Inclusion Poster for Children

1. Who is the poster for?
   Educators, parents, and children aged 10–14.
2. Where might it be used?
   Schools
   Homes
   Health clinics
   Children’s clubs
   Religious groups
3. Is it enough for children to learn the messages?
   No, the messages are designed as doorways for discussion and action.
   They are for children to understand and use, not just to memorize.
4. Why are the faces of the people on the poster multi-ethnic?
   Children for Health has a global audience, so the posters reflect diversity.
5. How do I use the messages?
   Be creative!
   Focus on one topic for a week, month, or term.
6. Why are two pictures bigger than the others?
   These are the key messages for this poster.
7. Can I add to, change, adapt, translate, or simplify the messages?
   Yes! But ensure accuracy by checking with experts before making changes.
8. Are there other important messages you have not mentioned?
   Yes, feel free to add other short and simple messages to suit your program.
9. Why do some of the words and concepts seem too hard for children?
   Children enjoy learning new words and ideas.
   Take time to explain terms like inclusion and rehabilitation.
10. What is the Rainbow Stick?
    When a child learns and shares a health message, they return with a story about sharing it.
    A teacher (or another adult) rewards them with colored ribbons or fabric strips to tie to their ‘Rainbow Stick.’
    Learn more here: Rainbow Stick.
    More Information on Inclusion for Educators
11. Specialist Support:

Many countries offer Community-Based Rehabilitation (CBR) services for children with disabilities like those affecting eyesight, hearing, or movement.
Children can help identify families who may not know about CBR or who feel isolated.
2. Addressing Exclusion:

The greatest challenge is exclusion—when children do not attend school or feel uncared for by peers and adults.
Bullying often stems from seeing others as different.
3. The Role of Education and Parenting:

With sensitive teaching, awareness-raising, and good parenting, children with challenges can thrive.
Inclusive classrooms benefit all children by fostering understanding and friendships.
4. Combating False Beliefs:

Some people hold false beliefs about the causes of disabilities, often blaming mothers.
Harmful local ‘cures’ can worsen conditions.
Educators must challenge these misconceptions.
5. Encouraging Inclusion:

Empower children to help by:
Getting to know their peers.
Asking if help is needed.
Listening.
Asking what else might assist.
Create lists of ways children can support one another, display them on classroom walls, and promote daily inclusion.
6. Inspirational Stories:

Share role models and resources like A Mazing Treasures, a storybook about inclusive classrooms.
Key Message to Remember
“Here’s how you can help me:”

Get to know me.
Ask if and how I need help.
Listen to me.
Ask what else might help.