Contributions from: Melrose Cotay & Salma Dormani - Sierra Leone, Sarah Dyer - UK, Khatijah Sulieman - Malaysia and Roy McConkey - N. Ireland.
Abstract
The proposed symposium will highlight the work of Leonard Cheshire International (LCI) and partner organisations in several countries in Africa and Asia with particular emphasis upon activities which promote the inclusion of children and young people within both mainstream education and the societies in which they live.
The symposium will cover:
There will be six papers:
Paper 1: Sierra Leone: aspects of inclusive education
Melrose
Cotay, Training and Development Officer, Leonard Cheshire International, Sierra
Leone.
In Sierra Leone, the pattern of education for disabled children has been exclusive rather than inclusive, consisting mainly of services made available by organisations catering solely for disabled people. Programmes have been characterised by dearth of specialist trained staff, inadequate and obsolete equipment and lack of funds to meet minimum requirements. At secondary stage, some disabled children have been integrated into mainstream schools, but there have been negative features, such as physical accessibility, lack of transportation, poor and unsuitable infrastructure, and the reactions of both non-disabled counterparts and teachers.
These difficulties have been compounded by political upheaval. Since the war started in 1991, disabled children have suffered greatly. Further conflicts in 1997 and 1999 resulted in shortages of basic necessities, restricted movement, acute trauma and the closure of schools. Conflicts definitely hamper progress and development; hence Sierra Leone's plan to promote inclusive education to the fullest was derailed by the two wars.
In this paper, the effects of these circumstances and events upon the children and young people in Cheshire services in Sierra Leone are reviewed and the reinstatement of moves towards a more inclusive system of education outlined. There is a particular focus upon a pilot programme which promotes and supports inclusive education. The programme brings together families, communities, organisations and government agencies, working towards a common goal.
Paper 2: The Orieng Project, Kenya
Presenters: Salma Dormani,
LCI Training and Development Officer, North and East Africa
Paper 3: Links between Community Work and Education
Sarah
Dyer, Assistant Director (Training and Development) Leonard Cheshire
International, UK
In Zambia, an estimated less than 2% of disabled children accesses any formal education. Children with multiple and complex disabilities very rarely have the opportunity receive any form of education. The main reasons for this exclusion includes a lack resources and the attitudes and understanding towards disabled children of many parents.
During 1995, in collaboration with the Zambian Government Ministry of Education, pilot programme of community based early education was established in the poor urban communities of Lusaka. The target group was children who have severe and multiple disability who were not accessing any form of education.
In the first phase of the programme, 20 children and their families received home based pre education and educational support. The programme was delivered by 13 workers with different experiences and backgrounds. The educational programme used was based the Portage programme. All of the workers received preliminary training and on-going support in this approach.
Outcomes included; parents perceiving positive changes in their children's abilities, which were supported by assessment; improved level of functional abilities; parents seeking and fighting for school placement for their children; children with se disability being placed in mainstream government schools; increased participation by the children in both family and community life.
Paper 4: Community, Government and Inclusive Education in
Malaysia
Khatijah Sulieman, Honorary Secretary, National CBR Council,
Malaysia
This paper reviews the transformation of a traditional residential service in Selangor, Malaysia, as the providers respond to the modern day needs of disabled children their families in the surrounding communities and become increasingly involved in the development of policy and practice at a national level.
The provision of community based facilities is charted in different areas of the country and the role of service managers in the development of local and central government policy outlined. Emphasis is upon the process and outcomes of fostering partnership within and between the different groups involved: working with families; forging links between community based groups and mainstream government schools; bringing together government and non-government organisations; forming coalitions of organisations; influencing government policies and practice.
The paper highlights particularly the strength of non-government organisations when they work collaboratively. Examples are given of ways in which developments reflect the interests and concerns of the different groups involved.
Paper 5: Moving On: the transition from school to an adult life in
the community
Roy McConkey, of Learning Disability, University of
Ulster and Consultant to Leonard Cheshire International
This paper describes the development of a video-based training package focussing on the needs of African teenagers and young adults with disabilities.
Staff in Cheshire Services in East and Southern Africa identified the training need. Targeted at staff in schools, day centres and residential services, the package aimed to promote learning activities that would increase the young person's self-reliance and competence in the skills required for community living.
The course consists of six Units, each with a 20 minute video-programme based around interviews with teachers, trainers and students with disabilities and containing many examples of good practice. Video recordings were made in schools, training centres and community based programmes in Zimbabwe, Zambia, Malawi and Kenya. The topics covered include home skills, functional academic skills, friendships and sexuality, training for work and paid employment.
The training package is designed to be taken over a eight week period by staff in their workplace led by a local tutor. Participants are expected to carry out practical assignments with young people with disabilities during the course. These build into an individual educational plan in each of the five areas of development.
This package is currently being used in various services in English-speaking African countries.
Video extracts will be shown and copies of the course package will be available for inspection.
Paper 6: Listening to One Another: inclusion and organisational
change
Alice Bradley, Training and Development Adviser, Leonard
Cheshire International, UK
In this paper, issues associated with inclusion are discussed in relation to current developments within an international organisation whose primary role has traditionally been service provision. The paper describes ways in which people from different sectors within the organisation, and people from different organisations, are being brought together to listen to one another's voices, to understand differences in views and priorities and to identify common concerns. Different perspectives are explored and their implications, both positive and negative, considered. Particular attention is paid to the role of disabled people and their families as the instigators of change and development, to the changing roles of service providers and to the nature of support required by all parties.
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