1. For staff of HI in Laos 25.11.11

2. Groups & composition AttendedMaleFemaleWorking Not working Education levels Disability types Time of disability Gr 142231mixed Paralysis & physical From birth Gr 286226mixed Paralysis & physical After 20 years Gr 31082 mixed Paralysis & physical mixed Gr 49819mixed Paralysis & physical mixed Gr 5108291mixed Paralysis & physical mixed Gr 673427mixedParalysis & physical mixed

3. Overall feedback  Strong desire among PWD to work Want autonomy Sense own capabilities Want to contribute to family Ensure future  Evidence of ability to work (or produce) convinces some parents & some employers ‘When my family saw the income they were in favor of my working’ ‘What I did was better than what the other staff were doing’

4. Overall feedback / observations  A sense of solidarity among PWD regardless of work status  Many different aspects of the general environment keep PWD from getting work or even seeking  Time of disability seems to impact education, which then impacts employment chance

5. Unexpected feedback  People asked to do GDs more as info sharing / exchange sessions  Some people see themselves as limited or different and therefore isolated Those in ‘mainstream’ working situations feel isolated and may withdraw

6. Barriers  Internal  External (close)  External (distant)

7. Internal barriers  Self belief  What society tells me  Level of education

8. ‘Close’ external barriers  Family belief  Family allowance  Family willingness to support

9. ‘Distant’ external barriers  Employers Belief Practice (‘don’t call us… we’ll call you’) Workplace readiness Job qualifications / specifications too high  The legal context No law making employers accountable to PWD rights to work

10. Future programming ideas 1. Peer education network 2. Employer advocacy 3. Certification program 4. Operations research

11. Peer education network a. PWD who work can be ‘role models’ for PWD not working or facing a certain barrier. b. Parents of PWD who work can be ‘role models’ for parents of PWD not working or facing a certain barrier. c. PWD working in formal sector can be educators or advocates to companies/businesses in the sector who have repeatedly rejected PWD

12. Employer advocacy  Have PWD working in companies advocate at resistant (but similar style) companies  Push for fair qualifications ‘multitasking’ issue  Push for more work ‘trials’

13. Certification program  Places that train PWD in skills can get a certification status  PWD leaving a training program get a certificate that is recognized by employers  Employers and training institutes are linked – employers know about training centers  PWD who establish businesses that train others can get linked to this certification network  Employers encouraged to seek PWD from these companies

14. Operations research  Regular qualitative and quantitative reviews and updates of data FGD / education sessions in new project areas and remote areas ○ To educate about opportunities ○ To get ideas / status of ‘pilot’ initiatives ○ To gain feedback Personal interviews Phone surveys for updates

15. Operations research  Does not require much additional workload / additional staff / additional expense