Inclusion

Global Forum for Inclusion 2008: Transforming Rights into Action, Nov 17-26, 2008

Posted on 26 August 2008. Filed under: Announcements, Events and Conferences, Families, Human Rights, Inclusion, Opportunities | Tags: , , , , , , , , , , , , , , |

The following open letter of invitation comes from Diane Richler, President of Inclusion International.

GLOBAL FORUM FOR INCLUSION 2008: Transforming Rights into Action. 17-26 Nov 2008.

The Forum for Inclusion 2008: Transforming Rights into Action is Co-Hosted by Inclusion International and the Canadian Association for Community Living

To be held at the Westin Hotel in Ottawa, Canada in November 2008, this Forum will engage self-advocates, families, activists, professionals and partners from around the world. Focused on the new UN Convention on the Rights of Persons with Disabilities, the Forum will look at how to transform rights into actions that lead to full inclusion and citizenship for people with intellectual disabilities.

Several events will take place in Ottawa: International Gathering of Families (November 17-18); International Gathering of Self-Advocates (November 17-18); International Conference: Putting the UN Convention into Action for People with Intellectual Disabilities (November 18-19); and Inclusion in Focus: Spotlight on Canada, at the 50th Anniversary Conference of the Canadian Association for Community Living (November 19-21). These events will be followed by study tours in Canada and the United States.

For information on these events, registration, accommodation and more please visit:
WWW.INCLUSION2008.COM Conference information is available in English, French, or Spanish.

If you need letters of invitation or have questions concerning your attendance, please contact
Raquel González R.Gonzalez@uel.ac.uk

We hope to see you there!

Diane Richler
President of Inclusion International



Thank you to Inclusion International for sending this announcement to be posted here. Interested parties should please contact them directly to inquire about the conference, NOT We Can Do.

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Dhaka University in Bangladesh Creating Disability-Friendly Environment

Posted on 25 August 2008. Filed under: Announcements, Cross-Disability, Education, Inclusion, News, South Asian Region | Tags: , , , , , , , , , , , |

Dear Friends

Action on Disability and Development (ADD) and Disabled Students Rights Forum in cooperation with Dhaka University organized a roundtable discussion titled ‘Right to education for students with disabilities: Barriers and moving forward to inclusion into mainstream’ held at Senate Bhaban, University of Dhaka on Aug, 2008. Professor S.M.A. Faiz, Vice-Chancellor, University of Dhaka attended the roundtable as Chief Guest while Mr. Mosharraf Hossain, Country Director, ADD moderated the event.

Disabled friendly environment should be ensured in university for disabled students in acquiring higher education. This is why; the authority of the university should be sensitized in building a sustainable infrastructure paving the advancement to the disabled students in getting higher education smoothly. The speakers demanded at the roundtable discussion.

Prof Faiz said, Dhaka University is committed to ensure the disabled friendly environment paving the disabled students in acquiring higher education. We will try our level best to do for the betterment of the disabled students studying in DU. We will bring this issue to the policy making authority in a view to find the better way out mitigating the existing barriers faced by the disabled students. He also assured to award the scholarships to the disabled students more and ease the admission process so far.

The distinguished speakers said that a tiny group of students got chance in getting admission at higher education by their arduous efforts as they always face the grueling barriers from everywhere. So, the authority of Dhaka University should take initiatives to move forward for inception of inclusive education where disabled students will enjoy full facilities having higher education. The issue should be taken as a serious agenda in the policy making level of the university for easing the problems of the disabled students, which could be replicated to other universities.

Among others Prof Dr. AFM Yusuf Haider, Pro-VC, DU, Prof. Md. Muinuddin Khan, VC, ASA University and former adviser to caretaker government, Prof Sirajul Islam Chowdhury, Educationalist, Prof. M. Anower Hossain, General Secretary, Dhaka University Teachers Association, DU, Mr. Anisul Haque, Deputy Editor, Prothom Alo, Sultana Zaman, education expert, Mr. Syed Rezaur Rahman, Registrar, Dhaka University, Mr. Sadek Khan, Syndicate Member, DU, Prof. Farida Rahman, Registrar, Jagannath University, Prof. Syed Anower Hossain, Naimul Islam Khan, Editor, Amader Shamoy Abul Kalam Azad, President, Disabled Students Rights Forum, DU and Mozammel Haque, Advocacy Coordinator, Md. Aktar Uddin, Communication and Fundraising Officer, Fazlul Azim, Human Rights Officer, ADD spoke at the roundtable discussion.

Key findings of the roundtable
• 5% quota should be reserved for the students with disabilities in the university admission process.
• Formulation a policy to ensure higher education uninterruptedly for the students with disabilities
• Set up ramps and disabled friendly spacious and talking lifts in all buildings of the university and introducing Braille readers and writers at the halls of residence.
• Allocation of seats of residential halls should be reserved for student with disabilities
• Seats should be reserved for disabled students at university bus which should also be disabled friendly
• The process of getting scribes (interpreter) for visually impaired persons in delivering examination should be easy and allowed necessary extra time for examination
• Scholarship should be reserved for the students with disabilities
• Every department of university should appoint a disability sensitive teacher to minimize the barriers of the disabled students
• Attitudes of teachers, administrative officers, students should be sensitive to the disabled students, so, the authority should organize training on disability for those groups in a view to deal the disability issue from rights based approach
• UGC should constitute a specific guideline on disability for the universities to deal the students with disabilities and take actions for implementation properly
• Inclusive education should be materialized managing all facilities for the students with disabilities
• Disability issue should be included at policy making body of university as a serious agenda to ensure congenial atmosphere for students with disabilities to obtaining higher education
• Authorities should appoint officials at the university dormitories who would read newspapers for the visually impaired students.

I hereby attach a brief report on the roundtable discussion for your convenience.

Thanking you

Md. Aktar Uddin
Communication and Fundraising Officer
ADD
Cell: 01726-832567



Ensure disabled friendly environment at university for students with disabilities obtaining higher education

Disabled friendly environment should be ensured in university for disabled students in acquiring higher education. This is why; the authority of the university should be sensitized in building a sustainable infrastructure paving the advancement to the disabled students in getting higher education smoothly. The speakers demanded at the roundtable discussion titled `‘Right to education for students with disabilities: Barriers and moving forward to inclusion into mainstream’ held at Senate Bhaban, University of Dhaka yesterday organized by Action on Disability and Development (ADD) and Disabled Students Rights Forum in cooperation with Dhaka University.

Professor S.M.A. Faiz, Vice-Chancellor, University of Dhaka attended the roundtable as Chief Guest while Mr. Mosharraf Hossain, Country Director, ADD moderated the event.

Prof Faiz said, Dhaka University is committed to ensure the disabled friendly environment paving the disabled students in acquiring higher education. We will try our level best to do for the betterment of the disabled students studying in DU. We will bring this issue to the policy making authority in a view to find the better way out mitigating the existing barriers faced by the disabled students. He also assured to award the scholarships to the disabled students more and ease the admission process so far.

He also opined that Physical impairment can not be a bar to get admission in educational institutions. The students with disabilities deserve equal education facilities everywhere. Of course, potentialities lying in disabled students if flourished can play a vital role in advancing social development.

Prof Faiz heard patiently the problems of the disabled students of DU and gave some instant solution to do. He also opined that states should take the disability issue as a serious concern as it covers 10% population of the country, so they must be noticed priority concern from everyone for bringing into mainstream. He also called upon the corporate sectors to come forward standing beside the students with disabilities to bring them into mainstream.

Among others Prof Dr. AFM Yusuf Haider, Pro-VC, DU, Prof. Md. Muinuddin Khan, VC, ASA University and former adviser to caretaker government, Prof Sirajul Islam Chowdhury, Educationalist, Prof. M. Anower Hossain, General Secretary, Dhaka University Teachers Association, DU, Mr. Anisul Haque, Deputy Editor, Prothom Alo, Sultana Zaman, education expert, Mr. Syed Rezaur Rahman, Registrar, Dhaka University, Mr. Sadek Khan, Syndicate Member, DU, Prof. Farida Rahman, Registrar, Jagannath University, Prof. Syed Anower Hossain, Naimul Islam Khan, Editor, Amader Shamoy Abul Kalam Azad, President, Disabled Students Rights Forum, DU and Mozammel Haque, Advocacy Coordinator, Md. Aktar Uddin, Communication and Fundraising Officer, Fazlul Azim, Human Rights Officer, ADD spoke at the roundtable discussion.

Serajul Islam Chowdhury, Professor Emeritus said we have to change our attitudes towards the persons with disabilities. Obviously, we should not think the disability issue as charity, rather an issue of rights. We should respect their capability and dignity. The demand of 5% quota for disabled students is very rational.

Naimul Islam Khan, Editor, the daily Amader Shomoy urged the authority of Dhaka University making disabled friendly environment at DU to give the opportunity the students with disabilities having higher education smoothly through taking all out initiatives.

The distinguished speakers said that a tiny group of students got chance in getting admission at higher education by their arduous efforts as they always face the grueling barriers from
everywhere. So, the authority of Dhaka University should take initiatives to move forward for inception of inclusive education where disabled students will enjoy full facilities having higher education. The issue should be taken as a serious agenda in the policy making level of the university for easing the problems of the disabled students, which could be replicated to other universities.

Key findings of the roundtable
• 5% quota should be reserved for the students with disabilities in the university admission process.
• Formulation a policy to ensure higher education uninterruptedly for the students with disabilities
• Set up ramps and disabled friendly spacious and talking lifts in all buildings of the university and introducing Braille readers and writers at the halls of residence.
• Allocation of seats of residential halls should be reserved for student with disabilities
• Seats should be reserved for disabled students at university bus which should also be disabled friendly
• The process of getting scribes (interpreter) for visually impaired persons in delivering examination should be easy and allowed necessary extra time for examination
• Scholarship should be reserved for the students with disabilities
• Every department of university should appoint a disability sensitive teacher to minimize the barriers of the disabled students
• Attitudes of teachers, administrative officers, students should be sensitive to the disabled students, so, the authority should organize training on disability for those groups in a view to deal the disability issue from rights based approach
• UGC should constitute a specific guideline on disability for the universities to deal the students with disabilities and take actions for implementation properly
• Inclusive education should be materialized managing all facilities for the students with disabilities
• Disability issue should be included at policy making body of university as a serious agenda to ensure congenial atmosphere for students with disabilities to obtaining higher education
• Authorities should appoint officials at the university dormitories who would read newspapers for the visually impaired students.

Achievement
The issue of creating congenial atmosphere for the students with disabilities at universities to obtaining higher education has grabbed the attention of the public and private university authorities, educationalists, researchers, students political leasers, civil society, general students, mass media and other concerns resulting the sensitization will be turned into active support materializing the rights of disabled students in acquiring higher education. All the speakers agreed upon the demands of the roundtable so far. They strongly uttered their commitment to provide their full support and cooperation ensuring rights to education for students with disabilities.

The Vice Chancellor of Dhaka University gave some instant solutions after hearing the problems faced the disabled students and he also assured doing best to minimize the barriers in getting education smoothly. He also declared that Dhaka University will provide all out cooperation to ADD in organizing any programme at Senate Hall of DU regarding the development of disabled people. The roundtable also experienced the prolific confidence, mental strength, active team force and unity among the students with disability in moving forward to materialize their rights to education through strengthening disability movement.



Thank you to Md. Aktar Uddin, Communication and Fundraising Officer at ADD, for circulating this notice and the accompanying report on the DU roundtable.

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RESOURCE: Disability Rights and Policies

Posted on 21 August 2008. Filed under: Announcements, Cross-Disability, Human Rights, Inclusion, Poverty, Resources | Tags: , , , , , , , , , , , , , |

Handicap International has released a new CD on “Disability Rights and Policies.” Each of the 8 major sections of this CD offers an extensive range of reference documents and resources, in both English and French, related to the UN Convention on the Rights of Persons with Disabilities (CRPD) and to international development. The CD is targeted at organizations at all levels from local to international, and across many sectors including development, emergency relief, and human rights. It is meant to be used as a reference tool for any organization that supports inclusive development, including disabled people’s organizations (DPOs), public authorities, and service providers.

Many of the publications and web sites offered in this free, on-line CD, with some exceptions, are unfamiliar to me. In other words, many haven’t yet been featured at We Can Do. Some seem to be valuable enough to deserve individual blog posts to themselves in the future, though I know I’ll never get to them all. Instead, I encourage We Can Do readers to browse the “Disability Rights and Policies” CD for themselves.

The content of the CD is grouped into 8 different thematic areas:

The CD can be downloaded from the following website:
http://handicap-international.fr/bibliographie-handicap/

It is available in both English and French.

The CD also can be requested from Handicap International (info@handicap-international.us).



Thank you to Handicap International for alerting me to this resource.

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Mainstream Grantmaking and People with Disabilities

Posted on 20 August 2008. Filed under: Announcements, Cross-Disability, Funding, Human Rights, Inclusion, Resources | Tags: , , , , , |

Do people with disabilities need or deserve special attention from mainstream human rights organizations or grantmakers who don’t plan to specialize in their concerns? Is there a role for people with disabilities in mainstream human rights projects? How and why should people with disabilities be included in human rights campaigns that focus on other population groups such as women, ethnic minorities, or the poor? How can including people with disabilities help everyone in achieving human rights goals for all population groups? What role can grassroots organizations, and the funders that support them, play in this process?

Organizations and grantmakers can both consult a pair of brochures that explain how and why non-governmental organizations and funders can and should take disability into account when planning or funding mainstream international human rights programs. They are entitled “Human Rights and Disability: Embracing a paradigm shift: A Funder Opportunity” and “Human Rights and Disability: Embracing a paradigm shift: An NGO Opportunity.” Each brochure is two pages long, and is available in both PDF format and Word format. They can be downloaded for free at:

http://www.disabilityfunders.org/human_rights

These brochures are targeted at mainstream funders and organizations. Grassroots disability advocates could also use them in their outreach efforts to persuade organizations and funders of the need to be more inclusive of their concerns in mainstream human rights programs.

Mainstream organizations and grantmakers who are serious about including disabled people in their programs will want to note that this pair of brochures only gives a broad overview of the issues involved. If you are seeking more detailed, concrete guidance in how to incorporate people with disabilities in your projects, then you will want to explore other resources on inclusive development that have been featured at the We Can Do blog.

Also explore some of the publications available at the Disability Funder’s website.



I first learned of the Disability Funder’s Network when I was working on a project recently to pull together a collection of links for the Disability Rights Fund website (watch their space for an extensive collection of resources due to go up in late August or early September 2008).

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REPORT: Personal Mobility, Accessibility for Disabled People in South East Europe

Posted on 20 August 2008. Filed under: Blind, Cognitive Impairments, Cross-Disability, Deaf, Eastern Europe and Central Asia, Housing, Human Rights, Inclusion, Mobility Impariments, Reports | Tags: , , , , , , , , , , , , , , , , , , , , , |

Countries that have chosen to ratify the Convention on the Rights of Persons with Disabilities (CRPD) are now required to protect the right of people with disabilities to personal mobility; and to an accessible environment. But disabled people in the South-Eastern countries of Europe, such as Kosovo, Romania, Serbia and Montenegro, Bosnia and Herzegovina, Macedonia, Albania, Croatia, and Hungary, are often denied the right simply to move from one place to another on the same basis as other people in their society. They lack mobility aids such as prosthestic devices, wheelchairs, and crutches; public buildings, and even their own homes, are not accessible to them; and neither is public transportation.

People who wish to learn more about the conditions that limit the mobility of people with disabilities in South East Europe–and what can be done to improve their situation–can consult a report entitled “Free movement of people with disabilities in south east Europe: an inaccessible right?” (PDF format, 1 Mb) This report addresses the mobility and accessibility needs of people with mobility impairments; people who are blind or have vision impairments; people with intellectual disabilities; and deaf people. The 124-page report was published by Handicap International in 2006.

The first part of the report discusses the current situation, and barriers, faced by people with various disabilities in South East Europe. The second part describes good practices that have successfully made the environment more accessible for people with disabilities throughout the region. The third part discusses the importance of awareness raising; the laws and policies needed to improve the situation; the need for training in universal design; and the importance of including people with disabilities in planning all new construction. The report closes with a series of recommendations.

The full report can be downloaded for free in
http://www.disabilitymonitor-see.org/documents/dmi2_eng/dmrII_webeng.pdf

People interested in creating accessible environments, and in the principles of universal design, may also be interested in learning about a free, on-line book on Universal Design and Visitability.



We Can Do learned about this report by exploring the newest resources to be posted at the AskSource.info database on disability issues; health issues; and development.

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JOB POST: Consultant, Vietnam Intergenerational Deaf Education Outreach Project

Posted on 19 August 2008. Filed under: Announcements, Call for Nominations or Applications, Children, Deaf, East Asia Pacific Region, Education, Inclusion, Jobs & Internships, Opportunities, signed languages | Tags: , , , , , , , , , , , |

REQUEST FOR EXPRESSIONS OF INTEREST

Request for Expressions of Interest; International Consultant; National Consultant; Bottom of Page

Please note that this post gives information on two potential consulting positions: one for an international-level consultant for 15 days, the other for a national-level consultant for 30 days. Both consultants will work together for part of the project, but are being recruited separately. Please read all the information below carefully to ensure that you understand the nature of the project and the qualifications desired for each of the two positions so you can decide which of the two is best suited to your background. Please also note that all inquiries and applications should please be sent to the World Bank, NOT to We Can Do.

Deadline: September 12, 2008

Vietnam Intergenerational Deaf Education Outreach Project
INVIDIDUAL CONSULTING SERVICES
TF No. TF092635
Expressions of interest

The World Bank has received a “seed fund” from the Japan Social Development Fund toward the cost of preparing a Vietnam Intergenerational Deaf Education Outreach Project (“the Project”), and intends to apply part of the proceeds for consultant services. The services involve a short assignment to: (i) conduct community-based stakeholder consultations, and (ii) in light of the results of these consultations and other relevant information, produce a report containing specific recommendations for the World Bank team to include in the future Project proposal.

(The Project itself will aim to develop a model for cost-effective and community-based activities that improve deaf children’s readiness to benefit early from educational opportunities. It would enable deaf children and their parents to engage in a systematic and structured way with deaf adults, who are well integrated into the local deaf community and fluent in the local sign language. This engagement would provide deaf children with early opportunities to acquire sign language and their parents with knowledge and confidence about their children’s capacity to communicate, learn and engage with a wider community. The Project would support activities that involve deaf adults in paraprofessional positions as: (a) social role models (e.g. self-awareness, cultural identify, interpersonal behaviors); (b) sign language trainers (e.g. teach sign language to children and teach basic signs to parents, especially through play situations); and (c) advocates (e.g. advise and educated parents through modeling communication strategies and deaf cultural perspectives). Delivery of services relies on an untapped asset: adults who are deaf who are fluent in using the local sign language. Through training in early education and language learning these fluent signers develop themselves as valuable educational resources, rich with local knowledge, language skills, educational capacities, and motivation to improve the lives of poor and otherwise isolated children and youth who are deaf. The primary beneficiaries would be deaf children, especially those aged 0-6, in the Ho Chi Minh City, Hanoi and/or Haiphong areas (where the deaf communities appear to be the most organized). A systematic and structured engagement with deaf adults (from younger to older adults) who are fluent signers would enhance the children’s readiness and capacity to benefit from formal education opportunities. Secondary beneficiaries would include (a) the deaf children’s parents, who would improve their ability to communicate with their children and gain confidence in their children’s capacity to benefit from formal education opportunities, and (b) the deaf adults involved in the outreach program, who would gain in confidence, recognition and a new career track as outreach workers.)

The World Bank now invites eligible consultants to indicate their interest in providing the services. Interested consultants should provide information showing that they are qualified in the field of assignment and provide information on their technical and organizational capabilities.

A consultant will be selected in accordance with the procedures set out in the World Bank’s Guidelines: Selection and Employment of Consultants by World Bank Borrowers (current edition).

Interested consultants may obtain further information at the address below during office hours (0900 to 1700 hours).

Expressions of interest must be e-mailed to jwaite@worldbank.org by September 12, 2008.

Deaf candidates are encouraged to express their interest in this assignment.

World Bank
Attn: Jeffrey Waite, Senior Education Specialist
63 Ly Thai To Street
Hanoi, VIETNAM
Tel: +84-4-9346600
Fax: +84-4-9346597
E-mail: jwaite@worldbank.org

Top of Page; Request for Expressions of Interest; International Consultant; National Consultant; Bottom of Page

Vietnam: Intergenerational Deaf Education Outreach Project

Stakeholder Consultation and Project Design: Terms of Reference
International Consultant Services

August 2008

Introduction
The World Bank has received a Japan Social Development Fund (JSDF) “seed fund grant” to carry out stakeholder consultations, with a view to developing the detailed design of an Intergenerational Deaf Education Outreach Project in Vietnam (hereafter “the Project”). This detailed design will form the basis of a proposal for a substantive JSDF Grant to finance the Project.

The World Bank intends to apply part of this seed fund to the hire of an international expert, who, in association with a national expert, will conduct the stakeholder consultations and, in light of the results of these consultations and other relevant information, produce a report containing specific recommendations for the World Bank team to include in a future Project proposal.

Background: deaf children’s development
Early childhood is the time of life when access to language models is crucial to the development of language and therefore to future learning. Deaf children rely on the sense of vision as their main channel of learning and communication. Only when young children who are deaf and their family members can use a shared language together will the child’s cognitive and social development proceed normally. The challenge is breaking through the communication gap with a visually supported language. Yet, worldwide, families with deaf infants and toddlers rarely have access to early education support. As a result, the deaf child’s development often suffers, leaving them at a major disadvantage in school and life.

Background: deaf education in Vietnam
In Vietnam, some 40,000 school-age children (i.e. aged 5 to 17) – or 18 out of every 10,000 – find it “very difficult to hear” (i.e. are severely deaf) or “impossible to hear” (i.e. are profoundly deaf). Almost all deaf children are born to hearing parents; for the most part, hearing parents (like hearing adults in general) have little awareness of the Deaf community, its language and its culture. As a result, young deaf children seldom come into contact with deaf adults (or even, until they start school, older deaf children).

In Vietnam, the provision of formal education to deaf youth began over 125 years ago, with an approach that used a sign language as the language of instruction. Despite this long and rich history, many deaf children still never go to school and those deaf children who do attend school often drop out before completing even Grade 5, with very few deaf youth receiving a secondary or tertiary education. Deaf children may attend special schools or mainstream schools. While special school classroom teachers are more likely than mainstream school classroom teachers to supplement their teaching with the use of signs (but generally not in a natural sign language mode), the dominant teaching approach is an “oralist” one that uses Vietnamese as the primary language of instruction.

IDEO Project concept
The Project will aim to develop a model for cost-effective and community-based activities that improve deaf children’s readiness to benefit early from educational opportunities. It would enable deaf children and their parents to engage in a systematic and structured way with deaf adults, who are well integrated into the local deaf community and fluent in the local sign language. This engagement would provide deaf children with early opportunities to acquire sign language and their parents with knowledge and confidence about their children’s capacity to communicate, learn and engage with a wider community.

The Project would support activities that involve deaf adults in paraprofessional positions as: (a) social role models (e.g. self-awareness, cultural identify, interpersonal behaviors); (b) sign language trainers (e.g. teach sign language to children and teach basic signs to parents, especially through play situations); and (c) advocates (e.g. advise and educated parents through modeling communication strategies and deaf cultural perspectives). Delivery of services relies on an untapped asset: adults who are deaf who are fluent in using the local sign language. Through training in early education and language learning these fluent signers develop themselves as valuable educational resources, rich with local knowledge, language skills, educational capacities, and motivation to improve the lives of poor and otherwise isolated children and youth who are deaf.

The primary beneficiaries would be deaf children, especially those aged 0-6, in the Ho Chi Minh City, Hanoi and/or Haiphong areas (where the deaf communities appear to be the most organized). A systematic and structured engagement with deaf adults (from younger to older adults) who are fluent signers would enhance the children’s readiness and capacity to benefit from formal education opportunities. Secondary beneficiaries would include (a) the deaf children’s parents, who would improve their ability to communicate with their children and gain confidence in their children’s capacity to benefit from formal education opportunities, and (b) the deaf adults involved in the outreach program, who would gain in confidence, recognition and a new career track as outreach workers.

Consultant activities, outputs and timeline

Under this assignment, the Consultant will:

1. Produce an initial brief concept note to describe: (a) a range of options for Project activities to be discussed during stakeholder consultations, (b) a range of options for Project implementation “civil society organizations” to be discussed during stakeholder consultations, (b) describe the plan for stakeholder consultation under Activity 3. (Output: Brief concept note) [Timeline: Days 1 – 2]

2. Discuss and agree on this concept note with the World Bank supervisor. [Timeline: Day 3]

3. On the basis of the agreed concept note, consult with stakeholders (deaf associations, parents of deaf children, managers/teachers in schools catering specifically for deaf students, specialists addressing deaf education policy/practice/curriculum, NGOs involved with deaf education or disability support more generally) – in Ho Chi Minh City, Hanoi and, if the schedule permits, Haiphong – to (a) determine appropriateness and feasibility of different Project activities, (b) establish appropriate beneficiary/geographical scope of the Project, and (c) identify appropriate civil society organizations (e.g. deaf associations, NGOs or a combination) to implement Project activities. [Timeline: Days 4 – 10]

4. On the basis of Activity 3 consultation, produce a concise report containing specific recommendations (for inclusion in the proposal for the Project) that describe inter alia (a) the range of Project activities, (b) the scope of the Project, especially in terms of target beneficiary age, target beneficiary numbers and target geographical areas, (c) the selection of civil society organizations to be invited to implement the Project, (d) the specifications of the on-going monitoring and evaluation framework (objectives, indicators, information collection, responsible entities, etc.) to assess Project performance throughout its various phases, and (e) the estimated costs of the Project (disaggregated by phase and expenditure category). (Output: Final report) [Timeline: Days 11 – 14]

5. Brief the World Bank supervisor on the findings of the consultation process and other relevant information, the contents of the report and the specific recommendations. (Output: Briefing) [Timeline: Day 15]

Consultant qualifications and experience

The Consultant will have:
 An advanced university degree in Deaf studies, education, social sciences or a related discipline, with expertise in Deaf education (preferably early child education);
 Substantial international experience in Deaf education, preferably in developing countries;
 Substantial international involvement with Deaf communities, preferably in developing countries;
 An understanding of natural sign language modalities, and preferably some knowledge of a natural sign language (especially a Vietnamese or historically related sign language [e.g. a Thai/Lao sign language, French sign language, American sign language]);
 Demonstrated capacity to organize and manage community-based consultation processes (e.g. workshops, focus groups, town-hall meetings, etc.);
 Demonstrated capacity to work effectively in a team, to manage a range of tasks, to work pro-actively and with diligence, and to manage resources effectively while meeting deadlines;
 Excellent report writing skills in English; and
 Strong computer skills in word processing and communication.

Assignment modalities and duration
The International Consultant will carry out this assignment in association with a National Consultant (who will be hired separately by the World Bank). The International Consultant will be the senior member of the team and will have overall responsibility for: (i) the conduct of the consultation events, (ii) the delivery of the initial note and the final report, and (iii) the briefings for the World Bank team.

It is expected that the International Consultant will work approximately 15 days (half of this time spent in Vietnam for the consultation sessions). (The National Consultant will work approximately 30 days, spending the additional days in preparation tasks: contacting stakeholders, conducting pre-meetings with stakeholders, setting up consultation events, organizing stakeholder consultation logistics, facilitating communication at stakeholder consultation events, and liaising with the World Bank supervisor on organizational matters.)

The two members of the team will be selected to ensure that they are able to communicate effectively with each other, as well as – in some working combination – with stakeholders (in Vietnamese or a Vietnamese sign language, as appropriate) and with the World Bank supervisor (in English).

The Consultant will be responsible for: (i) arranging his/her own travel and accommodation; (ii) managing the stakeholder consultation sessions; and (iii) arranging for the production of the initial note and final report. (The World Bank team will be responsible for making all payments associated with stakeholder consultation events [space rental, food, participants’ per-diems, etc.]).

Administration
The work in this contract is supervised by Jeffrey Waite, Senior Education Specialist at the World Bank in Hanoi. The Japan Social Development Fund “seed fund grant” that finances this study ends on August 31, 2009.

Annex 1: Partial list of stakeholders

Haiphong Deaf Association (Chi hội Người điếc Hải Phòng)
Hanoi Deaf Association (Chi hội Người điếc Hà Nội) [http://www.deafhanoi.com & http://360.yahoo.com/clbnnkh/%5D [Contact: Trần Ngọc Tuần]
HCMC Deaf Association (Chi hội Người điếc TP.HCM)
See also: Asia Pacific Development Center on Disability: List of disability NGOs in Vietnam: http://www.apcdproject.org/Countryprofile/vietnam/nongov.html

Hoa Sua School, Hanoi (Trường Trung học Tư thục Kinh tế Du lịch Hoa Sữa) [http://www.hoasuaschool.com/]
Nhan Chinh School, Hanoi (Trường Phổ thông Cơ sở Dân lập Dạy Trẻ điếc Nhân Chính)
Thanh Tri School, Hanoi (Trương Nuôi dạy Trẻ Khuyết tật Thanh Trì)
Xa Dan School, Hanoi (Trường Phổ thông Cơ sở Xã Đàn)

Deaf Cultural Studies Program, Dong Nai Teachers College, Dong Nai (Dự án Giáo dục Đại học cho Người điếc Việt Nam, Cao đẳng Sư phạm Đồng Nai, TP. Đồng Nai) [Contact: Nguyễn Thị Hoa]
Hy Vong I School, HCMC (Trường Khuyết tật Thính giác Hy Vọng I)
Hy Vong Binh Thanh School, HCMC (Trường Hy Vọng Bình Thạnh)
Thuan An Education Center, Lai Thieu, Binh Duong (Trung tâm Giáo dục Trẻ Khiếm thính Thuận An) [formerly known as École des sourds-muets de Lái-Thiêu] [http://www.thuongvevietnam.org/webseiten/thuanan/html/thuanan_en.html]

Hanoi Pedagogy University Dại học Sư phạm Hà Nội, Bộ môn Giáo dục Đặc biệt)
HCMC Pedagogy University (Dại học Sư phạm TP.HCM, Bộ môn Giáo dục Đặc biệt) [Contact: Cao Thị Xuân Mỹ]
Vietnam Institute for Educational Sciences (Bộ Giáo dục và Đào Tạo, Viện Khoa học Giáo dục, Trung tâm Nghiên cứu Giáo dục Trẻ Khuyết tật) [Contact: Lê Văn Tạc]

Pearl S. Buck International, Hanoi [Contact: Phạm Minh Hằng]
Save the Children UK, Hanoi [http://www.savethechildren.net/vietnam/] [Contact: Nguyễn Thị Bịch]

Annex 2: Partial list of resources

Dự án “Giáo dục Hoà ngập Trẻ Khiếm thính”. (2002). Ký hiệu Củ chỉ Điệu bộ của Người điếc Việt Nam. Pearl S. Buck International, Hanoi Vietnam (with USAID and Vietnam Institute of Educational Science).

Dự án “Giáo dục Hoà ngập Trẻ Khiếm thính”. (2004). Ký hiệu của Người điếc Việt Nam / Signs of the Deaf in Vietnam. (3 volumes). Pearl S. Buck International, Hanoi Vietnam (with USAID and Vietnam Institute of Educational Science).

Dự án “Giáo dục Hoà ngập Trẻ Khiếm thính”. (n.d.). Tài liệu Ngôn ngữ Ký hiệu cho Trẻ Khiếm thính Việt Nam. Pearl S. Buck International, Hanoi Vietnam (with USAID and Vietnam Institute of Educational Science).

Ho Chi Minh City Sign Language Production Team. ̣(2007). Ho Chi Minh City Sign Language: Student Handbooks 1& 2. Project on Opening University Education to Deaf People in Vietnam through Sign Language Analysis, Teaching and Interpretation, Deaf Cultural Studies Program, Dong Nai Teachers’ College, Dong Nai, Vietnam (with the The Nippon Foundation, Tokyo, Japan). [Vietnamese language version also available.]

Ho Chi Minh City Sign Language Production Team. ̣(2007). Ho Chi Minh City Sign Language: Companion Dictionaries 1& 2. Project on Opening University Education to Deaf People in Vietnam through Sign Language Analysis, Teaching and Interpretation, Deaf Cultural Studies Program, Dong Nai Teachers’ College, Dong Nai, Vietnam (with the The Nippon Foundation, Tokyo, Japan). [Vietnamese language version also available.]

Locker-McKee, R. (2005). “As one Deaf person to another”: Deaf paraprofessionals in mainstream schools. Deaf Worlds, Vol. 21, No. 1, pp. 1-48.

Reilly, C. & Nguyen Cong Khanh. (2004). Final Evaluation Report for Inclusive Education For Hearing-Impaired and Deaf Children in Vietnam. Pearl S. Buck International-Vietnam, U.S. Agency for International Development (Grant No. 492-G-0098-00040-00), Hanoi, Vietnam.
(http://www.usaid.gov/our_work/humanitarian_assistance/the_funds/pubs/reportlst.html)

Reilly, C. (2004-08). “Outside the Dream” Project (Thailand). UNESCO Programme for the Education of Children in Need / Asia and Pacific Regional Bureau for Education and Gallaudet University, Washington, D.C. (http://research.gallaudet.edu/sl/)

Woodward, J. (2000). Sign languages and sign language families in Thailand and Viet Nam. In K. Emmorey & H. Lane (eds.), The Signs of Language Revisited: An Anthology in Honor of Ursuala Bellugi and Edward Klima. Mahwah, New Jersey, USA: Lawrence Erlbaum Associates, pp. 23-47.

Woodward, J. (2003). Sign languages and Deaf identities in Thailand and Viet Nam. In L. Monaghan et al. (eds.), Many Ways to be Deaf. Washington, D.C., USA: Gallaudet University Press, pp. 283-301.

Woodward, J. et al. (2004). Providing higher educational opportunities to Deaf adults in Viet Nam through Vietnamese sign languages. Deaf Worlds, Vol. 20, No. 3, pp. 232-263.

Top of Page; Request for Expressions of Interest; International Consultant; National Consultant; Bottom of Page

Vietnam: Intergenerational Deaf Education Outreach Project

Stakeholder Consultation and Project Design: Terms of Reference
National Consultant Services

August 2008

Introduction
The World Bank has received a Japan Social Development Fund (JSDF) “seed fund grant” to carry out stakeholder consultations, with a view to developing the detailed design of an Intergenerational Deaf Education Outreach Project in Vietnam (hereafter “the Project”). This detailed design will form the basis of a proposal for a substantive JSDF Grant to finance the Project.

The World Bank intends to apply part of this seed fund to the hire of an national expert, who will support an international expert to conduct the stakeholder consultations and, in light of the results of these consultations and other relevant information, produce a report containing specific recommendations for the World Bank team to include in a future Project proposal.

Background: deaf children’s development
Early childhood is the time of life when access to language models is crucial to the development of language and therefore to future learning. Deaf children rely on the sense of vision as their main channel of learning and communication. Only when young children who are deaf and their family members can use a shared language together will the child’s cognitive and social development proceed normally. The challenge is breaking through the communication gap with a visually supported language. Yet, worldwide, families with deaf infants and toddlers rarely have access to early education support. As a result, the deaf child’s development often suffers, leaving them at a major disadvantage in school and life.

Background: deaf education in Vietnam
In Vietnam, some 40,000 school-age children (i.e. aged 5 to 17) – or 18 out of every 10,000 – find it “very difficult to hear” (i.e. are severely deaf) or “impossible to hear” (i.e. are profoundly deaf). Almost all deaf children are born to hearing parents; for the most part, hearing parents (like hearing adults in general) have little awareness of the Deaf community, its language and its culture. As a result, young deaf children seldom come into contact with deaf adults (or even, until they start school, older deaf children).

In Vietnam, the provision of formal education to deaf youth began over 125 years ago, with an approach that used a sign language as the language of instruction. Despite this long and rich history, many deaf children still never go to school and those deaf children who do attend school often drop out before completing even Grade 5, with very few deaf youth receiving a secondary or tertiary education. Deaf children may attend special schools or mainstream schools. While special school classroom teachers are more likely than mainstream school classroom teachers to supplement their teaching with the use of signs (but generally not in a natural sign language mode), the dominant teaching approach is an “oralist” one that uses Vietnamese as the primary language of instruction.

IDEO Project concept
The Project will aim to develop a model for cost-effective and community-based activities that improve deaf children’s readiness to benefit early from educational opportunities. It would enable deaf children and their parents to engage in a systematic and structured way with deaf adults, who are well integrated into the local deaf community and fluent in the local sign language. This engagement would provide deaf children with early opportunities to acquire sign language and their parents with knowledge and confidence about their children’s capacity to communicate, learn and engage with a wider community.

The Project would support activities that involve deaf adults in paraprofessional positions as: (a) social role models (e.g. self-awareness, cultural identify, interpersonal behaviors); (b) sign language trainers (e.g. teach sign language to children and teach basic signs to parents, especially through play situations); and (c) advocates (e.g. advise and educated parents through modeling communication strategies and deaf cultural perspectives). Delivery of services relies on an untapped asset: adults who are deaf who are fluent in using the local sign language. Through training in early education and language learning these fluent signers develop themselves as valuable educational resources, rich with local knowledge, language skills, educational capacities, and motivation to improve the lives of poor and otherwise isolated children and youth who are deaf.

The primary beneficiaries would be deaf children, especially those aged 0-6, in the Ho Chi Minh City, Hanoi and/or Haiphong areas (where the deaf communities appear to be the most organized). A systematic and structured engagement with deaf adults (from younger to older adults) who are fluent signers would enhance the children’s readiness and capacity to benefit from formal education opportunities. Secondary beneficiaries would include (a) the deaf children’s parents, who would improve their ability to communicate with their children and gain confidence in their children’s capacity to benefit from formal education opportunities, and (b) the deaf adults involved in the outreach program, who would gain in confidence, recognition and a new career track as outreach workers.

Consultant activities and timeline

Under this assignment, the Consultant will:

1. In advance of the International Consultant’s arrival in Vietnam, contact stakeholders, conduct pre-meetings with stakeholders, set up consultation events, organize stakeholder consultation logistics, and liaise with the World Bank supervisor on organizational matters. [Timeline: Days 1 – 10]

2. Support the International Consultant in producing an initial brief concept note to describe: (a) a range of options for Project activities to be discussed during stakeholder consultations, (b) a range of options for Project implementation “civil society organizations” to be discussed during stakeholder consultations, (b) describe the plan for stakeholder consultation under Activity 3. [Timeline: Days 11 – 12]

3. Participate in the discussion on this concept note with the World Bank supervisor. [Timeline: Day 13]

4. Support the International Consultant in conducting stakeholders consultation events – in Ho Chi Minh City, Hanoi and, if the schedule permits, Haiphong – with particular responsibility for facilitating communication at these events. [Timeline: Days 14 – 20]

5. Support the International Consultant in producing a concise report containing specific recommendations for inclusion in the proposal for the Project. [Timeline: Days 21 – 24]

6. Participate in the briefing with the World Bank supervisor on the findings of the consultation process and other relevant information, the contents of the report and the specific recommendations. [Timeline: Day 25]

7. After the departure of the International Consultant, liaise with the World Bank supervisor on any follow-up tasks related to the assignment. [Timeline: Days 26 – 30]

Consultant qualifications and experience

The national consultant will have:
 At least an upper secondary education qualification (i.e. having completed Grade 12);
 Experience in Deaf education in Vietnam;
 Involvement with Deaf communities in Vietnam;
 Native or near-native proficiency in a Vietnamese sign language;
 Ability to communicate effectively in Vietnamese, and preferably with at least a basic ability to communicate through written English;
 Demonstrated capacity to organize and manage community-based consultation processes (e.g. workshops, focus groups, townhall meetings, etc.); and
 Demonstrated capacity to work effectively in a team, to manage a range of tasks, to work pro-actively and with diligence, and to manage resources effectively while meeting deadlines.

Assignment modalities and duration
The National Consultant will carry out this assignment in association with an International Consultant (who will be hired separately by the World Bank). The National Consultant will be the junior member of the team; as such, he/she will support the International Consultant in all aspects of the carrying out of the assignment and contribute to the content of the assignment outputs. (The International Consultant, as the senior member, will have overall responsibility for: (i) the conduct of the consultation events, (ii) the delivery of the initial note and the final report, and (iii) the briefings for the World Bank team.)

The National Consultant will work approximately 30 days, including 10 days before the arrival of the International Consultant in Vietnam. (It is expected that the International Consultant will work approximately 15 days [half of this time spent in Vietnam for the consultation sessions].)

The two members of the team will be selected to ensure that they are able to communicate effectively with each other, as well as – in some working combination – with stakeholders (in Vietnamese or a Vietnamese sign language, as appropriate) and with the World Bank supervisor (in English).

The Consultant will be responsible for: (i) arranging his/her own travel and accommodation; (ii) managing the stakeholder consultation sessions; and (iii) arranging for the production of the initial note and final report. (The World Bank team will be responsible for making all payments associated with stakeholder consultation events [space rental, food, participants’ per-diems, etc.]).

Administration
The work in this contract is supervised by Jeffrey Waite, Senior Education Specialist at the World Bank in Hanoi. The Japan Social Development Fund “seed fund grant” that finances this study ends on August 31, 2009.

Annex 1: Partial list of stakeholders

Haiphong Deaf Association (Chi hội Người điếc Hải Phòng)
Hanoi Deaf Association (Chi hội Người điếc Hà Nội) [http://www.deafhanoi.com & http://360.yahoo.com/clbnnkh/] [Contact: Trần Ngọc Tuần]
HCMC Deaf Association (Chi hội Người điếc TP.HCM)
See also: Asia Pacific Development Center on Disability: List of disability NGOs in Vietnam: http://www.apcdproject.org/Countryprofile/vietnam/nongov.html

Hoa Sua School, Hanoi (Trường Trung học Tư thục Kinh tế Du lịch Hoa Sữa) [http://www.hoasuaschool.com/]
Nhan Chinh School, Hanoi (Trường Phổ thông Cơ sở Dân lập Dạy Trẻ điếc Nhân Chính)
Thanh Tri School, Hanoi (Trương Nuôi dạy Trẻ Khuyết tật Thanh Trì)
Xa Dan School, Hanoi (Trường Phổ thông Cơ sở Xã Đàn)

Deaf Cultural Studies Program, Dong Nai Teachers College, Dong Nai (Dự án Giáo dục Đại học cho Người điếc Việt Nam, Cao đẳng Sư phạm Đồng Nai, TP. Đồng Nai) [Contact: Nguyễn Thị Hoa]
Hy Vong I School, HCMC (Trường Khuyết tật Thính giác Hy Vọng I)
Hy Vong Binh Thanh School, HCMC (Trường Hy Vọng Bình Thạnh)
Thuan An Education Center, Lai Thieu, Binh Duong (Trung tâm Giáo dục Trẻ Khiếm thính Thuận An) [formerly known as École des sourds-muets de Lái-Thiêu] [http://www.thuongvevietnam.org/webseiten/thuanan/html/thuanan_en.html]

Hanoi Pedagogy University Dại học Sư phạm Hà Nội, Bộ môn Giáo dục Đặc biệt)
HCMC Pedagogy University (Dại học Sư phạm TP.HCM, Bộ môn Giáo dục Đặc biệt) [Contact: Cao Thị Xuân Mỹ]
Vietnam Institute for Educational Sciences (Bộ Giáo dục và Đào Tạo, Viện Khoa học Giáo dục, Trung tâm Nghiên cứu Giáo dục Trẻ Khuyết tật) [Contact: Lê Văn Tạc]

Pearl S. Buck International, Hanoi [Contact: Phạm Minh Hằng]
Save the Children UK, Hanoi [http://www.savethechildren.net/vietnam/] [Contact: Nguyễn Thị Bịch]

Annex 2: Partial list of resources

Dự án “Giáo dục Hoà ngập Trẻ Khiếm thính”. (2002). Ký hiệu Củ chỉ Điệu bộ của Người điếc Việt Nam. Pearl S. Buck International, Hanoi Vietnam (with USAID and Vietnam Institute of Educational Science).

Dự án “Giáo dục Hoà ngập Trẻ Khiếm thính”. (2004). Ký hiệu của Người điếc Việt Nam / Signs of the Deaf in Vietnam. (3 volumes). Pearl S. Buck International, Hanoi Vietnam (with USAID and Vietnam Institute of Educational Science).

Dự án “Giáo dục Hoà ngập Trẻ Khiếm thính”. (n.d.). Tài liệu Ngôn ngữ Ký hiệu cho Trẻ Khiếm thính Việt Nam. Pearl S. Buck International, Hanoi Vietnam (with USAID and Vietnam Institute of Educational Science).

Ho Chi Minh City Sign Language Production Team. ̣(2007). Ho Chi Minh City Sign Language: Student Handbooks 1& 2. Project on Opening University Education to Deaf People in Vietnam through Sign Language Analysis, Teaching and Interpretation, Deaf Cultural Studies Program, Dong Nai Teachers’ College, Dong Nai, Vietnam (with the The Nippon Foundation, Tokyo, Japan). [Vietnamese language version also available.]

Ho Chi Minh City Sign Language Production Team. ̣(2007). Ho Chi Minh City Sign Language: Companion Dictionaries 1& 2. Project on Opening University Education to Deaf People in Vietnam through Sign Language Analysis, Teaching and Interpretation, Deaf Cultural Studies Program, Dong Nai Teachers’ College, Dong Nai, Vietnam (with the The Nippon Foundation, Tokyo, Japan). [Vietnamese language version also available.]

Locker-McKee, R. (2005). “As one Deaf person to another”: Deaf paraprofessionals in mainstream schools. Deaf Worlds, Vol. 21, No. 1, pp. 1-48.

Reilly, C. & Nguyen Cong Khanh. (2004). Final Evaluation Report for Inclusive Education For Hearing-Impaired and Deaf Children in Vietnam. Pearl S. Buck International-Vietnam, U.S. Agency for International Development (Grant No. 492-G-0098-00040-00), Hanoi, Vietnam.
(http://www.usaid.gov/our_work/humanitarian_assistance/the_funds/pubs/reportlst.html)

Reilly, C. (2004-08). “Outside the Dream” Project (Thailand). UNESCO Programme for the Education of Children in Need / Asia and Pacific Regional Bureau for Education and Gallaudet University, Washington, D.C. (http://research.gallaudet.edu/sl/)

Woodward, J. (2000). Sign languages and sign language families in Thailand and Viet Nam. In K. Emmorey & H. Lane (eds.), The Signs of Language Revisited: An Anthology in Honor of Ursuala Bellugi and Edward Klima. Mahwah, New Jersey, USA: Lawrence Erlbaum Associates, pp. 23-47.

Woodward, J. (2003). Sign languages and Deaf identities in Thailand and Viet Nam. In L. Monaghan et al. (eds.), Many Ways to be Deaf. Washington, D.C., USA: Gallaudet University Press, pp. 283-301.

Woodward, J. et al. (2004). Providing higher educational opportunities to Deaf adults in Viet Nam through Vietnamese sign languages. Deaf Worlds, Vol. 20, No. 3, pp. 232-263.

Top of Page; Request for Expressions of Interest; International Consultant; National Consultant; Bottom of Page



We Can Do received this job post via a contact at the World Bank. Please note that all inquiries, applications, or expressions of interest should be directed to the World Bank, NOT to We Can Do. Thank you.

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JOB POST: Project Manager, International Development and Disability, MIUSA, Oregon USA

Posted on 19 August 2008. Filed under: Announcements, Call for Nominations or Applications, Cross-Disability, Human Rights, Inclusion, Jobs & Internships, Opportunities | Tags: , , , , , , , , , , , , , , , |

PROJECT MANAGER
INTERNATIONAL DEVELOPMENT AND DISABILITY

Application deadline September 5, 2008.
www.miusa.org

Mobility International USA (MIUSA), a national nonprofit organization founded in 1981 and based in Eugene, Oregon, promotes the human rights of people with disabilities through international exchange and international development. MIUSA seeks a qualified Project Manager with excellent international development, leadership, interpersonal, project management, writing and training skills to manage the USAID-sponsored Building an Inclusive Development Community project. This position reports to the Director of Programs and is the lead position for a team
of staff working on this project. The position is based in Eugene, Oregon USA.

Since 1998, MIUSA has been changing the paradigm of international development by framing the inclusion of people with disabilities as a human rights issue. With funding from the US Agency for International Development (USAID), MIUSA serves as a bridge to promote inclusion and bring together disability and development organizations. MIUSA provides technical assistance, training and resources to disabled peoples’ organizations (DPOs), USAID Missions and development agencies through the Building an Inclusive Development Community project.

Qualifications:
* BS or BA degree required; Master’s degree strongly preferred in international development, international studies or related field
* Minimum two years field-based experience in international development, inclusion of people with disabilities in international development, or related fields, using a human rights framework and/or gender lens
* Five years experience managing complex projects with diverse stakeholders
* Experience managing federal grants and projects
* Experience managing project budgets and following financial procedures
* Excellent presentation and training skills
* Excellent computer skills including Microsoft Office, online research and data tracking
* Excellent writing, editing, and organizational skills
* Excellent interpersonal and communication skills
* Ability to multi-task in a fast paced environment
* Optimistic outlook with the ability to lead by example during difficult or stressful times
* Knowledge of one or more languages other than English strongly preferred
* Ability to travel nationally and internationally
* Passion for empowering people with disabilities in international contexts

For more information regarding the application go to: www.miusa.org

To apply:

Applications are due by September 5, 2008 at 5:00 p.m. for initial consideration and screening. Position open until filled.

Competitive salary commensurate with experience including excellent benefits. Equal Opportunity Employer. People with disabilities and others encouraged to apply.

Send detailed cover letter with “Project Manager” in the subject line, resume and list of references via email to crothvinson@miusa.org.

Or, via postal mail to:

Mobility International USA
*ATTN: CERISE ROTH-VINSON*
Director of Administration
132 E. Broadway, Suite 343
Eugene, Oregon USA 97401



Thank you to MIUSA for submitting this job announcement to We Can Do. Interested applicants should please note that ALL applications and queries should be directed to MIUSA at the contact information provided above, NOT to We Can Do. Thank you.

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Ayudar a los niños sordos–en español: New Hesperian Foundation Title in Spanish

Posted on 19 August 2008. Filed under: Announcements, Children, Deaf, Families, Inclusion, Latin America & Caribbean, Resources, signed languages | Tags: , , , |

BILINGUAL POST in English and Spanish; bilingual articulo en ingles y español. (¡Ojala que mi español es bastante claro!)

The Hesperian Foundation has released its book entitled Helping Children Who Are Deaf in Spanish for the first time. It can be downloaded in PDF format for free, one chapter at a time.

El “Hesperian Foundation” ha publicado el libro, Ayudar a los niños sordos, en español. Se puede transferido el libro sin coste (en formato PDF) un capítulo a la vez.

Says, the Hesperian Foundation, “Ayudar a los niños sordos (Helping Children Who Are Deaf in Spanish) supports parents and other caregivers in building the communication skills of babies and young children. Packed with simple activities, this book is a great resource for people who care for children who do not hear well including parents, caregivers, health promoters, and
others in teaching a deaf child how to communicate to the best of his or her ability.”

El Hesperian Foundation ha dicho, “Ayudar a los niños sordos apoyo familiar y comunitario para niños que no oyen bien. Los niños que no pueden oír bien necesitan más ayuda para aprender un idioma hablado o un lenguaje de señas, lo cual es muy importante, porque el lenguaje es la base para pensar, solucionar problemas y relacionarnos con otras personas. Este libro está lleno de actividades sencillas y será un gran recurso para las personas que cuidan de niños sordos, ya sean padres, otros cuidadores y/o promotores de salud, ya que les ofrece herramientas para enseñarle al niño a comunicarse lo mejor que pueda.”
http://www.hesperian.org/publications_download_Sordos.php

The Hesperian Foundation produces a wide range of books for people and organizations in developing countries. It’s most famous book is “Where There is No Doctor,” which has helped many workers in rural areas save lives.

El Hesperian Foundation se publica muchos libros varios para personas y organizaciones en países en desarrollo. El libro más famoso es “Donde no hay medico,” lo cual ha ayuda mucho personas en areas campos salvar las vidas.

Download Ayudar a los niños sordos en español at http://www.hesperian.org/publications_download_Sordos.php

Hesperian Foundation has many other books that can be downloaded for free. Most are in English, some are in Spanish, and one is in French. You can find these at http://www.hesperian.org/publications_download.php

El Hesperian Foundation tiene muchos libros libres. Todos son en ingles. Algunos son en español. Uno es en francés. Se puede encontrar todos a http://www.hesperian.org/publications_download.php



I learned about this book through an announcement from the Hesperian Foundation.

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Disabled, Poor–and Ignored: Results of Research in Zimbabwe and South Africa

Posted on 6 August 2008. Filed under: Academic Papers and Research, Cross-Disability, Inclusion, Poverty, Sub-Saharan Africa Region | Tags: , , , , , , , , , , , |

Research conducted in Zimbabwe and South Africa has confirmed what grassroots advocates have known all along: people with disabilities aren’t just at higher risk of poverty. People with disabilities are also more likely to be ignored by many donors who support programs to end poverty.

The 77-page study is entitled, “Are Disabled Peoples’ Voices from both South and North Being heard in the Development process? A Comparative analysis between the situation in South Africa, Zimbabwe, United Kingdom and Northern Europe.” Conducted in 2005, this research explores the extent to which Disabled Peoples’ Organizations (DPOs) in Zimbabwe and South Africa have access to funding, and the extent to which DPOs were able to explain to donors what kind of funding would help them best.

People with disabilities who were interviewed for this study said they wanted to be involved with disability programs, from the planning stage through implementation. However, they felt they were often excluded, both by the government and also by DPOs themselves. The study concludes that many DPOs lack the capacity to reach large numbers of people with disabilities at the grassroots level. As a result, many people with disabilities in South Africa and Zimbabwe are not part of any network. They also usually lacked awareness of policies and programs that were meant to benefit them, such as the African Decade on Persons with Disabilities or the Millennium Development Goals.

DPOs, too, said they lacked opportunity to contribute to dialogue about what kinds of projects would be most beneficial for them. DPOs in South Africa and Zimbabwe said that donors from developed countries often impose their own tailor-made programs on them without asking for their input. They wanted to be more involved with designing the programs that they implement. DPOs usually were more aware than grassroots individuals of programs such as the African Decade or the Millennium Development Goals, but even some DPOs were not aware of them.

Even in the UK and Northern Europe, DPOs felt that they were struggling for donations. DPOs also complained that non-disability oriented international non-governmental organizations used information about people with disabilities to obtain donations for themselves instead of for DPOs.

The study makes recommendations based on its findings, including the need for more capacity building for DPOs in developing countries; stronger partnerships among DPOs in developing and developed countries and donors; and closer involvement of people with disabilities and DPOs in planning, implementing, monitoring, and evaluating programs.

Learn more about the study; download the 6-page executive summary (Word format); or the full 770-page report (Word format) at:

http://www.disabilitykar.net/research/thematic_voices.html



We Can Do found this study on the DisabilityKar.net site after exploring links from the Heathlink Worldwide site.

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Siyanda Database: Publications on Gender and Disability

Posted on 16 July 2008. Filed under: Academic Papers and Research, Announcements, Call for Papers, Cross-Disability, Inclusion, Opportunities, Poverty, Resources, Women | Tags: , , , |

Researchers, international development professionals, and disability advocates who have an interest in gender issues may wish to explore the many gender-related publications at http://www.siyanda.org/.

The Siyanda database offers a wide range of articles and other publications related to gender and international development. Many are in English, but some materials are also available in other languages. Some of the materials available at Siyanda relate to people with disabilities in developing nations. Try a keyword search for words such as “disabilities” and “disabled” (note that each of these words brings up a slightly different set of results). Or try more specific key words such as “blind” or “mental illness.”

(Side note: the World Network of Users and Survivors of Psychiatry prefers the term “people with psychosocial disabilities.” However, many existing publications continue to use other terms such as “mental illness.”)

Siyanda also has a database of experts and consultants. Three names turned up when I tried plugging in the search term “disabilities.”

Authors will want to submit their own publications to the Siyanda database.

Start exploring at: http://www.siyanda.org/.



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CALL FOR ABSTRACTS: Disability and Inclusive Economic Development

Posted on 16 July 2008. Filed under: Announcements, Call for Papers, Cross-Disability, Education, Employment, Health, HIV/AIDS, Inclusion, Opportunities, Policy & Legislation, Poverty, Water and Sanitation | Tags: , , , , , , , , , , , , , , , , , , , , |

Note that, although abstracts are due by August 1, 2008, completed papers will not be due until 2009. This same announcement was posted at We Can Do in April, but the editors are circulating this notice again in an attempt to collect more abstracts for them to choose among.

Call for Papers for the Review of Disability Studies
Special Issue on Disability and Inclusive Economic Development.

The Review of Disability Studies is requesting papers for an upcoming special issue on Disability and Inclusive Development, to be edited by Rosangela Berman Bieler of the Inter-American Institute on Disability and Inclusive Development and Daniel Mont of The World Bank.

This issue is intended to highlight recent research on the links between disability and socio-economic outcomes in developing countries, as well as evaluate attempts to move towards a more inclusive model of development

In particular, we are soliciting papers about the developing world that answer questions such as:

  • What is the relationship between disability and poverty?
  • How does the presence of a disability affect people’s access to education, training, and employment?
  • What is the relationship between health status, disability, and mortality?
  • What are the key barriers that prevent access to public services such as education, healthcare, transportation, water and sanitation, etc.?
  • What are some examples of programs or policy interventions aimed at including disabled people, and how effective have they been?

We particularly encourage submissions from authors from developing countries. We also encourage submissions across all disciplines, as long as they are aimed at helping to build more effective inclusive policies.

Please send electronic copies of a 1-2 page abstract to both Daniel Mont at dmont@worldbank.org and Rosangela Berman Bieler at RBBieler@aol.com by August 1st.

Completed articles should be approximately 3000-5000 words and should follow all RDS formatting guidelines found at http://www.rds.hawaii.edu/submissions/. Note that an invitation to (submit an abstract or) participate in the forum does not guarantee publication of that article in The Review of Disability Studies.

For more information about The Review of Disability Studies, please go to www.rds.hawaii.edu



This announcement was circulated by Daniel Mont via email. Any inquiries and abstracts should please be directed to Daniel Mont or to Rosangela Berman Bieler as instructed above, NOT to We Can Do.

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RESOURCE: Making Schools Inclusive: How Change Can Happen

Posted on 10 July 2008. Filed under: Case Studies, Children, Cross-Disability, Deaf, East Asia Pacific Region, Eastern Europe and Central Asia, Education, Inclusion, Middle East and North Africa, Resources, South Asian Region, Sub-Saharan Africa Region | Tags: , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , |

Less than a decade ago, more than 100 million primary-school aged children still had never entered a classroom. Today, that number has dropped below 80 million, even though the world’s population has grown in that time. Clearly progress has been made. But children with disabilities are being left behind: one-third of the world’s children out of school are disabled. Many of the rest are excluded for other reasons that pose their own set of challenges: some are left behind because they are girls; or because they don’t speak the dominant language of their country; or because they experience discrimination on the basis of their ethnicity.

How can Disabled People’s Organizations (DPOs) and other Non-Governmental Organizations (NGOs) help schools in their country be more inclusive of students who have commonly been excluded? Save the Children UK has released a new report that offers guidance: “Making Schools Inclusive: How Change Can Happen: Save the Children’s Experience” (PDF format, 4.14 Mb). This report describes successful projects, and the lessons learned, from countries as diverse as Vietnam, Kyrgyzstan, Peru, Bangladesh, China, Somalia, Brazil, Western Balkans, Mongolia, Nepal, Tajikistan, Serbia, India, and Morocco. Children with disabilities are targeted for many of these projects.

The report begins by describing both the conditions that prevent inclusive education and the conditions that can help make it possible. It also analyzes projects that have made it possible for linguistic minority students–and Deaf students–to obtain a bilingual education. Teacher training programs have helped encourage teachers to create more inclusive classrooms for children with disabilities and other students who have historically been excluded. Several countries have used Community-based Education Management Information Systems (C-EMIS) to draw upon the knowledge and motivation of local community members in making education more inclusive. Each chapter ends by discussing what lessons other communities in other countries may find helpful in implementing their own projects.

Advocates who tire of hearing governments complain there isn’t enough money will especially wish to read the 6th chapter on “Addressing financial barriers to inclusive education.” Funding issues are also discussed briefly throughout earlier chapters of Making Schools Inclusive (PDF format, 4.14 Mb).

The 8th chapter points readers to further materials and resources that may be helpful to them in advocating for more inclusive education in their countries.

The full 64-page report can be downloaded in PDF format (4.14 Mb) at http://www.eenet.org.uk/downloads/Making%20schools%20inclusive%20SCUK.pdf.



We Can Do learned of this report through an announcement posted on the EENET Eastern Africa email discussion group. The discussion group is devoted to issues relating to inclusive education in Eastern Africa.

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JOB POST: Inclusive Education Consultant Tibet Autonomous Region

Posted on 25 June 2008. Filed under: Announcements, Children, Cross-Disability, East Asia Pacific Region, Education, Inclusion, Jobs & Internships, Opportunities, youth | Tags: , , , , , , , , , , , , , |

Application deadline: July 4, 2008. Applications should be sent to hr@handicap-int.org.cn, NOT We Can Do.

TERMS of REFERENCE

Inclusive Education Consultant – Tibet Autonomous Region

1. Background Information
Handicap International (HI) has been operating in the Tibet Autonomous Region since 2000, in cooperation with the Tibet Disabled Persons’ Federation (TDPF) at regional level and the Lhasa, Shigatse and Chamdo Disabled Persons’ Federation at prefecture level. Four different projects have been established in the fields of orthopaedics, physiotherapy, support to deaf people’s association and community-based rehabilitation services (CBR).

The present consultancy will contribute to the CBR project. This project started in 2001, focusing on children and young adults with disabilities under 21 years old in Lhasa Urban District. Eight rehabilitation workers were trained in basic physical rehabilitation and are now well experienced. They follow-up children with disabilities at home, teaching the families with basic rehabilitation, providing counselling, referring the children to appropriate rehabilitation and
medical care services.

School inclusion for children with disabilities remains a major difficulty in the region, even at the level of primary education. While the rehabilitation workers are also in charge of referring the children into mainstream schools, it is done on a case-by-case basis and there is neither close accompaniment of the children in those schools nor adaptation of the school environment and teaching methods within the classrooms. 

During the last 2 years, the CBR project has changed its orientation to address other needs (e.g. access to leisure services) and get more participation and support from governmental bureaus and community members. It has also started acting in rural areas of Lhasa prefecture.
In addition to the rehabilitation workers, the current CBR team working on the project implementation includes an HI project manager, a physiotherapist (partner staff from the TDPF) acting as a team leader, and a representative of the partner at prefecture level (Lhasa Disabled
Persons’ Federation, Lhasa DPF) acting as a coordinator with the different governmental bureaus involved in the action. One person from the civil affairs bureau at County/Urban District level is also supporting the field coordination and monitoring process. When activities are related to education, the person in charge of the education sector at Lhasa DPF and a reference person from the research department of the relevant county/urban district education bureau also join the team.

In 2007, two primary pilot schools have been selected in Lhasa prefecture in collaboration with the regional and municipal education bureaus where to start inclusive education projects including building adaptation and development of child-to-child groups. One of the schools is located in Jia Er Duo, a rural village in Medrogonkha County, the other one being Zangre school in Lhasa Urban District. In September 2007, a seminar on inclusive education has been organized to present the basis of inclusive education concepts. Attendees were teachers from different primary schools as well as staff from education bureaus and Lhasa DPF.

2. Objective of the assignment
By the end of the assignment, the teachers of the two pilot schools will have gained the specific technical skills to better support and follow-up children with disabilities in their schools and start child-to-child support activities. The partners’ staff (Lhasa DPF representing the education sector, staff from research departments within education bureaus, civil affairs representatives, county education bureau representatives) will start monitoring efficiently the
implementation of the activities within the schools.

3. Methodology
First phase:  The first phase will focus on the following topics:

  • Conduct an assessment of the current situation in the pilot schools in terms of existing facilities and resources to analyze their capacity for integration of children with disabilities
  • Develop intervention and training strategies including monitoring and evaluation procedures in close collaboration with the partners. The intervention should consider the involvement of community members acting as volunteers within the school.

Second phase: The second phase will consist in trainings delivery. The trainees will be teachers and managers from the two pilot schools, staff from municipal education bureau, county/urban district education bureau, civil affairs, Lhasa DPF and TDPF. The reference team will consist in one person from Lhasa DPF in charge of education, one person from the research department of county/urban district education bureau, one rehabilitation worker in charge of supervising the social rehabilitation activities of the CBR project, one person from the county civil affairs and one person from each of the two pilot schools.

The trainings will cover, but will not be limited to, the following topics:

  • Identification of children in the schools with learning difficulties
    or in needs of a support
  • How to assess that a child is ready to go to school
  • Setting-up an individual curriculum for each of the child to be
    followed-up (Individual Action Plan)
  • How to organize, carry out and monitor child-to-child support
  • Training for the teachers on how to organize and provide awareness on
    disability for the students
  • Training of the reference team on how to follow-up and monitor the
    implementation (activities and needs analysis)
  • Possibly, if there is no time constraint, training on special teaching skills: Braille, sign language and intellectual disability. This will be organized in collaboration with other organizations (Tibet Deaf Association, Braille without Borders, Lhasa Special Education
    School).

Third phase: The third phase will be organized as follows:

  • Close follow-up of the implementation process with the trainees, implementation of corrective measures
  • Provide refresher training for all the trainees and reference team.

4. Duration
The assignment is expected to be conducted from July 1st to November 30th 2008 as follows:

  • First phase: 1 month
  • Second phase: 2 months
  • Third phase: 2 months
  • Restitution on the mission with key stakeholders (1 day).

5. Expected outputs

  • A first report containing an analysis of the situation and the description of the principles for the development of intervention and training strategies, monitoring and evaluation processes
  • Training handouts for the education professionals
  • Guidelines for the volunteers who can support inclusive activities within the schools
  • End of mission report with recommendations

The reports be submitted in English; handouts and guidelines will be submitted in Chinese.

6. Qualifications

  • University degree, preferably in the field of education or social sciences
  • Experience in working with Chinese governmental departments
  • Experience in working in rural and urban schools in China
  • Good knowledge of existing education policies and strategies for children with disabilities in China
  • Previous experience as a trainer in the field of education
  • Computer literacy (Word, Excel, Power Point)
  • Good English writing skills
  • Chinese national.

7. Submission requests
Handicap International invites experts to express their interest through submission of a current CV and a cover letter in English addressing each of the following:

a. Availability for the period
b. Major experiences in the field of inclusive education
c. Relevant work experience in China from previous
d. Consultancy fee in RMB (rate per day) with a detail on what it covers.

Please send your application at the following E-mail address: hr@handicap-int.org.cn

For more details on the job content, please contact Ms. Kalsang Dickyi at                0891 68 37 899        

Deadline for application: 4th July, 2008



We Can Do received this job posting via the listserve for the RatifyNow organization.

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NEWS: Sign Language Training Program Launches in Guyana

Posted on 11 June 2008. Filed under: Deaf, Education, Education and Training Opportunities, Inclusion, Latin America & Caribbean, News, Opportunities | Tags: , , , , , , , , |

The Guyana Ministry of Education, in partnership with the Guyana Community Based Rehabilitation Programme (GCBRP), has initiated a sign language training program targeted at improving the quality of education for deaf children, the Kaieteur News has reported. The program will provide sign language training to teachers so they can better accommodate the communicate need of deaf children in their classrooms. It is being offered through the St. Stanislaus College in Brickdam.

Read the original Kaieteur News story entitled “Education Ministry launches sign language training” for more detail at:

http://www.kaieteurnews.com/?p=782



Thank you to Monty Chester for alerting me to this news item.

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EENET Recruiting Steering Group Members to Promote Inclusive Education

Posted on 10 June 2008. Filed under: Call for Nominations or Applications, Children, Cross-Disability, Education, Inclusion, Opportunities, Volunteer Opportunities, youth | Tags: , , , , , , , , , , , , , , , |

Please note that applications should be directed to EENET, not to We Can Do; read carefully for links, email address, and instructions. The deadline is June 24, 2008.

EENET steering group: user group representatives

Background to EENET’s Steering Group
The Enabling Education Network (EENET) is a global information network that helps education practitioners and stakeholders to document and share their experiences of inclusive, child-friendly education. The network prioritises the information needs of southern countries. It aims to reach those who are often excluded from other international information systems or debates, or who cannot afford to buy information resources. EENET’s users include local and international Non-Government Organizations (NGOs), teachers, parents, students, government officials, academics, etc.

EENET has a very small co-ordination office in the UK, employing one staff member and a few volunteers, but still manages to support the information needs of thousands of people in 200 countries. Independent regional networks, based on EENET’s vision and mission, are also being developed in Africa, Asia and Latin America.

To find out more about EENET’s information sharing activities visit www.eenet.org.uk; email info@eenet.org.uk; or write to EENET, c/o ESI, School of Education, University of Manchester, Oxford Road, Manchester M13 9PL, UK

EENET’s role is to champion inclusive education. But it also seeks to challenge the status quo, to ask difficult questions and encourage debates on controversial topics. To ensure that EENET fulfils this role, and continues to meet the information needs of its diverse target audience, the network has a Steering Group which has not been very active for several years, but is now being reformed.

EENET Steering Group function and role of members

  • The Steering Group will monitor EENET’s activities and makes suggestions for changes.
  • Steering Group members will represent the views of EENET’s founders, its regional networking partners, international NGOs/donors, and, very importantly, its target users.
  • Steering Group members will assist EENET staff with taking action in key areas of EENET’s development (e.g. fundraising) if they have skills and experience in a relevant area.

User group representatives
Two or three Steering Group representatives will be appointed from among EENET’s ‘grassroots’ users. While they will not be able to represent the full diversity of EENET’s users, they will bring to the Steering Group a valuable ‘reality check’ on the needs, challenges and potential contributions of EENET’s users.

These ‘grassroots’ Steering Group representatives will be selected based on the following criteria:

Essential

  • Good communication skills, preferably in English.
  • Able to communicate by email, and also if possible by telephone or using internet phone or chat systems.
  • Able to travel to the UK and other countries (e.g. must have a passport, or be able to obtain a passport and travel visas without difficulties).
  • Enthusiasm about the aims, values and principles of EENET, and a commitment to contributing as fully as possible to the Steering Group.

One or more of the following are desired:

    Awareness of:
  • child rights
  • education issues
  • disability and/or other diversity issues
  • community development issues.
  • First hand experience of inclusive education (as a student, teacher, parent, local education official, teacher trainer, etc).
  • Experience of being an activist or in other ways representing a marginlised, discriminated against or excluded group (e.g. women/girls; disabled people; refugees; working children, etc).
  • Awareness of EENET and/or an active member of EENET’s network.
  • Awareness of and/or an active member of other south-based, south-focused information sharing and advocacy networks.
  • Financial issues
    Steering Group members are unpaid volunteers. There is no salary for being a Steering Group member. However, EENET will cover all costs relating to attending meetings (e.g. travel, accommodation, meals and other essential daily living expenses) and participating in telephone conferences or internet chats.

    Application to become an EENET Steering Group member

    Closing date for applications: 24th June 2008

    Personal details
    Name:
    Nationality:
    Postal address:
    Tel. no:
    Fax no:
    Mobile no:
    Email:
    Other, e.g. Skype name:

    Do you have a passport?

    Are you aware of any possible restrictions to your freedom to travel to other countries?

    Are you available 8-12 September 2008 (the dates for the next Steering Group meeting)?

    Supporting information
    Describe your involvement with EENET so far (e.g. when did you first learn about EENET; when did you first read the newsletter; what communication have you had with EENET; what other EENET activities have you been involved in?)

    Why are you interested in becoming a member of EENET’s Steering Group?

    Explain any experience you have with the following (this can be experience gained through your personal life or through work):

    • education/inclusive education
    • child rights/human rights
    • community development
    • equality and diversity issues.

    Explain what you think inclusive education means.

    Why do you think it is important for EENET to promote inclusive education and help people to share information on inclusive education?

    Please provide any other information you think will support your application.

    References
    Please supply the names and contact details of 2 people who can provide references for you. At least one referee should know you in a professional or work capacity or have direct experience of your involvement in inclusive education activities/advocacy.

    Referee 1
    Name:
    Address:
    Email:
    Tel:
    Fax:

    Referee 2
    Name:
    Address:
    Email:
    Tel:
    Fax:
    Please return your completed form to:
    Email: info@eenet.org.uk
    Address: EENET, c/o ESI, School of Education, University of Manchester, Oxford Road, Manchester, M13 9PL, UK
    Fax: +44 (0)161 275 3548



    We Can Do received this announcement via the EENET Eastern Africa listserv. Again, applications should please be directed to EENET in accordance to the instructions above, NOT to We Can Do. Thank you.

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    UN Launches Blog-Based Discussion on Inclusion and Development

    Posted on 9 June 2008. Filed under: Announcements, Events and Conferences, Human Rights, Inclusion, Opportunities, Poverty | Tags: , , , , , , , , , , , , , |

    Please direct inquiries to the email addresses provided in the announcement below, not to We Can Do. Dirija por favor las preguntas a los correos electronicos abajo, no a We Can Do. Veuillez diriger les questions vers les email address fournis ci-dessous, pas a We Can Do.

    Version française; Versión español

    Dear Colleagues and Partners,

    The adoption of the Convention on the Rights of Persons with Disabilities marks a renewed commitment of the United Nations to improving the situation of people with disabilities, wherever they are. A man, a woman, or a child suffering from any kind of disability is much more likely to be poor, unemployed or discriminated against than a person without a disability. The disparity is even starker in developing countries.

    More than 50 United Nations Development Program (UNDP) country offices in recent years have implemented programmes to recognize and respect the rights of persons living with disabilities, to provide them with training to help navigate better in life and to stand a better chance to be employed, to improve their participation in decision-making, to address the needs of millions of people who became disabled because of devastating conflicts and disasters. This year, UNDP made a commitment at the highest level to consolidate and strengthen our work to support persons with disabilities. On the other hand we are also looking at UNDP as employer and are decided to make our organization more accessible for employees, partners, and guests living with a disability.

    In that context, we invite you to a blog-based discussion on Inclusion and Disability, to be held from 9 June to 9 July 2008. The blog-based discussion departs from traditional discussion methods. It is hosted on an interactive collaborative space hosted by UNDP Bratislava Regional Centre and enables each participant to share their views and resources. The lead
    moderators will be:

    • Lance Clark, UNDP Resident Representative and UN Resident Coordinator, UNDP Serbia
    • Milena Isakovic, Programme Officer, UNDP Serbia
    • Marielza Oliveira, Programme Advisor, Regional Bureau for Latin America and the Caribbean
    • Louise Nylin, Human Rights Advisor, Bratislava Regional Centre
    • Susanne Milcher, Social Inclusion Advisor, Bratislava Regional Centre
    • Ronald Wiman, author of the Manual on Inclusive Planning, Senior Social Development Advisor, Ministry of Foreign Affairs and STAKES, Finland
    • Geraldine Glassman, HR Associate, BOM/OHR/Staff Wellbeing Unit

    To enrich the discussion, we encourage you to invite your colleagues and partners from UN agencies, the civil society, governments and media.

    The outcomes of this discussion will help develop a UNDP policy and programming guidance document, as well as help formulate a more inclusive human resource strategy of UNDP.

    To participate or contribute to the discussion, please notify by sending an e-mail to pr-net@groups.undp.org or to martin.santiago@undp.org

    The specific details on how to participate will be shared on Monday 9 June.

    We look forward to your participation.

    Best regards,

    Selim Jahan
    Martin Santiago
    Director, Poverty Practice
    Director, Office of Human Resources

    Co-chairs of UNDP’s Task Force on Disability

    Version française
    Chers Collègues et Partenaires,

    L’ adoption de la Convention sur les Droits des Personnes Handicapées marque le renouvellement de l’engagement des Nations Unies à améliorer les conditions de vie des personnes handicapées, où qu’ils soient. Un homme, une femme ou un enfant affecté par une forme d’handicap court plus que d’autres, en pleine possession de leurs moyens, le risque d’être pauvre, sans emploi ou victime de discrimination. La différence est encore plus frappante dans les pays en développement.

    Au cours des dernières années, plus de 50 bureaux de pays du PNUD ont mis en œuvre des programmes visant à reconnaître et respecter les droits des personnes handicapées, à leur fournir la formation nécessaire à pouvoir mieux se diriger dans la vie et être plus en mesure d’être recruté pour emploi, à augmenter leur participation dans la prise de décision, à répondre aux besoins de millions de personnes qui sont devenues victimes d’un handicap à la suite de conflits et catastrophes dévastateurs. Cette année, c’est à l’échelon le plus élevé que le PNUD s’est engagé à consolider et renforcer notre travail d’appui aux personnes handicapées. En outre, c’est aussi en tant qu’employeur que nous examinons le rôle du PNUD et nous sommes déterminés à faire en sorte que notre organisation soit plus accessible aux employés, partenaires et hôtes souffrant d’un handicap.

    Dans ce contexte, nous vous invitons à une discussion sur le thème de L’Intégration et le Handicap hébergée sur un blog et prévue du 9 Juin au 9 Juillet 2008. Une discussion à partir d’un blog se démarque de méthodes traditionnelles de discussion. Elle sera hébergée sur un espace collaboratif interactif aménagé par le Centre Régional de Bratislava du PNUD et donne à chaque participant l’occasion de partager son point de vue et ses ressources. Les principaux modérateurs seront:

    • Lance Clark, Représentant Résident PNUD et Coordonateur Résident de l’ONU, PNUD Serbie
    • Milena Isakovic, Administrateur de Programme, PNUD Serbie
    • Marielza Oliveira, Conseiller pour les Programmes, Bureau régional d’Amérique Latine et des Caraïbes
    • Louise Nylin, Conseiller pour les Droits de l’Homme, Centre Régional de Bratislava
    • Susanne Milcher, Conseiller en matière d’Intégration Sociale, Centre Régional de Bratislava
    • Ronald Wiman, auteur du Manual on Inclusive Planning, (Manuel de Planification de l’Intégration) Conseiller principal en matière de Développement Social, Ministère des Affaires Etrangères et STAKES, Finlande
    • Geraldine Glassman, Associé RH, BOM/OHR/Staff Wellbeing Unit (cellule de bien-être du personnel)

    Nous vous encourageons à enrichir la discussion en invitant vos collègues et partenaires d’agences onusiennes, de la société civile, des gouvernements et des médias.

    Les résultats de cette discussion contribueront tant à l’élaboration d’un document d’orientation de politique et de programmation du PNUD, qu’à la formulation d’une stratégie de ressources humaines plus intégrante au sein du PNUD.

    Pour participer ou contribuer à la discussion, prière de nous en avertir en envoyant un mail à pr-net@groups.undp.org ou à martin.santiago@undp.org.

    Les détails spécifiques sur les modalités de participation seront communiqués le lundi 9 Juin.

    Dans l’attente de votre participation.

    Meilleures salutations,

    Selim Jahan
    Martin Santiago
    Directeur, Pratique de la Lutte contre la Pauvreté
    Directeur, Bureau des Ressources Humaines

    Co-présidents de l’équipe spéciale duPNUD œuvrant sur les personnes handicapées

    Version Español
    Estimados colegas y socios,

    La adopción de la Convención sobre los Derechos de Personas con Discapacidad marca un compromiso renovado de las Naciones Unidas a mejorar la situación de las personas con alguna discapacidad, sean de donde sean. Es mucho más probable que un hombre, mujer o niño que padezca cualquiera discapacidad sea pobre, desempleado o discriminando que una persona sin ninguna discapacidad. La disparidad es incluso más dura en los países en vías de desarrollo.

    Durante los últimos años más de 50 oficinas de la UNDP en diferentes países han implementado programas para reconocer y respetar los derechos de las personas con alguna discapacidad, para suministrarles la formación necesaria para ayudarles a navegar por la vida con más facilidad y para que tengan más oportunidades de empleo, para su mejor participación en la toma de decisiones, y además los programas tratan de dirigirse a las necesidades de los miles de personas que son discapacitadas por causa de conflictos y desastres devastadores.

    Este año la UNDP se está comprometido al nivel más alto, para consolidar y reforzar nuestro trabajo de apoyo a personas discapacitadas. Por otro lado, estamos también viendo a la UNDP como empleador y estamos decididos en hacer que nuestra organización sea más accesible a empleados, socios e invitados con discapacidades.

    En este contexto, os invitamos a una discusión basada en un blog sobre Inclusión y Discapacidad, que tendrá lugar desde el 9 de junio hasta el 9 de julio de 2008. La discusión en un blog se desvía de los métodos tradicionales de discusión. Se encuentra en un espacio interactivo colaborativo presentado por el Centro Regional de la UNDP en Bratislava y permite que cada participante pueda compartir sus puntos de vista y sus recursos. Los moderadores clave serán:

    • Lance Clark, UNDP Representante Residente y Coordinador Residente, UNDPSerbia
    • Milena Isakovic, Oficial de Programa, UNDP Serbia
    • Marielza Oliveira, Asesor de Programa, Agencia Regional para América Latina y el Caribe
    • Louise Nylin, Asesor Derechos Humanos, Centro Regional de Bratislava
    • Susanne Milcher, Asesor de Inclusión Social, Centro Regional de Bratislava
    • Ronald Wiman, autor delManual on Inclusive Planning, Asesor Superior de Desarrollo Social, Ministerio de Asuntos Exteriores y STAKES, Finlandia
    • Geraldine Glassman, Asociada de Recursos Humanos, BOM/OHR/Unidad del Bienestar de Empleados

    Para enriquecer la discusión, os animamos a invitar a vuestros colegas y socios de las agencias de la ONU, la sociedad civil, los gobiernos y la prensa.

    Los resultados de esta discusión ayudarán a desarrollar un documento de orientación de política y programación además de ayudar a formular una estrategia de recursos humanos de la UNDP más inclusiva.

    Para participar o contribuir a la discusión, por favor, notificarnos con un correo electrónico a pr-net@groups.undp.org o responder a martin.santiago@undp.org.

    Los detalles específicos de cómo participar estarán disponibles el lunes 9 de junio.

    Esperamos vuestra participación.

    Saludos

    Selim Jahan
    Martin Santiago
    Director, Poverty Practice
    Director, Office of Human Resources
    Co-chairs of UNDP’s Task Force on Disability



    We Can Do first learned about the UNDP blog-based discussion on Inclusion and Development via the Global Partnership on Disability and Development listserv.

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    Equal Opportunity for All: Teaching Disability Rights in the Caribbean

    Posted on 2 June 2008. Filed under: Announcements, Cross-Disability, Education, Employment, Human Rights, Inclusion, Latin America & Caribbean, Resources | Tags: , , , , , , , , , , , , , , , |

    Disabled Peoples’ International (DPI) North America and the Caribbean (NAC) has released a guide that can be used to educate the general public about disability etiquette and the disability rights movement. The 33-page booklet, entitled Equal Opportunities for All: Respecting the Rights of Persons with Disabilities (PDF format 551 Kb), is targeted at people in the North American and Caribbean regions who are new to disability. But most of its information is broad enough that it may be useful for people in other regions as well.

    International development professionals new to disability issues may find this guide helpful in answering questions they were too embarassed to ask disability advocates directly. Disability advocates may find the booklet’s simple, accessible language and clear information helpful in their public outreach campaigns.

    The booklet defines “disability”; describes what a “barrier free” world would look like; and recommends appropriate language to use when referring to people with disabilities. It also shares basic advice for etiquette useful for people who have little to no prior experience interacting with disabled people. For example, it encourages readers to speak directly to a person with disabilities–not to their friend, aide, or interpreter. It also shares more specific advice for interacting with people who are blind; deaf; have specific learning disabilities; have intellectual disabilities; use a wheelchair; or who have psycho-social (psychiatric) disabilities.

    Subsequent sections of the booklet tackle topics such as mainstreaming in education; how to make schools, places of employment, and the community more accessible; and the new Convention on the Rights of Persons with Disabilities (CRPD). The guide presents arguments for why everyone (not just people with disabilities) should care about accessibility.

    People unfamiliar with the disability-oriented resources available in the Caribbean region will want to turn to this booklet’s listing of organizations and schools in Antigua and Barbuda, Bahamas, Barbados, Grenada, Guyana, Jamaica, St. Kitts and Nevis, St. Lucia, St. Vincent and the Grenadines, and Trinidad and Tobago. (Want to find more disability-related organizations? Try checking other We Can Do posts that point to specific organizations or to resources for finding them.)

    A glossary in the back helps people new to disability issues understand basic terminology such as “accommodation.”

    You can download the booklet (PDF format, 551 Kb) at:

    http://caribbean.dpi.org/Equal%20Opportunities%20for%20All%20-%20May%2008%20Update.pdf



    I first learned about this handbook via the Disabled Peoples’ International electronic newsletter. I gathered further detail by skimming the guide itself.

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    International Conference: Inclusive Education, the Way of the Future

    Posted on 2 June 2008. Filed under: Announcements, Children, Cross-Disability, Education, Events and Conferences, Inclusion, Opportunities, Reports, youth | Tags: , , , , , , , , , , , , |

    The International Bureau of Education is holding its 48th session of the International Conference on Education (ICE) this 25 – 28 November 2008 in Geneva, Switzerland. The theme will be “Inclusive Education: the Way of the Future.”

    The International Conference on Education is usually predominantly tailored for the needs of Ministers of Education who represent country governments around the world. However, other partners such as researchers, practitioners, representatives of intergovernmental and non-governmental organizations also participate in the ICE dialogue.

    Debates at the November 2008 session of ICE are expected to focus on the following themes:

    (i) approaches, scope and content (to broaden the understanding of the theory and the practice of inclusive education);
    (ii) public policies (to demonstrate the role of governments in the development and the implementation of policies on inclusive education);
    (iii) systems, links and transitions (to create inclusive education systems which offer opportunities for lifelong learning);
    (iv) learners and teachers (to foster a learning environment where teachers are equipped to meet the learners’ diverse expectations and needs).

    As of this writing (June 2, 2008), I could not locate registration information at the ICE conference web site. However, even for people unable to attend the November conference, the web site still offers an abundance of materials that may be of interest to people involved in the education field.

    If you scroll down the page at the ICE conference site, you will see a listing of past Preparatory Meetings on Inclusive Education. Many of these include links to Executive Summaries or other reports based on the results of these past meetings. Further down the page, you will see links to reports from Working Groups of the International Bureau of Education Council regarding planning for the 48th ICE conference.

    For further (or upcoming) details on the November 2008 conference on Inclusive Education, please consult their web site directly at

    http://www.ibe.unesco.org/International/ICE48/English/index.html

    Let me please amplify that We Can Do is unable to respond to individual inquiries about this or any other event, toolkit, funding source, or other resource publicized at this site. Instead, please follow the above link.



    I first learned about this conference by browsing the Dutch Coalition on Disability and Development web site.

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    REPORT Education’s Missing Millions: Including Disabled Children

    Posted on 23 May 2008. Filed under: Children, Cross-Disability, Education, Inclusion, Reports | Tags: , , , , , , , , , , , , , , , |

    There are 77 million children around the world who have never entered a primary school classroom. Most are from poor families in developing countries, particularly in Sub-Saharan Africa and South Asia. And, according to a recent report (PDF format, 1.2 Mb), one-third of them have disabilities.

    This is an enormous proportion when you consider that the World Health Organization estimates that only about 10 percent of the overall world population are people with disabilities. The World Bank has estimated that possibly as many as 15 to 20 percent of the world’s poorest people have disabilities. But even by this estimate, children with disabilities are still disproportionately represented among primary-school-aged children who are not in school.

    So, what can be done to address this challenge? A recent 74-page report, Education’s Missing Millions: including disabled children in education through EFA FTI processes and national sector plans (PDF format, 1.2 Mb), explores this question. Education’s Missing Millions was funded by the UK Department for International Development (DFID) through a Partnership Programme Agreement with World Vision UK.

    Country governments and international donors have been working together on the Education For All Fast Track Initiative (FTI) to put all primary-school aged children into a classroom by the year 2015. This goal cannot possibly be met until disabled children, too, are able to obtain an education. Education’s Missing Millions (PDF format, 1.2 Mb)
    analyzes education sector plans that the FTI has endorsed in 28 countries to examine how well they include children with disabilities.

    Some efforts have taken place to include disabled children in education in some of these countries. However, Education’s Missing Millions (PDF format, 1.2 Mb) still identifies many gaps that must be addressed. For example, many countries do not even have data on how many of their children have disabilities. Also, few countries have explored how they can use funding mechanisms or incentives to support the inclusion of children with disabilities. And countries often do not work as closely as they could with parents, communities, or non-government organizations (NGOs).

    Education’s Missing Millions (PDF format, 1.2 Mb) calls upon FTI partners to actively target children with disabilities to ensure that they, too, can obtain a free, good-quality education. The report makes a series of recommendations for pragmatic ways in which country governments and donors can promote dialogue about policies and practices within the FTI Partnership; act as a “champion” for inclusion; and close gaps in data, policy, capacity, and financing that would otherwise exclude disabled children.

    Both grassroots advocates and policy makers may be interested in the 8th chapter, on local community and NGO initiatives. This chapter presents examples of projects that helped promote the inclusion of a wider number of disabled children in the classroom and their communities.

    You can download the full report, Education’s Missing Millions, in PDF format (1.2 Mb) at:

    http://www.worldvision.org.uk/upload/pdf/Education%27s_Missing_Millions_-_Main_Report.pdf

    People interested in education for children with disabilities in general may also be interested in reading about a report on the human rights approach to Education For All (EFA). Or you might be interested in joining a network on inclusive education in Eastern Africa; this is an email discussion group that allows you to exchange ideas and information with other people via email.



    We Can Do found Education’s Missing Millions (PDF format, 1.2 Mb) by browsing the <a href=”http://www.AskSource.infoAskSource.info database on disability, health, and development.

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    HANDBOOK: Employing the Disabled

    Posted on 29 April 2008. Filed under: Announcements, Employment, Inclusion, Resources | Tags: , , , , , , , , , , , |

    The following email was recently circulated by Shivani Gupta, Director of AccessAbility, an organization in India that specializes in issues related to universal design and employment for people with disabilities.

    Hi All,

    Greetings from AccessAbility!

    Over the last few years, the issue of employment of persons with disabilities in the private sector has been on top of many minds, but it has mostly been perceived as a social issue needing a Corporate Social Responsibility (CSR) approach instead of being looked upon as a business case needing the regular Human Resources (HR) approach. With our association with the Indian Tobacco Company (ITC)-Welcomgroup as access consultants, we were able to closely observe its evolution in employment of persons with disabilities, from being a CSR concern to an HR practice and have tried to document (in the form of a handbook) the learning that came out of it.

    The handbook, “Employing the Disabled” is a step by step guide to demystify the perceived complexities around employing persons with disabilities, and can be downloaded in PDF format at http://www.accessability.co.in/files/Employing-the-Disabled.pdf (369 Kb).

    I hope you find the handbook useful and will really appreciate if you can provide your feedback on how this handbook can be improved further.

    Warm Regards,
    Shivani Gupta
    Director
    AccessAbility

    EmployAbility | AbilityForum

    D8/8073, Vasant Kunj, New Delhi -110070 | Tel Work: + 91 11 3266 0862 | Fax: + 91 11 2613 0862 | Mob: + 91 93102 45745



    Thank you to Shivani Gupta for circulating this announcement. People who wish to share feedback or make inquiries about the handbook should please contact AccessAbility directly.

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    Bonn Declaration on Persons with Disabilities in Humanitarian Emergency Situations

    Posted on 8 April 2008. Filed under: Disaster Planning & Mitigation, Inclusion, News | Tags: , , , , , , , , , , , , , , , , , |

    The following Declaration was published at a recent international conference in Bonn, focused on people with disabilities in humanitarian emergency situations.

    International Conference: Disasters are always inclusive. Persons with Disabilities in Humanitarian Emergency Situations
    Bonn, 7 – 8 November, 2007

    BONN DECLARATION
    Preface – Situation Analysis
    In humanitarian emergency situations, persons with disabilities are amongst the most vulnerable groups of society and tend to be disproportionately affected by the impacts of disasters. At the same time, they often remain ‘invisible’, even though their number statically makes up approximately ten percent of any population. Persons with disabilities, be they of physical, sensory, intellectual or psychological nature, are most often not included in the various stages of disaster response and in disaster preparedness measures, neither as recipients of aid to meet their basic as well as specific needs, nor as active stakeholders and designers or planners of aid measures, voicing their own needs and opinions. In addition, the incidence of new disabilities created by disasters is often not sufficiently taken into account and not responded to in an adequate, long-term manner, neither by local Governments, local NGOs or Disabled Peoples’ Organizations (DPOs), nor by intervening international NGOs. This lack of long-term rehabilitation perspective can lead to detrimental or even fatal outcomes for injured disaster victims, even after the disaster has long since passed and is no longer present in public awareness. This includes the neglect of severe trauma symptoms, which, if not professionally dealt with, can result in permanent psychological disabilities.

    As a basis for a change of mindsets as well as for concrete action, the UN Convention on the Protection and Promotion of the Rights and Dignity of Persons with Disabilities, adopted in December 2006, constitutes the crucial instrument of international law to claim and reinforce equality and full participation of persons with disabilities. Article 11 calls for State parties to undertake “all measures to ensure protection and safety for persons with disabilities in situations of risk, including situations of armed conflict, humanitarian emergencies and the occurrence of natural disasters”.

    In humanitarian emergency situations, humanitarian aid agencies and other stakeholders are called to comply with minimum standards and indicators of humanitarian aid in order to secure and protect lives, especially of vulnerable groups such as women, children, elderly and persons with disabilities. These minimum standards and indicators can be valuable guidelines, but are not yet sufficiently explicit and practical with regard to inclusion of persons with disabilities (for example refer to the handbook of The Sphere Project, 2004 edition).

    In conclusion to the international conference “Disasters are always inclusive! Persons with Disabilities in Humanitarian Emergency Situations”, held November 7 and 8, 2007, a number of recommendations for inclusive disaster preparedness and emergency response in the sense of “Humanitarian Aid for ALL” were deduced. It was the common understanding that the most important and at the same time most difficult requirement is to change mindsets in such a way that inclusion becomes a matter of course. From there to actual practical adjustments towards inclusiveness of disaster preparedness and response programs is a much easier step.

    I. Recommendations for Inclusive Disaster Response in General
    II. Recommendations for Inclusive Disaster Preparedness Planning
    III. Recommendations for Inclusive Response in Acute Emergency Situations and Immediate Rehabilitation Measures
    IV. Recommendations for Inclusive Post-Disaster Reconstruction and Development Measures

    I. Recommendations for Inclusive Disaster Response in General
    It is important to ensure inclusion of persons with disabilities, their families and communities as well as Disabled People’s Organisations (DPOs) at every stage of disaster response, from planning to implementation, in order to cater for basic as well as special needs of persons with disabilities in pre, acute and post disaster situations.

    Recommendations instrumental for inclusion in all stages of disaster response are:
    1) Enable full participation of persons with disabilities and their families as active stakeholders and advisors;
    2) Guarantee full accessibility for persons with disabilities and their families to information and services in pre, acute and post disaster situations;
    3) Strive for involvement and creation of ownership of local government structures with regard to inclusive disaster response measures;
    4) Lobby for government action plans for inclusion / disability mainstreaming in disaster response;
    5) Strive for cooperation and networking between humanitarian aid agencies and organisations specialising in disability issues, both on the national and international level;
    6) Define and learn from “best practices” of inclusion / disability mainstreaming in disaster response;
    7) Adapt existing disaster response guidelines to include criteria and practical indicators for inclusion of disability issues;
    8) Provide easily applicable methodologies and tools for practical inclusive action in disaster response;
    9) Establish (self-)evaluation mechanisms to monitor and improve the quality of inclusion measures in disaster response;
    10) Allocate adequate funding for disability issues in disaster response budgets as well as in development aid budgets for disaster prone areas.

    II. Recommendations for Inclusive Disaster Preparedness Planning
    Special focus must be directed towards inclusive disaster preparedness planning to ensure effective inclusive disaster response when an emergency actually takes place (be prepared = best case scenario).

    Since the emergency affects local people in situ on the level of local communities, disaster preparedness planning must be community-based. Tailor-made community based disaster preparedness planning can then respond adequately to the special situations and needs of ALL, including vulnerable groups such as persons with disabilities, in a given community.

    Recommendations instrumental for inclusive disaster preparedness planning are:
    1) Raise sensitivity and awareness that disaster preparedness is important for all members of a community;
    2) Raise sensitivity and awareness that persons with disabilities have basic and special needs that require specific attention in an emergency situation;
    3) Mobilize and strengthen the capacities of local human resources, in particular individuals with disabilities, their families (especially the parents of the intellectually disabled), their village communities, local government structures, existing local DPOs, local research institutes etc;
    4) Provide theoretical and practical training on disability issues (knowledge and skills) for relief workers, volunteers, family members etc. – Possible training topics: understanding disability and related basic and special needs; understanding and overcoming barriers; acquiring and improving practical skills by exercising communication techniques and evacuation methods adapted to the needs of persons with disabilities etc;
    5) Involve disabled people themselves, their families and local DPOs in local needs assessments (participatory vulnerability mapping of communities);
    6) Involve and train disabled people themselves, their families and local DPOs for participation in local disaster response task forces;
    7) Establish a system of accountability for all involved stakeholders (local NGOs, voluntary task forces, local government structures etc), based on a catalogue of criteria / indicators and easily applicable self-monitoring systems to determine the degree and quality of inclusive preparedness.

    III. Recommendations for Inclusive Response in Acute Emergency Situations and Immediate Rehabilitation Measures
    Most often the “best case scenario”, meaning that inclusive disaster preparedness planning has taken place and preparedness measures are implemented, is not given at the incidence of disaster. Nevertheless, it is possible to include persons with disabilities in relief and in immediate rehabilitation measures.

    Recommendations instrumental for inclusive relief and immediate rehabilitation after an acute emergency are:
    1) Include issues of disability in rapid assessments of aid relevant sectors;
    2) As a tool for rapid assessments, use easy to handle (updated) checklists which comprise disability related questions;
    3) Find and provide assistance for the ‘invisible’ persons with disabilities already living in the disaster affected communities, including those with intellectual and psychological disabilities;
    4) Pay adequate professional medical attention to newly injured or disabled persons to avoid medical complications, secondary disabilities or even fatal outcomes;
    5) Avoid aggravation of injuries or new disabilities by inadequate transportation of injured persons during evacuation;
    6) Pay adequate attention to the emotional and social needs of disaster victims to help them overcome normal trauma symptoms;
    7) Pay adequate professional psychological attention to disaster victims displaying severe traumatic symptoms to avoid long-term psychic disabilities;
    8) Include local and international experts for special focuses in rapid assessment teams and advisory teams, such as disability experts, psycho-social trauma counsellors, experienced persons with disabilities etc;
    9) Strive for coordination of intervening stakeholders on the spot, for example through cluster meetings of local and international NGOs representing different aid sectors, including disability specific organisations;
    10) Build alliances with other vulnerable groups, because what you do for one group (persons with disabilities) is often also valuable for others (elderly persons, pregnant or nursing mothers, mothers with many children etc);
    11) Incorporate tools for inclusion in the context of relief and immediate rehabilitation into the next revision of The Sphere Project handbook (knowing about these tools is also an aspect of preparedness);
    12) Link relief and immediate rehabilitation activities with long-term rehabilitation and development by negotiation and cooperation with local Governments and authorities.

    IV. Recommendations for Inclusive Post-Disaster Reconstruction and Development Measures
    Inclusive reconstruction and development, focussing on participation and empowerment of all groups of society and especially of vulnerable groups, leads to better living conditions than before the disaster and at the same time to a higher level of preparedness and thus reduction of vulnerability in the face of a potential next disaster.

    Recommendations instrumental for inclusive post-disaster reconstruction and inclusive development are:

    1) Apply principles of universal accessibility for ALL, including flexibility for adaptations to various needs of persons with disabilities when implementing housing reconstruction projects;
    2) Include universal accessibility features when involved in planning and reconstruction of infrastructure and public facilities;
    3) Involve beneficiaries as active participants in every stage of the reconstruction project cycle;
    4) Facilitate and monitor inclusive planning and reconstruction with the help of expert advice from skilled and specialized persons with disabilities;
    5) Allocate sufficient time for sensitization, awareness raising, negotiation and cooperation with key (local) stakeholders, such as affected communities, persons with disabilities and their families, DPOs, local authorities (community and national levels), professionals (architects, engineers) etc;
    6) Lobby for government policies and minimum standards for barrier-free reconstruction, including reconstruction of infrastructure and public facilities (refer to article 9 of the UN Convention on the Rights of Persons with Disabilities);
    7) Raise awareness for cost efficiency of barrier-free reconstruction from the very beginning as compared to subsequent technical adjustments;
    8) Further develop and apply tools (checklists, manuals) for barrier-free reconstruction and adapt them to local environments (adjustment of minimum standards to local context);
    9) Strive for continuation of medical care and rehabilitation as well as psycho-social support for persons injured or disabled by the disaster through their integration into long-term local public health programs;
    10) Support the development of a referral system linking existing facilities required in long-term rehabilitation;
    11) Develop self-help capacities of persons with disabilities and their families through livelihood programs (professional training, income generating projects);
    12) Monitor and evaluate long-term rehabilitation and development measures to make necessary changes for improved impact and sustainability;
    13) Make disaster preparedness planning a crucial element of and a trigger for inclusive community development (refer to paragraph I. of this document).
    _____________________________________________________________________

    The Bonn Declaration was composed and published as result of the international conference “Disasters are always inclusive. Persons with Disabilities in Humanitarian Emergency Situations” which took place from 7 – 8 November, 2007, in Bonn/Germany.

    The conference was organized by Disability & Development Cooperation (bezev), Kindernothilfe, Christian Blind Mission, Caritas Germany International Dptm., Handicap International and Der Paritätische Gesamtverband.

    Further information and documents on ‘Humanitarian Aid for All’, Inclusive Disaster Preparedness and Response are available under: www.bezev.de

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    RESOURCE: On-Line Handbook Supports Disabled People in Fighting Poverty

    Posted on 8 April 2008. Filed under: Announcements, Capacity Building and Leadership, Inclusion, Poverty, Resources | Tags: , , , , , , , , , , , , , , , , , , , , |

    The following press release about a helpful resource for people who fight poverty among people with disabilities in developing countries is being circulated by Handicap International, Christian Blind Mission, and GTZ.

    Press release – 07 April 2008

    In 1999, the World Bank and the International Monetary Fund (IMF) introduced the concept of Poverty Reduction Strategy Papers (PRSP). One of its basic ideas is that highly indebted poor countries develop comprehensive strategies how to reduce poverty within the country. Civil society should participate in the formulation, implementation, monitoring, and evaluation of the poverty reduction strategy (PRS).

    Poverty is a cause and a consequence of disability. Although this is evident, people with disabilities had to realise that PRSPs and the proposed measures did not regard their needs and interests so far. In addition, people with disabilities and their organisations rarely have the possibility to participate in the formulation and implementation of PRSPs.

    On behalf of the German Federal Ministry for Economic Cooperation and Development (BMZ), Handicap International, the Christoffel-Blindenmission (CBM) and the Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ) GmbH (German Technical Cooperation) implement pilot projects in Cambodia, Tanzania and Vietnam to address the shortcomings of the PRS processes. These projects are based on the handbook “Making PRSP Inclusive”, published by Handicap International and CBM in 2006, initiated by the World Bank and financed by a German Trust Fund (with financial support of the German government). New experiences made in the projects in 2007 contributed to the revision and update of the handbook.

    The key experiences from the projects show that capacity development and networking of local organisations of and for persons with disabilities are crucial for the inclusion of disability in PRS processes. For this reason “Making PRSP Inclusive” introduces subjects around disability and PRSP and at the same time includes basic techniques like project management and lobbying. The handbook also offers a toolbox with participatory methods for the implementation of workshops and projects. In addition it presents case studies from Honduras, Bangladesh, Sierra Leone, Tanzania, Vietnam and Cambodia.

    The updated version is available as online-handbook at www.making-prsp-inclusive.org. The medium internet offers the opportunity for continuous updating. The website has an accessible design for persons with visual impairments. The handbook is currently available in English; the French translation will be published in a few months.

    The organisations:
    Handicap International is an international charity working in 60 countries worldwide in the fields of rehabilitation, inclusion of disabled people and in disability prevention. Handicap International stands up for the rights of people with disabilities and is also engaged in the framework of the UN Convention on the rights of persons with disabilities.

    Christoffel-Blindenmission (CBM) is an independent, interdenominational Christian relief organization committed to help people with disabilities to live as independently as possible – in more than 1,000 projects in developing countries. Medical help, rehabilitation and integration into society are the main goals, for instance through the support of eye hospitals or hospitals with eye departments, schools for blind persons and special programmes for hearing impaired and physically disabled people.

    As an international cooperation enterprise for sustainable development with worldwide operations, the federally owned Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ) GmbH supports the German Government in achieving its development-policy objectives. It provides viable, forward-looking solutions for political, economic, ecological and social development in a globalised world. Often working under difficult conditions, GTZ promotes complex reforms and change processes. Its corporate objective is to improve people’s living conditions on a sustainable basis.

    The three organisations are members of the World Bank imitative “Global Partnership for Disability and Development” (GPDD).

    Information:
    Ursula Miller, Handicap International, +49 8954 76 06 23, umiller@handicap-international.de
    Andreas Pruisken, Christoffel-Blindenmission, +49 6251131 307, andreas.pruisken@cbm.org
    Andreas Gude, GTZ, +49 6 196 79 1517, andreas.gude@gtz,de
    Dorothea Rischewski, GTZ, +49 6 196 791263, dorothea.rischewski@gtz.de

    Handicap International e.V.
    Ganghoferstr. 19
    80339 München
    GERMANY
    Tel.: +49 89 54 76 06 0
    Fax: +49 89 54 76 06 20
    www.handicap-international.de

    Christoffel-Blindenmission Deutschland e.V.
    Nibelungenstraße 124
    64625 Bensheim
    GERMANY
    Tel.: +49 6251 131-0
    Fax: + 49 6251 131-199
    www.christoffel-blindenmission.de

    Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ) GmbH
    Dag-Hammarskjöld-Weg 1-5
    65760 Eschborn
    GERMANY
    Tel.: +49 6196 79-0
    Fax: +49 6196 79-1115
    www.gtz.de



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    RESOURCE: African Union of the Blind Web Site

    Posted on 22 March 2008. Filed under: Blind, Democratic Participation, Health, HIV/AIDS, Inclusion, Resources, Sub-Saharan Africa Region, youth | Tags: , , , , , , , , , , , , , , , , , |

    Individuals who share an interest in the self-empowerment of blind people in Africa can turn to the African Union of the Blind (AFUB) web site for a range of information, publications, and helpful resources. The materials at this site will be particularly for people with an interest in HIV/AIDS; women; and youth.

    The AFUB website is meant to mobilize, empower, and disseminate information for individuals and organizations supporting people with visual impairments across Africa. AFUB is a pan-African umbrella non-government organization (NGO).

    On the page for AFUB publications, readers may download past issues of AFUB news in English or French. Issues of the news letter, Women’s Voices, contain a range of news, advice for independent living, and advocacy tips related to blind African women. Or readers may download manuals on training HIV/AIDS trainers; including blind people in HIV/AIDS education programs; training blind people to advocate and lobby for their rights at the local and national level; and empowering visually impaired youth. Some of these manuals could probably be usefully adapted for use outside of Africa as well.

    On the projects page, people may learn about AFUB’s HIV and AIDS Awareness and Training Project; its Gender And Youth Development; and its National Civic Education Program.

    The Reports and Policy page offers copies of AFUB’s annual reports and many reports from AFUB’s various training activities and other projects, particularly in the areas of HIV/AIDS awareness and in gender and youth development.

    Or, download reports from
    past conferences
    on HIV/AIDS and on Democracy and Development training.

    Begin exploring AFUB’s web site from their home page at:

    http://www.afub-uafa.org



    We Can Do first found the AFUB web site through the AskSource.info database. Further
    details about its contents were found by exploring the AFUB web site
    itself. I especially encourage the AFUB
    publications
    page for anyone seeking pragmatic materials they can use
    in the field.

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    This blog post is copyrighted to We Can Do (wecando.wordpress.com). Currently, only two web sites have on-going permission to syndicate (re-post) We Can Do blog posts in full: BlogAfrica.com and www.RatifyNow.org. Other sites are most likely plagiarizing this post without permission.

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    INFORMATIONAL RESOURCE: UN Human Rights Disability Section

    Posted on 21 March 2008. Filed under: Announcements, Cross-Disability, Human Rights, Inclusion, News, Resources | Tags: , , , , , , , , , , |

    The Office of the United Nations High Commissioner for Human Rights (OHCHR) has launched a disability section within their web site. Its purpose is to strengthen the work of the United Nations OHCHR on disability-related issues. It will promote the development of long-term projects to integrate disability issues into international treaty monitoring bodies, including the UN Convention on the Rights of Persons with Disabilities. It is available in English, Spanish, and French.

    At the OHCHR disability section web site, readers can find information about a range of human rights treaties that touch upon disability issues; the text of a study on human rights and disability; information about various committees that monitor how well human rights are implemented and what is being done to ensure that disability issues are integrated into their activities; links to disability-related speeches by the high commissioner of human rights; and links to statements by disability leaders and country government representatives on the occasion that the Convention on the Rights of Persons with Disabilities (CRPD) was first opened for countries to sign and ratify.



    We Can Do learned about the disability section of the OHCHR web site via the AskSource.info data base of resources related to development, disability, and health issues.

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    NEWS: Advocates urge UN Social Development Commission to Make Development Agenda Disability-Inclusive

    Posted on 18 March 2008. Filed under: Cross-Disability, Inclusion, News, Poverty | Tags: , , , , , , , , , , , , , , , |

    In February 2008, delegates urged the United Nations Social Development Commission to help ensure that people with disabilities are included in efforts to reduce poverty and improve the quality of life in developing countries.

    A panel of experts with disabilities pointed out that people who are poor are at higher risk for acquiring disabilities due to poor nutrition, health care, and living conditions. Meanwhile, people who have disabilities are at higher risk for poverty because they encounter barriers to education, employment, and public services.

    The Commission also was reminded that people with disabilities have the same desire and rights as everyone else to feel needed and be part of society. This makes it critical to remove barriers to the participation of people with disabilities and mainstream their concern into overall development efforts in developing countries. Doing so improves the lives of people with disabilities and also improves society as a whole by increasing productivity.

    A more detailed summary of each speaker’s remarks to the UN Social Development Commission, and the outcome, is available at

    http://media-newswire.com/printer_friendly_1061037.html



    The information given in this blog post is summarized from the Media-Newswire press release referenced above. We Can Do first learned about this link from the RatifyNow email discussion group.

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    RESOURCE: Disability Kenya Web Site

    Posted on 7 March 2008. Filed under: Cross-Disability, Health, HIV/AIDS, Human Rights, Inclusion, News, Resources, Sub-Saharan Africa Region | Tags: , , , , , , , , , , , , , , |

    People with disabilities in Kenya and other interested individuals can turn to an on-line web site, Disability Kenya, to learn more about life for disabled people in Kenya.

    At Disability Kenya, you can find news, opinion pieces and feature articles, and sometimes information about resources. Here are just a few examples:

    If you are currently working on a funding proposal and aren’t sure how to write one, you can consult a model at

    http://www.disabilitykenya.org/codeke%20projects.htm

    The proposal at the above link successfully obtained grants to support a project using computers to help deaf students overcome barriers in education and communication. That project helped lead to the Disability Kenya web site.

    The health page at Disability Kenya has links to information about HIV/AIDS in Kenya, projects targeted at the Deaf community there, and other health-related information (e.g., rape, violence toward disabled children, accessibility issues at a local hospital, etc.).

    The Inclusion page at Disability Kenya, and particularly the Projects page, both share information about projects targeted at people with disabilities in Kenya.

    Learn about disability-related laws in Kenya, and other policy issues and news, at the Disability Kenya Policy Page.

    Or learn about issues related to the education of disabled Kenyan children at the Education page.

    Start exploring Disability Kenya at:

    http://www.disabilitykenya.org/

    Disability Kenya is updated regularly, so people with a strong interest may wish to check their site periodically for new materials.



    We Can Do was first alerted to Disability Kenya some months ago when someone involved with their web site tried to contact me. My apologies for taking so long to put up a post related to it. I was also reminded about this web site more recently when I saw a link to it from the AskSource.info web site, which has a very large and rapidly growing data base of resources and links related to people with disabilities in developing countries, as well as resources related to health issues in general.



    Learn how to receive an email alert when new material is posted at We Can Do (wecando.wordpress.com).



    Also at We Can Do: catch up with the news; explore resources, toolkits, or funding and fellowship opportunities that might be helpful for your organization; find research, reports, papers, or statistics; or look up conferences, events, call for papers, or education/training opportunities.



    This blog post is copyrighted to We Can Do (wecando.wordpress.com). Currently, only two web sites have on-going permission to syndicate (re-post) We Can Do blog posts: BlogAfrica.com and www.RatifyNow.org. Other sites are most likely plagiarizing this post without permission.

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    PUBLICATION: Promoting the UN Convention on the Rights of Persons with Disabilities

    Posted on 26 February 2008. Filed under: Academic Papers and Research, Children, Cross-Disability, Education, Employment, Health, HIV/AIDS, Human Rights, Inclusion, Policy & Legislation, Rehabilitation | Tags: , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , |

    Rehabilitation International’s publication, International Rehabilitation Review, has published a special edition focused on promoting the UN Convention on the Rights of Persons with Disabilities (CRPD). People with disabilities, advocates, disability experts, and human rights experts, all contributed 20 articles to the December 2007, 48-page edition.

    The CRPD is the first comprehensive international legislation to focus on protecting the human rights of people with disabilities. It needs to be ratified by 20 countries before it will take full legal force; it has now been ratified by 17 countries.

    Several of these articles celebrate the heavy involvement of the disability community and various disability and human rights organizations in promoting the CRPD. Other articles discuss the relevance of the CRPD to themes such as promoting inclusive education; including people with disabilities in programs to prevent HIV/AIDS; the importance of habilitation and rehabilitation to empowerment; and how the CRPD may help countries bring more people with disabilities into the work force.

    Some more examples of articles included in the December 2007 issue of the International Rehabilitation Review include the following:

    An article entitled “A Unified Disability Community: The Key to Effective Implementation of the Convention” by Maria Veronica Reina and Stefan Tromel highlights the importance of people with disabilities themselves being actively involved in ensuring that the CRPD actively protects the human rights of disabled people around the world.

    Author Ann M. Veneman discusses the importance of children with disabilities in the CRPD in her article, “The UN Disability Rights Convention: Moving Children with Disabilities Center Stage.”

    Of particular relevance to We Can Do readers in the international development field is the article “Toward Inclusive Development: The Implementation Challenge,” by Charlotte McClain-Nhlapo. This article calls for country governments and development organizations to incorporate the principles of the CRPD into their plans, programs, and policies, including those that fight poverty.

    Anne Hawker and Sebenzile Matsebula discuss the importance of mobilizing women with disabilities to successfully implementing the CRPD in “Women with Disabilities: A Call to Action.”

    In some countries, people with certain disabilities are denied the right to open their own bank account, or to say “no” to medical treatment that they don’t want. Article 12 of the CRPD can help, says Tina Minkowitz in her article, “Legal Capacity: Fundamental to the Rights of Persons with Disabilities.”

    Once the CRPD takes legal force, then what? Governments will need people with disabilities themselves to monitor how well the CRPD is implemented in their countries. The article “Interational Monitoring: The Right to Inclusion, The Obligation to Participate” by Kirsten Young and Shantha Rau, discusses how.

    This special issue of Rehabiliation International’s International Rehabilitation Review can be downloaded in PDF format (1.8 Mb) at
    http://www.riglobal.org/publications/RI_Review_2007_Dec_web.pdf

    Or you can downlaod it in Word format (233 Kb) at
    http://www.riglobal.org/publications/RI_Review_2007_Dec_WORDversion.doc



    We Can Do learned about this special issue through RatifyNow.org‘s email discussion list. This article is cross-posted at the RatifyNow.org web site with permission of author. See the RatifyNow website for more information on the CRPD and the global movement to ratify and implement it.

    Learn how to receive an email alert when new material is posted at We Can Do (wecando.wordpress.com).



    Also at We Can Do: catch up with the news; explore resources, toolkits, or funding and fellowship opportunities that might be helpful for your organization; find research, reports, papers, or statistics; or look up conferences, events, call for papers, or education/training opportunities.



    This blog post is copyrighted to We Can Do (wecando.wordpress.com). Currently, only two web sites have on-going permission to syndicate (re-post) We Can Do blog posts: BlogAfrica.com and www.RatifyNow.org. If you are reading this anywhere else, then you are most likely reading a web site that regularly plagiarizes the work of other people.

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    JOB POST: Secretary General, Rehabilitation International

    Posted on 20 February 2008. Filed under: Announcements, Cross-Disability, Human Rights, Inclusion, Jobs & Internships | Tags: , , , , , , , , , , , , , , , , , , , , , , |

    Michael Fox, president of Rehabilitation International, has been circulating the following announcement; note that the application deadline is March 28, 2008:

    As advised at the RI 2007 Assembly in Djerba, Tunisia – our Secretary General Tomas Lagerwall has decided to leave RI later this year – and return to Sweden after a seven year term with RI.

    Accordingly, and on behalf of the RI Selection Committee, I am pleased to invite submissions from applicants worldwide for this important role of RI Secretary General – as following details and information.

    Regards

    Michael Fox
    RI President
    www.riglobal.org
    Sydney phone 612 6552 9333

    4 February 2008

    RI Secretary General – New York

    RI was established in 1922, and is a well recognised and respected international disability and rehabilitation advocacy organisation. RI is a global cross-disability and cross-disciplinary NGO providing a unique meeting ground for participants in a field that has disciplinary and ideological opinions and differences. RI has well-established partnerships with the UN and its agencies as well as other international and regional organisations in the field of disability. Further information on RI and our UN and global networks are available at www.riglobal.org.

    RI is a democratic organisation governed by an Assembly – representing RI member organisations in almost 100 countries. The RI Annual Assembly is a global forum to discuss developments in disability issues and general policies and programs of the organisation. The RI Executive Committee provides strategic direction, formulates and considers policies and oversees the budget of the organisation. The RI EC consists of 22 members composed of the RI President, President-elect or Past President, Treasurer and representatives of RI Regions and expert Commissions.

    RI is a matrix organisation, with regional leadership in Africa, the Arab Region, Asia, Europe, Latin America and North America as well as thematic Commissions in particular fields of expertise, to assist in developing and expanding program activities in accordance with RI strategic goals. The RI Foundation was established in 2006 and provides the basis for significant growth and development of the RI agenda worldwide.

    RI and its members are involved in a range of advocacy projects and activities to promote the RI goal of advancing and achieving the rights and inclusion of persons with disabilities worldwide. The next RI World Congress is scheduled in Quebec City, Canada during August 2008. RI also works toward increasing international collaboration and advocates for policies and legislation recognising the rights of people with disabilities and their families, including the ratification and implementation of the UN Convention on the Rights of Persons with Disabilities.

    RI Secretary General
    RI is managed by a full time Secretariat in our New York City head office. The Secretary General is the CEO of the organisation and our current incumbent has successfully managed this role since 2001.

    We now require the services of a resourceful, experienced and dynamic candidate for the role of RI Secretary General. There will be a suitable and agreed transition period for the successful candidate.

    CLOSING DATE FOR APPLICATIONS Friday 28 March 2008

    DUTY STATION New York, United States of America

    ACCESSIBILITY RI New York offices are ADA accessible

    Responsibilities and Competencies of Secretary General
    The responsibilities and competencies of the successful applicant will include

    * Implementation of RI policies, strategies and programs as determined by the RI General Assembly and RI EC – and as agreed with, and in close consultation with, the President, Executive Committee and RI Foundation Board

    * Effective management and implementation of the RI Strategic Plan – with balanced commitment to RI Global activities and development of the RI Foundation

    * Demonstrate professionalism, judgement, technical awareness and leadership

    * Excellent interpersonal skills and ability to operate effectively across organisational boundaries – with ability to establish and maintain effective working relations with people of different national and cultural backgrounds

    * Solicit input by genuinely valuing other peoples ideas and expertise – and willing to learn from others

    * Ability to operate in a changing environment with innovation and professionalism

    * Take the lead with respect to the preparation and implementation of the work program, ensuring that resources are utilised effectively and prudently to implement activities in accordance with the RI Mission, budget and available human and financial resources

    * Monitor and review the work program and budget by conducting regular analysis to assess progress of actual work versus the program

    * Define requirements and work with system units with respect to improving budget reporting systems and cost effective utilisation of program resources

    * Supervise and provide guidance on financial administration and management information issues and practices to Board members, in conjunction with the Finance Committee

    * Support, manage, travel and organise RI events as required

    * Supervise staff at RI New York and other locations as required

    * Provide guidance and leadership to RI staff

    * Promote RI membership growth in conjunction with the Membership Committee

    * Oversee work related to billing and receipt of income from various services, monitoring and evaluation of individual contractors for services

    * Represent RI at international, regional and national meetings related to disability rights and related issues – including IDA, the International Disability Alliance

    * Collaborate with relevant organisations including United Nations, World Bank, DPOs, foundations, the private sector, NGOs and civil society at large

    * Participate in inter-agency consultations, meetings, and conferences related to disability rights and services issues

    * Organise and participate in expert group meetings, workshops and seminars on disability rights and services as required

    * Provide advisory services to and collaborate with UN agencies, governments, DPOs, NGOs, regional groups, private sector groups and other stakeholders on disability rights, services and related issues

    Qualifications

    Education – A minimum of first level university degree with a relevant combination of academic qualifications and experience.

    Work Experience – A minimum of 5 years progressively responsible experience in change management, human resources and financial / budget operations, with relevant professional experience in international, governmental and non-governmental organisations.

    The RI Secretary General role calls for very good administrative, diplomacy and management skills. First hand disability related experience is preferred.

    Languages – Fluency in oral and written English is required. Fluency and / or working knowledge of other languages is desirable.

    Other Skills – Ability to use relevant computer technology and software.

    Remuneration
    A competitive compensation and benefits package is offered – subject to professional experience, family situation and other criteria as may be applicable. Immigration procedures can be negotiated as required.

    Selection Process
    Applicants will be short listed on the basis of academic credentials, experience, availability and other relevant factors. Additional information may be requested from candidates.

    Short listed applicants will be invited to come to New York or elsewhere as appropriate, for an interview with representatives of the RI Selection Committee. Candidates will be interviewed on various criteria including related knowledge, skills, abilities, personality and availability.

    The intention is for the new RI Secretary General to be appointed by June 2008.

    How To Apply
    Interested persons from any nationality worldwide are invited to apply for this important position. This invitation to apply for the role of RI Secretary General is open to everyone.

    Detailed responses including Resumes / CVs, and a minimum of two written references, are to be submitted by Friday 28 March 2008. Submissions can be sent by email, post of fax to

    Marca Bristo, RI North America Vice President

    c/o Access Living
    115 W Chicago Ave
    Chicago, IL 60610 USA

    Email mbristo@aol.com or
    Fax 1 312 640 2140

    All applications will be confidential to the Selection Committee and RI Executive Committee, until the successful candidate is announced.

    We look forward to your application

    Regards

    Michael Fox AM
    RI President
    Sydney Australia



    We Can Do retrieved this announcement from the email discussion list for the Global Partnership for Disability and Development (GPDD). Individuals may join their mailing list for free. Please note that interested parties should contact Rehabilitation International directly, not We Can Do.



    Also at We Can Do: catch up with the news; explore resources, toolkits, or funding and fellowship opportunities that might be helpful for your organization; find research, reports, papers, or statistics; or look up conferences, events, call for papers, or education/training opportunities.



    Learn how to receive an email alert when new material is posted at We Can Do (wecando.wordpress.com).



    This blog post is copyrighted to We Can Do (https://wecando.wordpress.com). Currently, only two web sites have on-going permission to syndicate (re-post) We Can Do blog posts: BlogAfrica.com and www.RatifyNow.org. If you are reading this anywhere OTHER THAN We Can Do, BlogAfrica, or RatifyNow, then you are most likely reading a web site that regularly plagiarizes the work of other people without their permission.

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    NEWS: New Delhi, India, Aims to Improve Accessibility

    Posted on 19 February 2008. Filed under: Inclusion, Mobility Impariments, News, South Asian Region | Tags: , , , , , , , , , , , , , , |

    People with mobility impairments who live in, or plan to visit, New Delhi, India, are hoping the capital city will soon be easier for them to navigate.

    The Rajiv Gandhi Foundation and the Samarthya National Centre for Promotion of Barrier Free Environment for Disabled Persons are collaborating with the aim of making Delhi more accessible for everyone. They have identified 20 sites and services, including 225 Delhi Transport Corporation bus queue shelters and the New Delhi railway station, that they plan to make “barrier free.” Their target is to make all of these sites accessible within two years.

    The Rajiv Gandhi Foundation works in areas that were of deep concern to Rajiv Gandhi by promoting “effective, practical and sustainable programmes in areas of national development.” One of its several areas of focus includes helping people with disabilities become more self-reliant, including gaining equal opportunities for employment or self-employment. Their web site is at http://www.rgfindia.com

    The mission of the Samarthya National Centre is to promote an “inclusive environment and universal design in the built environment and transportation,” including a focus on barrier-free tourism. Their web site is at http://www.samarthyam.org

    A newspaper article about the New Delhi accessibility project was published in The Hindu last month; read the full story at:

    http://www.hindu.com/2008/01/26/stories/2008012656540400.htm

    More information about the New Delhi project can be found at the following web pages:

    http://www.samarthyam.org/node/19
    http://www.samarthyam.org/node/27

    You can also download a PDF file about the project (232 Kb) at

    http://www.samarthyam.org/files/Current%20projects%20of%20Samarthya.pdf

    Please note that only the third page is in English. I was unable to read the other three pages on my screen. I am assuming that the rest of this document may be in Hindi, which I guess my computer isn’t able to handle in PDF. If someone can confirm or verify this, please post a comment in the comments area below. This would be helpful information for others to have. Thank you.



    Thank you to Sanjeev Sachdeva at Samarthya for circulating the news article through which I learned of this project. We Can Do found additional information about the Rajiv Gandhi Foundation and Samarthya through their web sites.

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    RESOURCE: Training Manual for African Journalists

    Posted on 6 February 2008. Filed under: Cross-Disability, Inclusion, Media & Journalism, Poverty, Resources, Sub-Saharan Africa Region | Tags: , , , , , , , , |

    Journalists in Africa who want to integrate the concerns of disabled people into their mainstreamed news coverage can turn to a training manual for assistance. The 26-page manual, released by the Secretariat of the African Decade of Persons with Disabilities, is entitled The Invisible People: A Practical Guide for Journalists on How to Include Persons with Disabilities (PDF format, 665 Kb).

    This manual is targeted at journalists, including media personnel who are new to disability issues and related human rights concerns. But it might also be useful as an advocacy tool for Disabled People Organizations (DPOs) or individual advocates who work closely with journalists.

    Although the training manual is targeted at African journalists, most of its content is broad enough that it might also be of interest to journalists in other regions. My only caution is that usage of disability-related terminology, to some extent, can vary from culture to culture. For example, in some countries the term “people with disabilities” is strongly preferred; in others, the strongly preferred term is “disabled people”; and in still others, “persons with disabilities” is considered correct. Or, in Spanish, “personas con discapacidades.” However, in my observation so far, certain themes seem to be universal: terms such as “deaf and dumb,” “retarded,” or “invalid” are considered offensive in nearly any country.

    The Invisble People” (PDF, 665 Kb) provides journalists with basic background information about people with disabilities and an overview of the disability rights movement both globally and in Africa.

    Part of the manual focuses on certain key principles journalists can bear in mind when including people with disabilities. These include: the need to focus on the person rather than the disability; show people with disabilities as active in society; picturing them as part of the general public, not just when covering disability issues; allow disabled people to have their own voice; avoid common stereotypes such as “the superhero” and “the victim”; work with journalists who themselves have disabilities; communicate with DPOs; don’t only interview disabled persons on disability issues–interview them about mainstream issues also.

    Next, “The Invisble People” (PDF, 665 Kb) the manual addresses several issues that are key concerns for the disability community. These include accessibility, the enabling environment, poverty, mainstreaming, health care, HIV/AIDS, education, employment, culture, sport, children with disabilities, women with disabilities, and the international Convention on the Rights of Persons with Disabilities (CRPD). The manual also makes recommendations about the appropriate terminology to use when referring to persons with various types of disabilities.

    The manual ends with engaging examples of the wrong way, and the right way, to cover disability issues in the media.

    You can download the manual in PDF format (665 Kb) by clicking on its title anywhere it appears above, or by following the link to:

    http://www.africandecade.org/trainingmaterials/journalist-training-manual



    We Can Do found this manual by exploring the web site for the Secretariat of the African Decade of Persons with Disabilities. I encourage We Can Do readers with an interest in pragmatic disability-related training manuals to explore their other resources at http://www.africandecade.org/trainingmaterials.

    Also at We Can Do: catch up with the news; explore resources, toolkits, or funding and fellowship opportunities that might be helpful for your organization; find research, reports, papers, or statistics; or look up conferences, events, call for papers, or education/training opportunities.



    Learn how to receive an email alert when new material is posted at We Can Do (wecando.wordpress.com).

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    NEWS: European Union, Africa Cooperate in Support of Disabled People Living in Poverty

    Posted on 6 February 2008. Filed under: Agriculture and Rural Development, Announcements, Cross-Disability, Inclusion, News, Sub-Saharan Africa Region | Tags: , , , , , , , , , , , , , , , , , , , , |

    The EU-Africa strategy – working to support the rights and needs of persons with disabilities living in chronic poverty

    PRESS RELEASE – DATE 24 DECEMBER 2007
    THE AFRICA-EU STRATEGIC PARTNERSHIP – A Joint Africa-EU Strategy

    The Secretariat of the Africa Decade of Persons with Disabilities (SADPD) notes with appreciation the inclusion of disability in the Africa-EU Strategic Partnership: A Joint Africa-EU Strategy (the Strategy).

    The context, shared vision, principles and objectives of the Strategy offer unprecedented opportunities to address the needs, human rights and aspirations of disabled people in both Europe and Africa. The new approaches and strategies outlined in the declaration are all relevant to the needs and priorities of disabled people in Africa. We would like to urge African governments to take primary responsibility to ensure that all the provisions on the Strategy mainstream disability at all levels of planning, implementation and evaluation of programmes.

    Disabled people in Africa can play a useful role in promoting peace and stability, strengthening the principles of democracy and human rights and contributing to the objectives for trade and regional integration. The Millennium Development Goals (MDGs) cannot be attained without the active participation of disabled people on the African continent.

    We believe that development cooperation must ensure that disability is mainstreamed in all programmes and that specific support should be provided to organisations, government departments and other entities with disability programmes and projects. We welcome the inclusion of gender equality and issues related to the environment and climate change. The latter issues have a negative impact on the quality of life of disabled people all over Africa and disabled people’s role in promoting the required changes should be recognised and supported.

    Issues related to migration and agriculture/ food security are top priorities as disabled people are caught in various unfavourable situations that threaten their ability to survive. We pledge our support to initiatives that promote the active involvement of disabled people, not just as consumers of agricultural produce, but also as producers within all the essential processes of the food value-chain.

    We would like to thank our partners, DSI/ Danida, Sida, DFID, ODG, Southern Africa Trust, and CBM for their support to the Secretariat’s programmes and initiatives.

    We extend our thanks and gratitude to the African Union (AU), ARI and African Parliamentarians/ leaders for their support for disability inclusion in Africa and within the Strategy.

    END OF STATEMENT from the Secretariat of the African Decade of Persons with Disabilities

    The above statement was taken from the web site for the Secretariat of the African Decade of Persons with Disabilities; you can view the same statement at http://www.africandecade.org/reads/Press/the-eu-africa-strategy-working-to-support-the-rights-and-needs-of-persons-with-disabilities-living-in-chronic-poverty.

    We Can Do readers who are interested in the EU/Africa partnership may also wish to read a letter to the African Union chair titled “Working to support the rights and needs of persons with disabilities living in chronic poverty”, available in PDF format (73 Kb) at:

    http://www.africandecade.org/document-repository/Letterto%20AU%20chair.pdf

    A draft discussion of the strategy to be used in the EU/Africa partnership can be downloaded in PDF format (1.5 Mb) at:

    http://www.africandecade.org/document-repository/Joint%20Africa-EU%20Strategy_2007.pdf

    There is also a web page about the join EU/Africa strategy:

    http://europafrica.org/2007/01/01/about-the-eu-africa-consultation-web-site/



    We Can Do found this press release by exploring the web site for the Secretariat of the African Decade of Persons with Disabilities. I recommend that We Can Do readers may wish to explore their training materials on disability-related issues.

    Also at We Can Do: catch up with the news; explore resources, toolkits, or funding and fellowship opportunities that might be helpful for your organization; find research, reports, papers, or statistics; or look up conferences, events, call for papers, or education/training opportunities.



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    EVENT/NEWS: Asian Festival of Inclusive Arts

    Posted on 5 February 2008. Filed under: Announcements, Arts, Cross-Disability, Deaf, East Asia Pacific Region, Events and Conferences, Inclusion, Mobility Impariments, News | Tags: , , , , , , , , , , , , , , , |

    Dear Friends of Epic Arts,

    It is with great pleasure that I introduce you to SPOTLIGHT An Asian Festival of Inclusive Arts.

    For the first time ever, disabled and able-bodied artists from across Asia come together in Cambodia to present an exciting festival of performance, film, music and visual arts with a SPOTLIGHT on the abilities of all people.

    http://www.spotlight-inclusiveartsasia.org/

    Check out the website for more information on how you can join in the fun. The website is constantly being updated with news and images and will be up in Khmer towards the end of next week, so keep checking! The website will also serve as an archive of SPOTLIGHT after all the excitement has ended and hopefully as a communication tool for all the artists / organisations / individuals working in Inclusive Arts in Asia.

    So forward this email to all your friends and colleagues and encourage them to come and participate in this truly exciting event.

    Kind regards
    Hannah & The SPOTLIGHT team

    Hannah Stevens
    Production Manager
    Epic Arts/Cambodia
    (+855) 12 454 935



    We Can Do received this text via the Global Partnership on Disability and Development (GPDD) mailing list.

    Catch up on other news or events, learn about useful resources or toolkits for your organization, or find reports and papers on disability issues in developing countries.



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    REPORT: World Disasters Report 2007: Focus on Discrimination

    Posted on 29 January 2008. Filed under: Academic Papers and Research, Children, Cross-Disability, Disaster Planning & Mitigation, Human Rights, Inclusion, Reports, Women | Tags: , , , , , , , , , , , , , , , , , , , , , , , , , , |

    The World Disasters Report (2007) examines what happens to various vulnerable groups during disaster situations, particularly women, elderly people, minorities, and people with disabilities. This report from the International Federation of Red Cross and Red Crescent Societies includes many stories of how discrimination and exclusion has made it harder for some people to survive or meet their needs during and after disaster situations. It also includes guidance and recommendations on how agencies, governments, and communities can improve efforts to ensure that emergency aid reaches the most vulnerable people. Discrimination can occur on the basis of ethnic or social origin, language, religion, gender, age, physical or mental disability, and sexual orientation.

    The World Disasters Report points out that, although discrimination exists before disaster, an emergency can exacerbate it. However, that discrimination is often invisible because official data on older people, ethnic minorities or people with disabilities may not exist. Furthermore, aid agencies often do not even analyze the needs of vulnerable people when they carry out emergency assessments. And vulnerable groups are usually not included in the disaster planning process before, during, or after emergencies. This accummulative discrimination can be life-threatening during a crisis. Even after the crisis, people who have suffered discrimination may take longer to recover or to regain their livelihoods.

    The World Disasters Report calls for agencies to do better in planning for the needs of vulnerable populations, saying bluntly, “One-size-fits-all relief planning is unhelpful in overcoming discrimination” (p. 15).

    We Can Do readers will clearly have a particular interest in the chapter that focuses on the needs of people with disabilities during disasters. Information for this chapter was gathered from both industrialized and developing countries. Stories of discrimination are presented, including stories of how emergency shelters and emergency relief agencies have sometimes contributed to the problem. But you can also find stories highlighting the valuable contributions people with disabilities could make for everyone when they are included in disaster planning efforts. This chapter provides an overview of the barriers that can make it harder for people with disabilities to survive disasters or recover their lives afterwards. And it reviews how agencies and others can remove these barriers.

    However, even people who wish to focus primarily on the needs of disabled people may still wish to read the full report. In particular, some of the needs of elderly people are similar to some of the needs of people with disabilities. Also, all the issues covered in this report are cross-cutting issues: any population of disabled people will clearly have people among them who are elderly, or women, or children, or gay/lesbian/bisexual/transgender, or ethnic minorities, or other minorities. Disabled people who also belong to some other minority group may experience dual or triple discrimination that can create additional barriers during crisis situations.

    Read chapter summaries, download individual chapters for free, or order print copies of the report at:

    http://www.ifrc.org/publicat/wdr2007/summaries.asp

    The full report can be downloaded in PDF format (4 Mb) at:

    http://www.ifrc.org/Docs/pubs/disasters/wdr2007/WDR2007-English.pdf



    We Can Do learned about the World Disasters Report through the Disabled People’s International newsletter. Further information was gathered from the report itself.

    This article has been cross-posted, with some modifications, at the RatifyNow web site with permission of author.

    Subscribe to We Can Do
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    Catch up with the news; explore resources, toolkits, or funding and fellowship opportunities; find research, reports, papers, or statistics; or look up conferences, events, call for papers, or education/training opportunities.

    We Can Do Copyright
    This blog post is copyrighted to We Can Do (wecando.wordpress.com). Currently, only two web sites have on-going permission to syndicate (re-post) We Can Do blog posts in full: BlogAfrica.com and www.RatifyNow.org. Other sites are most likely plagiarizing this post without permission.

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    RESOURCE: Handbook for Making Water and Sanitation Accessible to Disabled People

    Posted on 26 January 2008. Filed under: Health, Inclusion, Mobility Impariments, Poverty, Resources, Water and Sanitation | Tags: , , , , , , , , , , , , , , , , , , , , , , , |

    A book is available that can help water specialists, disabled advocates, and family members learn how to make water supply and sanitation services more accessible for people with disabilities and other vulnerable populations.

    According to the World Bank, more than one billion poor people lack access to clean drinking water, and more than two billion people lack access to clean sanitation facilities such as toilets. Dirty water and lack of a clean place to defecate can make poor people sick. And sick people may die more easily, or become even poorer than they were before.

    People with disabilities, particularly mobility impairments, may face even more barriers in accessing clean water or sanitation. Water pumps might be poorly designed for people who have difficulty using one or both hands, or toilets may not be appropriately designed for people who have difficulty squatting. Many other individuals who are not ordinarly thought of as “disabled” may also face similar barriers, including frail elderly people; pregnant women; people carrying or taking care of babies and young children; and other individuals.

    The book, Water and Sanitation for Disabled People and Other Vulnerable Groups, was written particularly for planners and service providers in the water supply and sanitation sector. Disabled people’s organizations, and service organizations targeted at disabled people and their familieis, may also find some of the information useful to their work. It provides practical information, ideas, and guidance about how to meet the needs of people in “real communities”–meaning, places where people “come with a wide range of shapes, sizes, abilities, and needs.”

    This book is written so that users can skip over the chapters they don’t need and focus on the chapters they want. The first, introductory chapter may be useful for all readers. The second chapter answers the question, “Why should the water and sanitation sector consider disabled people”: it is written primarily for people who have little contact with disability issues but might also be helpful for some advocates. For example, the pictures on page 10 could be useful in educating others about the multiple types of barriers that disabled people face in society–not only in water and sanitation.

    Chapter 3 helps explain the water and sanitation sector to disabled people, disability service providers, and advocates. Chapter 4 helps explain disability issues to water and sanitation professionals, engineers, public health workers, and community development workers.

    Chapters 5, 6, and 7 provide practical ideas for how to make physical facilities more inclusive: these can be useful both for professionals and also for disabled people and their families.

    Chapter 8 offers ideas for planning and implementing services with disabled people in mind. Section 8.2 is particularly meant for water and sanitation service providers, while section 8.3 is mainly meant for the disability sector.

    Chapter 9 presents case studies that illustrate how disabled people and their families have benefitted from improved access to water and sanitation facilities. Case studies are shared from Bangladesh, Cambodia, Uganda, and Tibet.

    The appendices point readers to further resources that can help them learn more about either water and sanitation issues or disability issues.

    A print version of the book can be purchased from the Water, Engingeering, and Development Centre (WEDC) of Loughborough University; or a PDF version can be downloaded for free. For more information about the book and how to obtain it, go to

    http://wedc.lboro.ac.uk/publications/details.php?book=1%2084380%20079%209.

    People with visual impairments should note that, in order to download the PDF file, you would need to enter a visual image “captcha.” I did not see any clear instructions for alternate means for people with visual impairments to download the file. (If they exist and I missed them, please alert me in the comments area below.) You can contact WEDC by email to either share your concerns/feedback or to request assistance at: WEDC@lboro.ac.uk. I would be interested in knowing about the experiences of anyone with a visual impairment who tries to obtain this (or any other) book from WEDC.

    When I downloaded my own copy, I left a comment encouraging WEDC to offer auditory captcha in addition to visual captcha and to also give people the means of contacting them to ask for assistance in downloading or receiving PDF files. I haven’t heard back from them yet. If I do, I’ll try to remember to come back here and share what they say.



    We Can Do learned about this resource by browsing the Siyanda on-line database of gender and development materials. Try entering key words such as “disabilities” into the Siyanda search engine.



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    RESOURCE: How to Include Disabled Women in Your Organizations

    Posted on 23 January 2008. Filed under: Case Studies, Cross-Disability, Inclusion, Resources, Women | Tags: , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , |

    [Originally published at wecando.wordpress.com (We Can Do) at http://tinyurl.com/yv5ouo]

    Certain resources can help women’s organizations and international development agencies better include disabled women in their program activities. Skip to the resource list.

    Women with disabilities confront many of the same challenges that other women in developing countries face, such as gender-based discrimination. But they also face some additional challenges, such as discrimination based on their disability. Some women’s organizations would like to advocate for the needs of disabled women in the same way that they advocate for all women. And international development agencies also want to ensure that they meet the needs of disabled women in the same way that they strive to meet the needs of all the poor people in the countries where they work.

    But sometimes mainstream organizations aren’t sure how to begin. What barriers might they unknowingly create that make it harder for disabled women to participate in their programs’ activities or to make their needs known to their organization? What further barriers exist in society that may need to be overcome before an organization can more effectively serve women with disabilities? How can women’s organizations and international development agencies remove these barriers?

    Several resources, listed below, can help. Mainstream organizations may wish to use these as guides to make their programs more accessible. Disabled People’s Organizations (DPOs) may wish to use these when communicating with mainstream organizations to persuade them to make change.

    MIUSA’s “Checklist for Inclusion”
    Mobility International USA (MIUSA) has a free checklist available (PDF format, 10 Mb). This 19-page self-assessment guide is written for mainstream international development agencies. It provides a series of questions that women’s organizations and international development agencies can use to help them identify what they’re already doing right and what things could be improved upon. For example: when you choose a meeting location, do you make sure that it is wheelchair accessible (ground-floor location with doors wide enough to accommodate wheelchairs, etc.)? Does your organization make its print materials available in non-print (Braille; diskette) and also large-print versions? Does your organization make qualified sign language interpreters available for its training, conference, and other program activities?

    MIUSA’s International Development and Disability (IDD) Program
    MIUSA’s International Development and Disability (IDD) program strives to bridge the disability community and the international development community in promoting the inclusion of people with disabilities as leaders and participants in development. It provides technical assistance and advice to both disabled people’s organizations and development agencies on gender and disability inclusion. In addition to their Checklist for Inclusion, organizations may wish to learn more about MIUSA activities, publications, videos, and other resources at MIUSA’s IDD web site:

    http://www.miusa.org/idd/index_html

    In particular, note that the checklist on inclusion was originally written as part of a more comprehensive guidebook on disability inclusion entitled Building an Inclusive Development Community: A Manual on Including People with Disabilities in International Development Programs.

    Can’t afford the book? Or want to supplement it with free resources? Consult MIUSA’s page of links to free resources:

    http://www.miusa.org/idd/keyresources

    Also, read some “best practice” stories (case studies) of other organizations that have successfully promoted disability inclusion in their activities:

    http://www.miusa.org/publications/freeresources/mti

    Another item that might be of interest is an article written by Sarah Rosenhek at the Association for Women’s Rights in Development (AWID) about her experience learning about gender and disability through participating in MIUSA’s August 2006 Gender Disability and Development Institute (GDDI). Her article, entitled “Strengthening Women’s Rights Organizations through Inclusion: Lessons Learned from the Gender, Disability and Development Institute,” includes pragmatic advice for other women’s organizations that Rosenhek learned at the institute.

    VSO’s Handbook on Mainstreaming Disability
    Volunteer Service Overseas has a publication available on-line for free entitled A Handbook on Mainstreaming Disability (PDF format, 2 Mb). This handbook guides mainstream international development organizations in finding ways to overcome the stigma that can be associated with disability; how to actively integrate more disabled workers in the workplace; how to integrate more disabled participants in program activities; and how to integrate disability into organizational policy. Each chapter has case studies that describe how other organizations have implemented the advice given in this handbook. Download the handbook itself at

    http://www.asksource.info/pdf/33903_vsomainstreamingdisability_2006.pdf (PDF format, 2 Mb)

    The VSO’s Handbook on Mainstreaming Disability was previously featured at We Can Do, with an overview of its contents.

    Siyanda On-line Database of Gender and Development Materials
    Siyanda is targeted at development specialists who want to integrate gender equality issues into their work,whether or not they specialize in gender issues. This database makes iteasy to search for, and locate, full-length materials, that can bedownloaded for free. Its library of documents includes items in multiple languages including English, Spanish, Arabic, Portuguese, and others. Try a key word search for “disabilities.”



    We Can Do learned about the MIUSA resources and the Siyanda on-line database through contacts at MIUSA.



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    TRAINING: 4th Int’l Women’s Institute on Leadership and Disability

    Posted on 13 January 2008. Filed under: Announcements, Cross-Disability, Education and Training Opportunities, Employment, Fellowships & Scholarships, Funding, Health, Human Rights, Inclusion, Opportunities, Women | Tags: , , , , , , , , , , , , , , , , |

    Mobility International USA’s (MIUSA)
    4th International Women’s Institute on Leadership and Disability (WILD)

    August 12 – September 2, 2008
    Eugene, Oregon, U.S.A.

    APPLY NOW!
    Application deadline: FRIDAY APRIL 4, 2008
    Generous scholarships available.

    American Sign Language interpretation*

    MIUSA is currently accepting applications from emerging and established
    women leaders with disabilities who are:

    • From Africa, Asia, Eurasia, Latin America, the Middle East, and
      Oceania/Pacific
    • First time visitors to the USA and have NOT participated in a MIUSA WILD
      program
    • From an organization led by and for people with disabilities, or by and for women, with particular attention to issues of women and girls with disabilities; or employed in a business or program committed to inclusion of women and girls with disabilities
    • **Women with disabilities who are from rural areas and/or indigenous backgrounds are especially encouraged to apply**
    • Generous scholarships are available for this program.

    The WILD program will include workshops, site visits and practical activities on priority issues for women with disabilities, including:

    • Leadership for economic empowerment, including employment policy, legislation, private sector partnerships and coalition building
    • Educational rights and opportunities including specialized and inclusive schools, policy and legal rights, services and accommodations for accessibility
    • Career planning and higher education, including policies and support systems for women and girls with disabilities
    • Employment strategies for women with disabilities including training models, supported employment, microenterprise, private sector partnerships, career mentorship and skill-building
    • Health and family issues including parenting, health care and violence prevention
    • Accessible transportation and communities including policy and implementation, public advocacy, model transport systems, solutions for accessibility
    • Using the media and coalition building
    • Organizational development and sustainability, including funding resources and strategies, and fostering partnerships with community organizations and businesses
    • Cultural, team-building and community service experiences
    • Goals and action plans to strengthen collaborative relationships with other organizations and/or businesses and to implement plans for the employment of women with disabilities locally, regionally or internationally

    The official languages of WILD are English and American Sign Language (ASL). However, some language translation may be provided during formal program workshops and activities only. Specific languages (e.g. Arabic, French, Russian, and/or Spanish) will be determined based on need and availability of resources.

    Materials in alternative formats will be provided. Other disability-related accessibility arrangements will be negotiated to ensure full participation of all program participants.

    APPLY EARLY! Limited space available!

    Application deadline is April 4, 2008. Late applications will be accepted as space permits. Application materials are available in alternative formats upon request.

    Applications can be downloaded at http://www.miusa.org/miusa-exchange-programs/WILD2008/index_html or requested via e-mail at: womenleaders@miusa.org

    Application forms are currently available in English, Spanish, or Arabic. Translations into French and Russian are forthcoming.

    Since 1981, MIUSA has been pioneering short-term international exchange programs for people with and without disabilities from over 90 countries. As a non-profit organization, MIUSA is dedicated to empowering people with disabilities around the world to achieve their human rights through international exchange and international development.

    Contact information:
    Mobility International USA
    WILD 2008
    E-mail: womenleaders@miusa.org
    Website: www.miusa.org



    We Can Do learned about this opportunity from MIUSA.

    I was fortunate enough to have been able to participate in the 2nd International Women’s Institute on Leadership and Disability in 2003. I had a great time getting to know a group of 30 brilliant, ambitious, hard working women with different disabilities from nearly 30 developing countries around the world. It was a good reminder to me, as someone in a developed country, how much talent, energy, and creativity there is among disabled people in some of the poorest countries in the world.

    To any Deaf (or deaf) people reading this: When I participated in 2003, there were six of us women who were Deaf/deaf. One besides me was fluent in ASL and used the ASL interpreter; another did not know ASL but could lipread in English and used an interpreter who signed in English word order while mouthing the words in English; another came with someone bilingual in Spanish and Panama Sign Language who listened to the Spanish interpreters and translated to Panama signs for her; another lipread one of the Spanish interpreters who was assigned to her for this purpose; another did not know any of the primary languages used in the workshop, so a deaf interpreter was assigned to her to translate from ASL to their own pidgeon mixture of international signs.

    If you are deaf, then you will probably get the most of the workshops if you either know ASL or are able to lipread well in one of the primary languages used during the training program. But if you have other communication needs, then please do talk with the people with MIUSA and see what can be arranged. Contact MIUSA directly at the website or email addresses provided above. We Can Do is NOT responsible for WILD and cannot assist with your inquiries.



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    RESOURCE: Network for Inclusive Education in Eastern Africa

    Posted on 9 January 2008. Filed under: Announcements, Children, Cross-Disability, Education, Inclusion, News, Opportunities, Resources, Sub-Saharan Africa Region | Tags: , , , , , , , , , , , , , , , |

    To support the growing interest in the area of Inclusive Education throughout Eastern Africa, an Eastern Africa Discussion Group has been set up to help facilitate discussions. networking and information sharing on this topic. This discussion group is associated with EENET – The Enabling Education Network, which is a UK based information sharing network which promote the inclusion of marginalised groups in education world wide.

    If you would like to join the Eastern Africa Discussion Group, please send a blank email to eenet_eastern_africa-subscribe@yahoogroups.co.uk If you join and decide later you do not want to be a part of the group any longer, you can unsubscribe at any time.

    Learn more about the group and how to join, leave, or communicate with the listowner at:

    http://uk.groups.yahoo.com/group/eenet_eastern_africa/

    If you know any one else who you think might be interested in joining this group, please pass this message to them so as they have the information necessary to join.

    Kind Regards,

    Dimity Taylor
    Eastern Africa Email Coordinator
    EENET Eastern Africa – The Enabling Education Network

    To send an email to the email coordinator (Dimity Taylor) please send it to easternafrica@eenet.org.uk.

    EENET UK (Main Office)
    c/o Educational Support and Inclusion
    School of Education
    University of Manchester
    Oxford Road
    Manchester M13 9PL
    UK
    Office tel: +44 (0) 161 275 3711
    Mobile: +44 (0)7929 326 564
    Office fax: +44 (0) 161 275 3548
    General enquiries email: info@eenet.org.uk
    Website: www.eenet.org.uk
    To obtain printed copies of the “Enabling Education” newsletter, contact EENET at the above address or visit their website.

    EENET is an information-sharing network which promotes the inclusion of marginalised groups in education worldwide.



    [Edited 27 January 2008 to correct the above email address to easternafrica@eenet.org.uk] [Edited 21 August 2008 to update instructions for subscribing.]

    We Can Do learned about this mailing list when Dimity Taylor posted the above announcement on the mailing list for the Global Partnership on Disability and Development (GPDD). The GPDD email discussion list can be joined for free.



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    Helping Make We Can Do Accessible

    Posted on 7 January 2008. Filed under: Announcements, Inclusion, Introduction to "We Can Do" | Tags: , , , , , , , , , , |

    Do you have an interest in ensuring that We Can Do is accessible to as many people as possible? Do you have advice, ideas, feedback, concerns, or other comments to share related to accessibility at We Can Do? If so, please consult the new page on “Accessibility“. I can use YOUR help. This can be as simple as two minutes of your time to comment on accessibility barriers you have encountered at We Can Do. Or it could mean 10 or 20 minutes to help advise me on how to create a table and make it accessible to blind people. Or it could mean a more extensive, on-going commitment to translate We Can Do materials into other languages.

    “Accessibility” in part refers to making We Can Do accessible to people with disabilities. The disability group that tends to face the most barriers on the Web are people with vision impairments. Of particular concern are people who use screen readers, whether due to vision impairments or for other reasons such as dyslexia. So far, the people I know who use screen readers have not told me about any problems in navigating We Can Do. But each screen reader is different. And sometimes different people differ in how well they know how to use the equipment they have. So if you use a screen reader, I still want to hear your feedback on accessibility at We Can Do. I also would welcome advice and assistance in specific areas such as making pictures or tables accessible to blind people. If you think you might be able to help, please consult the Accessibility page for more details about what questions I have.

    People who are blind are not the only people who face accessibility barriers. People who are deaf or hard of hearing, or have mobility impairments, specific learning disabilities, attention deficit disorder, or cognitive disabilities all face challenges in navigating the web. If you might have feedback you want to share in these areas, please consult the Accessibility page and share your comments.

    At We Can Do, I am concerned with not only accessibility for people with disabilities fortunate enough to have Internet access and literacy skills. I also want to ensure that We Can Do is as accessible as possible for people in developing countries who may be using very old, slow equipment and dial-up connections. Or for people who cannot access the Internet at all. Or who do not read well in English. If you have thoughts you want to share, or if you have the time and interest to help, please consult the Accessibility page and contact me.

    I realize I have been posting many “administrivia” items at We Can Do lately and somewhat fewer fresh materials. I do have a couple more pages in mind that I want to add to the top navigation bar. But I will also be posting more news, resources, and papers in the coming few weeks. Please do keep coming back to We Can Do.



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    RESOURCE: Listening to Poor People with Intellectual Disabilities

    Posted on 5 January 2008. Filed under: Academic Papers and Research, Cognitive Impairments, Families, Inclusion, Poverty, Reports, Resources | Tags: , , , , , , , , , , , , , , , , |

    In Their Own Words
    A report from Inclusion International can help people better understand poverty among people with intellectual disabilities in developing countries.

    Nobody knows more than a poor person what it means to live with poverty or what the biggest barriers are to escaping it. And nobody knows more than a person who is excluded how devastating it can be to be constantly pushed to the margins of society. And it is poor, excluded people who see most clearly exactly what needs to change to bring them out of poverty and into the mainstream.

    It is the obligation of anyone who wants to improve the living conditions of the poor and the excluded to listen to their stories–and their proposed solutions–in their own words. If we fail to listen, we will inevitably fail to help.

    Documented Information = A Tool for Advocates
    For some We Can Do readers, listening to the poor and marginalized in developing countries can be as easy as stepping out their front door and talking to the people in their local communities. But even the most knowledgeable advocates may struggle to communicate what they know to non-disabled people in their country in a way that others will both understand and believe. In particular, they may need a way to strengthen their voices when educating funding agencies that have the power to support or turn away their organization. Advocates can use published research or reports to help others understand that poverty and exclusion among people with disabilities are not just “isolated cases” or “too few in number” to be worth targeted efforts.

    A report entitled “Hear Our Voices: A Global Report: People with an Intellectual Disabilities and their Families Speak Out on Poverty and Exclusion,” published by Inclusion International in November 2006, helps share insights into how intellectual disability can lead to poverty and exclusion. “Hear Our Voices” also makes recommendations for action. The report was made possible with the partnership and financial support of the Norwegian Association for Persons with Developmental Disabilities, NFU, and the Atlas Alliance of Norway.

    How “Hear Our Voices” Was Made
    Inclusion International (II) is a global federation of family-based organizations advocating for the human rights of people with intellectual disabilities worldwide. It spoke with people with intellectual disabilities, their families, and supporters in more than 80 countries about the experience of intellectual disability and poverty. “Hear Our Voices” combines personal with secondary research sources to analyze how well each of the eight Millennium Development Goals for fighting poverty are being met for people with intellectual disabilities. The report makes recommendations for how civil society organizations, governments and donor and international agencies can each play a role in ending poverty and exclusion among people with intellectual disabilities.

    In the acknowledgments page of their report, Inclusion International points out that people with intellectual disabilities “are too often invisible,” which means that “their stories are not influencing decisions that affect their lives.” Inclusion International explains, “We wanted to bring about change on a global scale – by convincing governments, multi-lateral institutions, and communities of the current injustice of exclusion. Where before our members’ voices were not being heard because they were isolated, we wanted to bring them together into a loud chorus. We wanted to link those local voices to bring about global change.” (p. viii)

    What Next?
    Here, Inclusion International’s focus is on people with intellectual disabilities. But people who are deaf, blind, have mobility impairments, autism, psycho-social disabilities, or other disabilities are also “invisible” in society—whether or not they are poor. And all poor people also are invisible–whether or not they have disabilities. Disabled poor people, their stories, and their ideas for how to solve their own problems, are too rarely heard when people with power make choices that affect their lives.

    Perhaps Inclusion International’s report could inspire other global organizations to do the research for more reports like it. Advocates could then use these reports to help amplify the voices (and signs) of disabled (and deaf/Deaf) people living in poverty around the world.

    Read the Report, Watch the Video
    The full 79 page report can be downloaded for free in English in PDF format (500 Kb) at

    http://www.inclusion-international.org/report/Hear_Our_Voices_English.pdf

    The report is also available in a 10-minute DVD (video). This video is not captioned. There are many pictures and only an occasional line of text on the screen that is used to highlight key statistics or other information. I’m guessing there is also some kind of narration–but this is not accessible to deaf viewers. I’m not in a position to evaluate whether this DVD would be accessible or usable to hearing people with vision impairments. If you are, please do comment below.

    The DVD can be viewed at:

    http://s80.photobucket.com/albums/j194/raqueldejuan/?action=view&current=PhotoStory8.flv

    The report and DVD are also available in Spanish at:

    http://www.inclusion-international.org/sp/report/index.html



    We Can Do learned about the “Hear Our Voices” report by browsing Inclusion International’s web site. The information for this blog post was gathered from their web site and particularly from the report itself.

    Find more information about disabled poor people around the world by click on “reports” or “resources” under “categories” in the right-hand navigation bar on this page. Or consult the recent Retrospective post under “Finding sources of information.”



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    News at Your Fingertips

    Posted on 30 December 2007. Filed under: autism, Blind, Children, Cognitive Impairments, Commonwealth Nations, Community Based Rehabilitation (CBR), Cross-Disability, Deaf, Democratic Participation, East Asia and Central Asia, East Asia Pacific Region, Eastern Europe and Central Asia, Education, Employment, Families, Funding, Health, HIV/AIDS, Human Rights, Inclusion, Introduction to "We Can Do", Latin America & Caribbean, Middle East and North Africa, Mobility Impariments, Multiple Disabilities, News, Psychiatric Disabilities, Rehabilitation, Reports, Resources, South Asian Region, Sub-Saharan Africa Region, technology, Women |

    I have now added a page to the top navigation bar, News, that consolidates all the news and press releases posted at We Can Do since this blog began.

    I mostly cribbed this new page from the work I did recently for the We Can Do Retrospective: The First 100 Posts (and Then Some). However, if you compare the two, you will see that there are more items listed under the “News” page in the top navigation bar than there are in the Retrospective post. That’s because, when I wrote the Retrospective post, I made a rule with myself that each We Can Do post would be listed only once, even if it arguably belonged in more than one category. Some of the “news” items reported new resources that might still be helpful for readers months or years from now. So I listed those items under “Resources” in the Retrospective post instead of news. But for the “News” page in the navigation bar, I made sure to include anything that was tagged as “news” when it was first posted.

    I will try to keep the “News” page up to date. You will notice that it already includes one news item that has gone up since the Retrospective post.



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