Inclusion and Education: The session on inclusion and education was introduced through the following exercise: The participants were divided into three groups. Each was given a task. One group was asked to think of why it is important to be part of the local school concerning going to and from school, what activates do you do and which activities require contact with others. The next group was asked the same but concerning being part of a class. The third group was asked the same for being part of the local school. The feedback was as follows: Group 1. Going to and from 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 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. Group 2. Being part of the classroom of your local school: Being able to find children in neighbourhood to discuss home work/tests etc. - friends from class will be from same neighbourhood (for play outside school) - Teachers will be from same town/village, able to talk about them with others - sharing other activities together as school plays, trips, assemblies, singing the national anthem etc.. Group 3. 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. This activity was difficult for several people. The issues iden tified above were mainly as a result of the input of the trainer. The activity was important to emphasise the wide range of issues involved when you are not going to the local school.
Inclusion and Education: The session on inclusion and education was introduced through the following exercise: The participants were divided into three groups. Each was given a task. One group was asked to think of why it is important to be part of the local school concerning going to and from school, what activates do you do and which activities require contact with others. The next group was asked the same but concerning being part of a class. The third group was asked the same for being part of the local school. The feedback was as follows: Group 1. Going to and from 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 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. Group 2. Being part of the classroom of your local school: Being able to find children in neighbourhood to discuss home work/tests etc. - friends from class will be from same neighbourhood (for play outside school) - Teachers will be from same town/village, able to talk about them with others - sharing other activities together as school plays, trips, assemblies, singing the national anthem etc.. Group 3. 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. This activity was difficult for several people. The issues iden tified above were mainly as a result of the input of the trainer. The activity was important to emphasise the wide range of issues involved when you are not going to the local school.
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