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

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 Thank you!