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Evaluation III Questions for evaluation and reflection/ Chapter III: 1) Please provide a clear and concise answer: a. What is social exclusion?______________________________________________________ ___________________________________________________________________________________________________ ____________________________________________________. b. What is social inclusion? ______________________________________________________ ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ _____________________________. 2) Investigate what method is used to define poverty in your country. You can do this by calling the Statistics and Census Bureau on the telephone to inquire, or by visiting this institution’s web site. It would also be useful to read publications in your country that contain data about disabilities and poverty. 3) In your own words, explain the vicious circle between poverty and disability. Give an example of this circle from your own experiences_____________________________________ _____________________________ ___________________________________________________________________________________________________ _______________________. 4) Comment on the following phrase: “People with disabilities are disproportionately poor, and the poor are disproportionately disabled.” 5) Add up the additional expenses that a family you know with a disabled member has to spend. Investigate how they cover these costs. 6) If you were in a decision-making position, what actions would you promote to break the vicious circle of poverty and disability? 40
CHAPTER IV Chapter IV Inclusive Development Once this chapter has been concluded, the reader should understand different development models, the “inclusive development” concept, why this development strategy is so important to people with disabilities and their families, the kinds of actions that should be developed to promote this model, and the instruments or means that can be used to promote more inclusive development. 1. Development models In some or most of our countries, a development model is understood as an economic model, and this includes the most permanent and structural aspects, both medium and long-range, of a nation’s economic policy. It is the form in which a society: • Uses the nation’s resources, • Interrelates with other societies, • Responds to changes and processes, both internal and external, • Designs institutions to achieve its objectives, and • (Very importantly) DISTRIBUTES the revenues generated by its productive activities. The United Nations defines development as the substantial improvement in the social and material conditions of people, in a framework of respect for cultural values. To achieve this development, countries utilize different models and obtain a range of different outcomes. If we think about or evaluate our countries’ development in recent years, it is very likely that we will conclude that it does not fit the UN’s definition of development. One of the main problems with our models is that the wealth they generate is not well distributed. 41
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 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 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
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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
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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
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BUILDING CAPACI- TIES TO ADVANCE OU
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in English - Handicap International

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