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Organisation: Leonard Cheshire Disability (LCD) – East & North African Region
Address: P.O. Box 38748 – 00600 Nairobi
Regional office based on Oloitoktok Road, Off Ole Odume Road, Nairobi
Tel: +254 20 3872197/78
Fax: +254 20 3872249
E-mail: info@lcd-enar.org
Website: www.lcd-enar.org
Contact name: Lynette Injette Ochola
About the programme
Child-to-Child (CtC) activities are part of Leonard Cheshire Disability’s Inclusive Education Practice. The initial project pilot in Oriang Cheshire Inclusive Education Project, Rachuonyo District saw the active participation of disabled and non-disabled school children engaged in Child-to-Child activities to sensitise the school community on the various causes of disability through Child-to-Child clubs. It also enabled teacher support in the classroom through peer support.
This pilot project has led to a scaled up programme in Nyanza Province where 10 primary schools have been identified to be disability resource centres to model inclusion. Teachers are trained on Child-to-Child practice so that they can set up clubs in their respective schools. The children then play an important role in supporting their peers and teachers through child-centred learning methodologies. Over 500 disabled and non-disabled children and youth in the Nyanza Inclusive Education Programme participate in these clubs.
Child-to-Child activities
The main purpose of these activities are to sensitise school communities on the causes and prevention of disability; disabled people’s rights and also to raise awareness on the diverse capacities of disabled learners.
Encouraging child participation
Teachers are initially trained in CtC through capacity building workshops and then LCD facilitates the establishment of CtC clubs in the schools that we support.
Health in and out of school
In Nyanza 10 schools are involved in the first phase of the programme. By 2010 30 schools in total with at least 1500 pupils will be involved in the programme.
In Mukono and Budaka Districts in Uganda, 20 schools are being supported by LCD and each school has a Child-to-Child club.
- Teaching and learning: Inclusion promotes child-centred learning. Children support each other in all areas (subjects).Older children use their artistic skills to make learning materials for younger children or their disabled peers. Some children with disabilities are good in certain subject areas such as mathematics and so they support their non disabled peers.
- Co-curricular activities: The clubs promote drama, singing and poetry where children can discuss the issues that affect their daily lives.
- School life: Children work in clubs to support each other by ensuring health issues are attended to such as washing hands after visiting the toilets.
- Link between school and community: Creating awareness and sensitisation on disability issues is carried out during inclusive education and Child-to-Child days. These special days allow the children to interact and inform their communities on what they have learnt and also showcase their capabilities.
- Community activities outside of school: In the community children help in the identification of children with disabilities not accessing education and report to the community health workers (Volunteers).
Involvement of schools and communities
Parents, volunteer community based rehabilitation or health workers and disabled community members, children and teachers make up the various school disability management committees and participate in monitoring of school activities.
Monitoring and evaluation of the programme
Through focus group discussions, project visits, participation in Child-to-Child days. Yes all stakeholders participate in monitoring of activities. The use of child to child approach has empowered children to address certain issues affecting them. In focus group discussions they have been able to voice their appreciations. They have realized improvements on the teacher/child relationship due to interventions through the programme.
Training activities
Teachers are trained by facilitators with expertise in Child-to-Child methodologies. They in turn support children and train other teachers in the CtC Approach.
The trainer of trainers (TOT) model is used to ensure greater numbers are trained. Selected teachers who have received training and show leadership qualities support other teachers in their respective and neighbouring schools.
Further information
Visit Leonard Cheshire Disability’s website; www.lcd-enar.org
Date: 2008
Source: Lynette Injette Ochola/Njambi Waciuma
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