Inclusion: theory and practice : Children, Disability and Development - Achievement and Challenge. Contents

Children, Disability and Development: Achievement and Challenge

A Save the Children Fund global seminar to learn from experience and maximise impact - Extract from Conference Report - April 13th - 22nd 1994

Focus Group: Disabled and Poverty Alleviation

Summary:
The basic question here is 'how can work with disabled people be effective and sustainable in situations of poverty?', which is one of the greatest problems for disabled people. Each member of the group highlighted their problems and then Mamonyane Mohale presented a case study on poverty alleviation.

Focus Group: Relationships with DPOs

Summary:
The group began with a brainstorm of the key issues. Some of the negative tendencies of DPOs were listed as:

• being undemocratic, controlled by physically disabled or blind people, having divisions between rural and urban membership and lacking an appreciation of children's issues.

Key issues which arose:

• What links can be built between DPOs and CBR disabled peoples' groups, and with the community?
• How can CBR empower disabled people to manage their groups effectively?
• How can DPOs realise their potential to manage CBR?

There was a consensus that DPOs should include parents' organisations. The group shared their own particular experience; these case studies present and interesting variety of experience. The group concluded that there is a considerable body of experience of working with DPOs. A greater effort could be made to facilitate the formation of a DPO where it does not exist. Also, where a DPO is undemocratic, efforts should be made to expose it to alternative approaches. Disabled peoples' valuable role in CBR should continue to be recognised, and disabled people should play and advisory and advocacy role. The group also noted that the term 'DPO' has different meanings in different countries.

Focus Group: Integrated Education Focus Group

Group Members: Lilian Mariga, Janet Holdsworth, John Kaye, Richard Mawer, Tran Thi Nhieu, Hazel Jones, Peter Mwangi and Khalfan H Khalfan.

Also occasionally present: Diane Newton, Vic Finkelstein and Fiona King.

Summary:
The members of the group were involved in integrated education projects in Asia and Africa, and met frequently during the week. At the beginning of the week, the group began by identifying their similarities, differences and common key issues. Some key issues identified included:

• Selection and Assessment: Projects with great diversity in pupil age and ability are experiencing problems. Recommendations stressed the need to start with very young children with mild/moderate disability.
• The group highlighted the danger that screening and assessment increases discrimination.
• Preparation and Training: There needs to be a correlation between the level of training offered and the type of demands made on the teacher. There is a need for training to be offered to administrators, parents and children. The UNESCO pack could make a valuable contribution to raising awareness and promoting active learning techniques.
• Support of Teachers: In all projects there was an emphasis on supporting the child and teacher to follow the regular curriculum. Specialists were used in a support role but there were often problems with specialists undermining class teachers' skills. CBR can be a good support in a variety of ways.
• Policy Issues: The benefits of integrated education for all children should be stressed (by creating effective and flexible learning environments). Examinations are a problem; teachers' promotion should not be linked to exam results, and special provision for children with learning disability needs to be made.

Other key issues identified were: scaling-up, sustainability, and the relationship between integrated education and CBR.

Inclusion: theory and practice : Children, Disability and Development - Achievement and Challenge. Contents

19/11/1997