cid disability & inclusive development workshop – k thompson & r choy june 2009 1 cid...

CID Disability & Inclusive Development Workshop – K Thompson & R Choy June 2009 1

CID Disability & Inclusive Development Workshop

Kirsty Thompson (CBM Australia) & Robert Choy (CBM New Zealand)

[email protected] & [email protected]


Objective of session

• Participants will have an understanding of key elements of disability inclusive development practice and can articulate plans on how to relate this to their organisation and role.• Partnerships• Program cycle • Conversations with partners, etc.

• Ultimately… to get you to ‘ask the question’ to start to take some (more) action for inclusion


Outline of session

Time Session

9.30-10am Introduction

10am-11.15 (break included)

Understanding disability

11.15-12.45 Inclusive Development principles and practice

12.45-1.30 LUNCH

1.30-2.15 Key stakeholder and instruments

2.15-4pm(break included)

Application across the program cycle & case studies

4-4.30pm Wrap up.


INTRODUCTION

• Who are you?

• What do you want to get from this?

• What is your previous experience in disability?


Courtesy of WHO


Photos: cbm SEAPRO


So what is the situation for people with a disability in developing countries?


More than 650

million, or 10% of

the world’s

population – have a

disability.

20% of population

are effected when

families are taken

into account(ADB, 2002)


Care-giving falls disproportionately on women and girls, resulting in even fewer opportunities for them to gain

employment or complete schooling. (S.Miles, 1999)


Only 1-2% of persons with disabilities in developing countries receive an education

(UNESCO, 1998)


Only 1-2% of people with a disability in

low income communities receive

the rehabilitative services they need

(May- Teerink, World Bank, 1999).


Almost half of the children who go blind will die within two

years of losing their sight (CBMI, 2006)


As many as 20

million women per

year suffer

disability & long

term complications

as a result of

pregnancy &

childbirth

(UNFPA).


Mortality of children with disabilities can be as

high as 80% even in countries where overall

under-five mortality rate is below 20%. (DFID).


For every child killed in war, three are permanently

disabled (UNICEF).(UNICEF).


At least 10m

children

worldwide have

been traumatised

by armed

conflict.

(UNICEF)


Women and girls

with disabilities

are twice to three

times more likely

to be victims of

physical and

sexual abuse.

(DFID).


People with a disability are often overlooked in emergency/ humanitarian responses


…and people with disabilities are disproportionately poor.” (Holzmann, R. World Bank.)

Poor people are disproportionately disabled…

CID Disability & Inclusive Development Workshop – K Thompson & R Choy June 2009 20Make Development Inclusive : Concepts and Guiding Principles (2008) DG Employment and Social Affairs,

European Commission

Disability & Poverty Cycle


Understanding Disability…


Cultural understanding of disability

ACTIVITY- cultural understanding

List down on the cards you have some common beliefs, assumptions, values, about disability and persons with disabilities in your country or those where you work

Now take to the walls….- with your cards- with the photos


Intro to models of disability

• Important to recognise the different ways of understanding disability and the possible strengths and challenges of each

• Medical, social, economic, charity, economic

• Rights based

• You may align yourself with a particular approach, but

important to recognise how others might understand as

a basis for interaction and planning…


Medical model

• A ‘sick/disabled’ person has one or more parts of the mind or body that need to be fixed to be ‘healthy’.

• Focus treatment on the non-functioning component of the mind/body to restore to ‘normal’

• Practitioners as experts = in charge and directing service

• Clients = expected to seek help, ‘follow orders’ and get ‘well’.

• May involve community or institution based services

• Disability is therefore an individual health issue


Charity Model

• Disability = non-health• People are ‘afflicted’ with their disability• Rationale for intervention – since people cannot

be cured, continuous and protective care is provided.

• Approach can be paternalistic – • Expecting little from person with a disability

except that they accept the help that is provided without query or challenge.

• Society’s responsibility to ensure their needs are met.


Economic Model of Disability

• Often employed by governments• Equates value to society with productivity. Disability can

strain society due to decreased productivity.• Interventions minimise the impacts of non-productivity and

the financial support required for people with a disability and their carers

• Practitioners provide economic, legislative and program support to maintain people in society whilst clients are expected to participate in programs and accept financial support.

• Society pays for the financial support and programs via taxation and abides by legislation


Social Model of Disability

Disability: • Focuse on discrimination and social

exclusion.• Does not ignore impairments but refocus to

include social barriers/discrimination• Disability as inability of society to

accommodate all its members.• Leads to fundamentally different policy and

intervention priorities removal of disabling barriers and emphasis on human and civil rights.


Human Rights Model

• Focus on equal rights for every person

• See persons with disabilities as holders of equal rights

• See materials on the UN Convention on the Rights of Persons with disabilities


Feedback from the walls

• Are all the words and pictures on the right walls?• Was this easy? • In the afternoon we will look at how to tie this into

our communication strategy for different audiences.


Some intentional and critical reflection on…

• Our own assumptions and beliefs about people with a disability

• If/How our programs and activities address the assumptions, beliefs, and practices of others?

• How do we address issue of impairment, disability and rights?


Inclusive development principles and practice


Inclusive Development

• Is about inclusion… but what do we mean by this?

• Is about development… but what do we mean by this?

• Is both a process and a goal

• Follows a twin track approach


KNOWLEDGEUnderstanding of Disability

Understanding of Development

INCLUSIONGaps in programs

& policies to ensure

integration

PARTICIPATION

Nothing about us without us

ACCESS

Addressing barriers

INCLUSIVE DEVELOPMENT

HUMAN RIGHTSEqual rights and opportunities for all

EQUITABLE OPPORTUNITIES AND OUTCOMES FOR ALL


Rights based: CRPD

• 'The disability perspective of development is based on a concept which defines equality for persons with disabilities on an equal basis with society as a whole. This view contributes to the empowerment and participation of persons with disabilities as agents and beneficiaries of development rather than as vulnerable subjects requiring care, protection or services. This is an inclusive development approach where their participation, as both contributors and beneficiaries, enhances human rights through development and development through human rights'

UN General Assembly 2008


• People with a disability

• Their families and/or

caregivers

• Wider community members

• Other organisations involved

in disability and development.

Partnerships as central

Photo: K Thompson, cbm Australia


“Doing with” not

“Doing for”

“Nothing about us without us”

Principle partnership is with people with a disability

DPI Slogan


Rights to participate

Equal rights and opportunities for

participation

‘Mainstream’ initiatives and

groups

Disability specific

initiatives and groups

Advocacy

Networking

Lobbying

Awareness Raising

Capacity Development


WATSAN example


Mainstreaming Disability

Mainstreaming disability into development cooperation is the process of assessing the implications for people with a disability of any planned action, including legislation, policies and programmes, in all areas and at all levels.


Mainstreaming disability

a globally accepted strategy for promoting disability equality

not an end in itself

ensures disability perspectives and the goal of disability equality are central to all activities

Ideally includes:Organisation (policy, values, goals, staff, accountability & reporting) Programmes & practice (throughout project life)


Q: What have we learned from gender mainstreaming?

• Devise a clear mandate for disability and earmark appropriate funding

• Adopt disability as an official cross-cutting issue

• Develop an implementation strategy with accountable, time-bound goals both

in terms of employment and programme work

• Devise an effective communication strategy

• Establish a sub-group and/or disability officer with specific responsibility

• Capacity development on (disability)

• Work with ‘target gp’/ (PwD/ DPOs) for all stages

• Collect disability-disaggregated data and develop disability analysis tools


Are there

people with a

disability in

your programs?


Camp school Pakistan

There are no people with a disability here…

…but are there?Photo: K Thompson, cbm Australia


Rights to participate

Equal rights and opportunities for

participation

Mainstream initiatives

Specialist initiatives Advocacy

It’s a specialist issue….…..or is it?


‘They’ are welcome…. But are they?

Photo: K Thompson, cbm Australia


How do our

programs &

partnerships

target each

obstacle to

participation?Figure from: Werner, D. (1999) Disabled Village children: a guide for community health workers, rehabilitation workers, and families. Healthwrights: Palo Alto, CA, USA.


Good development practice

=

Good disability practice

1. For development practice to be ‘good’, it must be inclusive

2. Shared principles of good development and good disability practice. (E.g..

Partnerships, individualise, sustainable, empowerment, etc.)

i.e. Putting ourselves out of a job!?


Effective development based on…

Local Ownership

Photos: K Thompson cbm Australia


Harmonisation, consultation & stewardship/accountability

Fishing Boats…• Southern India, Post Tsunami• Man with three fishing boats in his house.

• “Did you have three fishing boats before?”• No – worked as a labourer on another boat.• So what do you do with three boats? Do you have other

people working for you?• No – on Monday’s and Tuesday’s I take out this one, on Wed

and Thur this one, etc…

• Previously 300 families and 8 fishing boats. Now 300 fishing boats. One for each family.


Empowerment and Sustainable change

Photo: cbm SEAPROPhoto: K Thompson, cbm Australia

CID Disability & Inclusive Development Workshop – K Thompson & R Choy June 2009 52Photo: cbm Australia

CID Disability & Inclusive Development Workshop – K Thompson & R Choy June 2009 53Mutual accountability

Photo: cbm SEAPRO


ACTIVITY

"Give a man a fish and you feed him for a day…Teach a man to fish and you feed him for a lifetime.“

• What does this Chinese Proverb tell us about development?

• What doesn’t it tell us? i.e. What is not taken into account?


Disability and emergencies

• The same disability inclusive principles are relevant in all stages

• What might be implications of disability for each stage? What could we do?• Preparedness• Immediate response• Rehabilitation and reconstruction• Leading to longer term development


E.g., of how this understanding of disability challenge us..

• Broaden and strengthen networks and partnerships

• Comprehensive? Representative of all players? people with a disability as central? rights based?

• Build an advocacy platform and agenda

• Building capacity, networking, raising awareness, lobbying

• Plan, monitor and evaluate programs from a human rights and broader social model perspective

• Ie impairment and disability.

• Involve people with a disability in all aspects of the program cycle.


What’s in a word?

• Be specific• Do not refer to people, or groups of people only by their

impairment• E.g.,“Deaf people”

• Person first – person not disability at centre stage• Person with a disability • Though some places prefer disabled person (as society is

‘disabling’• Maintain dignity

• Avoid negative language about disability• “Suffers from polio” “in danger of becoming blind”


What’s in a word

Examples from cbm language guide

• “confined/restricted to a wheelchair “

• TRY “wheelchair user” - May mean mobility and

independence for the person with a disability

• Epileptic or afflicted with epilepsy

• Where is the person? TRY person with epilepsy

• Will work with ‘marginalized group’

• Often tokenistic ‘inclusion of people with a disability

• Be specific – who are they and how are they

marginalised? How will the program address this?


Key stakeholders and instruments in disability and development


Inclusive development stakeholders…

• Q: Who are they in the countries you work in? (Who do we talk to..)

• Our Partner organisations !

• People with disabilities / Disabled People Organizations

• Families and parents/caregivers of PWDs

• Health workers, TBAs, medical specialists, local hospitals

• Institutions (churches, community groups, village development committees...)

• Development players (NGO’s, CBOs, UN agencies etc)

• Local government / central Government players


Inclusive development stakeholders…

• Q: Who are they in New Zealand ? (Who is I.D. important to, in NZ?)

• KOHA scheme - PMC

• Govt development players - ie NZAID

• CID

• Disability focussed agencies/NGOs

• People with disabilities in NZ ?

• Donors in NZ ?

• General public ?


Disability and the MDG’s..not (even) on the guest list…!

“ Unless disabled people are brought into the development mainstream it will be impossible to cut poverty by half by 2015 or to give every girl and boy the chance to achieve a primary education by that date (i.e. achieve the MDGs)”

James Wolfensohn, former president of the World Bank



MDG 1: Reduce extreme poverty and hunger by halfChallenges in achieving MDG 1...

• WB estimates persons with disabilities comprise 20% of the poorest of the poor

• Approx. 20% of all disabilities caused by malnutrition and > 10% by infectious diseases.

• An estimated 80% of people with disabilities are unemployed (ILO)

BPKS Bangladesh



MDG 2: Achieve Universal Primary Education Challenge in achieving MDG 2 ...

• 90% of children with disabilities in developing countries do not attend school (UNESCO)

• One third of the 77 million children out of school have a disability (World Vision)

Includeeverybody.org


Disability, MDG’s and PRSP

• MDG’s Policies, programmes, targets, indicators, monitoring & evaluation do NOT include any reference to disability or PWDs…

• PRSP’s are becoming the ‘operational’ framework to translate the global MDG targets into national action; hence importance of INCLUSION !!


Disability & Human Rights (the UNCRPD)

The UN Convention on the Rights of Persons with Disabilities:

Purpose to “promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity” Significance• Affirms the rights of persons with disabilities are human rights• Gives universal recognition to the dignity of persons with disabilities.• Both a development and a human rights instrument


http://www.un.org/disabilities/


Disability & Human Rights (the UNCRPD)

The Convention marks a ‘paradigm shift’ in attitudes and approaches to persons with disabilities. From ‘charity’ to ‘rights and dignity’. Persons with Disabilities are……not viewed as "objects" of charity, medical treatment and social protection; ….but as "subjects" with rights, and capable of claiming those rights and… …can make decisions for their lives based on their free and informed consent, and are.. …active members of society.


‘Development’ and the UN Convention

Article 32 – International co-operation• Explicitly identifies 4 areas of cooperation

1. Inclusion & accessibility of international development programmes

2. Capacity building3. Research4. Technical and economic assistance


Disability, KOHA & I.D.

• Background & history

• Key changes (see handout details)

• New KOHA criteria in Section 4 of Handbook

• PWDs are ‘included’ as community of interest/identity

• Community development should be ‘inclusive’ of PWDs

• New questions in Forms and Reports

• Consideration in AM & E (Forms & Reports)


Disability & HAF

• Background ...a bit less explicit

• Key changes (see handout details)

• Operating Practice: Consideration of all vulnerable groups (mentions

PWDs) is important

• Applications – consider vulnerable groups in needs assessment and

implementation

• Reports - what changes to lives of vulnerable groups ?

- Involvement of vulnerable groups in implementation,

monitoring and evaluation ?


Application to Project Management and Case studies


KNOWLEDGEUnderstanding of Disability

Understanding of Development

INCLUSIONGaps in programs

& policies to ensure

integration

PARTICIPATION

Nothing about us without us

ACCESS

Addressing barriers

INCLUSIVE DEVELOPMENT

HUMAN RIGHTSEqual rights and opportunities for all

EQUITABLE OPPORTUNITIES AND OUTCOMES FOR ALL


How an NGO and it’s programs can be Disability Inclusive…

Mainstreaming – Programs, organisation, etc.

• Knowledge (K)• Social model

• Rights based

• Twin track approach

• Poverty and disability – link

These shared understandings form the basis of our ability to be disability inclusive.


Three guiding principlesfor implementing Disability Inclusive Development

1. PwD are included – Inclusion (I) Remembering PwD and their needs

2. PwD participate – Participation (P) “Nothing about us without us”

3. PwD have access – Accessibility (A) Addressing barriers – environmental, attitudinal

and institutional

Note the KIPA (Edmonds 2003)


KIPA Framework

• Knowledge, Inclusion, Participation, & Access

• Coordinate efforts among those responsible for implementing & supporting programs• donors, government, public and private sector agencies

• Helps identify gaps & plan for inclusive development• Applied at various levels –

• programs, policy, national strategy, etc• Applied across sectors –

• e.g., health, education, vocational, emergency,


KIPA & IDP Camp School Pakistan

• 5000 + people in camp

• Cooperation of Pakistan Army, Relief International, Plan International, UNHCR, etc

•School – 1500 children

•There is a plan to build this into a more permanent townships

• Focus on education of children


ACTIVITY

• Break into groups• Review the case study provided to your group• Take 20 mins to answer the questions in the

table provided.• Report back to wider group


More information?

• On disability in the program cycle• The Make Development Inclusive: Mainstreaming Disability in

Development Cooperation• http://www.make-development-inclusive.org/index.php?wid=1

024&spk=en• mapping and training tools, reference lists, resource websites,

documentation of good practice and case studies• KIPA

• Edmonds (2005). Disabled People and Development. Poverty and Social Development Paper. Asian Development Bank

• KIPA framework and application across various policy and practice levels and sectors.

• Inclusive Development Practice: A Guide to Mainstreaming Disability in Development Programs (Draft) (2009) CBM Australia

• A ‘get started’ brief guideline – current being piloted.


Wrap up


A few examples on where to from here..

• Organisation level• SWOT on existing programs, policies and

networks in relation to disability inclusion – what approach do they currently reflect?

• Identify existing expertise in region – NZ and country programs

• Collating an evidence base – baselines, practice examples, measures of success, etc

• Allocating/seeking out budget.• Have you got/how will you get the support of

management


Getting started…

• Close to home – your tasks, team, organisation, etc.

• Is your own workplace accessible? • Buildings• Communications and information

• develop a ‘working group’• Identify capacity/information needs• Draw from various expertise/areas – to get

ownership across organisation


Getting started…

• Consider existing structures, plans, procedures, etc – how could they start being disability inclusive?• Stats, tenders, job advertisements, progress

reports, project cycle tools• Set priorities for some quick success = good

motivation• Existing Human resources and expertise – need

supplementing?


Reflection - closing

• 2-3 things you have learned/been reminded of• 2-3 things you want to learn more about• 2-3 things you will do now/how will you act on

this?

• Consider for example,• Your role?• Your organisation• Partnerships• Participation


THANK YOU

cid disability & inclusive development workshop – k thompson & r choy june 2009 1 cid...

Documents