious correlation between being
victimized and suffering from depression (10).

(Can J Psychiatry 2003;48:583–590)

Since-1999

bd

Query From Nasima Akther- Bhairob.

er@bdp.org.
bdpnewslett

I read out your every news letter. You are doing very excellent job
specially working with disable children. Do you have any plan to extend
your work in other districts?
BDP

Yes we have provided if we can raise fund from both locally and internationally. We like and love to reach every disable children.

Continued from Previous Column .... HEAR

talking. Try not to look away or cover your mouth as many deaf people rely on
lip reading to help them understand you.
2. Check noise and lighting. Turn off or move away from background noise.
Make sure your face is not in shadow and there are no strong lights or sunshine
in their eyes.
3. Keep your distance. Stand a met or two away from the deaf student’s. This isimportant for hearing-aid users, lip-readers and signers.
4. Speak clearly, slowly and steadily. Teacher’s Don’t mumble, shout or
exaggerate – it distorts your lip student’s.
5. Take turns. If there is more than one person in a conversation take turns totalk.
6. Repeat and re-phrase/ sentences if necessary. Trying to say the same thing ina different way might help.
7. Write it down. Don’t be afraid to write or draw to help understanding.
And arguably one of the most important points to remember is to keep trying –even if a deaf person does not understand what you’re saying the first fewtimes.

Children Corner
Gram Bangla - Moonsoon
Drawn by Sumaiya Akther, Grade: 4,Chamuddha, Pubail. BDP Primary School.

Gram Bangla - Moonson
Drawn by Israt Jahan, Grade: 3,
Chamuddha, Pubail. BDP Primary School.

C o w H u t / b az ar f or Q u r ban iDrawn by- Samuel Halder, Grade: 5,
Kazipara, Mirpur BDP Primary School

You can be a friend to these childrens and help them to persue their dreams.

Contact Address: 32/5, Senpara Parbata. Mirpur - 10. Dhaka - 1216. Bangladesh.
Email: info@bdp.org.bd Phone: + 880 2 58052026. + 880 2 58052027.
FOR MORE INFORMATION REGARDING BDP NEWSLETTER:
BDP Newsletter Editor: Khadija Khanam: +880-2-58052026, Email: bdpnewsletter@bdp.org.bd
Sunday - Thursday: 9am - 4pm.

02

BDP/MIS/08/2023

News Letter

http://bdp.org.bd

August, 2023

Yuu Ishikawa - A Man With A Mission....

Since-1999

Continued from previous column - A Man With A Mission....

親愛なるバングラデシュのみんなへ、 また、
これらの学校はBDP小学校のように無償ではありません。教日本から挨拶します。BDPの生徒の皆 育を受けるためにたくさんの学費を用意する必要があります。
またさんは毎日楽しんで、またお勉強を頑、これらの生徒たちの親の多くは農家であるため学費を支払うこと張っていますね。皆さんが学校で先生小学校を終えた生徒の多くは親の畑仕事を手伝うこと方からたくさん学んでいる様子は私に が困難です。になる、または遠くへ働きに出ることもよくあります。
多くの女子生
たくさんの元気をくれます。
皆さんの存
徒は早く結婚します。
現在BDPはとても限られた資源で活動してい在に心から感謝です。皆さんの将来のドロップアウトしてしまった生徒の進学をサポートするた
夢はなんですか？夢というのは皆さん るため、の視野を広げて、人生を前に進むため めの十分な資金がありません。の力となります。
日本のたくさんの人々が、皆さんを応援しています。
ぜひ私た このような状況に対応するため現場調査を実施した結果、BDPはちのことも覚えて、皆さんの夢を実現さ 職業訓練校を設置する対応をとることにしました。
この職業訓練校
せてください。
また機会があればぜひを通してドロップアウトしてしまった生徒たちが手に職をつけ、日日本にもきてください。
神様の守りと祝雇いではなく、プロフェッショナルとして仕事をすることが目的です
福が皆さんの上にありますように。

。BDPでは現在A. 電気基礎科、B. 自動車機械科、C.コンピューター
これ
私 は 1 9 6 8 年 3 月4日に 生まれました 。そして1 9 9 0 年より東 京 科、D.縫製科の４つのスキルを職業訓練校で訓練しています。
YMCAのディレクターとして働いてまいりました。2001年より らの学校はBDP卒業生だけでなく、全ての人に、特に無職の若者を昭 島 幼 稚 園 にて働き、現 在で は 園 長として子どもの 教 育 に関 対象としています。
わる仕事に携わっています。2016年よりミナ友の会の理事長として働いています。ミナ友の会は、1994年の創立よりヒアプロ BDPの職業訓練校を卒業した多くが現在ではしっかりと自立したジェクトと職業訓練校を30年間支援しています。BDP小学校を 生活を送ることができています。
５年生で卒業してから、生徒たちは公立または私立の学校に進学する必要がありますが、多くの場合これらの学校は家から 職業訓練校はとてもお金のかかるプログラムです。現在BDPでは十分な職業訓練校を運営するための資金が十分に足りていないとても遠い場所にあるのです。
状況です。BDPがこれからも子どもたちの人生を変えていけるように、どうか皆さまもこの運動に積極的に参加し、ご支援くださるようCountinued to the next column にお願いいたします。
Hand Crafted to be cherished by you.
Touch and feel the intricate design and work of Bangladesh.

カディジャ・カナム ダウン症とは？
（最終回）
ダウン症に関する情報
ダウン症の診断 ?

スクリーニング検査
診断テスト
健康上の問題
治療法など
その他の情報について
Other Resources:
https://www.dsrf.org/
https://www.globaldownsyndrome.org/
https://ndss.org/For More Information about BDP Vocational School Visit
http://bdp.org.bd/program_vocationaleducationprogram.html

http://bdp.org.bd/program_hearprogram.html
Source Internet: https://www.cdc.gov

01

Also sometimes calledMongolism

News Letter
http://bdp.org.bd

August, 2023

健康教育 自閉症とリハビリテーション

Hear プログラムは、社会で特別な問題を抱えた子供たちと協力してきました。
Hear プロジェクトの主な活動は、難聴により話すことができない 2 〜 15 歳の子供たちを支援することです。
まず聴力レベルを検査し、補聴器を与えます。言語発達は、聴覚障害のある子供のための特殊教育の訓練を受けた教師によって提供されます。さらに、一般教養も受けられます。教師は聴覚障害のある子供たちに手話はまったく役に立たず、完全に聴覚による口頭教育を行っています。聴覚学
校で言語を学んでいる生徒の保護者との毎週および毎月のミーティングが開催されます。それは、子供たちへの話し方や補聴器の使用期間などです。教師は聴覚障害のある生徒に言語発達を教えるために常に本物の教材を使用する必要がありますが、それは子供のリスニングレベルと知能によって異なります。HEAR
プロジェクトは、3 年間で一般学校に語学教育を派遣することを目指しています。
しかし、それは子供の聴力レベルと知能によって異なります。教師と難聴の生徒とのコミュニケーションに関する 7 つのヒント1. 常に聴覚障害のある生徒の側を向いてください。話している間はアイコンタクトを取り、それを保ちましょう。聴覚障害者の多くは、あなたの話を理解するために読唇術に頼っているため、目をそらしたり口を覆わないように注意してください。2. 騒音と照明を確認します。電源を切るか、周囲の騒音から離れてください。あなたの顔に影が入らないようにし、強い光や日光が相手の目に当たらないようにしてください。3. 距離を保ちます。
聴覚障害のある生徒から 1 〜 2 メートル離れたところに立ってください。これは、補聴器ユーザー、読唇術者、手話者にとって重要です。4. ゆっくりと着実に、はっきりと話します。つぶやいたり、叫んだり、誇張したりしないでください。唇のパターンが歪んでしまいます。5. 交代します。会話に複数の人がいる場合は、順番に話します。6. 必要に応じて、文章を繰り返し、言い換えます。同じことを別の言い方で言ってみると役立つかもしれません。7. それを書き留めます。理解を助けるために書くことや絵を描くことを恐れないでください。そしておそらく、覚えておくべき最も重要なポイントの 1 つは、たとえ聴覚障害者が最初の数回はあなたの言っていることが理解できなかったとしても、努力し続けることです。Hear プロ
ジェクトは現在、一部の保護者の要請に応じて、聴覚障害のある子供たちだけでなく、ダウン症や自閉症の子供たちにも取り組んでいます。

ケン・リグビー博士

学校におけるいじめの影響

研究デザインと分析モード -パート - II - 横断的調査
これらはいじめる側と被害者の間の関係性や、いじめによる問題と健康状態のつながをを理解するために使用された手法です。調査結果として、直接的な影響よりも相関関係や因果関係があることがわ
かりました。 たとえば、自尊心の低さといじめの関係性について、いじめの被害者だから自尊心が低くなると同時に、自尊心が低いためいじめに遭うという相関関係が見られるのです。いじめられることはストレスがかかり屈辱的な経験であるとされている

Since-1999

letter Corner: Your Queries & Answers...
bdQuery From Nasima Akther- Bhairob.

er@bdp.org.
bdpnewslett

I read out your every news letter. You are doing very excellent job
specially working with disable children. Do you have any plan to extend
your work in other districts?
BDP

Yes we have provided if we can raise fund from both locally and internationally. We like and love to reach every disable children.

Continued from Previous Column .... HEAR

talking. Try not to look away or cover your mouth as many deaf people rely on
lip reading to help them understand you.
2. Check noise and lighting. Turn off or move away from background noise.
Make sure your face is not in shadow and there are no strong lights or sunshine
in their eyes.
3. Keep your distance. Stand a met or two away from the deaf student’s. This isimportant for hearing-aid users, lip-readers and signers.
4. Speak clearly, slowly and steadily. Teacher’s Don’t mumble, shout or
exaggerate – it distorts your lip student’s.
5. Take turns. If there is more than one person in a conversation take turns totalk.
6. Repeat and re-phrase/ sentences if necessary. Trying to say the same thing ina different way might help.
7. Write it down. Don’t be afraid to write or draw to help understanding.
And arguably one of the most important points to remember is to keep trying –even if a deaf person does not understand what you’re saying the first fewtimes.

Children Corner
Gram Bangla - Moonsoon
Drawn by Sumaiya Akther, Grade: 4,
Chamuddha, Pubail. BDP Primary School.

であるとされているため、自尊心が低くなると考えられることが多いですが、実際、双方向に影響をしあっている可能性があるのです。
自尊心の低い子どもはいじめっ子を引き寄せ、その結果として生じるいじめによってさらに自尊心が低下する可能性があります。
しかし、厳密に言えばこのような横断研究は特定の時点での変数間の関連性を実証しているため、実際のいじめの被害と健康状態の複雑な関係性を切り離して考えるのは難しいことです。

Gram Bangla - Moonson
Drawn by Israt Jahan, Grade: 3,
Chamuddha, Pubail. BDP Primary School.

遡及調査
この調査方法は、いじめ被害者問題に関与したことのある個人から収集したデータと、関与していない個人から収集したデータを比較する手法です。 しかし、先述の研究デザインとは異なり、対象となる経験のC o w H u t / b a z ar f or Q u r ban i
前の情報は入手できないため、（もしあったとしても）実際どの程度のDrawn by- Samuel Halder, Grade: 5,
変化が起こったのかは不明確なままになってしまいます。また、遡及調
Kazipara, Mirpur BDP Primary School
査は人々の記憶の信頼性にも依存している調査法です。人々の記憶は回答者の気分などに影響され、歪められる可能性があります。悲しみ You can be a friend to these childrens and help them to persue their dreams.
や怒りを感じると、いじめられたなどの不愉快な記憶が生じ、被害と鬱 Contact Address: 32/5, Senpara Parbata. Mirpur - 10. Dhaka - 1216. Bangladesh.
Email: info@bdp.org.bd Phone: + 880 2 58052026. + 880 2 58052027.
病の間に誤った相関関係が生じる可能性があるのです。

(Can J Psychiatry 2003;48:583–590)

FOR MORE INFORMATION REGARDING BDP NEWSLETTER:
BDP Newsletter Editor: Khadija Khanam: +880-2-58052026, Email: bdpnewsletter@bdp.org.bd
Sunday - Thursday: 9am - 4pm.

02

BDP/MIS/08/2023