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Μια ολόκληρη τάξη μαθητών δημοτικού έμαθε τη νοηματική γλώσσα για χατήρι ενός συμμαθητή τους

18 Φεβρουαρίου 2016

Μια ολόκληρη τάξη μαθητών δημοτικού έμαθε τη νοηματική γλώσσα για χατήρι ενός συμμαθητή τους

18 Φεβρουαρίου 2016

In this photo taken Thursday, Feb. 4, 2016, Bosnian boy Zejd Coralic, center, learns sign language from teacher Anisa Setkic-Sendic, not shown, with other children in a class at an elementary school in Sarajevo, Bosnia. In 2003, Bosnia adopted laws that allow children with disabilities to be fully integrated into society, including schools. Children with special needs are supposed to have professional assistants who sit with them in class, translating or otherwise helping them participate. But in practice, impoverished Bosnia barely has enough money to keep normal schools functioning and children with disabilities are left to the care and imagination of their parents and the good will of school staff. (AP Photo/Amel Emric)

 AP Photo/Amel Emric)

Μερικά υπέροχα παιδιά και μια δασκάλα στο Σεράγεβο αποφάσισαν πως δεν θα άφηναν τον 6χρονο Zejd στην απομόνωση

Από τον ΘΑΝΑΣΗ ΧΑΡΑΜΗ
Όταν η Mirzana Coralic ρώτησε στο δημοτικό σχολείο στη γειτονιά του Σεράγεβο, αν θα μπορούσε να γράψει τον κωφό γιο της για τα μαθήματα της πρώτης τάξης, η δασκάλα Sanela Ljumanovic απάντησε καταφατικά χωρίς καν να το σκεφτεί. Ο Σεπτέμβρης έφτασε σύντομα και ο έξι ετών Zejd ήταν στη τάξη και καθόταν σιωπηλός, αλλά με τα μάτια ορθάνοιχτα στο θρανίο μιας τάξης. Εκείνη την περίοδο, κανείς στο σχολείο, αλλά ούτε και ο ίδιος ο μικρός, δεν γνώριζαν τη νοηματική και η δασκάλα αποφάσισε πως θα έπρεπε να εφεύερει κάτι για να βοηθήσει. Προσπάθησε να αναπτύξει τα δικά της κόλπα και μερικά σημάδια για να μπορεί να επικοινωνήσει με τον 6χρονο, αλλά αυτό δεν ήταν αρκετό. Το παιδί έπρεπε να μπορεί να επικοινωνεί και με τους συμμαθητές του και να μην είναι απομονωμένο στην τάξη.
Τρεις μήνες αργότερα, όλοι οι μαθητές της πρώτης τάξης στο δημοτικό σχολείο Osman Nakas στο Σαράγεβο, είχαν μάθει τα βασικά της νοηματικής γλώσσας και μπορούσαν να επικοινωνούν με τον συμμαθητή τους. Το 2003, η Βοσνία θέσπισε νόμους που επιτρέπουν στα παιδιά με ειδικές ανάγκες να ενταχθούν πλήρως στην κοινωνία, συμπεριλαμβανομένων των κανονικών σχολείων. Τα παιδιά υποτίθεται ότι έχουν βοηθούς που κάθονται μαζί τους στην τάξη και μεταφράζουν ή βοηθούν με όποιο τρόπο απαιτείται. Αλλά στην πράξη, στην εξαθλιωμένη Βοσνία, μετά βίας φτάνουν τα χρήματα για να να κρατηθούν ανοικτά τα σχολεία και τα παιδιά αυτά αφήνονται στη φροντίδα και τη φαντασία των γονιών τους και την καλή θέληση του προσωπικού του σχολείου.
Ο Zejd ήταν τυχερός και όλο αυτό που έγινε ενίσχυσε κατά πολύ την αυτοεκτίμησή του. Η μητέρα του λέει πως πριν αρχίσει το σχολείο είχε κάνει κάποιες προσπάθειες να του μάθε τη νοηματική, αλλά εκείνος δεν έδειχνε ενδιαφέρον. Τώρα ανυπομονεί κάθε μέρα να πάει στο σχολείο. Οι συμμαθητές του υποδέχτηκαν με πολύ ενθουσιασμό την πρόκληση για εκμάθηση μιας νέας γλώσσας και πλέον διδάσκουν τους γονείς τους στο σπίτι.
In this photo taken Thursday, Feb. 4, 2016, Bosnian boy Zejd Coralic, center, participates in a class with other children at an elementary school in Sarajevo, Bosnia. In 2003, Bosnia adopted laws that allow children with disabilities to be fully integrated into society, including schools. Children with special needs are supposed to have professional assistants who sit with them in class, translating or otherwise helping them participate. But in practice, impoverished Bosnia barely has enough money to keep normal schools functioning and children with disabilities are left to the care and imagination of their parents and the good will of school staff. (AP Photo/Amel Emric)

In this photo taken Thursday, Feb. 4, 2016, Bosnian boy Zejd Coralic, center, participates in a class with other children at an elementary school in Sarajevo, Bosnia. In 2003, Bosnia adopted laws that allow children with disabilities to be fully integrated into society, including schools. Children with special needs are supposed to have professional assistants who sit with them in class, translating or otherwise helping them participate. But in practice, impoverished Bosnia barely has enough money to keep normal schools functioning and children with disabilities are left to the care and imagination of their parents and the good will of school staff. (AP Photo/Amel Emric)

In this photo taken Thursday, Feb. 4, 2016, Bosnian Anisa Setkic-Sendic, a sign language teacher, explains sign language to children at an elementary school in Sarajevo, Bosnia. In 2003, Bosnia adopted laws that allow children with disabilities to be fully integrated into society, including schools. Children with special needs are supposed to have professional assistants who sit with them in class, translating or otherwise helping them participate. But in practice, impoverished Bosnia barely has enough money to keep normal schools functioning and children with disabilities are left to the care and imagination of their parents and the good will of school staff. (AP Photo/Amel Emric)

In this photo taken Thursday, Feb. 4, 2016, Bosnian Anisa Setkic-Sendic, a sign language teacher, explains sign language to children at an elementary school in Sarajevo, Bosnia. In 2003, Bosnia adopted laws that allow children with disabilities to be fully integrated into society, including schools. Children with special needs are supposed to have professional assistants who sit with them in class, translating or otherwise helping them participate. But in practice, impoverished Bosnia barely has enough money to keep normal schools functioning and children with disabilities are left to the care and imagination of their parents and the good will of school staff. (AP Photo/Amel Emric)

In this photo taken Thursday, Feb. 4, 2016, Bosnian boy Zejd Coralic, center, learns sign language from teacher Anisa Setkic-Sendic, right, in a class at an elementary school in Sarajevo, Bosnia. In 2003, Bosnia adopted laws that allow children with disabilities to be fully integrated into society, including schools. Children with special needs are supposed to have professional assistants who sit with them in class, translating or otherwise helping them participate. But in practice, impoverished Bosnia barely has enough money to keep normal schools functioning and children with disabilities are left to the care and imagination of their parents and the good will of school staff. (AP Photo/Amel Emric)

In this photo taken Thursday, Feb. 4, 2016, Bosnian boy Zejd Coralic, center, learns sign language from teacher Anisa Setkic-Sendic, right, in a class at an elementary school in Sarajevo, Bosnia. In 2003, Bosnia adopted laws that allow children with disabilities to be fully integrated into society, including schools. Children with special needs are supposed to have professional assistants who sit with them in class, translating or otherwise helping them participate. But in practice, impoverished Bosnia barely has enough money to keep normal schools functioning and children with disabilities are left to the care and imagination of their parents and the good will of school staff. (AP Photo/Amel Emric)

In this photo taken Thursday, Feb. 4, 2016, Bosnian boy Zejd Coralic, right, learns sign language from teacher Anisa Setkic-Sendic in a class at an elementary school in Sarajevo, Bosnia. In 2003, Bosnia adopted laws that allow children with disabilities to be fully integrated into society, including schools. Children with special needs are supposed to have professional assistants who sit with them in class, translating or otherwise helping them participate. But in practice, impoverished Bosnia barely has enough money to keep normal schools functioning and children with disabilities are left to the care and imagination of their parents and the good will of school staff. (AP Photo/Amel Emric)

In this photo taken Thursday, Feb. 4, 2016, Bosnian boy Zejd Coralic, right, learns sign language from teacher Anisa Setkic-Sendic in a class at an elementary school in Sarajevo, Bosnia. In 2003, Bosnia adopted laws that allow children with disabilities to be fully integrated into society, including schools. Children with special needs are supposed to have professional assistants who sit with them in class, translating or otherwise helping them participate. But in practice, impoverished Bosnia barely has enough money to keep normal schools functioning and children with disabilities are left to the care and imagination of their parents and the good will of school staff. (AP Photo/Amel Emric)

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In this photo taken Thursday, Feb. 4, 2016, Bosnian boy Zejd Coralic, center, learns sign language from teacher Anisa Setkic-Sendic, not shown, with other children in a class at an elementary school in Sarajevo, Bosnia. In 2003, Bosnia adopted laws that allow children with disabilities to be fully integrated into society, including schools. Children with special needs are supposed to have professional assistants who sit with them in class, translating or otherwise helping them participate. But in practice, impoverished Bosnia barely has enough money to keep normal schools functioning and children with disabilities are left to the care and imagination of their parents and the good will of school staff. (AP Photo/Amel Emric)

In this photo taken Thursday, Feb. 4, 2016, Bosnian boy Zejd Coralic, center, learns sign language from teacher Anisa Setkic-Sendic, not shown, with other children in a class at an elementary school in Sarajevo, Bosnia. In 2003, Bosnia adopted laws that allow children with disabilities to be fully integrated into society, including schools. Children with special needs are supposed to have professional assistants who sit with them in class, translating or otherwise helping them participate. But in practice, impoverished Bosnia barely has enough money to keep normal schools functioning and children with disabilities are left to the care and imagination of their parents and the good will of school staff. (AP Photo/Amel Emric)

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