EVENT TITLE :Knowledge Sharing to teach basic Stitching and Embroidery to different abled Students in a Special School

DATE : November 28, 2024

TIME : 12:00 PM – 4:00 PM

VENUE : Dongunella Special school,Karayanchavdi

EVENT CONVENER : Ms.Swetha menon  ( HOD of Fashion Designing )

EVENT COORDINATORS : Ms.Nivetha Kanmani, Ms. Githanjali

SUMMARY OF THE EVENT:

The “Knowledge Sharing to teach basis Stitching and Embroidery to different abled Students in a Special  School” social service event, organized collaboratively by the Faculty of Science and Humanities, National Service Scheme (NSS) – SRMIST, and the Department of Fashion Designing’s Socio-Activity Club, aimed to  teach illustration, glass painting, embroidery and some shading techniques to the student of Dongunella Special School,Karayanchadi. The event was crafted to resonate with the core values of NSS and uphold the United Nations Sustainable Development Goals (SDGs), particularly those that promote good knowledge , well-being, and reduced inequalities.

The primary goal of was to teach to disabled students by providing them with charts, paints, This small act was also intended to enhance the residents’ sense of dignity and well-being, fostering a warm and inclusive environment. Aligning with SDG objectives, the event emphasized reducing inequalities and ensuring that vulnerable populations, such as the elderly, receive attention, care, and support.

Volunteers from the NSS and the Socio-Activity Club prepared and sharing knowledge about illustration ,embroideries to each students. The event was met with smiles and gratitude from the residents, who were touched by this thoughtful gesture.

The special school caters to a diverse group of differently-abled students with a range of physical and cognitive disabilities. These students face unique challenges in education and skill development, making tailored learning approaches essential. The introduction of basic stitching and embroidery as part of the school’s curriculum aims to provide these students with practical skills that can be used both personally and professionally.

The program was designed keeping in mind the diverse needs of the students. Various                                                   adaptive techniques were used to make stitching and embroidery accessible and enjoyable for all participants. The teaching approach was customized according to the individual abilities of the   students, considering both physical and cognitive limitations.

1.Assessment of Abilities: The first step involved assessing the abilities and challenges of   each student. This was done through direct observation and discussions with teachers and caregivers to  understand their needs and how they could best learn these new skills.

  1. Adaptive Tools and Materials:
    • For students with visual impairments, larger print instructions, tactile materials, and high-contrast threads were used.
    • Students with limited hand mobility were provided with specialized tools such as adaptive needles and sewing aids to help them grasp and manipulate the materials.
    • Velcro or magnetic boards were introduced to assist with threading and stitching for students with motor difficulties.
  1. Step-by-Step Instruction: The program followed a structured, step-by-step approach:
    • Basic Stitching: Students learned fundamental stitches such as running stitch, back stitch, and whip stitch. These basic techniques were used to create simple projects, including decorative cloth bookmarks, small fabric pouches, or pillow covers.
    • Embroidery: Once the students were comfortable with basic stitching, they were introduced to basic embroidery stitches like satin stitch, chain stitch, and French knots. Simple patterns such as flowers, geometric shapes, and animals were used to create visual interest.

        4.Hands-on Practice: Each student was given plenty of hands-on time to practice the techniques. The teachers provided one-on-one assistance when necessary, ensuring that every student had the support they needed.

        5.Group Activities: Group projects, such as creating a shared quilt or a wall hanging, were used to foster teamwork and collaboration among the students. These activities encouraged social interaction and allowed students to contribute to a collective goal.

       6.Assessment and Feedback: Throughout the course, progress was continually assessed, and    feedback was given to students, focusing on their improvement and effort. At the end of the program, students received a certificate of completion to recognize their achievements.

OUTCOMES OF THE PROGRAM: (Based on SDG and Feedback)

The “Knowledge Sharing to teach basis Stitching and Embroidery to different abled Students in a Special  School ” event further demonstrated SRMIST’s dedication to promoting the United Nations Sustainable Development Goals, SDG 1 is to: “End poverty in all its forms everywhere. Achieving SDG 1 would end extreme poverty globally by 2030. One of its indicators is the proportion of population living below the poverty line. This section is an excerpt from Sustainable Development Goal 1 SDG 1 aims to eradicate every form of extreme poverty including the lack of food, clean drinking water, and sanitation.

Achieving this goal includes finding solutions to new threats caused by climate change and conflict. SDG 1 focuses not just on people living in poverty, but also on the services people rely on and social policy that either promotes or prevents poverty.

Particularly SDG 2 (zero hunter and Well-being) and food security and improved nutrition, and promote sustainable agriculture.”Indicators for this goal are for example the prevalence of diet, prevalence of severe food insecurity, and prevalence of stunting among children under five years of age.

This section is an excerpt from Sustainable Development Goal 2. SDG 2 has eight targets and 14 indicators to measure progress. The five outcome targets are: ending hunger and improving access to food; ending all forms of malnutrition; agricultural productivity; sustainable food production systems and resilient agricultural practices; and genetic diversity of seeds, cultivated plants and farmed and domesticated animals; investments, research and technology. The three means of implementation targets include: addressing trade restrictions and distortions in world agricultural markets and food commodity markets and their derivatives.

SDG 4 is to: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The indicators for this goal are, for example, attendance rates at primary schools, completion rates of primary school education, participation in tertiary education, and so forth. In each case, parity indices are looked at to ensure that disadvantaged students do not miss out (data is collected on “female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples. There is also an indicator around the facilities that the school buildings have (access to electricity, the internet, computers, drinking water, toilets etc.)

SDG 10 (Reduced Inequalities). By focusing on the well-being of elderly residents—a demographic often marginalized and overlooked—this initiative worked to reduce inequalities and contribute meaningfully to their mental and emotional health. Providing knowledge about basic illustration and embroideries and spending quality time with residents emphasized that their well-being is a community priority.

  • To end poverty in all its forms everywhere.
  • To ensure healthy lives and promote wellbeing at all ages
  • To reduce inequalities within and among countries
  • Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels