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Written by: Luis Fernando Astorga Gatjens; Inter-American Institute on Disabilities and Inclusive Development (IIDI) Drawings: Francisco Torres Production coordination and editing: Sanna Laitamo, Handicap International (HI), Central America Program Focal group participants: Nicaragua: Alma Nubia Baltodano, Thalia Dixon, Perla Garcia, Karla Madrigal, Marcos Méndez, Dennis Molina, Maria Felix Morán, Maria Eugenia Picado, Olga Maria Ruiz, Rosa Salgado and Plácida Sánchez. Costa Rica: Teodoro Bermúdez Valencia, Irene Coen, Julie Chan Jiménez, Gabriela Chaverri, Jesús Hernández, Katia Marín, Madeline Matarrita, Leonardo Rodríguez, Leonardo Segura and Francisco Villalta. Managua, Nicaragua, February 2007 This manual may be reproduced in part or in its entirety for pedagogic purposes, as long as the original source is cited. For more information, please contact: Handicap International: discapacidad@handicap-international-ac.org Tel: (505) 2266-1364 / 2266-8419 or the Inter-American Institute on Disabilities and Inclusive Development: luferag@ice.co.cr Tel. (506) 2253 7562
A Basic Manual for Inclusive Development Nicaragua 2009
Page 1: 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 10 and 11: The manual’s content is organized
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
Page 64 and 65:
- The institutional actor (who rece
Page 66 and 67:
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
Page 100 and 101:
Evaluation V Questions for evaluati
Page 102 and 103:
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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