Students fight for the rights of their disabled peers
Some 33 children with disabilities in Gyumri are reportedly not attending school. The real number is likely much higher because although many are registered, they are not actually attending.
While there are 65 inclusive schools operating all over Armenia, there are none in Shirak Marz.
I am eight years old and lost two years of attending school because my parents were unable to find a wheelchair for meThese children remain out of school for various reasons. Some children do not have wheelchairs or other necessary devices, the educational facilities lack proper access, and they lack teachers who can meet the educational needs of children with disabilities. In addition, families of children with disabilities face severe financial shortcomings.
“I am eight years old and lost two years of attending school because my parents were unable to find a wheelchair for me”, says Arsen. Now he has a wheelchair and is enjoying his new life.
Parents of Dmitriy, 11, took him to the Armenian capital Yerevan to undergo treatment. He was excluded from the school because of absenteeism. “He is so eager to return to school and even study with younger children but the school principles do not give him this chance”, says Dmitiy’s mother in despair.
“My Arman is 11 years old and he has attended school only for a very short time. He refused to go to school. Many people blame me that he is illiterate but what can I do? He has five cysts in his head and hears noises (a murmur) all the time. He needs professional support which is not available at school”, says Arman’s mother Hasmik.
To encourage children with special needs and their parents, Arthur, aged 17, shared his life experience. “Only a few years ago I was a shy boy in a wheelchair unwilling to attend school. I am a college graduate and have a diploma in computing. Now I am a student of the Tiramayr Educational Center and study computer design. This will give me an opportunity to work and have a dignified life”.
He continued, “It was World Vision staff who encouraged me and my mother not to give up”. Arthur not only advanced in his studies but also underwent medical treatment and made indescribable efforts to walk without a wheelchair.
Edward suffers from cerebral palsy. His grandmother Ofsanna raised the issue of low pensions with some at just 14,000 AMD (US$37 per month).
“There is no parent that is not interested in seeing her child well educated. But children with disabilities require additional attention, special transportation, and regular treatment. Parents work day and night but still are unable to cover the expenses”, she explained.
Parents also questioned why home education is not available for their children. It would not guarantee children’s full integration but it would be a start in meeting their development needs.
children with disabilities require additional attention, special transportation, and regular treatment. Parents work day and night but still are unable to cover the expensesThe head of the Child Rights Department Ms. Ginosyan explained that according to the current law it is the school principle that makes the decision. Sadly, school principles refuse to dedicate teachers to home school ing when the schools are so understaffed and lack basic resources.
“While introducing the issue of children with disabilities to the higher decision making bodies we highlight that Gyumri orphanage for children with disabilities is almost empty, but parents need psychological and financial support to be able to continue taking care of children on their own”, says Ms Ginosyan.
“After this event Student Councils will draft an appeal letter addressed to the Marzpets Office with a request to invest in redesigning at least three schools in the marz so that children with special needs will be totally involved in mainstream education. We will also emphasise the right for home education”, says Karine Kurkhinyan, World Vision’s Gyumri Area Development Programme Project Coordinator.
The event ended with children writing their desires on apiece of paper and placing them in a ‘desire box’. Those who did not know how to write referred to their peers for help.
For their wishes to come true, students, parents, and teachers must keep advocating for the rights of children with special needs so they enjoy the opportunities that other children enjoy.
-Ends-
While there are 65 inclusive schools operating all over Armenia, there are none in Shirak Marz.
I am eight years old and lost two years of attending school because my parents were unable to find a wheelchair for meThese children remain out of school for various reasons. Some children do not have wheelchairs or other necessary devices, the educational facilities lack proper access, and they lack teachers who can meet the educational needs of children with disabilities. In addition, families of children with disabilities face severe financial shortcomings.
“I am eight years old and lost two years of attending school because my parents were unable to find a wheelchair for me”, says Arsen. Now he has a wheelchair and is enjoying his new life.
Parents of Dmitriy, 11, took him to the Armenian capital Yerevan to undergo treatment. He was excluded from the school because of absenteeism. “He is so eager to return to school and even study with younger children but the school principles do not give him this chance”, says Dmitiy’s mother in despair.
“My Arman is 11 years old and he has attended school only for a very short time. He refused to go to school. Many people blame me that he is illiterate but what can I do? He has five cysts in his head and hears noises (a murmur) all the time. He needs professional support which is not available at school”, says Arman’s mother Hasmik.
To encourage children with special needs and their parents, Arthur, aged 17, shared his life experience. “Only a few years ago I was a shy boy in a wheelchair unwilling to attend school. I am a college graduate and have a diploma in computing. Now I am a student of the Tiramayr Educational Center and study computer design. This will give me an opportunity to work and have a dignified life”.
He continued, “It was World Vision staff who encouraged me and my mother not to give up”. Arthur not only advanced in his studies but also underwent medical treatment and made indescribable efforts to walk without a wheelchair.
Edward suffers from cerebral palsy. His grandmother Ofsanna raised the issue of low pensions with some at just 14,000 AMD (US$37 per month).
“There is no parent that is not interested in seeing her child well educated. But children with disabilities require additional attention, special transportation, and regular treatment. Parents work day and night but still are unable to cover the expenses”, she explained.
Parents also questioned why home education is not available for their children. It would not guarantee children’s full integration but it would be a start in meeting their development needs.
children with disabilities require additional attention, special transportation, and regular treatment. Parents work day and night but still are unable to cover the expensesThe head of the Child Rights Department Ms. Ginosyan explained that according to the current law it is the school principle that makes the decision. Sadly, school principles refuse to dedicate teachers to home school ing when the schools are so understaffed and lack basic resources.
“While introducing the issue of children with disabilities to the higher decision making bodies we highlight that Gyumri orphanage for children with disabilities is almost empty, but parents need psychological and financial support to be able to continue taking care of children on their own”, says Ms Ginosyan.
“After this event Student Councils will draft an appeal letter addressed to the Marzpets Office with a request to invest in redesigning at least three schools in the marz so that children with special needs will be totally involved in mainstream education. We will also emphasise the right for home education”, says Karine Kurkhinyan, World Vision’s Gyumri Area Development Programme Project Coordinator.
The event ended with children writing their desires on apiece of paper and placing them in a ‘desire box’. Those who did not know how to write referred to their peers for help.
For their wishes to come true, students, parents, and teachers must keep advocating for the rights of children with special needs so they enjoy the opportunities that other children enjoy.
-Ends-
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