families, communities and inclusion drawing on examples from work with deaf children workshop no. 3
TRANSCRIPT
Families, communities and inclusion Drawing on examples from work with deaf children
Workshop no. 3
Overview of session
• Introduction: Why this workshop?
• “Bus stop” exercise: Getting to know each other
• In theory: Some learning from work with families & communities
• In practice: Group discussions on case studies
• Wrapping up: So what?
What can we learn from work with deaf children?
IDCS – a parent governed
organisation
Families / communities have most impact on children in language learning years
Reach the child and the community through the family
Lack of family communication leads to exclusion
Apply learning from this approach applicable to work with all disabled children
Bus stop exercise
Bus stop exercise
• 3 groups are buses travelling to each of 3 stops • Bus spends 4 minutes discussing at each stop• Don’t repeat what’s gone before & don’t delay your
passengers!
• STOP 1: One word on role of family in inclusive education
• STOP 2: Your expectations for this workshop
• STOP 3: Challenges faced by families of disabled children
The key to many doors?
School enrolment & attendance
Aids and appliances
Early education
Family and community inclusion
Vocational training
Marriage Religious activities
Recreational activities
Health services
Self-esteem Communication skills
Apprenticeships
Land
Nutrition
What do families think?
“It is parents who are the first teachers of their children.”
Yao Chang Zheng, mother of a deaf child, China
“I realised teachers also want parents to be more involved. When teachers see that a parent really cares for his child and is motivated to help them learn, they become more encouraged in their teaching.”
Geoffrey Wathigo, father, Kenya
“Real inclusion requires a positive environment at school and a supportive family.”
Snigdha Sarkar, mother and parent group leader, India
The whole community
When your child is involved in the community, it helps your child. When your community is involved with your child, it helps your community.
Which community? • Families with deaf
children • Disabled people• Neighbours &
friends • Other children• School
What can they do? • Learn together• Share experiences and learn Sign Language• Raise awareness of disability issues and
children’s rights • Make sure basic community services are
accessible• Form support groups• Link to employment or income generating
activities • Lobby for services
What can families offer?
• Families have unique knowledge about their child’s abilities & needs
• Family attitudes => impact regular school attendance & achievement at school
• Families can ensure schools accountable to their “clients” – children
• Families can support each other practically
• Families can influence and campaign
An empowered parent
Association of People with Disabilities say an empowered parent:• is comfortable with their child’s deafness• able to support their child and other
parents• takes responsibility for their child’s
learning • gives their child access to opportunities• is able to make choices about their
child’s development
Family friendly!
• Acknowledge basic needs alongside needs relating to disability• Actively consult families - continuously and sensitively
• Listen ! • Clear & balanced information in simple language and varied formats • Provide opportunities to come together with other families and with
disabled people • Provide opportunities to influence services and make decisions about
their child• Partnerships between families, professionals and disabled people
• Share knowledge & power • Have high expectations, but don’t be easily discouraged!
In practice
• 4 groups and 4 case studies• Each group discusses 1 case study
for 20 minutes• Questions at the end of each case
study for discussion• Consider whether you would like to
add or delete from questions• No time for formal “present-back”
but will discuss learning in concluding session
To conclude…
More information at www.idcs.info
Thank you!