disability inclusion in development world vision international 17 february 2015
TRANSCRIPT
Disability Inclusion in DevelopmentWorld Vision International
17 February 2015
Agenda
• Understanding Disability
• Approach to inclusion
• Challenges
• Opportunities
• Promising practices
What is disability?
Conventional understanding• Visual• Hearing / speech• Movement (or polio, landmine victims)• Intellectual (or Down’s syndrome, meningitis)
• Mental illness (psycho-social)• Others (e.g., epilepsy, leprosy)• Autism
What is disability?Holistic understanding
– Impairments (medical / individual issue)– Function / functional limitations– Barriers to participation (social issue)
Attitudinal, Environmental, Institutional
Disability: A ‘result of the limitations imposed’ on peopleWith impairments by attitudinal, institutional, andenvironmental barriers to their participation in society.
Not about inability, illness or permanent injury.Social issues and impairments.Participation based on rights, NOT ability, capacity or needs.CRC guarantees rights of every child.
Attitudinal barriersOften invisible, most problematic and deeply rooted Stigma Curse, bad luck Not normal Not worthy Lazy; Helpless Unintelligent Lack of skills Incapable Crazy Tragic Sick In need of care Weak Non-sexual….. Assumptions
…can lead to: Discrimination (e.g., little social support, birth registration); social exclusion (e.g., family, friends, school, community); violence including infanticide; lack of self-esteem and social skills; etc.
Systemic / Legal barriers
Religion, education, health and other social services and systems;Employment, political systemsHumanitarian and development programmes / assistance
Less likely to have access to info about their rights or to social protection and justice systems
What are some barriers / discrimination you are aware in your country or your programme?
Environmental barriersInfrastructure:Public transport Roads Leisure and recreation placesHousing School LibraryWASH points Health clinic Community hallBank Office Markets, shopping placesChurch, mosque, temple
Info and communications:How we communicate (F2F conversations, phone/skype, email, webex)Social servicesCommunication systems including posters, newspaper, radio or TV
Global Situation
15% of population (1 billion) have disabilities, over 80% in low-income countries. 95-150 million children with disabilities globally.
Direct link between poverty, discrimination and disability.
82% live below poverty line. 20% of the world’s poorest have disability, and regarded as most disadvantaged in their community.
90% cwd receive no education or 1/3 children not in school a cwd. ( global literacy rate as low as 3%, for women 1%)
3-5 times more likely to be victim of violence and physical or sexual abuse than non-cwd. Children with intellectual disabilities: 4-10 times higher risk of sexual abuse.
30% of children/youths living on the street has disabilities
Girls with disabilities and those with indigenous or
minority ethnic backgrounds are at more risk and
disadvantage b/c of double, triple discrimination.
An approach towards Disability inclusionInclusion and equitable access in programsSpecial support for those at risk / most vulnerable
•Disability awareness for staff and communityo With DPO, FBO
•Assessment : Learn about situations in the community•Representation (Community, women, children, different types of disability)•Participation of Community-based DPO in DME / programming
o Barrier analysis o Data disaggregationo Measuring progress and outcomes
•Standardization, e.g., facilities’ design•Support for establishment and capacity building of DPO•Collaboration with specialist organisations•Advocacy at community, nat’l and int’l levels by children and youths with disabilities
Impact: Inclusion in community
Full and meaningful
participation in programs
Inclusion practiceWASH
- Standardization of accessible WASH at school and home/community- Impact on other areas of life – education, protection, health, self-esteem,
social skills, economic activities
Main challenges:- Low awareness of impact of inaccessible WASH- Government approved design- Perception and actual costs of accessible WASH- Low priority of WASH for community people
Opportunities:- Partnership with expert organisations- Participation of community people with disabilities (real experts!)- For everybody, not only for people with disabilities- Once the importance is understood, people with disabilities take ownership
Inclusion practiceEducation
- Inclusive education vs Special education- Inclusion in ECD- Children’s clubs, Buddy support- Community assessment- Training of teachers – pre and primary school
Main challenges:- Negative attitude and low expectations- Inaccessible school infrastructure including WASH- Readiness of school, DOE- Transportation
Opportunities:- Expertise of local universities, MOE, - Inclusion in ECD provides life long impact
Inclusion practiceSavings Group- Three main types:
(1) Inclusion in regular SG(2) Separate SG within regular SG project(3) Separate project for persons with disabilities
Main challenges:- Negative attitude including low expectation- Lack of capacity (e.g., literacy, computation skills),
self-confidence, accountability for some- Weak family and social support structure- Transportation, accessibility
Opportunities:- Target parents with disabilities and of children with disabilities- Success stories become role model for children and youths with disabilities- Inclusion in SG creates sense of belongingness, dignity and choice/freedom
Key issues / lessons• Disability sensitisation is a starting point
• Access issues – infrastructure, transportation, communications, social services
• Participation and representation, with gender sensitivity
• DPO non-existent or lack of capacity in rural and remote areas
• Main support needs expressed by community: Economic activities, e.g., SG, VSLA, education
• Gaps in policies (strategies) and implementation.
• Data disaggregation
• Use of local resources (expertise, support from local business sectors)
• Support from local govt. and DPO strengthened when they participated in community assessment.
• Each issue of the most vulnerable people / children is unique and diverse.
Thank You