11 Identifying and encouraging strengths and interests that students have 11 Teaching concepts in as many different ways as possible 11 Assigning buddies to children who need extra help 11 Promote cooperative learning in heterogeneous groups 11 Speaking slowly and clearly, facing the students, to ensure that everyone can hear 11 Using small, concrete steps when introducing a new concepts 11 Communicating with parents so children are supported in their learning at home Further teaching strategies can be found in Annex III. In addition to the activities listed above, and the resources you will find in the Quick reference chart at the end of this chapter, Save the Children has teamed up with EENET to create a Compendium of Remediation Strategies. The Compendium includes information on recommended programs that support children who are falling behind in school. The finalized Compendium resources will be made available on OneNet and EENET.
After the Ebola crisis in Sierra Leone, many children who had been affected by the disease – those who had contracted Ebola, or lived with someone who had – encountered discrimination upon their return to school. Teachers are learning psychosocial first aid skills so they can recognize and deal with signs of stress in children, and contribute to stronger learning outcomes for all. Source: www.wvi.org/ebola-crisis
Community It is important that the project design focuses not only on schools or ECCD centers but also on communities. Many community members can contribute to inclusive development such as Community Based Rehabilitation (CBR) workers, religious leaders, Disabled People Organizations (DPOs), community elders, parents and children themselves. Making use of locally available human and material resources when designing a program helps to develop links between schools, families and communities, as well as promoting shared ownership of inclusive developments. Key approaches include:
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îîMobilize
communities around identifying sources of exclusion, and developing school improvement plans to address key barriers. The Index for Inclusion, described in the session on MEAL Design, is a comprehensive approach to participatory school self-assessment îîEncourage parents to play a more active role in monitoring and supporting schools to implement inclusion îîMobilize community members around enrollment campaigns and rights-based awareness-raising îîLink with other sectors – such as health and child protection – to ensure that children are receiving support outside of the classroom as well îîProvide training to parents so that they understand their roles in supporting their children, including: 11 Encouraging and supporting your child so he/she develops confidence and perseverance 11 Advocating for your child 11 Modeling confidence and acceptance for your child 11 Focusing on your child’s strengths 11 Encouraging your child to ask for help when needed 11 Identifying how your child learns best, and share what you know works with his/her teacher 11 Encouraging the teacher and scheduling meetings to check in 11 Volunteering in class Policy Most countries have legally guaranteed the right to education. Based on the results of the situational analysis, Save the Children can design targeted advocacy to address gaps that have been identified in education policy and sector planning. Ultimately, inclusion should be an integral part of education sector planning and not be treated as a separate concern. Save the Children and its partners (Civil Society Organizations such as those lobbying for minority or disability rights) should work together to design effective advocacy messages targeting duty-bearers at community, district, provincial and/or national level, to become accountable for children’s equal rights and opportunities. Suggested approaches include: îîReview the education policies and laws in your country, and identify whether advocacy is needed to make them more inclusive