NEWS - Rushdi Inclusia, Every Child Included
During New Year’s celebrations at school at our Resource Centre we had a guest visitor from the Education Department. Near the end she came up to me and asked me: ‘Where are your children?’ I was confused and didn’t know if she was asking about my own children. But then, she said: ‘You work with disabled children, no? Where are they now?’
‘All of them are here, playing and enjoying the party,’ I replied. It hadn’t occurred to her until then that it was an inclusive celebration and that all the little ones where present. Many had come: children, their parents and teachers. All of them celebrating happily as children do. They were playing, dancing and reading poems, teachers and childminders where helping out. The government lady was deeply impressed that our children, children with disabilities, can play and be with other children so well, equally. She then stated that it was a testimony to her, that inclusion is possible. And of course it is, Samira Nabieva, head of Rushdi Inclusia knows this.
At Rushdi, they strongly believe that every child has the right to a decent standard of life and living environment in which to grow and develop. Therefore, they contribute themselves to the improvement of Early Years Services for children in Tajikistan. They promote the rights of children with all kinds of disabilities to participate in mainstream schools and to live with their families, increase their community participation and overall inclusion.
Enabling the disabled
But there’s more to Rushdi Inclusia. As a knowledge and childcare organization they have much to offer to other ISSA organizations. They hold and preserve knowledge and expertise, especially on training and mentoring teachers in mainstream schools. They help them create inclusive environments for children with disabilities, and teach them how to overcome physical and mental limitations of a child. Finally, they consult them throughout on creating and enhancing physical accessibility, and to give socio-physiological support to children and their families.
Rushdi has a lot of knowhow and experience in preparing children with disabilities to participate and learn in mainstream schools. Such a pathway includes tutoring, individual study hours and working with family and teachers.
While they do have some experience on working with other local parental organizations on kindergartens in early interventions and inclusion, they could use more experience and knowledge on how partners in other countries are establishing cooperation’s and functional networks with kindergartens and schools to promote inclusion. Perhaps another ISSA member can share their experiences!
Either way, from Tajikistan they say: ‘Never give up in everything you do and whatever doesn’t kill you, makes you stronger.’ And last, but surely not least: ‘Parental support is a key factor in the success of the child!’