module12_Barron.pdf

8/13/2019 module12_Barron.pdf

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Includingd

isability

in

development

Tanya Barron,

International

Director,

Leonard CheshireDisability

May 7 11, 2012

Washington, D.C.


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Leonard Cheshire Disability

Leonard Cheshire Disability is a UK-based NGO which alsoruns the Secretariat for the Leonard Cheshire DisabilityGlobal Alliance, a network of disability and developmentorganisations in 54 countries worldwide.

Our work covers livelihoods, education, research, policy andcampaigning to support inclusive development for peoplewith disabilities.

We have worked with people with disabilities in developingcountries for 60 years and have an academic research centreat University College London to provide an evidence base forinclusive development policy and practice.

Our partners work within their local contexts to provideservices that meet the needs and rights of disabled people intheir areas.


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Some of the Issues

There is a lack of data about the true situation for people

with disabilities in developing countries, although the World

Report on Disability has helped greatly.

The exclusion of disability in the MDGs

The need for targeted action at the same time as advocatingfor mainstreaming the twin-track approach

Nothing about us without us the importance of

supporting disabled people to take a central part in all

development initiatives. The CRPD (now ratified by 112 countries and signed by 153)

- we need to use it!

Turning campaigning into practical services


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Why LCD focuses on education and

livelihoods

The World Report on Disability Tells Us: People with disabilities are more likely to be unemployed

than non-disabled people.

In addition to being a problem for disabled people and their families, thisleads to huge macroeconomic losses. Analysis from 10 low and middleincome countries in Asia and Africa showed economic losses ranging from

3% of GPD in Malawi and Vietnam to 7% of GPD in South Africa. (ILO,2009)

Children with disabilities are less likely to attend school thannon-disabled children.

School enrolment and completion rates also vary enormously: In India, children with disabilities are five times more likely to be out of school than the

national average (UNESCO, 2010) leading to an illiteracy rate among disabled people ofup to 75%. (World Bank, July 2007) In Malawi and Tanzania, having a disability doubles the probability of children never

having attended school. (UNESCO, 2010)

Disabled people tell us these are their priorities


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Education


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Inclusive Education

Leonard CheshireDisability began our

inclusive education work

with partners in the

Oriang District ofWestern Kenya in 2003.

Working in five pilot

schools, within the first

three years weincreased the enrolment

of children with

disabilities from 45 to

600.


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What is our Understanding of Inclusive

Education?In inclusive education, children with and without

disabilities:

Learn together in the same classroom

Participate in the same lessons and recreation

Use materials appropriate to their various needs

Get appropriate support from teachers depending ontheir learning needs

Can move around the school buildings and grounds

without barriers Are treated equally regarding any other issues, such as

ethnicity, language or gender


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Methodology: our Education Projects

Have 8 Interrelated Strands Baseline study to identify children out of school and available

services

Individual child assessment and support (both educationally and interms of other needs, such as rehabilitation, assistive devices,transport, etc.)

Creating an accessible learning environment both in terms ofphysical access and accessible teaching and learning materials

Child-to-child activities that include children with and withoutdisabilities

Family and community awareness and participation

Supporting teachers including in-service and pre-service training

Creating and sustaining partnerships with education authorities atthe local, regional and national levels

Effective monitoring and evaluation using both quantitative andqualitative indicators


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What We Have Found

We have now worked in 13 countries in Asia andAfrica and supported over 16,000 children withdisabilities to enter and stay in school. Somecommon issues include:

The need for education services cannot be separated fromthe need for other services (rehabilitation, transport, etc.).Often the use of an assistive device or improved access is allthat is needed.

Policy and campaign work must address this need for

services. Both parents and teachers need to be convinced of the value

of educating children with disabilities. Changing attitudestowards disability has resulted in huge shifts in parentsbehaviour in some cases.


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Taras Progress:

Integrated Service

Provision Gets Results

This is Tara from Sri Lanka. In2005 the local Cheshire servicegave her physiotherapy and apair of special shoes to walk.

As she grew, the staff taughther parents how to help buildher memory, cognitive anddaily living skills.

Today Tara attends her localschool, where we also trained

the teachers, and helped child-to-clubs to support theinclusion process at theschool.


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The Challenges

What is needed for all children to attend, be retained andreceive an education at school?

rehabilitation, assistive devices accessible transport: How to develop sustainable solutions

for travelling between home and school?

educational assessment at school registration and annually.Without it how do teachers understand the needs of eachpupil, and how can they measure educational achievementand project impact.

Classroom assistants: education systems in some countriesare extremely stressed, with class sizes of up to 100 notuncommon. All the teacher training in the world wont

change that, and wont necessarily help teachers reachchildren who may need additional support within the class. Joined-up services: Inclusion in education cant work in

isolation other services need to become inclusive


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The good news and the bad news

Since 1999, the number of children who dont go to

school has fallen by 33 million to 67 million.

Approximately a third of these out-of-school children

have disabilities. (UNESCO 2011).

So, a huge challenge still, and where inclusion is

starting to work, the risk that the hardest to reach or

most disabled will continue to be left out.


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Livelihoods


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Economic inclusion: issues and

challenges In the past much training for disabled people has focused on

developing specific skills such as handicrafts rather than on marketneeds.

For the last decade, much livelihoods support has focused onmicro--credit, although small business start-up is not right foreveryone

Microfinance rather than micro-credit may be a more usefulapproach, in particular saving and insurance schemes but areoften used for life events (funerals, marriages etc) rather forbusiness start-up

The needs of people with disabilities in rural and urban areas canbe very different. Self employment may be the only option in thecountryside, while urban areas can have growing job markets

A person may be apparently unemployed but make a valuedcontribution to a household economy Conversely, a disabled person may have employment but no or

little increase in personal wealth or consumption


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Livelihoods Resource Centres: our

Approach for People with Disabilities Starting in 2005, Leonard Cheshire Disability developed a

new approach to livelihoods the livelihoods resourcecentre. These one-stop-shops provide training, careerguidance, and links between employees and employers

and have six core components: Assessment, employment guidance and referral

Soft-skills pre-employment preparation

Vocational training / skills development through mainstreaminstitutions or providers

Employers clubs and networks Waged employment job placement and apprenticeships, job fairs

Business development support (self employment start-up anddevelop)


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Programme Development

Corporate partnerships are a strength of the programme. Themanagement consulting firm Accenture is working with us todevelop livelihoods resource centres (LRCs) in 14 locations in 4South Asian countries.

In the pilot phase 2,723 people with disabilities registered to use 5LRCs to access training or microfinance/loans. 1, 279 people (54%)completed the training programmes, and 893 (70%) went on toenter employment or started their own businesses.

Since then we have received investment from other private sectorand institutional bodies such as the EU and USAID, helping tospread the programme to 25 locations in 10 countries in Asia andAfrica.

In China we started LRCs in urban areas, but have now openedcentres in 4 rural areas of China. Halfway through the project, 708previously unemployed people with disabilities had found jobs orstarted their own small businesses. Their average incomes are nowaround RMB 800 (US$ 125) per month; previously they had nofixed incomes or lived below the national poverty line of RMB1196 (US$ 190) per year.


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What We Have Found

Need realistic expectations of micro-credit and businessstart-up

The importance of working through mainstream trainingproviders so that people with disabilities get recognisedqualifications that are the same as everyone elses.

Corporate partnerships are essential Companies need support to become sensitised to disability

issues, but can become enthusiastic employers of peoplewith disabilities.

Training in soft skills is vital in supporting people into

waged employment Family members may need to be supported to understand

the training and employment process

In Africa and Asia growing economies mean more jobs andopportunities for people with disabilites


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Before the project, wewere frustrated that it wasdifficult to access informationor skills we needed. We arehappy now that we have theresource centre to listen to ourideas and needs, and to helpus to get what we really want.With the support of the centre,we are confident to run ourbusiness successfully...

- A self-help group in ruralChina

A Rural Groups Experience


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Mahendran A, from animpoverished rural family inIndia, had a diploma incomputers but was unable

to find a job despite havingmoved to Bangalore, thecentre of Indias IT industry.

The LRC supported him toget an interview with

Caterpillar, a majorinternational company.Mahendran was hired and,later, promoted.

An Urban Mans Experience


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Policy and Campaigns


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Campaigning, Policy and Practice:

Bringing About inclusion Practitioners, service providers and consumers of services

are often best informed as to what works and what doesnt,yet are often not engaged or interested in influencing policy

One aspect of bringing about change is therefore to buildthe capacity and confidence of civil society organisations toengage in policy development

In particular, policy makers must engage people withdisabilities in policy development

An example of work to support inclusive policy developmentis the inclusive policy guidance tool EDAMAT (created withEU funding). This project, involving disabled people at everystage, produced a guidance manual for government officials

to support the development of policies that mainstreameddisability Understanding the place of policy can help to focus

campaigning on specific, achievable goals


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Campaigning for Change: Young Voices

The ultimate campaigning goal is the full implementation of theCRPD.

We have now prioritised campaigning with young people withdisabilities through our Young Voices programme. Local groups ofyoung people with disabilities in 22 countries campaign for fullinclusion and lobby for governments to sign, ratify and implementthe UNCRPD at the local, national and international levels on

issues of their choice. Once empowered in campaigning and leadership, Young Voices

members are becoming leaders in the disability movement andbeyond

Young Voices members have made over 30 films about theirexperiences, which are available onwww.lcdisability.org/youngvoices.

Having expressed their interest in developing music as acampaigning tool, Young Voices members from five countries havebeen trained in music production and more will be trained soon.Hear their songs soon on the website above.
http://www.lcdisability.org/youngvoiceshttp://www.lcdisability.org/youngvoiceshttp://www.lcdisability.org/youngvoices


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People often talk about youngpeople as the leaders oftomorrow. But recently SerayBangura, of Young Voices inSierra Leone told a UNaudience:

We are the leaders of today.We have broken the statusquo. And within the next 5-10years you will see persons withdisabilities being leaders,

being ministers, and ultimatelyholding the position ofpresident in our countries.

The Leaders of Today


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Research

The World Report on Disability Calls on


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The World Report on Disability Calls on

Stakeholders to Strengthen and

Support Research on Disability As disability is increasingly included in international aid and

development programmes, donors and policy makers have an ever-greater need for data that is disaggregated for disability.

The Leonard Cheshire Disability and Inclusive Development Centre,run jointly with University College London, has been conductingboth quantitative and qualitative research into disability anddevelopment for over 15 years.

Research includes: A critical review of peer-reviewed literature that explicitly and systematically

analyses the relationship between poverty and disability. The evidencegenerated by this systematic review supports the anecdotal belief thatdisability and poverty are strongly correlated. However, the dynamics andintricacies of this relationship remain ill-defined and under-researched. ThirdWorld Quarterly (2011)


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DFID funded cross-cutting disability research programmeinto:

Access to Water and Sanitation in Uganda and Zambia.Journal of Water and Health (2011)

Disability and Urban Agriculture in Kenya (to bepublished in 2012)

Maternal Child Health for Women with Disabilities in

Nepal (to be published in 2012) Mental Disability, Stigma and Multidimensional Poverty

in India (to be published in 2012)

Collaborative research with Harvard Law School into poverty,disability and law (to be published in 2012)

ILO funded research into disabled street beggars in Ethiopia(to be published in 2012)

A global partnership agreement with UNICEF to researchhow best to include disability across their programmes (2012 2014)


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Quality, impact and value for money

Quality means being accountable to measurable standards(international e.g. ISO, or national standards)

Regulation in many countries is weak or non-existent

Impact understanding how someones life has been

improved attributable impact knowing what impact a piece work or

project has had on change (see 3ie for impact studies)

value for money is a growing demand of donors andimplementing governments

research capacity is essential to enable all of the aboveactivities: providing base line studies, enabling us tounderstand impact, and establishing cost-benefit analysisand value for money measures


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Learn More

You can explore our online resources for disability and developmenton:

www.lcdisability.org/international our main internationalwebsite

www.lcdisability.org/aideffectiveness for all the publications,presentations and papers from our recent conference on disability-inclusive MDGs and aid effectiveness

http://unlcdcon.tumblr.com the multimedia conference blogincluding interviews and statistics

www.ucl.ac.uk/lc-ccr for a comprehensive list of our researchprojects including links to academic papers and publications

www.lcdisability.org/youngvoices our Young Voices site, whereyou can learn about their campaigns, watch their films, and heartheir music

www.lcint.org/?lid=3142 for our guide to disabilitymainstreaming in government policies, EDAMAT.
http://www.lcdisability.org/internationalhttp://www.lcdisability.org/aideffectivenesshttp://unlcdcon.tumblr.com/http://www.ucl.ac.uk/lc-ccrhttp://www.lcdisability.org/youngvoiceshttp://www.lcint.org/?lid=3142http://www.lcint.org/?lid=3142http://www.lcdisability.org/youngvoiceshttp://www.ucl.ac.uk/lc-ccrhttp://unlcdcon.tumblr.com/http://www.lcdisability.org/aideffectivenesshttp://www.lcdisability.org/international


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QUESTIONS AND COMMENTS?

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