Ei dian otsikkoa

1
Laps Raps Fourth Peer Review Exchanges
Workshop Venice April 20th and 21st
2007 Accessibility Services for Children and
for People With Disabilities Children, Youth,
Families and Social Inclusion Arnkil?Dialo
gues
Robert Arnkil Arnkil Dialogues Co. and Tampere
University robert.arnkil_at_armas.fi
2
A Story from Hämeenlinna An imaginative city
planner in Hämeenlinna was making a new city plan
for a particular area but she realized I dont
know what the children actually do there and
think of the place

3
Ask, but how? Whom? Will they tell me? How about
those who are not active speakers? How about the
disabled, handicapped? How can I put some new
life in this whole exercise??

4
How about using maps? Children like to draw to
playMind maps?? How ?

5
My favourite place

I cant go here
I would like more green here
Dangerous place
I like this place
Noisy place
I usually meet friends here
I dont like this place
6

7

8

• First Mapping with children
• Then Surveying the field with children, parents,
  city officials (cross sectoral planners, social,
  health, police)
• Revising the city plan
• Applying to other contexts disabled, city wide
  survey on safety
• (Birmingham GPS mapping of unpleasant sites
  Helsinki Garden walks etc..)

9

• Aspects and lessons
• New interface
• Making innovative use of new techniques
• Giving voice
• Doing, playing, acting
• Hands on
• Cross sectoral
• Working with residents
• Applicable to other issues

10

• LAPS-RAPS planning cycle
• Step 1 Building the evidence base
• Step 2 Stakeholder analysis
• Step 3 Problem and option analysis
• Step 4 Option analysis and strategy formulation
• Step 5 Intervention logic going from themes to
  activities
• Step 6 Adding indicators, setting targets and
  working out means of verification
• Step 7 Risks and assumptions
• Step 8 Bringing it all together and achieving
  coherence by using an adapted logical framework
• Step 9 Formal signing of the inclusion framework
  by all the partners

11
Laps Raps key point From fragmentation to
integrated approaches vertically and
horizontally

12
From fragmentation
Third sector
Private services
Public services
Lifeworld of citizens
13
to integration and holistic activity
From top down to Participative management
Private services
From silos to synergy
Third sector, voluntary
From separate and alientated efforts to joint
ventures
From slicing the life world To holistic
approaches
14

• Good Practice in working with children, youth
  and families (Vantaa Udiex Workshop)
• holistic and boundary crossing
• highly individualized and empowering
• building trust
• solution and result oriented, crossing relevant
  thresholds
• contextually, culturally and ethnically
  sensitive, and using cultural mediators
• strong involvement of stakeholders, decision
  makers and the target groups themselves
• built-in feedback, learning and meta-learning
  mechanisms and practices

15
Good practice in reaching citizens (Venice
workshop)

• Multi-stakeholder/ partnership building
• Transparent, real-time and efficient
  communication
• Being in touch with the community  need based,
  locally sensitive approaches
• Multiplier effects  citizens as advocates,
  finding  ambassadors  , snowballing,
  piggy-backing
• Integrated and boundary spanning approaches,
  overcoming fragmentation
• Learning (also from mistakes), mentoring,
  building on experience, evaluation and validation
• Good governance and management

16

• What is particularly important when working with
  children and youth?
• Listening and discovering different and weak
  signals
• Finding new ways to communicate and act
• Considering the whole situation of the family
  (also single parents!)
• How can they have a real say in matters?
• How can they express themselves?
• How can they do and not just speak?

17

• Often transitions are vulnerable
• critical period
• entering school
• transitions within school
• school work
• unemployment employment
• disability, illness return to activity
• work pensions training work..

18
Work
Transitions to work
Children in transitions
Primary
Secondary etc..
Pre-school
Families with children
Transitions to employment

Un- employment
Transition to school
Transitions within school
Transitions to training and empl
Training, further education
Parents in transitions
Transitions to pensions and back
Pensions Disability
19
Diagnostic mapping of tools and practices in
addressing children and young people What do we
have as tools and practices..

20

21
Summary Synoptic mapping of methods and
practices to work with children, youth and
families
22
(No Transcript)
23

• Thank You