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Key issues : Child to Child : Promoting Inclusive Education Through Child-to-Child Activities : Training Guidelines : Handouts
The participants are asked to discuss issues related to:
1. Going to and from your local school.
2. Being part of the
class of the local school.
3. Being part of the local school as
a whole.
Going to and from your local school.
Private
car/public transportation/walking - learning to use it, using money -
recognising roads/neighbourhoods - being seen by others in the neighbourhood -
recognising the people of the neighbourhood - being able to talk about them
with others (gossip) - being with others; reviewing home work/tests - pointing
things out to each other - discuss gossip/politics etc. - buy things at the
local shop - discuss things which happened during the day at school/in class -
gossip about teachers - when picked up by parents discuss with them - going to
other places (clubs) after school.
Being part of the classroom of your local school:
Being able to find children in the neighbourhood to discuss home work/tests
etc. - friends from the class will be from same neighbourhood (for play outside
school) - Teachers will be from same town/village, enabling to talk about them
with others - sharing other activities together as school plays, trips,
assemblies, singing the national anthem etc..
Being part of the same local school:
Being able
to discuss school issues with others from different ages (brothers, sisters,
cousins, sometimes even parents etc.)- discussing teachers - discussion how
certain teachers give exams - exchange of papers/tests etc. - being part of
school activities as summer camps etc. - taking part in contests etc. - being
part of issues at the start of the year as uniforms, books etc.. - sharing days
off, special days with children from the same school/neighbourhood.
Key issues : Child to Child : Promoting Inclusive Education Through Child-to-Child Activities : Training Guidelines : Handouts
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08/06/1998