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Module 2: Disability in a social work context - considerations for social facilitators

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Module 2: Disability in a social work context - considerations for social facilitators Shirin Kiani and Annie Lafreni re (Technical Resources Division) – PowerPoint PPT presentation

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Title: Module 2: Disability in a social work context - considerations for social facilitators


1
Module 2 Disability in a social work context -
considerations for social facilitators
Shirin Kiani and Annie Lafrenière (Technical
Resources Division) Handicap International

2012
2
Overview
  1. What is vulnerability?
  2. Disability and vulnerability
  3. Approaches to intervention
  4. Frameworks for intervention
  5. Facilitating inclusion
  6. Considerations with someone with a disability

3
What is vulnerability?
4
Basic human needs
  • What are the basic human needs ?
  • What things (skills, opportunities, support) do
    we need to have to meet our needs ?
  • When we lack ways to meet our basic needs we
    are vulnerable.

5
The pyramid of needs
6
Disability and vulnerability
7
The vicious cycle
8
Common result of vulnerability Abuse
9
Disability and abuse
  • Have you ever heard or seen something like this
    in your community? (give anonymous examples)

10
And this
11
Different types of abuse
  • Abuse is the bad treatment of someone for a bad
    purpose
  • Emotional yelling, speaking down to, making feel
    guilty
  • Physical beating, hurting, pushing,
  • Abandonment and neglect not giving, food, water,
    clothes, blankets, bed, leaving alone for long
    periods of time
  • Rape sexual assault without permission
  • Financial taking money from the person

12
Common result of vulnerability Poverty
13
Which picture is common in your area?
14
Inclusion
  • What do you think of when you hear exclusion?
  • What do you think of when you hear inclusion?

15
Inclusion
  • Means social participation in the community
  • Means nobody is left behind
  • Meets the top needs of a person
  • Is the goal of our work
  • Happens through a series of efforts at the
    personal and environmental level

16
Inclusive development is
  • Development that promotes equality and
    participation of all
  • Inclusive policies (e.g. laws)
  • Inclusive services (e.g. education, health)
  • Inclusive communities (e.g post office, markets,
    parks, stadiums, roads)
  • Share one policy, service or community change
    youd make to create inclusive development?

17
Approaches Twin-track and CBR
18
The twin track approach
Focus on the system
Focus on the person
People with disabilities have access to an
inclusive system because of - Inclusive
development policies and initiatives - An
inclusive system of services with on going links
between specialized, support and mainstream
services - Awareness from all of the importance
of inclusion, perception of persons with
disabilities as rights holders, part of the
community / Social change - etc.
Specific initiatives are developed to increase
the empowerment of persons with
disabilities -Soft skills, capacity
developed -Personal and group support
given -Opportunities for independent living
created - etc.

For the full participation of people with
disabilities
19
CBR community-based rehabilitation
  • Although often mistaken for a project, CBR is an
    approach, to
  • mobilize the entire community to be as inclusive
    as possible of persons with disabilities.

20
(No Transcript)
21
Frameworks UNCRPD and Access to services
22
UNCRPD
  • International Convention by the UN
  • Major milestone to promote equal human rights for
    persons with disabilities.
  • Contains 50 articles on different rights exist
    and how to monitor implementation
  • Resistance in past to create it, due to thought
    that disability rights are included in general
    UN declaration of human rights.
  • Advocates felt disability convention needed to
    ensure governments meet the needs of all citizens
    and not forget about disability.

23
How the UNCRPD works
  • Each country decides to sign it or not (1st step,
    recognizes it exists)
  • Each country decides to ratify it or not
    (important step gives legal strength)
  • If ratified, then country has to make a long-term
    plan to implement it with its ministries and
    civil society
  • May 2008 UNCRPD came into force when 20
    countries ratified it.

24
Has your country signed or ratified the
UNCRPD? If yes, were any steps taken since
ratification to implement the document?
25
Access to services
  • There are a range of services in each of our
    communities.
  • Some are formal hospital/health services,
    schools, post office, grocery stores,
  • Some are informal support group of mothers,
    non-formal education places
  • Disability and vulnerability often make access to
    services difficult.

26
Access to services
  • The main actors involved in service provision are
    decision makers, service providers and service
    users (persons with disabilities and their
    families)
  • Factors that will determine access to services
  • Organisation of the service system
  • Internal organisation of a service
  • Attitude of the population

27
Different types of services
Mainstream services The regular services
available in a community (education, health,
housing, sports, transportation, information)
Support services A service that SUPPORTS a
person to be able to participate in mainstream
activities/services Special services A service
that specifically meets the unique needs of a
person with a disability (rehabilitation centre,
special housing, sheltered employment, early
detection/intervention).
28
An inclusive system of services

Most important are that links are made between
these services Remember often services are
informal in your community, still they count!
SUPPORTS SERVICES  Assistive Technology
Personal Assistant/Support person Sign language
Interpreter Adapted transports School support
assistant
MAINSTREAM SERVICES Housing Education Health
Job placement Social Protection BASICS
SERVICES Water Sanitation Security/protection
SPECIFIC SERVICES Special Schools Shelter
workshops Specialized vocational training
center Day care center for children Individual
assessment
29
Facilitating Inclusion
  • Education
  • using access to services framework
  • using the twin track approach
  • Work
  • using the UNCRPD framework
  • Family life
  • using the CBR approach

30
Education Understanding the situation What are
the differences between the education that
children with disabilities get compared to other
children in you area?
31
What do you think of these statements?
  • Deaf children can learn in the same classes as
    hearing children
  • Good schools have teachers committed to learning
    of all students
  • Family support at school is important
  • Schools prepare a child to make a living
  • It is never too late to learn

32
Ex inclusive educational system

SUPPORTS SERVICES  Assistive Technology for
learning Accessible seating in classroom Accessibl
e playground/toilets Sign language
Interpreter Riding to school with
classmates School support assistant Sponsorship
for free books/uniforms if poverty
SUPPORTS SERVICES 
MAINSTREAM SERVICES Local Elementary
School Local Secondary School Regional
University/College Youth Clubs School
playground/gymnasium BASICS SERVICES
School Uniforms Books School toilets
MAINSTREAM SERVICES BASICS SERVICES
SPECIFIC SERVICES Special Schools with special
instruction/equipment Specially trained
teacehr Library of Braille books, picture books
SPECIFIC SERVICES
33
The twin track approach
Ex twin track in education
Focus on the system
Focus on the person
Children who are blind are fully empowered to
want to learn -They know learning is a right and
important to their future -They met role models
who are blind and had an education -They have
learned how to perform daily skills
independently -They know how to use special
computer software, braille typewriters, etc.
People with disabilities have access to an
inclusive system because of - Inclusive
development policies and initiatives - An
inclusive system of services with on going links
between specialized, support and mainstream
services - Awareness from all of the importance
of inclusion, perception of persons with
disabilities as rights holders, part of the
community / Social change - etc.
  • Children who are blind have access to
  • inclusive schools because
  • Regular schools are accessible due to support
    services
  • Additional resource teacher
  • Braille typewriter available
  • Braille books available
  • Other children sensitized on inclusion

Specific initiatives are developed to increase
the empowerment of persons with
disabilities -Soft skills, capacity
developed -Personal and group support
given -Opportunities for independent living
created - etc.

For the full participation of people with
disabilities
34
Work Understanding the situation What are the
differences between the opportunities for work
that a person with a disability has compared to
others in you area?
35
Work and the UNCRPD
  • Article 27 Work and Employment
  • Right to work on an equal basis with others
  • Right to equal pay for equal work
  • No discrimination on the basis of disability and
    reasonable accommodation in all phases
    including recruitment, hiring and employment.
  • What does this mean for National legislations? A
    hiring quota law is made in some countries (e.g.
    5 of government jobs for PWD).

36
Family life Understanding the situation What
are the differences between the family
life/relationships that a person with a
disability has compared to others in you area?
37
Disability and relationships
  • What do you think of the following picture?

38
What causes the below facts
  • Children with disabilities get less food,
  • attention, love, clothes than their siblings.
  • Women with disabilities get married
  • much less than men with disabilities.
  • People with disabilities are not expected to have
    children and be able to raise them.

39
CBR and family life
  • How can the community be mobilized to create
  • Equal relationships with persons with a
    disability
  • Equal opportunities for marriage
  • Equal voice in their birth family
    (parents/siblings) and right to have their own
    family?

40
Considerations to make people with disabilities
41
For a better interaction
Brainstorm 3 things you would do for each of the
areas below, to help people with different
disabilities be more comfortable when with you
  • Emotional accommodations
  • Sensory accommodations
  • Physical accommodations
  • Communication accommodations

42
Emotional accommodations
  • Fear of safety/new people can meet you with
    family member or friend present
  • Space issues (claustrophobia) explaining to them
    nearest exit or meeting outside, making sure not
    to stand/sit too close to them if this is
    uncomfortable.
  • Angry/upset feelings finding productive ways to
    accommodate these feelings, that are comfortable
    to you.
  • Fear of getting lost meet them in a location
    they know to go to new places with them.

43
Sensory accommodations
  • Speaking at right volume Not too lour or quiet
    based on hearing needs
  • Writing words in large letters if needed.
  • Choosing quiet meeting place
  • Touching hands or helping person feel things if
    they are unfamiliar with environment
  • Describing the environment if they cannot see
    (what is where, who is where, what is happening).
  • Learning how to guide someone who uses a white
    cane (leading from front, not grabbing/pulling)

44
Physical accommodations
  • Asking their personal needs and needed support
    for e.g. mobilizing, toileting, eating, taking
    medication.
  • Identify the most accessible route to your
    office/building. Make it more accessible if
    possible (ground floor, large space for w/c)
  • Observe if person is in pain and needs position
    change.
  • Have accessible table/furniture/toilet if
    possible

45
Physical accommodations
  • Sitting at persons level if in wheelchair
  • Learn what kind of assistive devices person uses
    and do not touch/move it (e.g. wheelchair) unless
    you ask.

46
Communication accommodations
  • Intellectual needs simple language (words and
    sentences) to understand what you are saying
  • Learn to use alternate forms of communication
    using alphabet board, yes/no head nodding, sign
    language.
  • Speak directly to person, even if someone else is
    interpreting for them

47
Link to practice
  • Give participants 10 minutes to answer these
    questions individually on a piece of paper, and
    then do a roundtable with each person sharing
    some of their answers.
  • As a social facilitator, how can you
  • Use the twin track approach in your work?
  • Use the UNCRPD in your work?
  • Use a CBR approach in your work?
  • Link existing services to increase access for all
    people?
  • Accommodate the needs of a person with a
    disability?
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