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!