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5. How can the vicious circle be broken? Via two complementary paths: a. Building capacities and creating opportunities • Creating opportunities for people with disabilities. • Building capacities among people with disabilities so they can take advantage of opportunities. For example, people with disabilities who are of productive age and in good condition for working could receive professional or technical training (building capacities), which would let them perform a job or develop a family micro-enterprise. Creating productive opportunities should take place in the competitive labor market (in both the public and private sectors) and through making credit and technical assistance available for developing micro-enterprises. The State can and should play a very active role promoting the employment of the disabled, either directly or indirectly. In addition, increased accessibility to the physical environment and to information should be sought, and to different services like public transportation, health care and rehabilitation. This will also help to eliminate job discrimination due to disabilities, and generate real opportunities for decent work for people with disabilities, based on their acquired knowledge and experience. SCHOOL If this happens, people with disabilities who are not working today (notwithstanding their desire to do so) will be able to work and generate income for themselves, for their families, and for their nation when they pay taxes. 50
. Social security programs: FOR THE ATTENTION OF SEVERE DISABILITIES SOCIAL SECURITY PROGRAMS CHECK Social security programs to attend to family members who cannot work because of their disability need to be developed. This would include, for example, setting up State-sponsored centers where adults with disabilities can receive attention and carry out some type of activity during the day. In other words, places where the disabled do not reside permanently, but that offer a good option for daytime care so that their caretakers can work and generate income for their family. This also includes the provision of pensions to adults who cannot work because of their disability, and the provision of other supports such as technical aid, transport subsidies, etc., that offset costs so families do not lose their available incomes. These options are equally valid and necessary for disabled children from poor families, whose income is reduced when they need to invest resources in their care and attention. 6. The relationship between human rights and inclusive development There is a mutually conditioned relationship between human rights and development. The full and comprehensive enjoyment of human rights—civil and political, on the one hand, and economic, social and cultural on the other—is an indication and consequence of the degree of development a society has achieved. The more that human beings enjoy their human rights, the closer a society is to achieving inclusive development. Moreover, inclusive development is inconceivable if the human beings who pertain to a given society are unable to enjoy their human rights in a complete and comprehensive manner. We can conclude, therefore, that progress toward more effectively guaranteeing the rights of people with disabilities has a positive impact on advancing toward more inclusive development. Similarly, development actions that include people with disabilities and their families have a favorable impact on the ability 51
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 50 and 51: Here, the search for inclusive deve
Page 52 and 53: 2) Crosscutting and inclusive actio
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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