According to UNICEF (2018) many of the 5.1 million children with disabilities believed to be
residing in Europe and Asia are ‘missing’ from their families, schools, and communities. While
there is a persistent scarcity of information about their situations, we know that their rights are
frequently infringed, especially if they come from families already marginalised in society.
According to Cobigo, social inclusion is the consequence of complex interactions between
personal circumstances and environmental factors, thereby increasing their chances of making a
positive contribution to society. While Chenoweth et al. (2004) concentrated on the role of social
capital in social inclusion and Murray et al. (2006) highlighted the significance of the social
context and relationships in the lives of children with disabilities, Simplican et al. (2015)
identified interpersonal relationships and community participation as the two life domains that
are vital for social inclusion.It takes a multifaceted approach to include children who have
complex disabilities and communication challenges. But it’s crucial to include the family as an
active participant in the local community. Persons with disabilities require a variety of assistance
in order to be included in meaningful and required activities, to take part in community life on an
equal footing with people without disabilities, and to be integrated into their communities. The
research project’s primary goal is to determine the circumstances of the effective inclusion of
families with children with disabilities in the context of the local community.
ü Work will be performed with the participation of Polish students ;
ü Delineation of meaningful categories in the area of support of families with children
with disabilities about facilitators and barriers in participation in the local community;
ü Intercultural exchange between participants (Polish and Erasmus students) of views
and meanings (commonality of meanings) that are conveyed to a child’s disability,
diagnosis of the family situation; local community, parental attitudes, and family crisis.
ü Identification of differences and similarities between support systems – Polish and
respective countries of origin of incoming students;
ü Creating research design;
ü Creating mixed research groups of Polish and incoming students;
ü Data analysis;
ü Building recommendations;
ü Joint publication of research report.
Ability to conduct research in the area of family support;
ü Understanding of crisis situations of families with children with disabilities, parental
attitudes, empowerment of parents of children with disabilities,
ü Ability to communicate across different cultural boundaries ;
ü Teamwork in an international context ;
ü The capacity to conduct a needs assessment of families with children with disabilities in
the context of the local community ;
ü The capacity to assist a family in ccrisis;
ü Ability to use alternative and augmentative communication ;
ü Using social competencies with people who are in crisis.
Compensation:
Erasmus + grant available depending on eligibility criteria of your home university
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
