Encouraging and acting on parental advocacy

About:

A Cypriot school provided a platform for a non-verbal learner with cerebral palsy and hearing issues and the learner’s mother to express what was needed for the learner to feel and be included in mainstream classes. Special needs practitioners from a school for the deaf offered guidance and expertise to stakeholders at the mainstream school.

A multidisciplinary team, in co-operation with the Special Educational Needs Co-ordinator, evaluated the learner’s needs. The Ministry of Education, the School Board and teachers were also involved. The mother and the learner were present in school meetings and multidisciplinary team meetings. They also met the Director of Secondary Education several times and the Minister of Education, to discuss the learner’s needs and the actions needed. The Special Educational Needs Co-ordinator had almost daily contact with the mother.

Outcomes:

This initiative led to clear, tangible outcomes, such as the installation of ramps, elevators, assistive technology like special whiteboards and bathroom equipment. Class syllabi were also adjusted to be more inclusive and meet the learner’s needs. This process has already begun in other Cypriot schools as well.

Key element(s) of the VIA Framework:

This example is particularly reflective of AUDIENCE and INFLUENCE. The parties in power applied significant funding, resources and time to ensure the learner’s and parent’s voices were not only heard but acted upon. This complex, local school initiative directly benefited an individual learner. However, it opens up reflection about how a model for learner and parental participation, as well as accessible solutions and infrastructure, could be expanded nationally and beyond.