One Step Closer to Normal

A decade ago, Paul Kinyera Okumu was engrossed in his career as a teacher. Suddenly, he got an infection in his left eye. Despite several consultations with eye specialists; he was not given a definitive diagnosis. The infection spread to his right eye, and he gradually became visually impaired.

Paul only sees blurry vision at a distance of two meters. He is unable to read.

His poor sight greatly affected his career as a teacher at Atanga Secondary School in Pader district, northern Uganda.

“Since I cannot read, I had to keep asking fellow teachers to mark assignments, exams and assess my students, so I became a burden to them. Enforcing discipline of students became impossible because they knew I could not recognize and administer punishment to them.”

Paul continues to experience hardship in his day-to-day life.

“The phone has become a necessity. But each time I want to use it, I have to borrow someone’s eyes.”

Paul’s social life has also been affected because he cannot recognize people he once knew, and unintentionally passes by without saying hello.

“Many accuse me that I have become proud and anti-social. Those I was once friends with, and know how my problem started have abandoned me. They don’t call me as they used to. I have become

My White Cane Gives Me a Sense of Life

I was pursuing a diploma course in Procurement and Logistics management at an Institution in Gulu, Uganda in 2014. Under the care of a single mother, my dream was to study hard, get a job, and relieve her of part of the financial burden she faces daily.

However in 2014, I started losing hope, when an eye infection blurred my vision. While walking around during day, I could feel like I was going to fall in a pit. At night, I could see an illuminated horizon, but beside me, was darkness.

The numerous visits to the eye clinic at the government hospital did not improve my condition. I became disheartened, when each of the three specialists I consulted gave a different diagnosis.

All the tablets and eye drops prescribed did not help. By the end of 2015, I completely lost my sight, and was plunged into total darkness.

It took time for my family members to believe that I had lost my sight. At table, I would spill food when serving. My only sister thought I was becoming a mean brother, who wanted to bother her with more chores. When it was time for going to the garden and I said I could not do it, my mother assumed that I

Open Hardware, Software & Minds

By Linday Craig, Consultant, Educator, Technologist and Artist: questbotics.com

The people who attended the 2016 Annual Gulu Technology Camp found a doorway to future that they had never seen before — who knows where it will lead them?

Imagine a camp for 10 to 18 year-olds that combines robotics, microcomputers, pcDuino, video game design with Unity, self-defense training with an international kickboxer, Samsung’s virtual reality gear, Android app design, musical performances, quadcopters, and Legos. Now imagine this camp took place in previously civil-war-torn northern Uganda.

Just to make things interesting, throw in a small documentary crew and a large group of technically savvy instructors who wandered the grounds amongst the energetic students. Finally, add to all of this the fact that almost half of the camp’s 100+ students were blind. Even if you have an extremely active imagination and you can wrap your head around these foundational facts, I can guarantee that you can’t imagine the amount of sheer joy, inquisitiveness, and boisterous energy that inhabited Gulu High School in the form of children during the 2016 Oysters & Pearl’s Annual Technology Camp.
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2016 Robotics and Animation Training

2016 Robotics and Animation Training

The curriculum for 2016 includes pcDuino, Raspberry Pi, Android Apps, and Animation using several open source software programs. We’ll be using laptops, Samsung Galaxy S5 and Galaxy Note 4 smartphones as well.

The program is open to beginners and advanced users. Several vendors have supported the program through donations and discounts. The teachers include Professor Carl Twarog and one of his students from East Carolina University, Linz Craig and 18 experienced programmers and teachers from within Uganda.

The program runs from Sunday Jan 10 until Saturday Jan 23.

Read the post from Lindsay Craig. You will read about half-way down in this article about his involvement with Oysters and Pearls! Thank, Linz!

Holiday Training – January 2015

I arrived in Gulu on a Saturday afternoon, not sure what to expect from the next two weeks. As a volunteer with the Oysters & Pearls holiday training program, I knew about the class materials and basic program setup. As I quickly learned however, there was much more to the program than just the teaching.

Joining Sandra and the instructors, I spent the weekend assisting with logistics — the little details that I had never considered, but had to be completed. Where were all the plates for the dining hall? Could we borrow mattresses for students that didn’t bring their own? Why was the electricity off in the classrooms? These and a hundred other small-but-crucial tasks had to be settled, even as students started arriving on Sunday afternoon.

Classes began immediately on Monday, and continued through the week. Sighted students were sorted into one of three classes — Engineering for the Future, Introduction to Robotics, or Advanced Robotics. As the classes delved into new materials and lessons, I watched the projects grow increasingly complex. Since I constantly moved from room to room, I saw the classes develop in snapshots. What started on day one as a collection of wires and boards became a functioning light display, then a

Thanks to Hockaday for Introducing Us to EiE

We are so proud of our Engineering is Elementary program and the difference and influence it has made on our young students. I came to find out about this fantastic program from Amy Banks, a science teacher at the Hockaday School in Dallas, Texas.

The Hockaday School now has a post on their website recounting our initial discussion and how they were instrumental in introducing this wonderful program to Oysters & Pearls and sending us and our students on a great road of discovery and priceless learning. Here is a bit of what they have to say:

On October 12, 2012 Lower School science teacher Amy Banks met with Jennifer Nantale, Country Director or Nyaka Aids Orphans Project in Southwest Uganda and Sandra Washburn, Executive Director of Oysters & Pearls. Ms. Banks shared the Engineering is Elementary program and discussed how it is used with students in grades 1-4 at Hockaday. Ms. Banks encouraged her visitors to contact EiE at the Museum of Science in Boston to learn more about the program and how to apply it to their own organizations. Ms. Washburn took this advice, and met with EiE, who arranged to send two volunteers to Northern Uganda to train six teachers at the Gulu

What a Cool Shade

“What a cool shade I have got from she providing proper canopy from the blazing sun!”

The eloquence of Komakech Denis’ passage captures the heart of our mission whether it is to protect from destructive elements or cultivate and build on the helping and nurturing ones. Denis finished his A-level in December 2013 and we are awaiting confirmation that he will be granted a full scholarship to Makere University to start the journey to becoming a lawyer in August 2014.


Komakech Denis first lessons on the computer with teacher Marilyn Bland

Having access to a computer can be a real game-changer to a blind or visually-impaired person on so many levels. Being able to type and print one’s schoolwork for submission to a sighted teacher, accessing the internet, “listening” to a vast amount of content whether it is scanned books or downloaded material and even the chance to write an email that is received across the globe can have a big impact.

Denis is 20 years old; he was a peer computer teacher during Holiday trainings for 2 ½ years and the students have always praised his technique. He has started a

Fine Arts Training April 2014

I’d like to share some photos I just received of the Fine Arts Training. This session was taught by Brianna Schuyler and Odoch Daniel to the blind students. Brianna related that some of the students didn’t know what to do when they began, but they eventually started playing with the wiki sticks and made some great stuff. I agree!
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Squeeze Them Like a Sponge: Engineering at Gulu Primary

For one week in November, I had the amazing opportunity and support of Sandra and Oysters and Pearls to continue the work of Erin Fitzgerald and Kate Sokol, who introduced the Engineering is Elementary (EiE) curriculum to Gulu Primary School in the summer, a school which is inclusive of students who are visually impaired. The curriculum has students go through a five-step process called the engineering design process, and collaborate to engineer a technology to solve a specific problem. Erin and Kate taught two of the EiE units, as the teachers observed and began to co-teach. After the two weeks, with Sandra’s help, contact with the teachers and administration was kept up. The opportunity arose to go back in November, to do more professional development with teachers, introduce another unit, and observe them teach in order to provide support and feedback. Unfortunately, Teacher Kate was unable to attend, which made the teachers and students very sad. I consider myself extremely lucky I was able to step into Teacher Kate’s role.

Engineering at Gulu PrimaryErin and I excitedly geared up for our trip. Our goal was to bring minimal amounts of material, and plan with the teachers how to locally source as many materials

Teaching Math to the Visually-Impaired in Uganda

When I came to Gulu High School last January, my first task as a Peace Corps volunteer was to identify areas of need in the school. After a number of conversations with different administrators and teachers, it was obvious that while there had been valuable efforts to make accommodations for the students with visual impairments, there were still many ways that these students were not on an equal playing field with the sighted students. There was a Braille embosser (to "print" Braille documents), a computer lab and a very dedicated Head of the Special Needs Department (Odoch Daniel).

However, Daniel explained to me that there was no math teacher for the visually impaired students. Instead, they were placed into the class for sighted students where the lectures were predominantly visual, and it was effectively impossible for a visually impaired student to follow. It would have been possible to incorporate visually impaired students in a lecture to a class of perhaps 20 or 30 students, but when you have 90 students in a class (as is common across Uganda) it is incredibly difficult to accommodate students with special needs in your lessons.

And so the students focused on their other classes and routinely failed their national

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