Going to pre-school in Mozambique
In many countries, children with disabilities are less likely to receive the care, supports, and services they need to develop their full potential. Children with disabilities are therefore often excluded from pre-schools and primary schools. That’s why our Light for the World Disability Inclusion Lab have been working with Plan International in Mozambique on inclusive early childhood development. The program focusses on developing language, communication skills and cognitive skills, socio-emotional skills, and the child’s readiness to transition into primary school.
What we’ve learned, is that this programme has demonstrated that, in order to ensure that children with disabilities are enrolled and included in early childhood care and education, it is necessary to work with the family, preschools, the community and others around the child. If carers are trained, but children are not identified, then this will remain a barrier for the inclusion of the children at the centers. If parents are willing but feel insecure about the capacities of the carers, then they will not allow their children to attend.
So what are aspects that need to be addressed when aiming to include children with disabilities in early childhood development interventions? This section elaborates on the five key points:
- Work directly with the parents/caregivers of children with disabilities.
- Address individual physical and medical needs of children with disabilities.
- Build the skills and confidence of carers.
- Equip and build a strong implementing team.
- Build evidence on what is happening and what (doesn’t) work.
Do you want to know more about the five key points or about the programme in Mozambique? Read the publication of Plan International here.
Please find the original article here.