Կամավորական աշխատանք հատուկ դպրոցների աշակերտների հետ:

1. Community Action in Armenia 07-10 October ArkadiPapoyan ArtashesTorosyan

2. I. COMMUNITY ACTION PILOT STUDY IN ARMENIA Community Action links together Mainstream Schools and Special Schools and Residential Institutions in a clear, coherent and coordinated weekly programme of educational development and social integration. Community Action creates a new and real Partnership of Learning Community Action encourages volunteers from Mainstream Schools and children from Special Schools and Residential Institutions to meet 2 or 3 times a week to participate in educational activities which help to build a “Bridge of Communication” between Schools and Institutions, volunteers and children, and across communities

3. II. THE IMPLEMENTATION OF COMMUNITY ACTION IN ARMENIA The Community Action establishes a partnership of learning and education between general schools and special schools or children’s care and protection institutions. Project is voluntary based activity and it helps the pupils to become educated in the spirit of humaneness, informed, creative and active citizens.

4. Highlights of the Year 2010 - 2011 The Community Action Pilot Study (CAPS) was successfully organized in 2010 - 2011 school year and involving 19 general schools and 13 special schools, 1 college and 1 youth creative center. In 2010-2011 Muir John Potter visited the general schools and special schools/institutions in Yerevan and Regions of Armenia, and provided special support and professional assistance for all participants of CA implementation in Armenia. According to the Memorandum signed between the MoES and the ACHLG in 5th October 2010 was decided to expand the existing CAPS in Armenia, involving new schools/institutions and insertion of a National Draft paper for Community Action in the strategy of the Ministry. A National Conference of Community Action Pilot Study was organised on 13 November 2010 in Yerevan (Armenia) and was attended by Baroness Emma Nicholson of Winterbourne, Muir John Potter, ManoukMkrtchyan (Deputy Minister of Education and Science). The directors and coordinators reported about CA implementation and shared their experiences.

5. Highlights of the Year 2010 - 2011 The Community Action activity was organised on 18 April 2011 in Yerevan (Armenia) and was attended by Baroness Sheila Hollins and her colleague Lord Lyndon Harrison. In 2011 the Community Action 3rd National Celebration Event was organized on 7th May at Special School N 8 in Yerevan and was attended by representatives of the MoES and NGO’s, and by Angus Beaton – ACHLG’s photographer. Support and training materials for Coordinators have been prepared in Armenian by ArtashesTorosian (National Community Action Coordinator (NCAC), Director of High School N198 in Yerevan) and RuzannaMuradyan (Director of General School N43 in Yerevan). Local and Regional CA Monitoring visits were organised on a regular basis by the MoES and NS CA staffing. The psychological evaluation was also included into observation. The MoES has remained in regular contact by phone and A.Papoyan (CA Focal Point), the Deputy Head of the Development Programmes and Monitoring Department, has accompanied the National Coordinator on frequent visits to all the linked schools and institutions.

6. OUR SCHOOLS At present in the CAPS involved 19 general schools and 13 special schools, as well as 1 college and 1 youth creative center. The number of involved participants is near 2200.

7. Summary of Activities (September 2010 - August 2011)

8. Signing a Memorandum between the MoES and the ACHLG in 5th October 2010 in Yerevan.

9. A National Conference of Community Action Pilot Study 13 November 2010 in Yerevan (Armenia).

10. The Community Action activity 18 April 2011 in Special School N17 linked to High School N198 in Yerevan Baroness Sheila Hollins – “The partnership with High School 198 through the Community Action Programme is very impressive. The volunteer pupils from the high school engaged willingly and naturally with the special school pupils showing them respect and friendship. I believe that initiatives such as this are the ideal way to break down the stigma and discrimination so often present in wider society. The dilapidation of the school buildings must be discouraging to the staff, families and children alike, but we were told that work has begun to repair the leaking roof and to improve the physical surroundings for the children. One aspect is that the number of children in the school has fallen, in part because of the increased number of children now included in mainstream schools which is a positive achievement. I would like to congratulate all participants of the Community Action to improve the life chances of disabled children and young people and to congratulate all participants on your achievements.”

11. The Community Action 3rd National Celebration Event 7thMay 2011 at Special School N 8

12. III. PLANNING AND ACTIVITIES The CA activities planning are most important for enjoyable and successful result. The activities analyzed by the coordinators and psychologists after each visits. The coordinators recorded details of each activities which very useful for productive monitoring, evaluation and future planning. The activity planning includes the following: Aim of activity, Placement of activity, Materials needed, Assessment of the activity, how successful was it. The volunteers involved in this assessment, Improving of the activity for next visit, Outcomes of the activity: for children with special needs and volunteers.

13. IV. MONITORING / EVALUATIONS The monitoring and evaluations included: Initial National Evaluation of numbers involved Evaluation feedback from Directors, Coordinators and Volunteers Update of National Evaluation of numbers involved Full Evaluation questionnaire, specifying frequency and types of activity undertaken.

14. Table 1.Total number of General and Special Schools/Institutions in CA (2007-2011)* Including college and youth creative center

15. Community Action Aims+: 2011 To enhance and facilitate inclusive education practices with a focus on students with: disabilities special needs in communication specialised health needs. Supportingschool and specialist support staff who work with these students to enable access, participation and achievement in education. Services are provided by a team of professional staff from a range of disciplines to support: inclusive education practice curriculum engagement and delivery, and alignment of policy and practice.