It additionally includes information on relevant activities, e. Links to these different parts of this bibliography and to these relevent activities may be found above in the Contents List on the right hand side of this page or on the larger print version of the Contents List.
Resilience in children is the ability to recover from traumatic experiences and develop the skills to overcome future challenges. In dealing with adversities, children draw from personal strengths often divided into external I haveinternal I amand interpersonal I can resources. Refugee and internally displaced children can develop these personal resources through meaningful participation in issues that affect them, their families, and their community.
Child participation is enhanced through the six step Child-to-Child approach, which allows children to study and analyze the issues that confront their community and plan and carry out age-appropriate actions in response.
Child-to-Child has been successfully implemented in more than 70 countries worldwide with children living in difficult circumstances, such as camps for refugee and internally displaced persons, and with children living in less dire conditions.
Child-to-Child, child participation, building resilience, child rights, empowerment, refugee children, internally displaced children, disaster risk reduction, natural disasters and children, children in camps, psycho-social support. Introduction Foremost among the vulnerable and victims in the chaos and destruction of war, civil unrest, and natural disasters are children and youth.
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In their homes and en route to the camps, the children are exposed to enormous physical and emotional harm and incomprehensible violence, often upon their own parents and other family members.
Arrival in the refugee camp or shelter frequently results in another set of difficulties, such as food insecurities, limited educational opportunities, inadequate psycho-social support, and reduced space to play.
The familiar village and family structure that brought security and community cohesiveness is fractured and not easily supplanted by camp leadership and NGO services. Responding to the need to provide psychosocial support for emotionally traumatized children is a relatively recent phenomenon.
Reviewing approaches to psychosocial support work in international humanitarian assistance, Zaveri found that a lack of consensus on what should be included delayed the insertion of standards on mental health and psycho-social support in the earliest Sphere Handbooks published in and Zaveri noted that efforts have been made recently to provide such support, although not systematically and not tapping into the affected community as a potential resource.
The Child-to-Child program views children as a resource to help meet the psychosocial needs of other children and families living in difficult circumstances. The incorporation of the Child-to-Child approach in refugee camp activities and projects has been shown to be effective in helping restore the emotional and physical health of affected children and families and in building their resilience Harman, Scotchmer, Child participation as a fundamental right Article 12 of the UN Convention on the Rights of the Child CRC recognizes as fundamental the right of children to freely express their views in all matters that affect them.
The Committee on the Rights of the Child considers this right an underlying principle that must inform the implementation of all other rights.
Lansdown notes the benefits of child participation as providing insight that helps inform child-focused legislation and policies, and empowers children by allowing them to acquire skills and experience.
Participation also leads to better protection, as the children are less likely to be silenced. Finally, participation promotes civic engagement and active citizenship, enhancing good governance. For over thirty years, Child-to-Child has upheld the active and meaningful participation of children as outlined in the UN Convention on the Rights of the Child.
The methodology promotes meaningful child participation through child-centered, active learning approaches that engage children in education, health, and development issues. Implemented in venues as varied as schools, markets, camps for displaced and refugee children, faith centers, and centers for street children, Child-to-Child provides the opportunity for children to study and analyze the issues that confront them and their community and then plan and carry out age-appropriate actions in response to that issue.
The approach was first developed in by a group of eminent pediatricians, educationists and global health specialists to commemorate the forthcoming International Year of the Child and acknowledge the active role that children can and do take within their communities to bring about positive change.
Child-to-Child approaches build upon the naturally occurring phenomenon of older children taking care of younger children and peers learning from each other.
Initially, Child-to-Child programs focused on teaching older children about child health and safety, nutrition, and early child development and encouraged them to share that knowledge with other children.teaching and learning methods in inclusive classrooms in the foundation phase.
by. motitswe jacomina mokgadi christine. student number: 3. – 2 – (h) Recognizing also that discrimination against any person on the basis of disability is a violation of the inherent dignity and worth of the human person, (i) Recognizing further the.
Nov 25, · Dissertation on barriers to effective inclusive education writing a good phd dissertation pdf essay lives of the saints themes a civil rights movement essay ethnicity essays. Quarterly essay 58 impala. ‘Closing the gap in educational attainment between social groups has been widely acknowledged as a pressing concern of national import.
inclusive system has the potential to provide a more effective education for all students The authors of a related study contend that inclusion would lead to the integration of all students and with better coordination of programs lead to a more powerful general educational system (Wang, Reynolds, & .
THE BARRIERS TO INCLUSIVE EDUCATION. FOR Examining the Barriers to Inclusive Education for Students with Special Educational Needs 6 ABSTRACT The purpose of the study was to explore the barriers to inclusion of students Keywords: Inclusion, barriers to learning and participation, special needs, Index for Inclusion.