Integrating Children with Disabilities
This program works through involvement from from the local community. Selection of participants is handled in as participatory and inclusive a manner as is possible. For example, a class of children in a particular school will select four children from that their class to participate in the project. Moreover, when consulting teachers and school managers about the inclusion of children with disabilities in their classrooms, clear objectives and expectations are set to ensure that both teachers and students are prepared.
The program aims to eliminate barriers affecting that prevent children with disabilities from all participating in activities and receiving services, and to enable children with disabilities to join in all activities with other children through integration and to improve the quality of life (physically and psychologically) of children with disabilities through rehabilitation.
The aspirations and voices of the children, and of their parents, are respected. The rights of the child are society’s concern; every child with a disability is entitled to education in an integrated and accepting environment.
The model for integrating children with disabilities is best described as “involve, inform, and innovate.” Through By bringing peers, teachers, family members and counselors into the selection process as often as possible, PI involve. By The program ensuring ensures that children and young people who work within the rubric of the program are clearly informed through meetings, training and consultations alongside staff and adults, the program is holistically informative. As both unexpected and expected outcomes come to fruition, further results can be anticipated. PI’s program is flexible and seeks to adjust and innovate to real circumstances on the ground.