UNIT: 7 ROLES AND RESPONSIBILITIES OF LOCAL COMMUNITY MEMBERS IN SUPPOTING AND RAISING AWARENESS IN INCLUSION OF LEARNERS WITH SPECIAL EDUCATIONAL NEEDS AND DISABILITIES
Key Unit Competence: Student-teachers should be able toexplain the roles & responsibilities andactive collaboration of various membersof the local community in the education oflearners with disabilities and other SpecialEducational Needs in the school.
Introductory Activity
Roles and responsibilities of community members in the education of
learners with disabilities and other special needs in the school
Read the following text and answer the question that following:
The success of inclusive education relies on effective family-schoolcommunity
relationships. There is need to involve the community to help
schools in identification, assessment and placement of children with
disabilities. Besides, they are called on to provide children with additional
support services in case it is required. Community members can encourage
their children’s learning in and out of school and are also in a position
to support school goals and directions. Educational practitioners need to
strengthen the involvement of local communities as close partners.
The impact of unsupportive community attitudes, as well as a lack of
community-based services for children with disabilities, make it very
difficult for families to adequately raise their children. The parents and
caregivers of children with disabilities can be isolated from other families
within their community due to the associated stigma and discrimination.
To succeed inclusive education in Rwanda, the paper of norms and
standards for quality inclusive education, article 3.5 of the section 3 states
that ‘’Community Education Volunteers (CEVs) should actively participate
in community education, sensitization, mobilization, and conduct publicawareness campaigns in schools’’.
On another positive note, the Government of Rwanda, with the support
of the Civil Society, initiated a new structure meant to support the role
of community members known as “Local Education Activists’ (LEAs)
or “Imboni z’Uburezi Budaheza”. Parents of children with and without
disabilities, local authorities, Faith Based Organizations, Friends of the
Family “Inshuti z’Umuryango” gather to form a coalition. The latter is
aiming at supporting the school to mobilize surrounding communities to
send children with disabilities and actively play a role in their education.
In terms of roles and responsibilities, the LEAs are in charge of the
following tasks:
• Community mobilization on right to education of children with
disabilities,
• Identification of out-of-school children with disabilities at family level,
• Provision of extra instructional support services to children who are
exceptional,
• Home visits to families of children with disabilities in order to provide
continuous support to these families
• Collection of background information and monitoring children’s
academic progress.
• School to mobilize surrounding communities to send children with
disabilities and actively monitor their progress in learning.
Questions:
1. Name three major roles of community members in promoting
inclusive education.
2. The Government of Rwanda recognizes the role of community
education volunteers as close partners. Discuss how this
community involvement can impact on children’s learning?
3. State members of the LEAs’ structure.4. Brainstorm and discuss the different roles played by LEAs.
7.1. Current situation of community involvement in
promoting inclusive education
Activity 7.1.
Use books or other sources of information to answer the following
questions:
1. How do you understand the situation of community involvement in
promoting inclusive education in Rwandan schools?
2. Are you aware of some of the community initiatives that are
put in place to support the education of children with SEN and
disabilities in Rwanda? Yes or No. Explain your answer with
concrete examples.
7.1.1. Situation of community involvement in promoting
inclusive education
The role of the community in inclusive education is three fold: i) pedagogical,
ii) economic and iii) socio-political or developmental. Linking schools and
communities is widely recognized as good pedagogic practice. There is an
economic dimension to these links as well. A wide range of costs is involved in
the provision and uptake of education, and these costs are borne by various
parties. The community is entitled to supporting schools in financial issues.
A third sense in which schools are linked to homes and communities is the
socio-political or developmental dimension. In highly centralized political
systems, government control of schools is usually strong, with minimum
community involvement beyond contributing local resources.
It was found that once community members have the opportunity and mindset
to choose and participate in decisions that affect their lives, they gain the
ability to lead and to take the initiative to make policy decisions that distribute
benefits equitably and effectively through collective and collaborative efforts
and actions.
Though the role of community members is vital in promoting inclusive
education, some are not willing to get involved and engage in school activities
pretending that they are not welcome and therefore not respected by school
authorities. This situation most affects those who are not educated enough
or do not understand well school activities.In Rwanda, however, it is shown by studies that the community participation in
inclusive education brought more benefits than expected. School-community
links generally are based on a combination of pedagogic, economic and
socioeconomic dimensions. Many good inclusive schools have a strong link
to the communities they serve, influenced by one or more of these factors.
For inclusive, child-friendly schools, these are also important factors. But
there is a more fundamental sense in which child-friendly schools are linked
with communities – the child’s right to quality basic education.
Over the last two decades, the role of the community volunteers was vital in
promoting inclusive education in Rwandan schools. Community education
volunteers are catalysts of change in inclusive schools. As a matter of facts,
the community volunteers helped children who attended school to improve
in physical, emotional, and social abilities, making them better in terms
of achievement. Communities benefited from inclusive education as well
by gaining knowledge and understanding of disability. Communities with
inclusive education programs became more open minded, creating a more
favourable environment for children with disabilities.
The role of community education volunteers is dual. On one hand, it helps
CwDs and SEN to enrol, reduce drop outs and improve their academic
performance.
SELF Assessment 7.1
1. The role of the community in inclusive education is three fold: i)
pedagogical, ii) economic and iii) socio-political or developmental.
Explain with concrete examples.
2. Community education volunteers and LEAs are catalysts of
change in inclusive schools. Yes or No. Explain your choice with
vivid examples.
3. Discuss the benefits of involving community education volunteersand LEAs in the education of children with disabilities and SEN.
7.2. Relevant and related Organization within the Rwandan
communities
Activity 7.2
Use books or other sources of information to answer the following
questions:
1. What are key community stakeholders involved in the education
of children with disabilities in Rwanda?
2. How can they be coordinated for a smooth participation in
supporting inclusive education? Suggest practical tips.
7.2.1 Key community stakeholders involved in the education of
children with disabilities
The following are key community stakeholders supporting inclusive education
in Rwandan schools:
• Local authorities
Local authorities are those leaders elected at local decentralized levels
including District, Sector, Cell and Village officials. They have an important
role to play in leading efforts to promote and implement inclusive education
at local levels.
• Faith Based Organizations
Faith-based organizations (FBOs) play a dual role of spiritual development
and socio-economic improvement in the lives of believers. Whether the goal
is to meet immediate religious, behavioural or material needs, the purpose of
many FBOs is to assist individuals in advancing their lives for the better. It is
within this respect that FBOs are involved in the education of the marginalized
children, including those with disabilities and SEN.
• Community influencers
‘’Community influencers’’ refer to prominent individuals in a community
who are trusted by people and whose opinions are valued. Community
influencers have an important contribution to play in improving access to
inclusive education for children with disabilities and SEN.
Under this category, we have Friends of Families “Inshuti z’Umuryango”
represented by two people (a woman and a man) elected at village levels by
community members to advocate for children’s rights, fight against domestic
violence and protect children against any kind of harm or abuse. The structure
is put in place by the Ministry of Gender and Family Promotion (MIGEPROF)
and is technically supported by the National Children’s Commission.
• Civil society organizations
Civil society is a key stakeholder in advocating for, and implementing
inclusive education. Rwanda has made tremendous progress in expanding
overall access to education and the involvement of the local civil society has
been vital in achieving this goal.
Under this category, we find local organizations advocating for the rights
of children with disabilities and promoting their access to basic inclusive
education (Organizations of Persons with Disabilities); such as the National
Union of Disability Organizations in Rwanda (NUDOR), NUDOR members
and Action for Inclusive Education Development in Rwanda (AIEDR).
SELF Assessment 7.2
1. Name key stakeholders involved in supporting the education of
children with disabilities at community level.
2. Discuss the relationship that exists between the four levels:
local authorities, FBOs, community influencers and Civil SocietyOrganizations.
7.3 Role and responsibilities of key community stakeholders involved in the education
of children with disabilities
Activity 7.3
Use books or other sources of information to answer the following
questions:
1. Think of roles and responsibilities which can be played by: local
authorities, FBOs, community influencers and Civil Society
Organizations to support the education of children with disabilities
in Rwanda? Write it down on a paper.
2. Name some of the Organizations of Persons with Disabilities
(DPOs) you know and specify what kind of support they provideto children with disabilities.
• Roles and responsibilities of local authorities
Main roles and responsibilities are:
District
• Coordinate and monitor the implementation of policies related to
inclusive education in the district.
• Mobilize and distribute resources to support inclusive education in the district.
• Raise awareness on inclusive education in the district.
• Ensure that partnerships with relevant stakeholders are in place to
promote inclusive education in the district.
Sector, cell and village
• Sensitize the local community on issues related to inclusive education.
• Mobilize local community members to become involved in activities that
support and promote inclusive educational principles and practices.
• Support and involve families in the education of children with disabilities and SEN.
• Ensure that children with disabilities and SEN and their families are aware of their rights.
• Identify and find children with disabilities and SEN who may be hidden/kept in various families
• Roles and responsibilities of FBOs
Main roles and responsibilities are:
• Contribute to awareness raising on inclusive education and the
educational rights of children with disabilities among their congregations.
• Ensure that everyone is included in their different community services.
• Ensure children with disabilities and SEN are integrated in FBO
education programmes.
• Encourage children with disabilities and SEN to participate in religious
ministries, clubs, religious education programmes and events.
• Advocate for the inclusive education of children with disabilities and
SEN among national, regional and international stakeholders.
• Participate in the implementation of different policies related to inclusive education.
• Roles and responsibilities of community influencers
Main roles and responsibilities are:
• Identify children with disabilities and SEN using community-based
services like Inshuti z’umuryango.
• Refer cases of children with disabilities and SEN to relevant services.
• Sensitize/mobilize community members to promote and support inclusive education.
• Liaise with all community members to provide support services for
children with disabilities and SEN according to their professional
abilities (e.g., carpenters, technicians, artisans and religious leaders).
• Provide support to parents with children with disabilities, e.g., guidance
and counseling or inclusion in income generating activities.
• Advocate for the rights of children with disabilities among concerned
stakeholders such as the local government and CSOs.
• Roles and responsibilities of the Civil Society Organizations
Main roles and responsibilities are:
• Promote the rights of persons with disabilities and SEN, including rights to education.
• Promote economic and social integration of children with disabilities
and SEN by providing resources and equipment needed for learning.
• Support organizations of persons with disabilities and SEN in their missions.
• Build local capacity and empower communities with knowledge on inclusive education.
• Mobilize and enhance community participation in the production of
local resources needed in inclusive education.
• Raise awareness of the challenges to inclusive education and advocate for change.
SELF Assessment 7.3
Organize a role play in which you dramatize roles played in an effort to
enrol children with disabilities who are hidden by their families. Players will
represent the following:• local authorities
• FBOs
• Community influencers
• Civil Society Organizations.
7.4. Strategies to enhance collaboration between community members (local leaders, community
influencers, Faith Based Organizations, Organizations of Persons with Disabilities, etc.) in education of
learners with disabilities and other SEN
Activity 7.4
Use books or other sources of information to answer the following
questions:1. What ways do you think can be used to enhance partnerships7.4.1 Strategies to enhance partnerships and collaboration
and collaboration between local authorities, FBOs, community
influencers and Civil Society Organizations?
2. Which are the practical methods do you think can be used by each
and every community stakeholder to better support the education
of children with disabilities?
between community organizations
Strategies include:
• Partnering between local authorities, FBOs, Civil Society Organizations
and community influencers involved in supporting the education of
children with disabilities amd SEN
• Participating in the district, sector, cell and village steering committee
meetings for the development and support of IE in the respective target area;
• Mobilizing resources, including available local resources, to support
inclusive education;
• Strengthening links and coordination to jointly lead community based
awareness raising sessions;
• Initiating a common forum for exchange and efforts/ resource
sharing.
7.4.2. Practical methods which are appropriate for specific
community stakeholders
∎ Local government authorities
Local government officials could consider the following methods and
channels to fulfill their roles and responsibilities with regards to promoting
inclusive education:• Village council meetings (inteko z’abaturage): These meetings are
good channels to convey messages on inclusive education.• Monthly community work (Umuganda): Issues related to inclusive
education can be discussed during community work.• Home visits: An education activist can pass on inclusive education
messages by visiting families to make sure that the actual information
is conveyed to them. Families with children with disabilities and SEN
can be mobilized to demand inclusive education in this way.• Parents’ evenings (umugoroba w’ababyeyi): Messages related to
inclusive education can be easily transmitted to parents and caregivers
during these occasions.• Mass sports events (siporo rusange): These large gatherings also
can be a good channel of conveying messages related to inclusive
education.• Education meetings: These meetings can include inclusive education
awareness raising on their agenda.• Various talks: Public talks/speeches that attract large number of people
can be used to influence people’s attitudes towards children with
disabilities and SEN.• Open days: Open days at schools or government offices can be anoccasion to exchange ideas on how to promote inclusive education.
• Exhibitions: Exhibitions during conferences or other events can be used
to talk about inclusive education and share material on the subject,
helping to positively influence people’s attitudes towards children with
disabilities and SEN.• Media: Messages through the media in written, audio and visual formats
can help many people to adopt positive attitudes and values towards
children with disabilities and SEN.• Different forums: Forums such as workshops can be used to explain
government policy and implementation plans on inclusive education.• Traditional school (Itorero): Itorero is also a good channel for promoting
inclusive education principles and practices.
∎ Faith Based Organizations
FBOs could consider the following methods:
• Religious ministries assemblies : church or gospel gathering
• Communitybelivers’ meetings: for instance, catholic mothers’ meetings,
protestants mothers’ union, etc
∎ Community influencers
Community influencers could consider the following methods while mobilizing
community members to send children with disabilities to school.
• Community outreach programmes:
–– Community work « umuganda »
–– Community assemblies « Umugoroba w’ ababyeyi »
–– Friends of the Family « Inshuti z’umuryango »
–– Local Education Activists “Imboni z’uburezi”
• Community special events to celebrate the International Day of Persons
with Disabilities and International Day of the Child.
∎ Civil society organizations
The CSO could consider the following methods:
• Use video spots to sensitize all educational partners on children’s right
to inclusive education.
• Distribute pamphlets and other printed communication materials to
enhance community members’ knowledge of inclusive education.
• Use radio broadcasts to promote positive attitudes towards the
integration of children with disabilities and SEN in schools andcommunities.
• Raise awareness of the needs of children with disabilities and SEN
through dialogues during community meetings and collective work“Umuganda”.
SELF Assessment 7.4
1. State main strategies used to enhance partnerships and
collaboration between organizations supporting inclusive
education at community level.
2. Discuss in groups some methods that can allow local leaders,
FBOs, community influencers and CSOs to effectively conduct
awareness raising sessions on rights to education of children withdisabilities and SEN.
END UNIT ASSESSMENT
Section A:1. The role of the community in inclusive education is three fold: i)Section B:
pedagogical, ii) economic and iii) socio-political or developmental.
Explain with concrete examples.
2. Community education volunteers and LEAs are catalysts of
change in inclusive schools. Yes or No. Explain your choice with
vivid examples.1. Name key stakeholders involved in supporting the education ofSection C:
children with disabilities at community level.
2. Discuss the roles played by community influencers. Write it down
on a paper.Suggest the roles to be played by FBOs and CSOs in an effort to enrolSection D:
children with disabilities who are hidden by their families.1. Discuss in groups how you can stimulate and strengthen
partnerships and collaboration between organizations supporting
inclusive education at community level.
2. Propose a plan of how you can effectively address a group of local
leaders on rights of children with disabilities and SEN to educationby highlighting practical methods that can convince attendees.