Research to assess the impact of inclusive volunteers clubs in 2012

1. Research to assess the impact of inclusive volunteers clubs in 2012

2. Key findings • The data indicate that work of inclusive Volunteer Clubs had a significantly positive effect on knowledge, attitudes and behavior of children towards children with disabilities. Members of Volunteer Clubs: • They state more frequently that they know a child or person with disabilities • They state more frequently that they maintain at least occasional contact with children with disabilities • They socialize more frequently and have friends among children with disabilities • They think more frequently that they know something about children with disabilities • They express more positive attitude and bigger willingness to socialize with these children (answers to statement „I would gladly socialize with children with disabilities) • They express bigger readiness to be included in actions aimed at helping the children with disabilities (making audio recordings of textbooks, learning sign and Braille sign language) • Higher percentage of them think that family ambiance is very beneficial for children with disabilities, while other children are not neglected either • They feel weaker social distance, particularly in relationships: to be my friend, to enter into marriage with him/her • They know what Day Care Centers are, many of them have visited one and they are more than other pupils interested in socializing with children with disabilities in the future in Day Care Centers • Focus group discussions indicate that visits to Day Care Centers have a great role in changing attitudes and behavior of children (fear and unease that they felt towards children with disabilities disappeared and they realized that children with disabilities were just like all other children)

3. Key findings • Activities of volunteer clubs aimed at promotion of inclusion make very positive impression on the very participants, and they drew attention of many pupils non-members who attend the same schools. • It is pupils’ general assessment that attitude of schools and town towards children with disabilities has improved even more since the activities of volunteer clubs started, aimed at promotion of inclusion of children with disabilities. • However, there are visible differences between towns regarding their attitude towards children with disabilities, which also affects the influence of volunteer clubs. For example, in Bar is there no Day Care Center and data indicate that children with disabilities who live in this town have less contact with other children. In Pljevlja, judging by many indicators (contact with children with disability, attitude towards educational inclusion, social distance), attitude towards children with disabilities is best, and their volunteer club is also active.

4. CONTENTS • Methodology • Contact with children with disabilities • Education of children with disabilities • Family and children with disabilities • Social distance towards children with disabilities • Day Care Centers • Activities ofvolunteers clubs related to children with disabilities • School climate

5. METHODOLOGY Quantitative part • Size of sample: 360 pupils divided into 3 groups: members of Volunteer Clubs (experimental group), children from the same class who are not members of clubs (control group 1) and children from other schools in which Volunteer Club has not been organized (control group 2). Structure of the groups by towns is given in the table: • Comparison of experimental and control group 2 was aimed at ascertaining whether knowledge, attitudes and behavior of volunteers differed in comparison with general population of pupils, while the aim of comparison between experimental group and control group 1 was to ascertain whether transfer of experiences from volunteers to their classmates has taken place • Groups were matched by gender, age, and performance at the end of the previous grade • Method of data collection: interviewing in schools 1:1 between interviewer and pupil Qualitative part • Qualitative part of the research encompassed volunteers with and without disabilities, parents of volunteers with disabilities and teachers who led Volunteer Clubs. Structure of respondents by towns is given in the table:

6. SAMPLE

7. Contact with children with disabilities

8. The most frequently used term when it comes to childrenwith disabilities – spontaneous Statistically significant differences at the 0.05 level between groups Members of volunteers club most frequently use the term children with disabilities, while children from other schools use it most infrequently – they most often use the term children with special needs. One answer; Base: All respondents Can you tell me which term you use most frequently when it comes to children whose physical, mental or sensory abilities are below the average capacity of children in their age?

9. Do you know any child with disabilities or someone (relative, friend, acquaintance, etc.) a child with this or similar disorders? Statistically significant differences at the 0.05 level between groups Members of volunteers club more often know a child or a person with disabilities. One answer: Base: All respondents Do you know any child with disabilities or someone (relative, friend, acquaintance, etc.) a child with this or similar disorders?

10. Are there any children with disabilities in your school? Statistically significant differences at the 0.05 level between groups When comparing student with directors and facilitators responses, the results show that children from other schools who did not have an opportunity to be involved in UNICEF events are less aware of the presence of children with disabilities in their schools. Base: All respondents Are there any children with disabilities in your school?

11. Are there any children with disabilities in your school? – by cities Statistically significant differences at the 0.05 level between groups Analysis by cities shows that students in Bar are the least aware of the presence of children with disabilities in their school. Base: All respondents Are there children with disabilities in your school? 11

12. Are there any children with disabilities in your class? Statistically significant differences at the 0.05 level between groups In classes of students who responded, representation of the students with disabilities is very low; only every 4th student goes to the same class with a child with disabilities. Base: All respondents Are there any children with disabilities in your class?

13. Are there any children with disabilities in your class? Statistically significant differences at the 0.05 level between groups When compared to the other cities, BijeloPolje and Bar have significantly less students who are in the same class with a child with disabilities, only 10% and 21% respectively. In Pljevlja the numbers are the highest. Base: All respondents Are there any children with disabilities in your class? 13

14. How often do you come into contact with children with disabilities? Statistically significant differences at the 0.05 level between groups Members of volunteers club are more frequently in contact with children with disabilities than the other two groups of children. Children from the other schools more often say that they do not have any contact with children with disabilities. Its noticed that children in Bar, compared to the children from other cities, more frequently say that they do not have any contact with children with disabilities. Base: All respondents How often do you come into contact with children with disabilities?

15. Socializing with children with disabilities Statistically significant differences at the 0.05 level between groups Members of volunteers club socialize more often with children with disabilities and they also consider to have more friends amongst them more often as well than other two groups. Base: All respondents Have you ever socialized with some child/person with disabilities? Do you have a friend with disability?

16. Do you have a friend with disabilities? – by cities Statistically significant differences at the 0.05 level between groups In Pljevlja, all members of the volunteers club say that they have a friend with disabilities. Differences amongst volunteers clubs clearly show the differences between students by city. In Bar, students have the least close contacts in both groups. Base: All respondents How often do you come into contact with children with disabilities? Do you have a friend with disabilities? 16

17. How informed are you about children with disabilities? Statistically significant differences at the 0.05 level between groups Members of volunteers club are the most informed about children with disabilities (especially in Pljevlja), while children from other schools, where there were no similar activities in promoting inclusion, are the least informed. Base: All respondents How informed are you? How much do you know about children with disabilities?

18. Do you think that a child with disability could one day become a famous artist, businessman, successful politician or statesman in Montenegro? Statistically significant differences at the 0.05 level between groups The vast majority of students from all three groups believes that business or other success is possible for children with disabilities. However, children who are not members of volunteers club and who go to the same class with the volunteers believe less in business success of children with disabilities and more frequently say that such success is impossible. Base: All respondents Do you think that a child with disability could one day become a famous artist, businessman, successful politician or statesman in Montenegro?

19. Contacts with children with disabilities • Members of Volunteer Club are aware of and use the official term – children with disabilities. The term which is also used, but less frequently is – children with special needs. • Before volunteering, majority of children had the opportunity to meet the children with disabilities at school, but there are also some who established their first contact with children with disabilities through voluntary work. • Due to voluntary work and activities of the Club majority of volunteers have a daily contact with children with disabilities. Volunteer from Pljevlja: “Since we have started coming here, we are in daily contact with children with disabilities.” • During the first contact dominant feeling was fear, jitters – most of all from own behavior, from fear of making some mistake. All volunteers stated to have worried of making some mistake and harm the child with disability. Besides that, they worried how the children with disabilities would accept them “I was wondering how these children would accept me.” • Activities of Volunteer Club contributed to disappearance of fear and jitters, because they realized that children with disabilities were like all other children, so socializing continued without any problems. “I had jitters, but as the time passed I realized that these children were like all other children which need attention.” • Volunteering brought big knowledge and experience with children with disabilities to everyone involved. Findings from Focus Groups and in-depth interviews 19

20. Conclusion: Contact with children with disabilities • In our sample of interviewed pupils children with disabilities were represented in almost all schools (out of 35 schools only in 2 schools they were not represented, one in Bjelo Polje and one in Pljevlja). However, it is obvious that children from Bar are by far less aware of children with disabilities in their neighborhood. Despite high level of representation in schools, only ¼ of classes which were attended by interviewed pupils also have a child with disabilities, in Bijeo Polje and Bar even less (10% and 21% representation in class, respectively). In contrast to this situation, in Pljevlja almost 40% of pupils attend inclusive classes. • Although representation of these children in classes is relatively low, still great majority of pupils in all 3 groups, more than 2/3 (more than 4/5 of members in Volunteer Clubs!), state that they re in contact with these children at least once a month, and more than a half of the pupils (2/3 of members of Volunteer Clubs!) state that they are in contact with these children at least once a week. • Data indicate that UNICEF activities of Volunteer clubs aimed at bigger inclusion of children had a significantly positive effect when it comes to contacts with children with disabilities. Data on which this conclusion is based are the following : • Members of Volunteer Clubs: • They state more frequently that they know a child or person with disabilities • They state more frequently that they maintain at least occasional contact with children with disabilities • They socialize more frequently and have friends among children with disabilities • They think more frequently that they know something about children with disabilities. • Members of Volunteer Clubs use more frequently the term which is socially more acceptable to refer to this group of children: children with disabilities. Some members of Volunteer Clubs have made the first contact with children with disabilities through activities of Volunteer Clubs, and now they meet almost daily. • Volunteers think that engagement in this Club gave them great knowledge and experience with children with disabilities, reduced prejudice and took away the initial fear and jitters.

21. Education of children with disabilities

22. Which of the following two statements is closer to your own opinion? Statistically significant differences at the 0.05 level between groups Although the vast majority believes that children with disabilities should go to the same school together with other children, the percentage of students who believe that children with disabilities should go to special schools should not be neglected. Base: All respondents Which of the following two statements is closer to your own opinion?

23. Which of the following two statements is closer to your own opinion? Statistically significant differences at the 0.05 level between groups Big diferences between cities: in Pljevlja95% children believes that children with disabilities should go to the same school together with other children. In Herceg Novi, the majority of students believes that children with disabilities should go to special school (53%). Base: All respondents Which of the following two statements is closer to your own opinion?

24. Regular / special school or class • All parents of children with disabilities think that it is better for children with disabilities to attend regular school, and the best would be with presence of assistant. Parent: „Regular teaching with the assistant would make possible better socialization of children than teaching in special classes.” • Parents of children with disabilities are satisfied with education of children in regular classes. They also think that decisions for inclusion should contain the exact diagnosis, with explanation what this diagnosis involves, to make it easier for teachers and school staff to know the child and his/her abilities and limits. • Mother of one boy who attends special class within the school thinks about moving the child to another school where he would be included in regular teaching. When the child was enrolled in school institution of assistant didn’t exist. Now, when she sees the experiences of children with disabilities who attend regular classes with the assistant she thinks that it would be more useful for her child to have the assistant. Parents: “It is a great success to have a teaching assistant and to attend regular classes, socialization is much better.” “It is very important that my son is going to regular class – they imitate other children, learn from them, and that’s always positive, he is better at school than here. It is interesting for him, he comes home full of new impressions.” •  Mother of a boy from Pjevlja is a supporter of regular school, but she thinks that it is better for children with serious disabilities to go to a special class. Parents:„I support regular classes, but this maybe depends on kind of disability, because there are children who simply wouldn’t be able to follow regular teaching.” Findings from Focus Groups and in-depth interviews

25. Attitude towards inclusive education Children from other schools Children who go to the same class Members of volunteers club Children from other schools would less likely socialize with children with disabilities when compared to other respondents. Base: All respondents On a scale of 1 to 5, where 1 means Strongly disagree and 5 completely agree, to assess the level of agreement with each statement

26. Children with disabilities are often faced with problems in school that other children are not faced with: they often can't come to the classroom, gymnasium, library, schoolyard without someone else's help...Which of the following two statements is closer to your own opinion? Statistically significant differences at the 0.05 level between groups The vast majority of all respondents believe that it is the school’s a duty to adapt its environment to children with disabilities. Base: All respondents Which of the following two statements is closer to your own opinion?

27. How interested would you be to join in this activities? Children from other schools Children who go to the same class Statistički značajna razlika na nivou 0.05 između grupa Members of volunteers club The great interest is shown from all respondents for all activities. However, members of volunteers club show the greatest interest.. Base: All respondents On a scale of 1 to 4, where 1 means not at all like a / la interested / 5 and would be fully / by interested / and rate the level of agreement with each statement read.

28. Education of children with disabilities • Teachers and pupils generally stimulate and are open to work and socializing with disabilities, although they state that there are still some pupils who will not accept and understand a child with disabilities. • Teaching in classes where there is a child with disabilities usually evolves smoothly and without problems because teachers have pre-written curriculum for all children. Volunteers point out that the teachers do their best to include children with disabilities in class activities as much as possible, and that other pupils are not neglected in the class. • But, sometimes inclusion of children in activities in class depends on child’s character and type of disability – it is sometimes not possible to include these children in everything. “We have a friend in my class and we are trying to include her in journalism section, to write texts, but she is introvert, so she often doesn’t want to spend time with us.“ • Many teachers have attended seminars and they are educated for working with children with disabilities. However, some volunteers are under the impression that teachers don’t have enough time in class to work with children with disabilities and that new teachers are not informed and educated enough for working with children with disabilities. “Teachers usually don’t have enough time to work with these children.” • Facilitators notice that some teachers sometimes refuse to work and commit to children with disabilities “It happens sometimes that teacher says – I am not trained for that, I haven’t done it ever and I won’t do it. It is considered that there are special institutions for that, special classes for working with such children.” • Volunteers say that children with disabilities are not sitting alone, but usually with a friend, and those who have an assistant sit with that assistant. In some cases, child is sitting alone because of symptoms or child’s nature.

29. Conclusion: Education of children with disabilities • Still more thanone third of pupils think that children with disabilities should go to special schools (about ¼ of volunteers). There are huge differences between towns and it reflects on volunteers’ attitudes: in Pljevlja 95% of pupils think that they should attend regular schools, and in Herceg Novi only 47%! • The reason for that lies in still insufficiently organized teaching in inclusive classes, which primarily refers to teaching assistants, that the findings of FGD and interviews point to. • On the other hand, volunteers say that teachers are trying to keep children with disabilities included in activities in class and that other pupils are not neglected, that teachers attend seminars and that they are educated to work with these children. They only mention the problem with new teachers who have not had any training. • This data also indicate that UNICEF activities of School Parliaments have had positive effect on the attitude towards children with disabilities. The conclusion is based on the fact that there are significant differences between groups regarding their willingness to socialize with children with disabilities. 93% of members of volunteer clubs agree with the statement „I would gladly spend time with children with disabilities”, 91% of their class mates and 84% of pupils who attend another school without UNICEF activities aimed at promotion of inclusive education. • 9 out of 10 pupils in all three groups are aware that school is obliged to do everything necessary to adapt the environment to children with disability. • Great majority in all three groups, about 90% of pupils, and almost all volunteers are interested in being included in different activities aimed at helping and better understanding children with disabilities (creating audio recordings of textbooks, learning Braille, sign language).

30. Family and children with disabilities

31. Which of the following two statements is closer to your own opinion? Statistically significant differences at the 0.05 level between groups Almost all of the respondents believes that children with disabilities should live with their family. Base: All respondents Which of the following two statements is closer to your own opinion?

32. How much would you be interestedto get involved in the following activities? Statically significant differences at the 0.05 level between groups Children who go to the same class Children from other school Members of volunteer club Compared to the other two groups, members of volunteers club agree less with the statement that children who grow up in families with children with disabilities are neglected. Also, they agree less with the statement that children with disabilities and without parents are better off if living in foster home or home for children. Base:All respondents Evaluate to what extent you agree with each of the statements using the scale from 1 to 5. 1 means you don’t agree at all, and 5 means you totally agree

33. Family and children with disabilities • Volunteers single out the following problems as most common for children with disabilities and their parents: • Rejection • Prejudice • Volunteers also think that it is better to place children with disabilities who have no parental care in foster families than in institutions, since they would be better cared for there. “There are still many people who don’t want these children to be equal members of the society.” „ It is better in foster families because they have more love and care there.” Findings of focus groups and in-depth interviews

34. CONCLUSION: Family and children with disabilities • More than 95% of pupils from all 3 groups think that children with disabilities should live with their families. • Pupil from all 3 groups think that, if children with disabilities live with their family other children from the household also have some benefits. Nevertheless ¼ of pupils in all 3 groups think that other children can be neglected in such families. • Respondents also give advantage to foster families over homes for children in case of children with disabilities who lose parents. • Higher percentage of volunteers than children from the other two groups think that other children will not be neglected in families that have a child with disabilities, and higher percentage of them give advantage to foster families over homes for children in case of children with disabilities who lose parents

35. Social distance towards children with disabilities

36. When we talk about children with disabilities, can you tell me which of the following relationships would be more acceptable for you Statistically significant differences at the 0.05 level between groups Respondents who attend the same class as the members of volunteers club, compared to the members themselves, would less likely socialize/play with children with disabilities. Furthermore, they are not as open to marrying someone with disabilities. Base: All respondents When we talk about children with disabilities, can you tell me which of the following relationships would be more acceptable for you

37. When we talk about children with disabilities, can you tell me which of the following relationships would be more acceptable for you Statistically significant differences at the 0.05 level between groups The lowest social distance is in Pljevlja. Base: All respondents When we talk about children with disabilities, can you tell me which of the following relationships would be more acceptable for you

38. Attitude towards children with disabilities • All pupils volunteers would like to have a child with disability for a friend. • During volunteering, they made lots of friends and they found socializing very interesting and educational. “Here in the Center we socialize with everybody, we spend time with everybody, it is perhaps easier to communicate with a child who can understand you, but it is sometimes better and more interesting to socialize with someone who requires not so simple communication.” - volunteer • They think that friendship with a person with disability is of better quality – they are more secure and they trust them more. “They empathize with us when we have a problem.” • Type of disability is not important – it is important that they get on well. • Entering into emotional relationship or marriage with a person with disability is not impossible for them, especially if they get on well. “No one knows what will happen in life, so never say never.” • Volunteers think that children with disabilities can become successful adults – politicians, businessmen, artists. Findings of focus groups and in-depth interviews 38

39. CONCLUSION: Social distance towards children with disabilities • Great majority accepts that children with disabilities attend their school (more than 90%) • More than 4/5 would accept to socialize/play with children with disability • Differences between children volunteers and their class mates are greatest on 2 relationships: • To be my friend • To enter into marriage with him/ her • However, in all three groups, social distance is very strong regarding entering in emotional relationship and marriage (less than 20% would accept this) • Focus group findings indicate that this seemingly strong social distance perhaps reflects in insufficient awareness of opportunities for such relationships and that even sole thinking about that reduces this distance.

40. Day Care Centers

41. Do you know what Day Care Centers for children with disabilities are? Statistically significant differences at the 0.05 level between groups Compared to the members of volunteers club where almost all students know what are Day Care Centers for children with disabilities, children who go to the same class and especially children from other schools know significantly less what are Day Care Centers. Respondents in Bar are the least informed (41%). Base:All respondents Do you know what Day Care Centers for children with disabilities are?

42. Day Care Centers In Day Care Centers, children with disabilities can take part in different educational and creative activities organized by different experts. Children spend a few hours a day in Day Care Center, which enables their parents to be employed or attend to their other responsibilities. In this way, families of children with disabilities are helped and prevented is separating of children from their families.

43. Have you ever visited a Day Care Center? Statistically significant differences at the 0.05 level between groups Members of volunteers club visited Day Care Center more times than other two groups. The vast majority of children from other schools have never visited Day Care Center. Base: All respondents Have you ever visited a Day Care Center?

44. Is there a Day Care Center in your town? Statistically significant differences at the 0.05 level between groups Almost all members of volunteers club are familiar with the existence of Day Care Center in their town. Thus, they are significantly more familiar than other two groups. Base: All respondents Is there a Day Care Center in your town?

45. Do you think that your town needs a Day Care Center for children with disabilities? Statistically significant differences at the 0.05 level between groups Almost all respondents believe that their town needs a Day Care Center for children with disabilities. Base:All respondents Do you think that your town needs a Day Care Center for children with disabilities?

46. If there was a Day Care Center in your town, would you be interested in spending time with children with disabilities once a week as a volunteer? Statically significant differences at the 0.05 level between groups Although the vast majority is interested in spending time with children with disabilities in Day Care Center, children from other schools show slightly less interest for those activities. Base: All respondents If there was a Day Care Center in your town, would you be interested in spending time with children with disabilities once a week as a volunteer?

47. Day Care Center • Main activities of Volunteer Clubs are visits to Day Care Centers and socializing with many children with disabilities. • Volunteers in Pljevlja say that the Day Care Center in Pljevljais the best thing that could be built. They all agree that Day Care Centers are necessary. Day Care Center made possible socializing of these children, going out, education, available professional assistance. • Parents of children with disabilities often suggest opening of Day Care Centers for adults. Potential problem for children with disabilities is absence of institutions and organizations that will take care of them when they grow up (over25 years of age). „These centers should be for both children and adults. They need a place to meet.” „We have 2 children who are excluded from the Day Care Center because they are 27 years old. Parents and children are so sad, it was the world to them. There is no institution for older children and we should work on that, since such children have no place to go. “ • Parents of children with disabilities are worried for their children in the future, when they finish schooling, since there is no institution for those older than 27 years. “Something should be done there, since our children are going to grow up as well.” • Parents say that in Bar, Danilovgrad, Mojkovac, Kolašin are there no Day Care Centers , which makes the children more isolated and invisible in these areas. Findings of focus groups and in-depth interviews 47

48. CONCLUSION: Attitudes towards Day Care Centers for children with disabilities • Support to establishment of Day Care Centers is very strong both among members of Volunteer Clubs and other pupils. • Almost all volunteers (93%) know what day care Centers for children with disabilities are. Knowledge about Day Care Centers is lower among pupils who attend the same class as members of Volunteer Clubs, but it is still high (72% of pupils from the same class are aware of Day care Centers), but it is lower among children from other schools (63% of pupils from other schools are aware of Day Care Centers) .This finding shows that there was probably atransfer of experiences of Volunteer Club members to their classmates. • 3/4 of Volunteer Club members participated in visits to Day Care Centers.Percentage of pupils who visited Day care Centers and are not members is smaller by far (38% of pupils from the same class and 18% of pupils from other schools without similar activities). • Children who go to other schools, but also pupils from the same classes which members of Volunteer Clubs attend are by far less awarethatthere is a Day Care Center in their town for children with disabilities (!% of members of Volunteer Clubs do not knowwhether there are any Day care Centers in their place, the same as 25% of pupils from the same class and 19% of pupils from other schools). • Children who stated that Day care Center did not exist in their town or those who didn’t know whether they existed in their town were asked whether such Center was needed in the town. In all three groups almost all children answered that their town needed such Day Care Center. • Both members and non-members of Volunteer Club would like to visit children with disabilities and they would gladly socialize with them– even 93% of members of Volunteer Club are interested in once a week volunteer socializing with children with disabilities (this percentage is somewhat lower among pupils from other schools - 80).

49. Activities of volunteers clubs towards Children with disabilities

50. Awareness of activities of volunteers clubs Now I would like to talk about the activities of volunteers clubs aimed to promote the equal rights of children with disabilities. Have you heard of these clubs? What is your general impression about this clubs? The vast majority of children from other schools have never heard for volunteer clubs, while clubs were the most familiar to children who go to the same class. Members of volunteers club have the most positive general impressions about its activities. Base: All respondents Now I would like to talk about the activities of volunteers clubs aimed to promote the equal rights of children with disabilities. Have you heard of these clubs? What is your general impression about this clubs?Rate on a scale of 1 to 5, where 1 means you have a very bad impression and 5 that you have a very good impression.