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action as a way of promoting effective changes was more the exception than the rule among organizations of disabled persons. NATIONAL EMPLOYMENT POLICY There are still few organizations working for the interests of people with disabilities in our countries that have undertaken political advocacy efforts in a conscious and planned manner, with the aim of producing a law or program—or changing an existing one—to favorably impact the lives of the disabled. CONSULTATION WITH THE DISABLED PEOPLES’ ORGANIZATIONS Moreover, it is important to remember that the Convention on the Rights of Persons with Disabilities (UN, 2006) needs to be converted into a tool that is used to push for changes in domestic laws and regulations, so that these are consistent with the stipulations of this international treaty (legislative harmonization), and so that government programs, projects and actions are promoted that comply with these stipulations (the implementation process). We should also bear in mind that the Convention assigns an active role to people with disabilities in promoting changes that improve their living conditions and their effective enjoyment of rights, through their representative organizations. This is clearly stated in Article 29 (about political and public participation), in the section that commits states to “ensure that persons with disabilities can effectively and fully participate in political and public life on an equal basis with others, directly or through freely chosen representatives, including the right and opportunity for persons with disabilities to vote and be elected…” Similarly, Article 4, which refers to the obligations of States Parties that have ratified the Convention, highlights the role assigned to organizations representing people with disabilities: “In the development and implementation of legislation and policies to implement the present Convention, and in other decision-making processes concerning issues relating to persons with disabilities, States Parties shall closely consult with and actively involve persons with CONGRESS RATIFIED THE UN CONVENTION ON DISABILITY WILL BE CREATED TO COORDINATE ITS IMPLEMEN- TATION 58
disabilities, including children with disabilities, through their representative organizations.” (Article 4, Number 3). Clearly, in order to play this active political advocacy role and achieve significant results, we need to learn about, adopt and utilize political advocacy concepts and methodologies that have been developed and systematized by other organizations. In this respect, we are adapting the systematized experience of the Washington Office on Latin America (WOLA) to the field of disabled persons’ rights. In the framework of developing the Central America Advocacy Training Program, this organization produced a “Manual for Facilitators of Advocacy Training Sessions.” In this chapter, we will present key concepts that have been selected from this manual. 2. What is advocacy? We begin with the definition of political advocacy: “Political advocacy refers to organized efforts by citizens to influence the formulation and implementation of public policies and programs by persuading and pressuring state authorities, international financial institutions, and other powerful actors. Advocacy embraces various activities undertaken to gain access to and influence decision-makers on matters of importance to a particular group or to society in general.” (WOLA, 2002) It is important here to note that there are different definitions of political advocacy. Thus, we would like to stress the following: a) There are two key actors in political advocacy: -The civil society actor (who generates the proposal), and 59
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A Basic Manual for Inclusive Develo
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A Basic Manual for Inclusive Develo
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5. The interdependence of rights of
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CONTENTS CHAPTER VI: POLITICAL ADVO
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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
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
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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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