in English - Handicap International

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The manual’s content is organized into a series of topics that follow a certain developmental logic. There are six chapters, and we recommend that they be read in the same sequence in which they are presented. However, the chapters also have their own integrity as separate units, and each of them can therefore be used independently. This second edition, which is being published in English for the first time, has been revised to include an important chapter that was not contained in the original version. This is Chapter V, which covers political advocacy and lobbying. The learning objectives of each thematic unit are presented at the beginning of each chapter. At the end of each chapter, we include questions and ideas for exercises that can be used to verify how well the content has been understood and assimilated, or to stimulate group discussions and further explore and consider each theme. It is important to point out that we have utilized illustrations (drawings, diagrams and tables) to make the manual’s content more amenable to being easily read and understood. When using this guide in workshops, seminars, schools, etc., each organization or trainer can create their own methodological approach, adapting it to the target public studying the manual and making any necessary adjustments required. We are aware that there are more exhaustive guides and books about the topics of human rights, the Convention, and political advocacy work, and we encourage you to seek them out to complement this text. This manual will be published in a print version in English, and will also be available in a digitalized version to make it accessible to the blind. The manual may be freely reproduced as long as the original source and edition are cited. The manual’s overall production was coordinated by Sanna Laitamo from HI, and its technical content was overseen by Luis Fernando Astorga Gatjens from the Inter-American Institute On Disabilities and Inclusive Development (IIDI), who also wrote the manual. 6
To obtain input for the manual—both its form and content—from the viewpoint of people who would possibly be using it in the future, two focal groups were organized, one in Nicaragua and the other in Costa Rica. These groups made important observations and contributions, most of which were incorporated into the manual’s final text. We would like to thank all of those who participated in this effort for their valuable contributions. We hope you will find the manual useful, and that it will help you to multiply the kinds of practices that can build, in a sustained manner, a fairer and more inclusive Central America! Managua, Nicaragua, November 10, 2009 Emmanuelle Rioufol, Program Director Handicap International Central America Program Luis Fernando Astorga Gatjens, Executive Director/San José Office, Inter-American Institute on Disabilities and Inclusive Development (IIDI) 7
Page 1 and 2: A Basic Manual for Inclusive Develo
Page 3: A Basic Manual for Inclusive Develo
Page 6 and 7: 5. The interdependence of rights of
Page 8 and 9: CONTENTS CHAPTER VI: POLITICAL ADVO
Page 12 and 13: Chapter I “From patient to citize
Page 14 and 15: According to this traditional parad
Page 16 and 17: Finally, there is no question that
Page 18 and 19: - Affirmative action as a means to
Page 20 and 21: Integration is associated with the
Page 22 and 23: Chapter II What are human rights? C
Page 24 and 25: We are not going to enumerate the e
Page 26 and 27: hese denominations indicate that so
Page 28 and 29: It is important to distinguish the
Page 30 and 31: We are here to serve everyone. - If
Page 32 and 33: The development of a human rights p
Page 34 and 35: Chapter III Exclusion, Inclusion an
Page 36 and 37: THERE IS HARDLY MONEY FOR FOOD; THE
Page 38 and 39: (1) No one understands someone’s
Page 40 and 41: Everything written in the right col
Page 42 and 43: 2) Generally, family members with a
Page 44 and 45: Evaluation III Questions for evalua
Page 46 and 47: In other words, only a little goes
Page 48 and 49: exclusion confronted by people with
Page 50 and 51: Here, the search for inclusive deve
Page 52 and 53: 2) Crosscutting and inclusive actio
Page 54 and 55: 5. How can the vicious circle be br
Page 56 and 57: 7. Instruments and spaces for inclu
Page 58 and 59: Thus, we should be interested in th
Page 60 and 61:
Evaluation IV Questions for evaluat
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action as a way of promoting effect
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- The institutional actor (who rece
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Here, we are going to talk about a
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Thus, we may conclude that the main
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Analyze the causes and consequences
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This same process can also be carri
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When organizations of disabled pers
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It is important to remember that po
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B. Conclusions of the self-analysis
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Step 6. Design advocacy strategies
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B) Organizing. This work serves to
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It is important to remember when pl
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Strategy Usefulness How to do it Pr
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• Consultation with member organi
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The plan should specify each activi
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Activity Desired outcome Indicators
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C. Education-sensitivity raising Ac
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Step 8. Continuous evaluation Evalu
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e done at regular intervals—month
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Evaluation V Questions for evaluati
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The earliest public policy analysts
Page 104 and 105:
. How are public policies made? The
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To participate in public decision-m
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Government proposed policy to comba
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• Study the laws and regulations
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BIBLIOGRAPHY: - Astorga Gatjens, Lu
Page 114:
BUILDING CAPACI- TIES TO ADVANCE OU
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in English - Handicap International

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