Dr. Eman GaadDirector of Disability ServicesSocial care Agency

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The Right-based Approach when Planning for Disability Services in Dubai: Issues and

Challenges

Today

-Issues related to adopting a right based approach when planning for, and designing the foundation for Disability Services in Dubai

-The shift from the charitable approach to the right-based approach when planning for community-based  disability services

-Cultural, legal, and ethical issues related to the right-based approach

-What is on the ground: separating facts from fiction and what is hoped for in light of initiatives and strategies related to such area

Why do we need to promote the right-based approach

when dealing with disabilities?

Awareness

Attitudes Acceptance

Issues related to adopting a right based approach when planning for, and designing the foundation for Disability Services in Dubai

Planning: - The “right”

approach not the “pity” approach

- UN Convention principals

UN Conventions on the rights of Person with Disabilities • General principles• (a) Respect for inherent dignity, individual autonomy including the• freedom to make one’s own choices, and independence of persons;• (b) Non-discrimination;• (c) Full and effective participation and inclusion in society;• (d) Respect for difference and acceptance of persons with disabilities• as part of human diversity and humanity;• (e) Equality of opportunity;• (f) Accessibility;• (g) Equality between men and women;• (h) Respect for the evolving capacities of children with disabilities

• What is Inclusion?

Inclusive Education: means that all children regardless of their strengthens and weakness attend same neighborhood school with their same age peers at same classroom.

Article 24

Education

1. States Parties recognize the right of persons with disabilities to

education. With a view to realizing this right without discrimination and on the

basis of equal opportunity, States Parties shall ensure an inclusive education

system at all levels and lifelong learning directed to:

(a) The full development of human potential and sense of dignity and

self-worth, and the strengthening of respect for human rights, fundamental

freedoms and human diversity;

(b) The development by persons with disabilities of their personality,

talents and creativity, as well as their mental and physical abilities, to their

fullest potential;

(c) Enabling persons with disabilities to participate effectively in a

free society.

F e d e r a l L a w No .. 2 9 o f 2 0 0 6A rt i c l e 1 3

The ministry of education and the ministry of higher education and scientific

research shall take the appropriate procedures in cooperation with the

concerned authorities to provide the pedagogical diagnosis, the curriculum,

and the simplified means and techniques for the purposes of teaching.

Moreover, it endeavors to provide alternative methods to communicate with

people with special needs, and to establish alternative strategies for learning,

and simplified material environment and other means necessary to guarantee

the full participation of students with special needs.

A r ti c l e 1 4

The ministry of education and the ministry of higher education and scientific

research should – in cooperation with the concerned authorities- provide the

academic specialties to prepare the employees working with people with

special needs and their families whether in the areas of diagnosis, early

discovery, the educational, social, psychological, medical or professional

rehabilitation, and guarantee providing the training programs during the

service to provide the employees with the modern knowledge and expertise.

Managing Complex ChangeIncentives Resources Action PlanSkills CHANGE+ + + + =

Incentives Resources Action PlanSkills CONFUSION+ + + =

Vision Incentives Resources Action Plan ANXIETY+ + + =

Vision Resources Action PlanSkills RESISTANCE+ + + =

Vision Incentives Action PlanSkills FRUSTRATION+ + + =

Vision Incentives ResourcesSkills TREADMILL+ + + =

Vision

• The shift from the charitable approach to the right-based approach when planning for community-based  disability services

The four P’s of inclusion

• Policy

• Place

• Process

• Practice

POLICY1. Admission procedure, and

placement criteria may be reviewed to facilitate SN children to move flexibly in the program.

1.Assessment problems: Psychological, and educational assessment is requested as a part of the school program.

2.Classroom settings: needs technical assistance to provide differentiated educational materials for all children.

4. Curriculum adaptation and evaluation: needs team work, and to present a variety of teaching-learning experiences in instruction, and evaluation.

5. Formal and informal academic evaluation of Sp. Needs in regular classroom are needed (procedure, testing materials, functional, curriculum-based evaluation etc.).

6. To help the classroom teacher in taking decision about transfer, materials evaluation, filling forms, etc.

7. Transition: it is a new experience for the teacher and the staff, they need to know procedure, and method and techniques to guarantee a safe transition to higher school or for vocational or transferring to another program.

8. Direct link with the Ministry of Social Affairs and community resources for training or rehabilitation is needed.

9. Enhancing the role of the school with the family in planning for S.N. children future.

10. Legislation needed for "public education" strategies for Special Needs children .

The right-based approach adopted all the way

Cultural, legal, and ethical issues related to the right-based approach

- Important but yet under developed  policy- Confusion about Islamic views on

‘independence’ - Right intention but wrong message - Acting on ‘their’ behalf - We are doing this for their sake - Complexity of the ‘R’ word

Preferred Terms and Expressions in your Inclusion Policy

• Person with a Disability • Person with Hearing Impairment • Deaf • Person with Vision Impairment • Non-disabled • Person with Developmental Disability • Mobility Disability • Wheelchair-User or Uses a Wheelchair • Person With Cerebral Palsy • Person With Paraplegia • Blind • Person with Low Vision • Person with Psychological/Emotional Disability

The ideal is to incorporate these words into our language in a way that expresses the dignity of the person. The key is to always put the person

before the disability

What is on the ground?

-Separating facts from fiction -What is hoped for in light of initiatives and strategies related to such area

Fact: people tend to look at the disabilities and not the abilities

Fact: having a disability may delay development but will not stop it…all children can learn

Fact: people with disabilities need to act their age

Fact: people with disabilities do contribute to society once empowered

The ‘R’ one!

Handout A & B

• Early Intervention

• Education

• Employment

• Religious Institutes

• Protection

Thank You