A true story. It was hard to imagine that the clean cut young man at the podium had experienced so much in such a short time. Within four years, he went from a high school kid abusing drugs and in trouble with the law to one who accomplished an amazing physical feat to a youth ambassador and activist. I was fortunate to hear Jeffery Torres speak recently, as he talked about the impact of poverty on the children and families of Africa. As mentioned recently, children in Africa are dying needlessly from preventable childhood illnesses and dehydration, from starvation and HIV/AIDS. The amazing thing though is, even thousands of miles away, Jeffery is making a difference in the lives of these kids. By sharing his story, he affected me and I hope by my sharing it, you will pass it on. A chain reaction of action, so to speak.

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To learn more about community service…
An Asset Builder’s Guide to Service-Learning
A clear and informative strategy for schools, faith communities, and youth organizations to blend the best of effective service-learning programs with the philosophy of youth “asset building” and Healthy Communities.

Children as Volunteers
How to integrate volunteers under the age of 14 into an existing adult volunteer program: multi-age teams, designing work, preparing the agency, liaisoning with schools, and legal issues.Raising Charitable Children
Warmly provides practical tips for adults to share the gifts of generosity, selflessness, and compassion with children of all ages and get past the “gimme-gimme” mind-set.Working Shoulder to Shoulder: Stories and Strategies of Youth-Adult Partnerships That Succeed
Stories and strategies of youth-adult partnerships that succeed, with over 20 reproducible tools to help you engage youth participants to the greatest effect in your organization.

Learn more
The Unheard Voices: Community Organizations and Service Learning.
This volume explores the impact of service learning on a community, and considers the unequal relationship between the community and the academy. Using eye-opening interviews with community-organization staff members, The Unheard Voices challenges assumptions about the effectiveness of service learning.Share your experience. Do you have examples of youth who have made a difference through community service or volunteering? Have you been involved in efforts to track and evaluate the impact of community service on communities? If so, please add comments below or contact Jayne Pivik at jpivik@aprioriresearch.ca.Resources

Canadian Alliance for Community Service-Learning. The Canadian Alliance for Community Service-Learning provides leadership and support for the development and enhancement of Community Service-Learning in Canada, connects with international networks, and promotes the benefits of this approach to universities, students, and community organizations. Site provides resources, tools and research.

Opportunity International provides small business loans, savings, insurance and training to people living in poverty in the developing world. Clients in over 25 countries use these financial services to start or expand a business, develop a steady income, provide for their families and create jobs for their neighbors.

One Hen, how one small loan made a big difference, the internationally acclaimed true story of micro crediting. Supporting site for those wishing to discuss and teach about micro crediting with children.

References

Billig, S.H. (2000) Research on K-12 school-based service learning: The evidence builds. Phi Delta Kappan, 81, 658–664.

Eccles, J.S. & Barber, B.L. (1999). Student council, volunteering, basketball, or marching band: What kind of extracurricular involvement matters? Journal of Adolescent Research, 14(1), 10–43.

Eyler, J.S. (2000). What do we most need to know about the impact of service-learning on student learning? The Michigan Journal of Community Service Learning, Special Issue: Strategic Directions for Service-Learning Research. Retrieved April 16, 2010, from http://www.umich.edu/∼mjcsl/volumes/2000sample.html.

Follman, J. (1998). Florida learn and serve: 1997–98 outcomes and correlations with 1994–95, 1995–96, 1996–97. Florida State University, Center for Civic Education and Service, Tallahassee, FL.

Kenny, M.E. & Gallagher, L.A. (2003). Teenagers and community service: A guide to the issues. Praeger: Westport, CT.

Melchior, A. (1999). Summary report: National evaluation of learn and serve America school and community-based programs. Brandeis University Center for Human Resources: Waltham, MA.

Parrini, M. (2002). Law-related education and delinquency prevention. ERIC Digest ED466442. Bloomington, IN: ERIC Clearinghouse for Social Studies/Social Science Education.

Schmidt, J.A., Shumow, L., & Kackar, H. (2007). Adolescents’ participation in service activities and its impact on academic, behavioral and civic outcomes. Journal of Youth Adolescence, 36, 127-140.

World Bank, Human Development Network, Children and Youth Unit, HDNCY & Innovations in Civic Participation (2008). Measuring the impact of youth voluntary service programs. Summary and conclusions of the International experts’ meeting. See http://www.icicp.org/ht/a/GetDocumentAction/i/6722, Accessed May 11, 2010.

Yates, M. & Youniss, J. (1998) Community service and political identity development in adolescence. Journal of Social Issues, 54(3), 495–512.

Youniss, J., Yates, M., & Su, Y. (1997). Social integration: Community service and marijuana use in high school seniors. Journal of Adolescent Research, 12, 245–262.

Zeldin, S. (2004). Preventing youth violence through the promotion of community engagement and membership. Journal of Community Psychology, 32(5), 632–641.

For children and youth, school is their ‘world’ for at least six hours a day, five days a week. Imagine then, if that world was full of obstacles that stopped you from moving around, being part of groups, having fun or learning new things. For many children with disabilities, this is a daily reality. In a study conducted in Ottawa, Canada, children with disabilities shared with researchers the many different types of school exclusions (Pivik, McComas & Laflamme, 2002). Through a series of focus group meetings with youth between the ages of 9 and 15 years, and their parents, four categories of barriers were identified across eight different schools: 1) the physical environment (e.g., hallways and doorways too narrow); 2) intentional attitudinal barriers (e.g., isolation, bullying, intentional emotional or physical harm); 3) unintentional attitudinal barriers (e.g., lack of knowledge, understanding or awareness); and, 4) limitations inherent to the disability (e.g., difficulty with manual dexterity).

The most obvious barrier type is environmental or architectural. The reported environmental barriers included the following categories: doors, passageways, elevators, washrooms, stairs and ramps, lockers, water fountains, and recreational areas. Physically getting into school was a major problem for many of the students. Often the only door which had an access ramp was located at the rear of the building; requiring the student to traverse around the building in order to enter. If the ramp was not too steep or did not have a ledge that created obstacles, then often the doors were too heavy for the student to open unaided. Most often, the doors did not have automatic door buttons for easy access. Fire doors were of particular concern for the students and many expressed fear about being trapped in the school in the event of a fire (students are asked to meet in a pre-identified area and wait). Within the school, doorways were often not wide enough for wheelchair access or they had lips and/or ledges on the frame which make access difficult. All students reported a lack of access to recreational facilities and opportunities such as playgrounds, gyms, social events such as dances, physical education, and field trips. Simple things like locker hooks being too high or cluttered hallways limiting access became a source of daily frustration.

All of the students in the focus groups reported instances of intentional attitudinal barriers: isolation, physical bullying and/or emotional bullying. Isolation took the form of either being ignored or having difficulty forging friendships. Physical bullying usually related to people pushing the student’s wheelchair without permission, and in one instance, being purposely knocked out of their wheelchair. The most frequent attitudinal barrier mentioned was that of emotional bullying. The students indicated that this was the most hurtful and included name calling, people pointing, mouths dropping open, being made fun of, being labeled as “stupid”, condescending attitudes by teaching staff, and generally being treated differently from other students.

Unintentional attitudinal barriers relate to a lack of knowledge, education, understanding, or effort on the part of the educational system or staff. From the entire sample, the most frequently reported barrier was a lack of understanding by teachers and support staff. This took the form of being given inappropriate substitute work when too busy to adapt the curriculum, always being assigned as a teacher’s helper in physical education classes instead of adapting or equalizing the playing field, excluding children with special needs from certain classes without reason or, not understanding their physical capabilities or limitations.

Along with the environmental and attitudinal barriers faced by these youth, they also bear the difficulties associated with their condition or disability. For example, many of the students require a personal assistant or teaching aide for such basic activities as getting dressed for recess, personal care, remedial education efforts, or maneuvering within the school. The other major barrier noted by the students was their need for extra time to get to class, eat lunch, or complete school work. Along with information about their disability or condition, these physical requirements were the type of information that the students wanted school staff to understand.
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Inclusion in school means more than incorporating children with disabilities into the present structure and system. It means ensuring accessibility and full participation by altering physical structures, educating teaching staff and students and providing the necessary methods and materials for optimal learning and social experiences.

For more information on the barriers identified and the students’ recommendations for solutions, please see the following article:

Pivik, J., McComas, J., & Laflamme, M. (2002). Barriers and facilitators to inclusive education as reported by students with physical disabilities and their parents. Exceptional Children, 69 (1), 97-106. See https://www.aprioriresearch.ca/resources.htm

Resource

The Inclusive Schools Checklist. This checklist includes information from this and other studies as well as an extensive literature review of accessibility barriers, environmental design, universal design, inclusive education and standardized building codes. The Inclusive Schools Checklist covers 76 potential architectural barriers, 44 potential inclusive classroom practices and 23 potential school/school board inclusive policies. It addresses both physical and social inclusion for students with many different types of special needs. Administration requires a tape measure and takes about an hour to complete. The specifications for the measurements are based on standardized child and adult dimensions and anthropometrics identified in standardized building codes and are applicable for both elementary and high schools. This measure has undergone extensive reliability and validity testing and is available from Apriori Research—see https://www.aprioriresearch.ca

A Future in Jeopardy.
The year is 1989…thirty years after the United Nation’s ‘Declaration of the Rights of the Child’ and ten years after the ‘International Year of the Child’. According to UNICEF’s State of the World’s Children, 1989:

• Every year, fifteen and a half million children are dying before the age of 5 (14 million children from common illness and malnutrition).
• Seven million, four hundred thousand children a year die from dehydration, even though oral rehydration therapy is available, easily administered by parents and can prevent these deaths.
• Vaccine preventable deaths kill over 1.5 million children a year in the Asian countries of Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan and Sri Lanka.
• In rural areas of developing countries, 60% of children live without safe drinking water and 85% do not have adequate sanitation.
• 20% of the world’s babies are born weighing less than 2,500 grams.
• Only 39% of children in the most vulnerable countries complete primary school.

Along with these health statistics, children are also experiencing other horrific circumstances. It is estimated that 60 million children between the ages of 5-11 years and 250 million between the ages of 11-14 years participate in child labour. At least 60 million of these children are forced into debt bondage, slavery, prostitution, pornography or armed conflict. Asia, excluding Japan, has the highest number of economically active children (5–14 years of age) at 61 per cent, followed by Africa at 32 per cent, and 17 % in Latin America and the Caribbean (Beyond Child Labour-Affirming Rights, UNICEF, 2001).
The leaders of the world realized that the future was at a tipping point.

An International Law on Children’s Rights is Developed
On November 20^th, 1989, the General Assembly of the United Nations adopted the Convention on the Rights of the Child (CRC). Currently, every country in the world (193 Nation States) has ratified the CRC (except for Somalia and the United States), making it the most universally ratified human rights treaty. It is also the most comprehensive international law ever developed, covering the social, economic, cultural, civil and political rights of children up to the age of 18. According to UNICEF, the CRC is composed of 54 articles and 2 optional protocols that are based on four core principles: non-discrimination; devotion to the best interests of the child; the right to life, survival and development; and respect for the views of the child. UNICEF’s summary of the CRC:

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How Nations have Addressed the CRC
The Human Rights Education Association describes how countries have addressed this international law. Countries that have ratified the CRC agreed to review their laws relating to children and adolescents and to assess their social services, legal, health and educational systems as well as funding commitments to ensure that the best efforts are being made to meet their obligations under the convention. Examples include:
– Developing comprehensive national agendas.
– Developing permanent bodies or mechanisms for promoting coordination of all sectors of government, monitoring and evaluation.
– Ensuring that all legislation is fully compatible with the CRC by incorporating it into domestic law or that its principles take precedence in cases of conflict with national legislation.
– Carrying out child impact assessments to ensure children are taking into account in planning and policy decisions.
– Analyzing government spending to determine the portion of public funds spent on children and to ensure that these resources are being used effectively.
– Carrying out data collection.
– Raising awareness and disseminated information about the CRC.
– Involving civil society including children in the process of implementing and raising awareness of child rights.
– Setting up independent statutory offices – ombudspersons, commissions or other institutions – to promote and protect children’s rights.

What has been the impact of the CRC after two decades?
The CRC put children’s rights in the forefront across the world. A Progress Report by UNICEF (2007) indicates the following improvements:
Health

1. In 2006, the number of children dying before their fifth birthday was estimated at 9.7 million; down from 15.5 million in 1989.
2. More than four times as many children received the recommended two doses of vitamin A in 2005 as in 1999.
3. All countries with trend data in sub-Saharan Africa made progress in expanding coverage of insecticide-treated nets, a fundamental tool in halting malaria, with 16 of these 20 countries at least tripling coverage since 2000.
4. In the 47 countries where 95 per cent of measles deaths occur, measles immunization coverage increased from 57 per cent in 1990 to 68 per cent in 2006.
5. Rates of exclusive breastfeeding of infants have significantly improved in 16 countries of sub-Saharan Africa over the past decade, with 7 of these countries making gains of 20 percentage points or more.
6. Between 1990 and 2004, more than 1.2 billion people gained access to improved sources of drinking water and sanitation coverage also increased during this same time period.

Education

1. Almost all regions have made significant progress in education. The gender gap at both primary and secondary levels began closing between 1990 and 2005. Increases in enrolment and attendance reduced the number of primary-school-age children who are out of school from 115 million in 2002 to 93 million in 2005–2006. Many countries are close to providing universal primary education, although some regions – the Middle East/North Africa, South Asia and sub-Saharan Africa – have net enrolment/attendance ratios of less than 90 per cent. Progress has also been made in secondary education, although less than in primary education. In sub-Saharan Africa, only one out of four children of secondary school age attends secondary school; throughout the world, one out of six children of secondary school age is still in primary school.

Protecting against abuse, exploitation and violence

1. Many child protection issues are now part of the measurement obtained through Multiple Indicator Cluster Surveys (MICS) and Demographic and Health Surveys (DHS). About 51 million children born in 2006 have not had their births registered; yet, important improvements in birth registration rates have occurred in such countries as Cambodia, the Gambia and Viet Nam. The prevalence of female genital mutilation/cutting has declined slowly but steadily during the past 15 years, and older girls and younger women are less likely to have undergone any form of this harmful traditional practice than older women. Child marriage is becoming less common in some countries, but the pace of change is often slow. UNICEF estimates that 158 million children between ages 5 and 14 are engaged in child labour. The challenge is in making use of household survey results to improve the lives of children affected by exclusion, abuse, exploitation and violence.

What is next?
Doek (2009) is his review of the CRC for the past 20 years indicates that children still need the world’s attention. He indicates that more than 9 million children died in 2008 of preventable diseases; more than 90 million children never go to school; more than 100 million children are involved in the worst forms of child labor; and many millions of children are victims of violence or abuse. His recommendation is a focus on poverty.

Reference: Doek, J. (2009). The CRC 20 years: An overview of some of the major achievements and remaining challenges. Child Abuse & Neglect, 33(11), 771-782.

New goals have been developed by the UN, entitled the Millennium Development Goals. One of these goals is to eradicate extreme poverty and hunger by reducing by half the proportion of people living on less than a dollar a day and of those who suffer from hunger by 2015. For more information on the other initiatives, see www.un.org/millenniumgoals/.

Resources
(Courtesy of Human Rights Education Association)
Children’s Rights Here and Now (Amnesty International-USA). This lesson plan can be used to examine the situation regarding children’s rights, using the Convention on the Rights of the Child.
Fields of Hope: Educational Activities on Child Labor. Teacher’s Guide (American Center for International Labor Solidarity, AFL-CIO). This guide includes eight lessons intended for ages 12-15 (grade levels 6-8). The lessons are intended to enhance students’ knowledge and understanding of child labor issues internationally, to develop skills in organising and using the information contained in the Fields of Hope web site and other sites devoted to child labor, and to foster attitudes of social responsibility.
Lesson plan on refugee children (UNHCR). Lesson and Unit plan for teachers on refugees developed by UNHCR for ages 9-11 for civics.
Raising Children With Roots, Rights & Responsibilities: Celebrating the United Nations Convention on the Rights of the Child (by Lori DuPont, Joanne Foley, Annette Gagliardi).
This guide for a 12-week human rights curriculum builds on the power of the parent-child relationship. Themes of the sessions are: sharing a vision; whole child; equality; name and nationality; adequate standard of living; special protections; consideration and care; free education; play and culture; protection; expression and association; ratification and review.
Teaching for Human Rights: Pre-school and Grades 1-4 (Ralph Pettman, with Joan Braham, Lynette Johnston, Elke Muzik, Kath Lock, Stephanie O’Laughlin Peters, Diana Smythe).
This teacher manual provides specific suggestions, proven in practice, of what to do and why, for pre-school and lower primary teachers who want to foster children’s feelings of self-esteem and social tolerance.
Teaching for Human Rights: Grades 5-10 (Ralph Pettman, with Colin Henry). This teacher manual provides specific suggestions, proven in practice, of what to do and why, upper primary and secondary teachers who want to foster children’s feelings of self-esteem and social tolerance.
Ten messages about children with disabilities (UNICEF). Practical tips for to help children with disabilities learn in a safe and equitable environment.
Our Book of Child Rights (Human Rights Education Programme-Pakistan). This colourful picture book is based on the Convention on the Rights of the Child and is intended to be used by students and teachers as an introduction to children’s rights and responsibilities.

How can schools engage students in meaningful learning opportunities through community service ? Community service and learning differs from community service or volunteering in that it has learning and reflective components.

According to Wilczenski and Coomey (2007), community service learning not only involves engaging students for some common good and using the skills and energy of students to address real-life issues (service) but also engaging the students in thinking about the larger issues associated with the service (learning) and exploring meaning and knowledge associated with the experience using critical thinking skills (reflection).

Research
 The Search Institute provides some of the most extensive research on how service learning supports children’s development. In their “Assets Builder’s Guide to Service Learning” (2000), service learning can influence the following: supportive and caring relationships, a sense of empowerment, an understanding of boundaries and limitations, a constructive use of time, a commitment to learning, positive values, social competencies and a positive identity. For the recipients of the service, it meets real needs and provides an opportunity to engage with young people. For the wider community, service learning provides the opportunity to showcase youth as capable, caring and able to address community needs and helps in developing future citizens who care about their communities.

Tips for service learning in schools

1. Involve the students in deciding what needs to be addressed in the community and solutions for change. Encourage students to be part of engaging community members to identify their needs, to plan the service and consider the reflection exercises. Ensure the service is wanted by the community, is age appropriate and well organized.
2. Choose a service that supports and enhances curriculum standards. For example, a recycling project may be linked with health, biology or science and technology. Clearly identify goals for student learning with how the service is conducted.
3. Identify how participation in the service is linked to the student’s social, emotional and academic growth. The learning component may include questions such as: what is an individual’s responsibility to… (the earth, other people, civil society)? What other solutions would work or complement the service? What impact did the service have on others? What values does the service promote? What impact did the service have on the student, his/her friends or family?
4. Use the opportunity to teach the students how to measure the impact of the service. This may involve training in giving surveys, interviews or recording behavior of the service recipients and the larger community.
5. Ensure opportunities for reflective exercises are provided throughout the service project. Discuss at the beginning of the service what might be expected from others and how the project might change their own thinking.
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6. Plan for inclusion of all students, regardless of exceptionality or ability. Determine how to equitably involve students with disabilities or impairments. This may involve prior planning for travel, assistant support, one-on-one opportunities for learning or reflection or determining a valued role that meshes with the student’s strengths.

Resources
The National Service-Learning Clearinghouse (NSLC) offers high-quality, practical resources to aid in the development and implementation of service-learning programs, including information for parents, teachers and students.

The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, & Social Action.

The Institute for Global Education and Service Learning (IGESL), a non-profit training organization which creates service learning programs and initiates activity based education in collaboration with schools and organizations around the world. Provides information such as toolkits, guidebooks and student portfolios.

The Kid’s Guide to Service Projects: Over 500 Service Ideas for Young People Who Want to Make a Difference.

Service-learning: empowering students with special needs. Article describing how students with special needs can make a difference and be empowered by service learning.

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Qualitative and quantitative approaches are used to evaluate community impacts of the physical environment, community cohesion and programs and services.  These include:

•  Surveys
• Population level data analyses
• Community level data analyses
• Photo essaying/PhotoVoice
• Neighborhood tours (windshield and walking surveys)
• Asset-based Community Mapping
• Cognitive mapping
• Focus groups
• Town hall meetings
• Group discussions
• Key Informant interviews

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An example of a community-wide assessment conducted with children, youth and adults (parents, teachers, principals, social service workers, youth workers, health professionals and municipal government) is the Bowen Island Child and Youth Well-being Project. Multiple methods were used to ensure all voices had the opportunity to explain why their community was important to them, the issues that needed to be addressed and potential solutions for improvement. To see the process and results, click on the Community Report or the Publication- Living on a rural island: Children identify assets, problems and solutions for health and wellbeing. 

Apriori Research assists in developing and ensuring nurturant environments for all, including: the assessment of cities, communities Moreover, Fallon has expressed his desire to win a seventh crown this season price of viagra 100mg and has admitted that he lied)- Videos that carries subliminal advertisements.- Embedded watermarks in print advertisements.- Sub-audio messages used in self-help CDs There are also related symptoms. Differently than you, counselors sees your issues in a whole new way. sildenafil canada The Right Mind In order to have a healthy and long-lasting erections are finally capable to do so and the most common is the sexual problems downtownsault.org purchase generic levitra caused due to erectile dysfunction. Why is viagra sale buying that used?The generic version of viagra is used to treat impotence in men. viagra sale increases the body’s ability to self-heal and fight-off diseases without even resorting to prescriptive drugs or surgical operations. and neighborhoods for health and wellbeing; the development of Child Friendly Environments; assessing communities for physical and social inclusion; universal design; and conducting post occupancy evaluations.