1. Mr. & Ms. UGSS 2015 Promoting Disability Awareness

2. What is Disability? WHO Definition- ”an umbrella term, covering impairments, activity limitations, and participation restrictions” Impairment -a problem in body function or structure Activity limitation-difficulty encountered by an individual in executing a task or action Participation restriction- problem experienced by an individual in involvement in life situations

3. Types of Disabilities Attention-Deficit/Hyperactivity Blindness or Low Vision Brain Injuries Deaf/Hard-of-Hearing Learning Disabilities Medical Disabilities Physical Disabilities Psychiatric Disabilities Speech and Language Disabilities

4. Statistics in Guyana 15% of persons with disabilities have never attended school ;this increases to 42% of those under 16 years 20%-50% are born with an impairment 40% of unemployed persons with disabilities have lost their job as a result of gaining their disability 9% of unemployed persons with disabilities are qualified, skilled and able to work 14% are totally socially excluded 44% have experienced negative attitudes and behaviours as a result of their disability 79% of families caring for a person with a disability have experienced financial difficulties 65% of persons with disabilities believe their disability limits their daily activity.

5. Education and the Disabled UN Convention on Rights of Persons with Disabilities states that persons with disabilities should be guaranteed the right to inclusive education at all levels, regardless of age, without discrimination and on the basis of equal opportunity. Access to education can be limited, or entirely prevented, for persons with disabilities. Barriers to education include: transportation, financial constraints, attitudes, teaching and care provisions, curriculum and physical access 61% currently in education attend mainstream education facilities and 29% attend special educational needs (SEN) schools.

6. Education and the Disabled Currently Guyana faces challenges providing a continuation of education facilities for persons with disabilities, particularly post primary. Only 16% between 11 and 18 years are in any form of secondary education An alarming 1% attended post-secondary, adult education and other forms of education facilities.

7. Employment and the Disabled Only 17% of respondents are currently in employment A vast majority this group are employed in semi-skilled or unskilled roles, for example, domestic and labouring This may be attributed to socio-economic variants and attitudinal barriers that prevent equality of opportunities in the workplace and access to educational and training qualifications. 40% have lost their job as a result of gaining their disabilit 47% of unemployed respondents are willing to work but they require training, assistance or both.

8. Measures that can improve Education of the Disabled Facilitate smooth transitions from school, to tertiary education and employment Enhance inclusiveness and address systemic barriers and gaps in support for people with disabilities in accessing and participating in tertiary education and employment increase awareness of people with disability about their post- school options and afford them support on their way Employing teachers, including teachers with disabilities, who are qualified in sign language and/or Braille, and to train education professionals and staff about disability awareness

9. Improving interaction with the Disabled (Visually Impaired) To guide a person who is blind, let him or her take your arm. If you encounter steps, curbs or other obstacles, identify them and pause briefly before proceeding. 1 Speak directly to the person in a normal tone and speed. 2 Do not pet or play with a working guide or service dog. 3 When entering or leaving a room, say so. 4 When a person who has a visual impairment is meeting many people, introduce them individually. 5 Remove displays or other objects; avoid clutter; use large letter signs; raise low- hanging signs or lights. 6 Use alternative formats for written materials. 7

10. Improving interaction with the Disabled (Hearing Impairment) Using a normal tone, speak clearly and distinctly. 1 Use facial expressions, body language and pantomime 2 If a sign language interpreter is involved, speak directly to the person who is deaf, not the interpreter. 3 Ask the person to repeat himself or herself if you do not understand. 4 Avoid standing in front of a light source or window that might silhouette your face, making it difficult to see you clearly. 5 Install a Teletypewriter (TTY) in your office. 6 Learn how to find a sign language interpreter on short notice. 7 Arrange for people with hearing impairments to sit near the speaker in lecture/performance situations 8

11. Improving interaction with the Disabled (Learning Disabilities) Be aware that occasional inattentiveness, distraction or loss of eye contact by a person with a learning disability is not unusual. 1 When communicating with a person with a learning disability, discuss openly the preferred way to communicate. 2 Be sensitive to the fact that some information processing problems may affect social skills. 3

12. Mr. & Ms. UGSS 2015