1. Dr. Eman Gaad Director of Disability Services Social care Agency Community Development Authority 2008. This document and the material contained in it is the property of Community Development Authority and is given to you on the understanding that such material and the ideas, concepts and proposal expressed herein are the intellectual property of Community Development Authority and protected by copyright. It is understood that you may not use this materialor any part of it for any reason other than the evaluation of the document unless we have entered into a further agreement for its use. The document is provided to you in confidence, on the understanding it is not disclosed other than those of your employees who need to evaluate it. The Right-based Approach when Planning for Disability Services in Dubai: Issues and Challenges

2. Today -Issues related to adopting a right based approach when planning for, and designing the foundation for Disability Services in Dubai -The shift from the charitable approach to the right-based approach when planning for community-based disability services -Cultural, legal, and ethical issues related to the right-based approach -What is on the ground: separating facts from fiction and what is hoped for in light of initiatives and strategies related to such area

3. Why do we need to promote the right-based approach when dealing with disabilities? Awareness Attitudes Acceptance

4. Issues related to adopting a right based approach when planning for, and designing the foundation for Disability Services in Dubai Planning: -The “right” approach not the “pity” approach -UN Convention principals

5. UN Conventions on the rights of Person with Disabilities General principles (a) Respect for inherent dignity, individual autonomy including the freedom to make one’s own choices, and independence of persons; (b) Non-discrimination; (c) Full and effective participation and inclusion in society; (d) Respect for difference and acceptance of persons with disabilities as part of human diversity and humanity; (e) Equality of opportunity; (f) Accessibility; (g) Equality between men and women; (h) Respect for the evolving capacities of children with disabilities

6. What is Inclusion? Inclusive Education: means that all children regardless of their strengthens and weakness attend same neighborhood school with their same age peers at same classroom.

7. Article 24 Education 1. States Parties recognize the right of persons with disabilities to education. With a view to realizing this right without discrimination and on the basis of equal opportunity, States Parties shall ensure an inclusive education system at all levels and lifelong learning directed to: (a) The full development of human potential and sense of dignity and self-worth, and the strengthening of respect for human rights, fundamental freedoms and human diversity; (b) The development by persons with disabilities of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential; (c) Enabling persons with disabilities to participate effectively in a free society.

8. F e d e r a l L a w No.. 2 9 o f 2 0 0 6 A rt i c l e 1 3 The ministry of education and the ministry of higher education and scientific research shall take the appropriate procedures in cooperation with the concerned authorities to provide the pedagogical diagnosis, the curriculum, and the simplified means and techniques for the purposes of teaching. Moreover, it endeavors to provide alternative methods to communicate with people with special needs, and to establish alternative strategies for learning, and simplified material environment and other means necessary to guarantee the full participation of students with special needs. A r ti c l e 1 4 The ministry of education and the ministry of higher education and scientific research should – in cooperation with the concerned authorities- provide the academic specialties to prepare the employees working with people with special needs and their families whether in the areas of diagnosis, early discovery, the educational, social, psychological, medical or professional rehabilitation, and guarantee providing the training programs during the service to provide the employees with the modern knowledge and expertise.

9. Managing Complex Change IncentivesResourcesAction PlanSkills CHANGE ++++= IncentivesResourcesAction PlanSkills CONFUSION +++= VisionIncentivesResourcesAction Plan ANXIETY +++= VisionResourcesAction PlanSkills RESISTANCE +++= VisionIncentivesAction PlanSkills FRUSTRATION +++= VisionIncentivesResourcesSkills TREADMILL +++= Vision

10. The shift from the charitable approach to the right-based approach when planning for community-based disability services

11. The four P’s of inclusion Policy Place Process Practice

12. POLICY 1. Admission procedure, and placement criteria may be reviewed to facilitate SN children to move flexibly in the program. 1.Assessment problems: Psychological, and educational assessment is requested as a part of the school program. 2.Classroom settings: needs technical assistance to provide differentiated educational materials for all children.

13. 4.Curriculum adaptation and evaluation: needs team work, and to present a variety of teaching-learning experiences in instruction, and evaluation. 5. Formal and informal academic evaluation of Sp. Needs in regular classroom are needed (procedure, testing materials, functional, curriculum-based evaluation etc.). 6. To help the classroom teacher in taking decision about transfer, materials evaluation, filling forms, etc. 7. Transition: it is a new experience for the teacher and the staff, they need to know procedure, and method and techniques to guarantee a safe transition to higher school or for vocational or transferring to another program.

14. 8. Direct link with the Ministry of Social Affairs and community resources for training or rehabilitation is needed. 9. Enhancing the role of the school with the family in planning for S.N. children future. 10. Legislation needed for "public education" strategies for Special Needs children.

15. The right-based approach adopted all the way Administration PlanningImplementationEvaluation

16. Cultural, legal, and ethical issues related to the right-based approach -Important but yet under developed policy -Confusion about Islamic views on ‘independence’ -Right intention but wrong message -Acting on ‘their’ behalf - We are doing this for their sake - Complexity of the ‘R’ word

17. Preferred Terms and Expressions in your Inclusion Policy Person with a Disability Person with Hearing Impairment Deaf Person with Vision Impairment Non-disabled Person with Developmental Disability Mobility Disability Wheelchair-User or Uses a Wheelchair Person With Cerebral Palsy Person With Paraplegia Blind Person with Low Vision Person with Psychological/Emotional Disability The ideal is to incorporate these words into our language in a way that expresses the dignity of the person. The key is to always put the person before the disability

18. What is on the ground? -Separating facts from fiction -What is hoped for in light of initiatives and strategies related to such area

19. Fact: people tend to look at the disabilities and not the abilities

20. Fact: having a disability may delay development but will not stop it…all children can learn

21. Fact: people with disabilities need to act their age

22. Fact: people with disabilities do contribute to society once empowered

23. The ‘R’ one!

24. Handout A & B

25. Early Intervention Education Employment Religious Institutes Protection

26. Thank You