Disability Inclusion in Development World 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 people With impairments by attitudinal, institutional, and environmental 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 barriers Often invisible, most problematic and deeply rooted Stigma Curse, bad luckNot normal Not worthy Lazy; HelplessUnintelligent Lack of skills IncapableCrazy Tragic SickIn 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 systems Humanitarian 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 barriers Infrastructure: Public transportRoadsLeisure and recreation places HousingSchoolLibrary WASH pointsHealth clinicCommunity hall BankOfficeMarkets, shopping places Church, mosque, temple Info and communications: How we communicate (F2F conversations, phone/skype, , webex) Social services Communication systems including posters, newspaper, radio or TV

Global Situation 15% of population (1 billion) have disabilities, over 80% in low-income countries 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 inclusion Inclusion and equitable access in programs Special support for those at risk / most vulnerable Disability awareness for staff and community o 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 analysiso Data disaggregation o 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 practice WASH -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 practice Education -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 practice Savings 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