Towards Economic Empowerment for Disabled People: Exploring ...

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objective of examining the hypothesis, the main research questions to be addressed are as follows: i) What are the main barriers to economic empowerment for disabled people? ii) How successful are particular economic empowerment strategies? iii) What are the factors that influence the success of economic empowerment strategies? iv) To what extent do ‘social model’ principles influence economic empowerment strategies? v) Is there an association between ‘adoption of the social model’ and the success of economic empowerment strategies? 1.10 Background of Researcher My interest in researching disability arises from working for over 20 years in the field of disability service provision, mainly in the UK. In 1999, I established a small residential service for adults with intellectual and sensory impairments, giving me an insight into the challenges involved in adjusting from being employed by others to starting my own business. A short research visit to Uganda, in 2008, researching disability employment issues for my Masters dissertation, sparked an interest in the wider topic of economic 15
empowerment for disabled people across the developing world, thus providing the stimulus for this study. 1.11 Research Limitations This research focuses on three main routes to economic empowerment. It should be noted, however, that a fourth route to economic empowerment is through education. As Jonsson and Wiman point out, disabled children who are excluded from education will “almost inevitably become an economic burden on society and on their families” (2002, p9). Including disabled children in schools can only increase their chances of accessing vocational training, engaging in self-directed employment or entering the formal employment market in the future. However, while education is clearly a priority for future generations, the focus of this study is on current generations of working-age disabled people. While issues around education will not, therefore, be a particular focus of the study, they may well arise in the course of discussions with research participants, and will be acknowledged where relevant. Given that field research was planned to take place in two developing countries, it was important to consider whether my own personal background, as an able-bodied, white researcher from a high-income country, with past colonial links to both Kenya and India, would limit or distort the findings in any way. One danger was that, given my vastly different cultural background, I could be perceived as someone with very little insight into the realities facing research participants, particularly disabled participants, in their everyday lives. 16
Page 1 and 2: Towards Economic Empowerment for Di
Page 3 and 4: Abstract The social model of disabi
Page 5 and 6: Abstract Acknowledgements Contents
Page 7 and 8: 5. Researching Disability: Approach
Page 9 and 10: Part Two: Research Findings 257 7.8
Page 11 and 12: Figures Figures, Boxes and Tables F
Page 13 and 14: Acronyms and Abbreviations ADB Asia
Page 15 and 16: WHO World Health Organisation WPA W
Page 17 and 18: effectively bar them from opportuni
Page 19 and 20: NGOs and disability organisations,
Page 21 and 22: 1.3 Disability and Impairment Histo
Page 23 and 24: 1.4 Disability Terminology Disabili
Page 25 and 26: conducted between 2002 and 2004) to
Page 27 and 28: disabled people to take advantage o
Page 29: training institutions and sheltered
Page 33 and 34: econsideration of what is considere
Page 35 and 36: Chapter Two Key Concepts of Disabil
Page 37 and 38: means that disabled mothers are not
Page 39 and 40: There is much evidence to support t
Page 41 and 42: dangerous working and living condit
Page 43 and 44: freedoms’. Therefore, in the lang
Page 45 and 46: hand, is “rooted in an emphasis o
Page 47 and 48: UPIAS viewed disability in terms of
Page 49 and 50: “Over the last few years, a new,
Page 51 and 52: etween persons with impairments and
Page 53 and 54: impairment has no part at all in de
Page 55 and 56: attributes many of the apparent cri
Page 57 and 58: fighting poverty. She gives an exam
Page 59 and 60: identity and life choices” (Tate
Page 61 and 62: a cause of the other. Interestingly
Page 63 and 64: of those for whom the promotion of
Page 65 and 66: points out, disabled people may als
Page 67 and 68: National governments and internatio
Page 69 and 70: disabled persons will not be realiz
Page 71 and 72: institutions, such as the family, t
Page 73 and 74: tended to downplay the impact of im
Page 75 and 76: seem insurmountable and poverty is
Page 77 and 78: development. Gergis, for example, s
Page 79 and 80: various international agreements, i
Page 81 and 82:
accessibility. They point out, for
Page 83 and 84:
“it incorporates the extreme form
Page 85 and 86:
with disabilities will necessarily
Page 87 and 88:
(ibid). The usual benefits of forma
Page 89 and 90:
activities of each sector impact on
Page 91 and 92:
The World Disability Report (WHO &
Page 93 and 94:
from which he was able to train oth
Page 95 and 96:
not produce results” (2008, p10).
Page 97 and 98:
local community, mostly with privat
Page 99 and 100:
about the effectiveness of skill de
Page 101 and 102:
objectives, such as poverty-reducti
Page 103 and 104:
This view of society reflects the i
Page 105 and 106:
people. For example, Marks and Spen
Page 107 and 108:
most of those opportunities. Strate
Page 109 and 110:
Chapter Four The UNCRPD and Previou
Page 111 and 112:
In the 1970s, two important UN decl
Page 113 and 114:
for employers to recruit disabled p
Page 115 and 116:
Lindqvist refrains from calling for
Page 117 and 118:
The Declaration refers to various v
Page 119 and 120:
inding UN Convention, in order to f
Page 121 and 122:
Article provides a clear framework
Page 123 and 124:
concerned and to the petitioner”
Page 125 and 126:
Chapter Five Researching Disability
Page 127 and 128:
oppressive nature of disability res
Page 129 and 130:
inclusiveness promoted by social mo
Page 131 and 132:
their subjects upside down. The con
Page 133 and 134:
adhered, at least in part, to the e
Page 135 and 136:
can also be of great value. Abberle
Page 137 and 138:
people change conditions and build
Page 139 and 140:
success achieved by various economi
Page 141 and 142:
provide a framework for examining t
Page 143 and 144:
Interview and focus group checklist
Page 145 and 146:
feel are more appropriate. This cha
Page 147 and 148:
Approaches Routes Inclusive schemes
Page 149 and 150:
Inclusive Approaches Segregated App
Page 151 and 152:
studies were conducted; Thirdly, Ch
Page 153 and 154:
Although this sampling grid shows t
Page 155 and 156:
imposed on participants (Copestake
Page 157 and 158:
isk that, as Mangen points out, suc
Page 159 and 160:
Stakeholder Group Organisation Repr
Page 161 and 162:
evidence was then gathered by scrut
Page 163 and 164:
were then re-examined to consider w
Page 165 and 166:
5.15 Ethical Considerations Ethical
Page 167 and 168:
would be regarded as confidential a
Page 169 and 170:
a positive light, particularly as m
Page 171 and 172:
My decision to rely on written tran
Page 173 and 174:
conclude, the desire to achieve bot
Page 175 and 176:
Kenya is a democracy, with multi-pa
Page 177 and 178:
greater that the authorities conced
Page 179 and 180:
The survey found no significant dif
Page 181 and 182:
as the UN Standard Rules. Section 1
Page 183 and 184:
so that all forms of discrimination
Page 185 and 186:
campaign of awareness-raising, in o
Page 187 and 188:
to “strengthen capacity of DPOs
Page 189 and 190:
6.8 Government Perspective In addit
Page 191 and 192:
economic activity. This would help
Page 193 and 194:
members and developing their organi
Page 195 and 196:
the Government’s list of prioriti
Page 197 and 198:
“there is a chronic lack of marke
Page 199 and 200:
ange of views on this issue can per
Page 201 and 202:
evenly divided between those who we
Page 203 and 204:
supports the observations of Torore
Page 205 and 206:
Figure 8: Kenyan Wall of Barriers P
Page 207 and 208:
individuals, in 2005. This improvem
Page 209 and 210:
various impairments and their paren
Page 211 and 212:
impassioned plea to the parents pre
Page 213 and 214:
a huge scale, including some who ar
Page 215 and 216:
Nairobi’s central bus stations, w
Page 217 and 218:
“the project is not just about en
Page 219 and 220:
At the time of research, PWDSTO had
Page 221 and 222:
eneficiaries can make to their fami
Page 223 and 224:
enrolled should be able-bodied. Abl
Page 225 and 226:
None of the participants, however,
Page 227 and 228:
few formal jobs, and was not sure h
Page 229 and 230:
and regional branches of the Kenya
Page 231 and 232:
and hospitals. The project also has
Page 233 and 234:
Although the workshops are all long
Page 235 and 236:
Project Administrator claimed that
Page 237 and 238:
Case Study Table 11: Summary of Ken
Page 239 and 240:
odds with the social model. They si
Page 241 and 242:
frequently by staff and organisatio
Page 243 and 244:
where service providers were trying
Page 245 and 246:
the schemes, and each of these sche
Page 247 and 248:
the study included some family memb
Page 249 and 250:
fully commit themselves to the grou
Page 251 and 252:
support such projects. It is intere
Page 253 and 254:
models, rather than depending too h
Page 255 and 256:
typically comprising two or three v
Page 257 and 258:
has led to the under-reporting of d
Page 259 and 260:
are rarely accessible, and that tra
Page 261 and 262:
India has signed up to the Agenda f
Page 263 and 264:
10 multinationals - revealed that t
Page 265 and 266:
example, included a new section on
Page 267 and 268:
While the majority of State disabil
Page 269 and 270:
working together and sometimes inde
Page 271 and 272:
the kind of disability movement tha
Page 273 and 274:
At the time of research, the Govern
Page 275 and 276:
25% for general categories). Accord
Page 277 and 278:
comments suggest that at least some
Page 279 and 280:
These views were endorsed by one Ch
Page 281 and 282:
A range of views were expressed on
Page 283 and 284:
vulnerable to exploitation, which c
Page 285 and 286:
“there has been a sea-change in a
Page 287 and 288:
approach Government offices to ask
Page 289 and 290:
Scheme activities are not limited t
Page 291 and 292:
young people from poor economic bac
Page 293 and 294:
The training centres receive some G
Page 295 and 296:
Rozgaar beneficiary revealed that
Page 297 and 298:
which their families started to see
Page 299 and 300:
Perhaps the major activity of the E
Page 301 and 302:
widows and orphans. Beneficiaries a
Page 303 and 304:
understand the member’s views on
Page 305 and 306:
example, a mother, whose husband ha
Page 307 and 308:
career guidance, job placement and
Page 309 and 310:
The interpreter explained that by
Page 311 and 312:
This case study represents another
Page 313 and 314:
Although the groups had not been fo
Page 315 and 316:
mainstreaming and advocacy. When di
Page 317 and 318:
According to project documents, APD
Page 319 and 320:
The Technical Training Institute, e
Page 321 and 322:
eflected, and they were working har
Page 323 and 324:
The job placements that had been es
Page 325 and 326:
One organisation representative exp
Page 327 and 328:
that are being developed on the tra
Page 329 and 330:
their support when faced with new p
Page 331 and 332:
At the time of my visit, there were
Page 333 and 334:
considered suitable for mainstream
Page 335 and 336:
courses, as this was needed in the
Page 337 and 338:
influence. In terms of both success
Page 339 and 340:
to the social model are shown in ye
Page 341 and 342:
stated that “we don’t look for
Page 343 and 344:
With lack of motivation, on the par
Page 345 and 346:
placed to assist them. The Leonard
Page 347 and 348:
disability in India. LCD’s Region
Page 349 and 350:
participants felt that this approac
Page 351 and 352:
elated factors. In fact, over half
Page 353 and 354:
The task of empowering those with i
Page 355 and 356:
Chapter Eight Kenya and India: Comp
Page 357 and 358:
visited, in both countries, incorpo
Page 359 and 360:
obstacle to self-directed employmen
Page 361 and 362:
An interesting comparison can be ma
Page 363 and 364:
Governments have been faced with a
Page 365 and 366:
case studies, selected for the stud
Page 367 and 368:
Many of the inclusive schemes inclu
Page 369 and 370:
The sugggested association between
Page 371 and 372:
success factors relate closely to t
Page 373 and 374:
tended to emphasise the importance
Page 375 and 376:
8.5 Conclusions This comparative an
Page 377 and 378:
Chapter Nine Final Conclusions The
Page 379 and 380:
Vidya Sagar scheme in Chennai and t
Page 381 and 382:
Several other contextual difference
Page 383 and 384:
If services are going to continue t
Page 385 and 386:
empirical evidence gathered in Keny
Page 387 and 388:
Appendix I Participant Information
Page 389 and 390:
Appendix III Semi-Structured Interv
Page 391 and 392:
Appendix V Semi-Structured Intervie
Page 393 and 394:
Appendix VII Semi-Structured Interv
Page 395 and 396:
24 24/06/10 NCPWDS Director Governm
Page 397 and 398:
72 12/07/11 73 12/07/11 74 13/07/11
Page 399 and 400:
Appendix IX Kenya: Occupational Rol
Page 401 and 402:
Appendix X India: Occupational Role
Page 403 and 404:
Arunim Representative 47 15/02/11 M
Page 405 and 406:
96 11/03/11 Royal Gardenia Human Re
Page 407 and 408:
4 08/02/11 SSK Bangalore 5 10/02/11
Page 409 and 410:
India Ability Foundation Action on
Page 411 and 412:
Albu, M. (2005) ‘Economic Empower
Page 413 and 414:
Controller and Auditors General (20
Page 415 and 416:
Government of India (2007) Report o
Page 417 and 418:
ILO (1983) C159 Vocational Rehabili
Page 419 and 420:
Lund, F. & Skinner, C (2005) The In
Page 421 and 422:
NCAPD (2008) Kenya National Survey
Page 423 and 424:
Sen, A. (2004) Disability and Justi
Page 425 and 426:
UNDP (1993) Human Development Repor
Page 427:
Zarb, G. (1992) ‘On the road to D
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