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Families, communities and inclusion Drawing on examples from work with deaf children

Workshop no. 3. Families, communities and inclusion Drawing on examples from work with deaf children. Overview of session . Introduction : Why this workshop? “Bus stop” exercise: Getting to know each other In theory: Some learning from work with families & communities

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Families, communities and inclusion Drawing on examples from work with deaf children

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  1. Workshop no. 3 Families, communities and inclusionDrawing on examples from work with deaf children

  2. 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?

  3. 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 Lack of family communication leads to exclusion Reach the child and the community through the family Apply learning from this approach applicable to work with all disabled children

  4. Bus stop exercise

  5. 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

  6. The key to many doors? Family and community inclusion Early education School enrolment & attendance Communication skills Self-esteem Recreational activities Vocational training Land Religious activities Aids and appliances Marriage Apprenticeships Nutrition Health services

  7. 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

  8. 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. • 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 • Which community? • Families with deaf children • Disabled people • Neighbours & friends • Other children • School

  9. 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

  10. 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

  11. 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!

  12. 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

  13. To conclude…

  14. Thank you! More information at www.idcs.info

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