The “Institutionalization” Mind-set
description
Transcript of The “Institutionalization” Mind-set
![Page 1: The “Institutionalization” Mind-set](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816174550346895dd0ffab/html5/thumbnails/1.jpg)
From de-institutionalization towards an inclusive society for all:
Outcomes and challenges regarding
the rights of children with intellectual disabilities
Ms. Brankica Janković, State Secretary, Ministry of Labor, Employment and Social Policy,
Republic of Serbia
![Page 2: The “Institutionalization” Mind-set](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816174550346895dd0ffab/html5/thumbnails/2.jpg)
The “Institutionalization” Mind-set
Dominant belief system:• Institutions can replace families• The needs of children with disabilities are best met in an institutional environment
![Page 3: The “Institutionalization” Mind-set](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816174550346895dd0ffab/html5/thumbnails/3.jpg)
A shift towards a family-based mind-set
• Loving and caring families are where children reach their full potential; All children have the right to grow up in family environment
• Institutional care has detrimental impacts on a child’s cognitive development and physical and emotional wellbeing
![Page 4: The “Institutionalization” Mind-set](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816174550346895dd0ffab/html5/thumbnails/4.jpg)
New mind-set reflected in revised legislative frameworks and new mechanisms
• Legislation (e.g. Social welfare, Education)• Newly established and fully functioning
independent bodies (Ombudsman office and Commissioner for Equality)
• Independent monitoring mechanisms (National Preventive Mechanism)
![Page 5: The “Institutionalization” Mind-set](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816174550346895dd0ffab/html5/thumbnails/5.jpg)
Mapping of Discrimination in Practice:
UNICEF
Children and
Families
Other public services
Residential Institutions
Primary health care
Centers for social work
Maternity wards / hospitals
Schools
Visiting nurses
![Page 6: The “Institutionalization” Mind-set](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816174550346895dd0ffab/html5/thumbnails/6.jpg)
Changing mind-sets of professionals in the health system
The challenge: Health professionals advising parents to place their children with disability in institutional care
The response: Developing guidelines and training for maternity hospital staff and home visiting nurses
![Page 7: The “Institutionalization” Mind-set](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816174550346895dd0ffab/html5/thumbnails/7.jpg)
Changing the mindsets of professionals in social welfare system
The challenge: A belief that children with disability are better off in institutional settings
The response: Participatory planning processes at strategic and operational levels; intensive capacity building; Providing on-going support throughout the de-institutionalization process
![Page 8: The “Institutionalization” Mind-set](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816174550346895dd0ffab/html5/thumbnails/8.jpg)
Changing the mindsets of professionals in education system
The challenge: The belief held by education professionals and practitioners that children with disability will get a better education in segregated environments (specials schools)
The response: Capacity building of teachers in regular schools to work in inclusive classrooms; Semi-voluntary support network – operating throughout the country
![Page 9: The “Institutionalization” Mind-set](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816174550346895dd0ffab/html5/thumbnails/9.jpg)
What worked: Lessons learnt in changing mind-sets of practitioners
• Give people a chance to change and do not be judgmental
• Give people a chance to voice their concerns and fears; Take these seriously – and integrate them into plans, policies, activities
• Allow for staff to benefit from being engaged in the process (trainings, study visits, access to networks)
• Show respect, but also admiration for staff leading and embracing the changes
• Make it clear when the ‘change phase’ ends and when the “no tolerance to discrimination” begins
![Page 10: The “Institutionalization” Mind-set](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816174550346895dd0ffab/html5/thumbnails/10.jpg)
The remaining challenge: Building capacities of practitioners to address discrimination in their communities
• How to respond to discriminatory behavior in informal settings
• Raising issues of discrimination with parents of children who are discriminating
• Raising issues with managers of services whose staff have acted in discriminatory manner
• Filing Complaints with Commissioner for Equality or addressing an issue with the Ombudsman office
• Initiating court proceedings
![Page 11: The “Institutionalization” Mind-set](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816174550346895dd0ffab/html5/thumbnails/11.jpg)
The remaining challenge: cross-sectoral cooperation
• Lack of coordination between education, health and social welfare on inclusion related policies at national and local level
![Page 12: The “Institutionalization” Mind-set](https://reader035.fdocuments.us/reader035/viewer/2022062501/56816174550346895dd0ffab/html5/thumbnails/12.jpg)
“There can be no better measure of our governance than the way we treat our children” (Jessica Lange)