SoVote

Context: Committee Evidence - SDIR-40 (SDIR) - Nov/28/23

Ms. Tracey Evans (Director, Global Partnerships, Right To Play International)

11:50:24 a.m.
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The benefits definitely are multi-faceted, both for the children who are being included and for their peers, and we have a lot of evidence globally to support that. In terms of their peers, we see a lot of social emotional growth, increased empathy and also ability to work with and engage with people with different types of disabilities. What we're trying to mimic in the classroom by promoting an inclusive environment is what both children with disabilities and their peers are going to face when they go out into the wider world. I think the challenge is that the barriers we face in segregated education systems are not reflective of the eventual reality that both individuals with disabilities and the rest of society are going to have to engage with. A classroom provides a safe, inclusive environment in which everyone can learn how to interact with one another, not just children with and without disabilities but boys and girls, refugees who are learning in different contexts. The education system provides a nice environment in which to do that, and we firmly believe that play, specifically, opens doors to foster that kind of engagement and allows children to learn these life skills in a way that makes sense to them.

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Context: Committee Evidence - SDIR-40 (SDIR) - Nov/28/23

Ms. Tracey Evans

12:41:10 p.m.
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Thank you so much. As we talk about these various types of disabilities, I'd just draw attention to the complexity of what it means to work in classrooms with about 100 children, sometimes with different and overlapping disabilities. I just want to draw attention to the importance of really investing in teacher capacity building on an ongoing and continued basis, to make sure that teachers are getting the support they need to do this effectively. Again, that's where we believe play can actually be really effective in helping them manage a large classroom with different disabilities. They can leverage some of the students who are capable of leading smaller groups in a play-based activity to make sure everyone is getting the individualized support and attention they need. Thank you.

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Context: Committee Evidence - SDIR-40 (SDIR) - Nov/28/23

Ms. Tracey Evans

12:45:23 p.m.
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I think for us at Right To Play, what I'm taking away from today's conversation is the added value that all these different partners are bringing to this important space. I think we've spoken to the play-based approach and particularly the way we think it can dismantle some of the barriers that children with disabilities face in the education system, whereas other partners have demonstrated, specifically with respect to technology, the way they're leveraging their assets. I think bringing each of our specific assets to the table and collaborating is something we'll be thinking a lot about.

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Context: Committee Evidence - SDIR-40 (SDIR) - Nov/28/23

Ms. Tracey Evans

12:49:17 p.m.
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Thank you for your question. I'll just explain in English to be very clear. I think we've spoken very well to the different contexts and the ways in which those intersect, but even within the same context, especially the fragile contexts that we've discussed at length today, what we see is constant evolution. What worked one day can rapidly not be functioning the next. What we need in order to be effective in this space is flexible and responsive funding that enables us to pivot and to be agile to the ever-evolving needs of the situation and the children we're trying to serve.

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