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