IMPLEMENTATION PLAN
Phase 1: Facility Setup and Resource Allocation Setting up accessible, classrooms, recruiting specialized staff, and obtaining necessary learning materials.
Phase 2: Identification & Screening of girls with special needs to determine specific needs and other issues of interest
1.Phase 3: Curriculum Development – Customized educational and life skills tailored to the unique needs of each participant.
Phase 4: Enrollment and Orientation – Enrolling participants and introducing them and their families to the training program
1.Phase 5: Skill Training and Mentorship – Rolling out training sessions, and monitoring progress.
Note:
Phase 1: A facility has been secured in the heart of Accra, linking to several underprivileged areas.
Phase 3: A group of special needs experts have developed a training model. This module will cover areas like basic literacy and numeracy skills and life skills (e.g., communication, personal care, self-advocacy)

PROJECT STRUCTURE & PARTNERS
Project Structure
Eligibility

Girls with learning abilities aged 2 – 10 from low-income families.
Opening Hours

We open on Mondays to Fridays from 8:00 am – 2:00 pm
Special Activities

- Counselling Session
- Swimming
- Badminton
- Music and Dance Class
- Art, Painting & Creativity
The Facility
The Facility, to be known as the Purple Centre, will have the following rooms/ spaces.

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Monitoring and Evaluation
Assessment of Progress in Basic Skills
•Observational Assessments: Teachers can track improvements in fluency, comprehension, and the ability to engage in social interactions.
•Skill-Based Checklists: Teachers can use checklists to monitor the development of basic skills such as reading comprehension and positive peer interaction (e.g., sharing, and listening).
•Standardized Testing: Periodic use of standardized reading and communication assessments can provide objective data on how students are progressing in their fundamental academic and social skills.
Assessment of Communication Through
Expressive and Receptive Speech
•Speech and Language Evaluations: Regular evaluations by a speech-language pathologist (SLP) can help measure improvements in both expressive speech (e.g., ability to form sentences, use vocabulary) and receptive speech (e.g., understanding instructions, following conversations).
•Role-Playing and Scenarios: Using role-playing exercises, students can demonstrate their ability to respond appropriately in various communicative contexts.
•Peer and Teacher Feedback: This can give valuable insights into how effectively the student is using expressive and receptive language skills in real-world settings.
Partners

Ministry of Education, Ghana

Achimota Assessment Centre, Ghana

National Service Scheme, Ghana
SPONSORSHIP REQUEST & BUDGET OVERVIEW
Partnership Benefits| Budget | Call to Action
Why Partner with Goal Girl?
Partnership Benefits
By partnering with Goal Girl, you will contribute to significant, life-changing initiative that supports marginalized groups and promotes equality. Your sponsorship will be prominently acknowledged in all project communications, reports, and public events.
Budget and Funding Request
The project seeks a partnership with you to support initial infrastructure, curriculum development, staff training, and materials.
Specific areas include:
- Specific areas include:
- Facility renovations for accessibility
- Procurement of specialized equipment
- Recruitment of trainers and support staff
- Curriculum development tailored to special needs
- Monitoring and evaluation activities

Goal Girl Initiative : Empowering Young Girls with Special Abilities!!!
OUR FINAL WORDS
We invite the you to join us in making The Girl Child a model of inclusive and impactful training for girls with special needs. With your support, we can drive forward a transformative project that will practically close the inequality gap and reduce poverty in Sub-Saharan Africa.
(+233) 547058533
go.girlfoundation@boldsolutions.org
Physical Address
References
Adjabeng , Anna Y., and Edem M. A. Tette. 2023. “Challenges Faced by Children With Special Needs in Accra and the Support Systems Available to Them and Their Families”. International Neuropsychiatric Disease Journal 20 (3):64-75. https://doi.org/10.9734/indj/2023/v20i3401.
https://www.unicef.org/ghana/topics/children-disabilities