Transcript Module 2: Disability in a social work context

Training Kit : Personalised Social Support 2012
Module 2:
Disability in a social work context considerations for social facilitators
Shirin Kiani and Annie Lafrenière
(Technical Resources Division)
Handicap International
2012
Overview
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2.
3.
4.
5.
6.
What is vulnerability?
Disability and vulnerability
Approaches to intervention
Frameworks for intervention
Facilitating inclusion
Considerations with someone with a
disability
What is
vulnerability?
Basic human needs
What are the basic human needs ?
What things (skills, opportunities, support) do
we need to have to meet our needs ?
When we lack ways to meet our basic needs =
we are vulnerable.
The pyramid of needs
Disability and
vulnerability
The vicious cycle
Common result of vulnerability:
Abuse
Disability and abuse
Have you ever heard or seen something like
this in your community? (give anonymous examples)
And this…
Different types of abuse
Abuse is… the bad treatment of someone for a
bad purpose
• Emotional: yelling, speaking down to, making
feel guilty
• Physical: beating, hurting, pushing,
• Abandonment and neglect: not giving, food,
water, clothes, blankets, bed, leaving alone
for long periods of time
• Rape: sexual assault without permission
• Financial: taking money from the person
Common result of vulnerability:
Poverty
Which picture is common in your area?
Inclusion
• What do you think of when you hear
‘exclusion’?
• What do you think of when you hear
‘inclusion’?
Inclusion…
•
•
•
•
Means social participation in the community
Means nobody is left behind
Meets the top needs of a person
Is the goal of our work
• Happens through a
series of efforts at
the personal and
environmental level
Inclusive development is…
• Development that promotes equality and
participation of all
• Inclusive policies (e.g. laws)
• Inclusive services (e.g. education, health)
• Inclusive communities (e.g post office,
markets, parks, stadiums, roads)
Share one policy, service or community
change you’d make to create inclusive
development?
Approaches:
Twin-track and
CBR
The twin track approach
Focus on ‘the system’
Focus on ‘the person’
People with disabilities have access to
an inclusive system because of:
Specific initiatives are developed to
increase the empowerment of
persons with disabilities:
- Inclusive development policies and
initiatives
- An inclusive system of services with on
going links between specialized, support
and mainstream services
- Awareness from all of the importance
of inclusion, perception of persons with
disabilities as rights holders, part of the
community / Social change
- etc.
+
-Soft skills, capacity developed
-Personal and group support given
-Opportunities for independent living
created
- etc.
For the full participation of
people with disabilities
CBR: community-based rehabilitation
• Although often mistaken for a project,
CBR is an approach, to:
mobilize the entire community to be as
inclusive as possible of persons with
disabilities.
Frameworks:
UNCRPD and
Access to services
UNCRPD
• International Convention by the UN
• Major milestone to promote equal human rights for
persons with disabilities.
• Contains 50 articles on different rights exist and how
to monitor implementation
• Resistance in past to create it, due to thought that
disability rights are included in general ‘UN declaration
of human rights’.
• Advocates felt disability convention needed to ensure
governments meet the needs of all citizens and not
forget about disability.
How the UNCRPD works
• Each country decides to sign it or not (1st
step, recognizes it exists)
• Each country decides to ratify it or not
(important step = gives legal strength)
• If ratified, then country has to make a longterm plan to implement it with its ministries
and civil society
• May 2008 UNCRPD ‘came into force’ – when
20 countries ratified it.
Has your country signed
or ratified the UNCRPD?
If yes, were any steps taken since
ratification to implement the document?
Access to services
• There are a range of services in each of our
communities.
– Some are formal: hospital/health services,
schools, post office, grocery stores,
– Some are informal: support group of mothers,
non-formal education places
• Disability and vulnerability often make access
to services difficult.
Access to services
• The main actors involved in service provision
are decision makers, service providers and
service users (persons with disabilities and
their families)
• Factors that will determine access to
services:
– Organisation of the service system
– Internal organisation of a service
– Attitude of the population
Different types of services
Mainstream services: The regular services
available in a community (education, health,
housing, sports, transportation, information)
Support services: A service that SUPPORTS a
person to be able to participate in mainstream
activities/services
Special services: A service that specifically meets
the unique needs of a person with a disability
(rehabilitation centre, special housing, sheltered
employment, early detection/intervention).
An inclusive system of services
Most important are that links are made between these services
Remember: often services are informal in your community, still they count!
SUPPORTS SERVICES
MAINSTREAM SERVICES
Assistive Technology
Housing
Personal Assistant/Support person
Education
Sign language Interpreter
Health
Adapted transports
Job placement
School support assistant
Social Protection
+ BASICS SERVICES
SPECIFIC SERVICES
Water
Special Schools
Sanitation
Shelter workshops
Security/protection
Specialized vocational training center
Day care center for children
Individual assessment
Facilitating Inclusion
• Education
using ‘access to services’ framework
using the twin track approach
• Work
using the UNCRPD framework
• Family life
using the CBR approach
Education:
Understanding the situation
What are the differences between the
education that children with disabilities get
compared to other children in you area?
What do you think of these
statements?
• Deaf children can learn in the same classes
as hearing children
• Good schools have teachers committed to
learning of all students
• Family support at school is important
• Schools prepare a child to make a living
• It is never too late to learn
Ex: inclusive educational system
SUPPORTS SERVICES
SUPPORTS SERVICES
Assistive Technology for learning
MAINSTREAM SERVICES
MAINSTREAM SERVICES
Accessible seating in classroom
Accessible playground/toilets
Local Elementary School
Sign language Interpreter
Local Secondary School
Riding to school with classmates
Regional University/College
School support assistant
Youth Clubs
Sponsorship for free books/uniforms if
poverty
School playground/gymnasium
+ BASICS SERVICES
+ BASICS SERVICES
School Uniforms
Books
School toilets
SPECIFIC SERVICES
SPECIFIC SERVICES
Special Schools with special
instruction/equipment
Specially trained teacehr
Library of Braille books, picture books
Thetwin
twintrack
trackinapproach
Ex:
education
Focus on ‘the system’
Focus on ‘the person’
People with who
disabilities
have access
Children
are blind
haveto
an inclusive system because of:
access
to
- Inclusive development
policies and
inclusive
schools because:
initiatives schools are accessible
Regular
- An to
inclusive
system
of services with on
due
support
services
going links between
specialized,
support
-Additional
resource
teacher
and mainstream services
-Braille typewriter available
- Awareness
fromavailable
all of the importance
-Braille
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of inclusion, perception of persons with
-Other
children
disabilities
as rightssensitized
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Children who are blind are fully
- etc.
empowered
toare
want
to learn:
Specific initiatives
developed
to
+
increaseknow
the empowerment
-They
learning is aofright and
persons with
important
todisabilities:
their future
-They
met role models who are blind
-Soft skills, capacity developed
and had an education
-They
have
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-Personal
andlearned
group support
given
daily skills independently
-Opportunities
for independent
living
-They
know how
to use special
created
computer
software, braille
typewriters,
etc.
- etc.
For the full participation of
people with disabilities
Work:
Understanding the situation
What are the differences between the
opportunities for work that a person with a
disability has compared to others in you
area?
Work and the UNCRPD
Article 27: Work and Employment
• Right to work on an equal basis with others
• Right to equal pay for equal work
• No discrimination on the basis of disability and
‘reasonable accommodation’ in all phases
including: recruitment, hiring and employment.
• What does this mean for National
legislations? A hiring quota law is made in
some countries (e.g. 5% of government jobs for PWD).
Family life:
Understanding the situation
What are the differences between the family
life/relationships that a person with a
disability has compared to others in you
area?
Disability and relationships
What do you think of the following picture?
What causes the below facts:
Children with disabilities get less food,
attention, love, clothes than their siblings.
Women with disabilities get married
much less than men with disabilities.
People with disabilities are not expected to
have children and be able to raise them.
CBR and family life
• How can the community be mobilized
to create:
– Equal relationships with persons with a
disability
– Equal opportunities for marriage
– Equal voice in their birth family
(parents/siblings) and right to have their
own family?
Considerations to make
people with disabilities
For a better interaction…
Brainstorm 3 things you would do for each
of the areas below, to help people with
different disabilities be more comfortable
when with you:
•
•
•
•
Emotional accommodations
Sensory accommodations
Physical accommodations
Communication accommodations
Emotional accommodations
• Fear of safety/new people: can meet you with
family member or friend present
• Space issues (claustrophobia): explaining to
them nearest exit or meeting outside, making
sure not to stand/sit too close to them if this is
uncomfortable.
• Angry/upset feelings: finding productive ways
to accommodate these feelings, that are
comfortable to you.
• Fear of getting lost: meet them in a location
they know to go to new places with them.
Sensory accommodations
• Speaking at right volume: Not too lour or quiet
based on hearing needs
• Writing words in large letters if needed.
• Choosing quiet meeting place
• Touching hands or helping person feel things if
they are unfamiliar with environment
• Describing the environment if they cannot see
(what is where, who is where, what is happening).
• Learning how to guide someone who uses a white
cane (leading from front, not grabbing/pulling)
Physical accommodations
• Asking their personal needs and needed
support for e.g. mobilizing, toileting, eating,
taking medication.
• Identify the most accessible route to your
office/building. Make it more accessible if
possible (ground floor, large space for w/c)
• Observe if person is in pain and needs
position change.
• Have accessible table/furniture/toilet if
possible
Physical accommodations
• Sitting at person’s level if in wheelchair
• Learn what kind of assistive devices
person uses and do not touch/move it
(e.g. wheelchair) unless you ask.
Communication
accommodations
• Intellectual needs: simple language (words
and sentences) to understand what you are
saying
• Learn to use alternate forms of
communication: using alphabet board, yes/no
head nodding, sign language.
• Speak directly to person, even if someone
else is interpreting for them
Link to practice
*Give participants 10 minutes to answer these questions individually on a piece of
paper, and then do a roundtable with each person sharing some of their
answers.
As a social facilitator, how can you:
•
•
•
•
Use the twin track approach in your work?
Use the UNCRPD in your work?
Use a CBR approach in your work?
Link existing services to increase access for
all people?
• Accommodate the needs of a person with a
disability?