1
April 2022
2
ACKNOWLEDGMENTS: This publication is the culmination of a project to develop, disseminate and deliver resources for marginalized parents/caregivers to support continuity of children for learning with disabilities. The project was carried out by UNICEF Europe and Central Asia Regional Office (ECARO) and UNICEF Office of Research – Innocenti, in partnership with UNICEF Armenia and UNICEF Uzbekistan. The project team is deeply indebted to the more than 40 caregivers of children with disabilities, teachers, school psychologists and head teachers in Armenia and Uzbekistan who generously shared their time, experience, and feedback.
UNICEF extends a special thank you to the Global Partnership for Education (GPE) for their funding, without which this publication would not be possible.
UNICEF EUROPE AND CENTRAL ASIA: UNICEF works with and for disadvantaged children and adolescents across 22 countries and territories in Europe and Central Asia. UNICEF is partnering with governments to strengthening system and improve the quality and equity of policies, planning, and service provision across sectors and well as multi stakeholders at all levels, and communities to drive results for children. The programmes also respond to the needs of refugee and migrant women as well as engagement with institutions across many more countries to uphold the rights of children.
UNICEF OFFICE OF RESEARCH – INNOCENTI: The Office of Research – Innocenti is UNICEF’s dedicated research centre. It undertakes research on emerging or current issues in order to inform the strategic direction, policies and programmes of UNICEF and its partners, shape global debates on child rights and development, and inform the global research and policy agenda for all children, and particularly for the most vulnerable.
UNICEF publications are contributions to a global debate on children and may not necessarily reflect UNICEF policies or approaches. The findings, interpretations and conclusions expressed in this paper are those of the authors and do not necessarily reflect the views of UNICEF.
This paper has been peer reviewed both externally and within UNICEF. The text has not been edited to official publications standards and UNICEF accepts no responsibility for errors.
Extracts from this publication may be freely reproduced with due acknowledgement. Requests to utilize, adapt and translate larger portions or the full publication should be addressed to the Communications Unit at: florence@unicef.org.
Any part of this publication may be freely reproduced if accompanied by the following citation: School Guide to Supporting Marginalized Families of Children with Disabilities, UNICEF, 2022.
Correspondence should be addressed to:
UNICEF Office of Research – Innocenti
Via degli Alfani 58
50121 Florence, Italy
florence@unicef.org
www.unicef-irc.org
@UNICEF Innocenti on Twitter, LinkedIn, Facebook, Instagram and Youtube
© 2022 United Nations Children’s Fund (UNICEF)
Cover photo: © UNICEF Armenia/2015/Hayrapetyan
Graphic design: Small World Stories
3
As an inclusive school, you play an important role in making sure that all children feel safe, supported and included. Inclusion is most effective when schools create a culture that celebrates diversity and builds on the strengths of each student.
Building connections with children and their families can support inclusion. Work together to identify learning goals, and to create strategies to achieve these goals. Many families inform their school that their child has a disability when they enrol. However, some families may not wish to disclose that their child has a developmental challenge or disability, or they may not be aware of it yet.
Inclusive practices are supported when there is meaningful family engagement. An implementation plan for inclusive education should include informing family members of the benefits of inclusive practices. Well- informed families are the greatest ambassadors of the school. Include families in every step of implementation to ensure meaningful family–school relationships.
Family engagement may look different from school to school. It is important to remember that families are always involved in their child’s life even if it is in ways we cannot see, understand, or value. It is important for schools to support families in a variety of ways, not just relying on one method.
Disability is linked with poverty, which has lifelong consequences for children with disabilities. Families of children with disabilities are more vulnerable to multidimensional poverty. They face extra costs and at times cannot work because of having to care for their children. Marginalized families of children with disabilities face additional challenges and barriers which have been amplified by the COVID-19 pandemic. This has created a wider learning gap and further marginalization and exclusion.
This guide is designed to help schools to:
-
Identify specific needs faced by marginalized families of children with disabilities.
-
Identify challenges to meeting these needs, by categorizing to better understand them.
-
Identify solutions in the form of resources that address these challenges.
This guide can also be used by local education offices or organizations that provide support to marginalized families of children with disabilities. It focuses on helping you to assist marginalized families of children with disabilities in enabling their children to participate in learning.
You received this guide as part of a pack (see next page). Use the steps in this guide to understand needs and challenges of caregivers of children with disabilities. You can find solutions for these challenges in the linked documents: Workbook, Directory of Resources and Directory of Associations and Organizations.
6
This document is part of a set of resources to support caregivers of children with disabilities, which includes guides for caregivers, teachers and schools, a workbook containing tools to support the activities, a directory of resources and a directory of associations and organizations.
This Guide to inclusive education is the first document of the series. Teachers and caregivers of children with disabilities from your school also received similar guides. This guide will help you support caregivers to understand their rights and identify their needs and the challenges they face,and find ways to come up with solutions.
The Workbook contains tools that can help you reflect and work on the questions raised in this guide. These tools will help you think about the specific solutions that caregivers may need and how you can support them.
The Directory of Resources has helpful materials, information and links. It is a useful first place for caregivers to look for solutions to challenges they have identified. All the resources are free, although you may help caregivers to print the materials.
The summary table on page 4 tells you what challenge, need and age group each resource is best suited for.
The Directory of Associations and Organizations has a list of local associations and organizations that exist to connect and support parents and caregivers of children with disabilities. Some of them may be a good source for more information, ideas for solutions and ways to connect with others.
7
In the third step you will analyse information you collected from caregivers in step 2 by matching it with recommended supports/resources based on the category of need (capabilities, opportunities or motivation). Once you know the challenges that caregivers face when it comes to assisting their children in the learning process you can start working with the caregivers to find appropriate solutions. Then assist them in trying out some resources that match their needs. You can then work with the caregivers and their children’s teachers on how the school can provide continued support by regularly checking in on caregivers’ progress with using their resources or providing reminders.
Use the Directory of Resources to identify appropriate solutions that fit specific needs and, as you evaluate different options, feel free to add any additional appropriate resources that you think the caregivers could benefit from.
The resources in the directory should be considered as starting points. You should use or add any additional appropriate resources that you think the caregivers could benefit from. If you have access to specialists or other service providers from your school or community, you can also ask them about additional resources that you can add to the directory and share with caregivers.
When evaluating different options, it helps to prioritize. For example, identify the most important need or the biggest challenge in meeting that need, and start there.
This section gives an overview of the resources that can help solve the challenges faced by caregivers. They are grouped into three categories: Skills and tools; Finding support; and Caring for your wellbeing. The resources in each group are broadly focused on addressing each group of challenges:
You can see some examples of a specific need, a challenge that the caregivers face in meeting that need, and a solution to help with that challenge in Tool 4: Identifying needs, challenges and solutions. There is also a blank table that can be used by the caregivers to write down their own plan to try out solutions to address a challenge.
Your role as a member of the school staff can support parents in accessing these resources by helping to find the best solution based on what is being used at home, access to internet or printing services.
Caring for caregivers’ wellbeing
Being a caregiver, particularly during the COVID-19 pandemic, can be stressful. As an inclusive school you should find ways to support caregivers in taking the time to take care of themselves.
Some messages that you may want to share with caregivers to care for their own wellbeing include:
Find the best way to communicate these short reminders or messages that can help caregivers to stay on track.
For example, these one-page tips are available in many languages, including [language] and Russian, and can be printed and posted at school or given to caregivers:
Keeping Calm and Managing Stress
,
Managing Anger
,
Supporting Children with Disabilities
,
Education and remote learning
,
Making a Routine
,
Family Harmony at Home
and
Parenting in Crowded Homes and Communities.
16