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Here, the search for inclusive development needs to build two bridges: • General inclusion: This means promoting better distribution of national revenues for all excluded sectors that live in conditions of poverty and extreme poverty. • Specific inclusion: This means promoting a change in approach and in the administration of resources allocated by the State to people with disabilities and their families. - What has been happening in the realm of disabilities? 1) Poorly focused prevention. Resources are allocated to preventing deficiencies, but not enough are assigned to the present and future care and development of disabled people. Sometimes, this is because of the mistaken assumption that through preventive actions we can make disabilities disappear. 2) Individual actions. Many individual and specific programs and projects are promoted and developed which are geared toward attending to people with disabilities (rather than development). Sometimes these types of actions are carried out simultaneously by different institutions in an uncoordinated manner. According to estimates by one World Bank office, individual strategies for attending to the disabled population in our countries will not even cover the needs of 5% of this population. And this reduced percentage is usually concentrated in urban zones, leaving the disabled who live in rural and more remote zones completely excluded from these programs and projects. 3) Delegation of responsibilities. Another element is the fact that the State and its institutions do not assume political or social responsibility for the issue of disability. 46
They deal with the issue only marginally, and delegate “attention” for people with disabilities to charitable programs and international donors. This attention is also provided by non-governmental organizations (with or without governmental support), whose work is very well intentioned but does not always provide adequate quality or technical oversight. Although most of the work in this field is carried out by NGOs whose members are people without disabilities, there are also NGOs led by disabled people that offer services but do not undertake efforts (or only do so minimally) to struggle for the rights of people with disabilities. 4) International cooperation. The support from international donors for issues related to disabilities in developing countries has been valuable and well meant, but has not always utilized a development approach with this sector of the population, which suffers the harsh consequences of exclusion and discrimination. - What should happen with an inclusive development approach? 1) Prevention. Good strategies for preventing deficiencies could play a large role in reducing disabilities associated with poverty, and poverty linked to disabilities. Some 80% of deficiencies could be prevented. In many cases, disabilities are the result of malnutrition, a lack of basic sanitation, environmental contamination, diseases, armed conflicts, accidents, urban violence, natural disasters, childbirth conditions, and genetic factors. The deficiencies (the generators of disabilities) that arise from congenital conditions account for only 2% of all disabilities. To increase their effectiveness, efforts aimed at fighting hunger, improving health services, building safe highways, establishing safety regulations, and preserving the environment should explicitly consider and incorporate a disability-prevention approach. However, despite the success that prevention programs might have, disabilities will not disappear, not even in the wealthiest nations. New forms resulting from poverty, aging, accidents, armed conflicts and other situations will also continue to emerge. 47
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 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 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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