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(1) No one understands someone’s problems and needs better than those who are actually affected by them. Thus, the community or a particular sector is really the best source of such information. (2) Community participation can be the key factor in insuring a program’s good development and operation. The same is true for avoiding corruption or the inadequate management of social programs. Social control will undoubtedly create a better basis for accountability. (3) The people most indicated for evaluating the final results and impact of social projects are those who benefit from them. In other words, the recipients of these projects. Participatory evaluations produce better assessments of “effectively obtained results, deficiencies, unexpected favorable and unfavorable effects, and key elements for future designs” (Klinksberg, Bernardo). Consequently, we may conclude that sector, community and citizen participation are an effective means of fighting poverty and promoting social development. The states and governments that seriously promote this type of participation (especially that of the poorest sectors) demonstrate a greater commitment to the eradication of poverty. 4. Disabilities and additional expenses This is very important! When studying poverty that is associated with disabilities, Amartya Sen, recipient of the Nobel Prize for Economics in 1998, noted: “The poverty line defined for people with a disability should take into account the additional costs incurred when their income is translated into possibilities for living well.” People with disabilities face additional costs for satisfying the same needs as people without disabilities. GENERAL EXPENSES GENERAL EXPEN- SES AND SPECIFIC EXPENSES DUE TO DISABILITY 34
Amartya Sen affirms that in the United Kingdom, 23.1% of disabled people are poor compared to an overall index in the country of 17.9%. However, when the additional expenses associated with having a disability are considered, the poverty index for people with a disability shoots up to 47.4%. In the following table, we see the needs and demands of the population without disabilities, and the specific needs that people with disabilities require in order to live in equal conditions as others and satisfy the same needs. Normally, governments should respond to these needs through public policies. Needs / Demands Population without disabilities HEALTH FOOD HOUSING CLOTHING EDUCATION EMPLOYMENT TRANSPORTATION SOCIAL SECURITY RECREATION/ CULTURE SPORTS PHYSICAL ENVIRONMENT INFORMATION Population with disabilities + Rehabilitation-Outfitting /Specific needs + Specific diets/ nutritional supplements + Accessible + Adequate + Adaptations/ Special Inclusive + Adjustments + Accessible + Adjustments + Accessible + Accessible + Accessible + Accessible + ASSISTIVE DEVICE 35
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 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 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
Page 62 and 63: 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
Page 68 and 69: Thus, we may conclude that the main
Page 70 and 71: Analyze the causes and consequences
Page 72 and 73: This same process can also be carri
Page 74 and 75: When organizations of disabled pers
Page 76 and 77: It is important to remember that po
Page 78 and 79: B. Conclusions of the self-analysis
Page 80 and 81: Step 6. Design advocacy strategies
Page 82 and 83: B) Organizing. This work serves to
Page 84 and 85: It is important to remember when pl
Page 86 and 87: Strategy Usefulness How to do it Pr
Page 88 and 89:
• Consultation with member organi
Page 90 and 91:
The plan should specify each activi
Page 92 and 93:
Activity Desired outcome Indicators
Page 94 and 95:
C. Education-sensitivity raising Ac
Page 96 and 97:
Step 8. Continuous evaluation Evalu
Page 98 and 99:
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
Page 106 and 107:
To participate in public decision-m
Page 108 and 109:
Government proposed policy to comba
Page 110 and 111:
• Study the laws and regulations
Page 112 and 113:
BIBLIOGRAPHY: - Astorga Gatjens, Lu
Page 114:
BUILDING CAPACI- TIES TO ADVANCE OU
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in English - Handicap International

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