SSI-UNICEF Action Research Project Evaluations and Findings Mumbai, 2001-2003

1. SSI-UNICEF Action Research ProjectEvaluations and FindingsMumbai, 2001-2003 Urvashi Shah, Ph.D. Research Consultant

2. ACTION RESEARCH PROJECT Background • Project:Demonstrating the ‘how’ of inclusive pre-school education in a community setting. • Research Boundary:Six demonstration sites in socially disadvantaged areas (N=6000HHs) • Target group:3-5 year old pre-school children, marginalized by disability/ gender/ poverty (N= 600) • All children with disability included (N= 51)

3. The Research Brief • Macro-Qualitative Study (Research Agency- A.C. Neilson) • Comprehensive listing of demographic and disability details from all households. • Tracking attitudinal changes, if any, in the community- in families, local government officials, community leaders.

4. The Research Brief • Micro-Qualitative Study (Research Consultants, Shah and Sovani) • Tracking changes, if any, in a sub-sample of the children • Listing of barriers to inclusion and assessing shifts, if any, in these due to the intervention.

5. EVALUATIONTracking….. Whom? • TheSample • Pre-school children(Disabled and Non-Disabled) • Parents of these pre-school children • Other families in the community • Local leaders • Social Workers • Policy Makers

6. Non-participant observations Sub sample of children both D and ND and their AMW’s in the classrooms. Survey Questionnaire Socio-demographic and disability profile for all households In-depth interviews Random sample of parents in the community In-depth interviews Parents of sub sample of pre-school children EVALUATIONTracking…. How? The Method

7. EVALUATIONTracking… What? Independence Skills Social Skills ‘Well Being’ Emotional Skills Motor Skills Creative Skills Communication Skills

8. EVALUATIONThe Research Tool Development Scales • Social Development Scale • Emotional Development Scale • Communication Development Scale • Creativity Development Scale • Motor Development Scale • Functional Skills of Independence Scale

9. EVALUATIONTracking… What? Classroom Activities Physical Space Barriers to Inclusion A.M.W’s Behaviour Parents Attitudes

10. EVALUATIONThe Research Tool • Barrier to Inclusion List (BIL) • Schedule A:Physical Space • Schedule B:Teacher’s (AMW) Behaviour • Schedule C:Parents Attitudes • Schedule D:Classroom Activities

11. Seven Steps of Analysis Graphs Summary score sheet Av. score for each scale Scores for each factor Descriptors for each factor Individual child summary Log notes

12. EVALUATION Tracking..Where? Jawahar Nagar PMGP,Dharavi. The Six Sites • Multi-lingual, Multi-religious communities • Pucca houses, poor sanitation, toilet and water facilities outside the house Nargis Dutt Nagar Mukund Nagar Murti Nagar Mahim

13. Dharaavi EVALUATION Tracking... Where? The Seventh Site-I.C.D.S • Four visits • Average of 3-4 children present • No educational activities. • Focus on • Nutrition-food distribution • Health records- immunization and ht./ wt. records. • Tracking expectant mothers and providing nutritional inputs • Liaison with governmenthospital for medical care for children

14. FINDINGSSocio Demographic Data • Profile of an average family in the community • Mother: Illiterate/Primary education, Housewife. • Father: Secondary education, skilled/unskilled worker, temporary jobs. • .Average total earnings: < Rs. 4000/- p.m. CWE in 20% of the HHs are illiterate. On the whole, 78% of the HHs are below Rs 4000 MHI, of which 38% are earning below Rs. 2500 p.m.

15. FINDINGSSocio Demographic Data • Profile of an average family in the community • Type of family: Nuclear • Number of rooms per household: 1 • Number of people per household: 5 • Number of children per family: 3 HH are mostly single family nuclear type. Average family size is 5. There is overcrowding of members as they mostly stay in one room only.

16. Findings: Qualitative DataParent Speak….. Theme: Education High motivation despite adverse circumstances • Education a must, several benefits. “Times are changing… now for any job, however small, in any situation, education is a must” “At school they learn to talk well, they will have respect and not be humiliated like us” .

17. Findings: Qualitative DataParent Speak…. Pro-inclusive education, perceived benefits for all …… “Children must learn to live together without differences from an early age…caste-creed, ability-disability, boy-girl all these differences will disappear and that is how it should be” “My child will be motivated to work hard when she sees the disabled child overcome challenges, she will learn values of love and helping others…the disabled child will learn by imitation and improve…”

18. Findings: Qualitative DataParent Speak…. ….. but some reservations about the intellectually disabled child. “The mentally challenged children should be in special schools. Watching him our children may start behaving in a funny way”

19. Findings: Qualitative DataParent Speak…Post-Intervention • Specific improvement in children with disability Inclusion is possible even for children with intellectual disabilities. • Positive changes in children-hygiene, manners, learning, communication and overall confidence.

20. Findings: Qualitative DataOther Voices in the Community School principals, slum lords, social workers, health department officials. • Overall positive towards inclusion but concerned about implementation. • Lack of infrastructure and training perceived as key barriers. • Government officials felt support from NGO’s important and nutrition a must in any such program.

21. Qualitative ImpressionsIn the classroom …Before Training • Teacher/AMW • Difficulty managing the class, chaos and confusion

22. After Training • Effectively addressed different needs

23. After Training • Variety of activities, structure, time-table • Confident, caring and firm

24. After Training • Parents satisfied and full of praise

25. Qualitative ImpressionsIn the classroom….. • Peer Interactions • Inclusive behaviour • Unusual Pairings between Disabled and Non-Disabled

26. Qualitative ImpressionsIn the classroom… Children Observations at End-Term • Disabled children confident and participative • All children loved to come to school

27. Findings Across SitesQuantitative Data

28. Findings Across SitesQuantitative Data

29. Findings Across SitesQuantitative Data

30. Findings Across SitesQuantitative Data

31. Findings Across SitesQuantitative Data

32. Final Impressions • All children gained at multiple levels in the inclusive nursery • No negative impact on Non-Disabled children • Disabled children gained more- the realization of a dormant potential • Acceptance by Non-Disabled children • Community accepting of inclusion • Community workers can be trained to teach effectively in an inclusive set up • Human resources v/s Material resources Effectiveteachers are the key to bring about change… even in the most challenging, deprived environments.

33. Outcome • A model for Inclusive nurseries in impoverished communities that can be replicated and up-scaled across the country. • Manuals demonstrating ‘the how’ of inclusion in a community • An effective teacher training program for training community workers.

34. An idea whose time has come… Let children be children… …Together