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Here, we are going to talk about a broader kind of influence, which affects the social environment and that is also referred to as political-social advocacy, or simply advocacy. This type of advocacy seeks changes in people’s attitudes, promotes greater awareness about a situation or problem, educates in order to generate cultural changes, positions specific themes within society, etc. This type of advocacy utilizes campaigns that are developed by different social actors. For example, an ecological group that uses campaigns to alert people about environmental deterioration, or about the next water crisis. This type of action creates the kinds of conditions that are needed for eventual political advocacy work, since it tends to generate more social awareness (and consequently support from public opinion). However, such a campaign could be developed in an ongoing manner or over a long period of time, and might not necessarily be linked to attaining a specific environmental protection policy or program. Some good examples of this type of advocacy are contained in Article 8 of the Convention, related to raising awareness in society about the discrimination against and exclusion of people with disabilities, and the need to promote respect for their rights and dignity. As we all know, people with disabilities suffer from different types of stereotyping, prejudice, and discriminatory practices in our societies. Most people associate disability with pity, with underestimation and incapacity, with sins and curses, with social rejection, with dependency and non-productivity. Ultimately, disability is something negative and sad in our societies. 62
Few public decision-makers see beyond this prejudicial and underestimating conception. When they are presented with a problem related to disabled people, they propose very limited solutions that are marked by a charitable mentality. This is why Article 8 of the Convention is so important, since it is aimed at changing attitudes and overcoming prejudice against people with disabilities through organizing campaigns that raise awareness. This is done through educational work at all levels, through projecting more dignified and objective conceptions about people with disabilities in the media, and through “awareness-training programs regarding persons with disabilities and the rights of persons with disabilities.” All of these obligations outlined in Article 8 of the Convention of States Parties are framed by the concept of advocacy, in general. If the States fulfill these efforts, obviously there will be greater awareness in society about the rights of persons with disabilities, and this will create increasingly favorable and receptive conditions for demanding public policies that insure the rights of persons with disabilities. We may affirm, therefore, that a society with awareness about the rights of people with disabilities is a society that is fertile for the enjoyment and exercise of such rights by people with disabilities. However, this goal can only be achieved through crosscutting and inclusive public policies that enable disabled persons to participate in all aspects of political and public life, in health, in education, in employment and access to productive activities, in social security, and with physical access and access to information and communications technologies. Such policies also recognize the legal capacity, autonomy and independence of persons with disabilities, and enable access to culture, tourism, sports and recreation, etc., under equal conditions as all other persons. This is what Inclusive Development means, seen from the viewpoint of people with disabilities and their organizations. 63
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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
Page 8 and 9:
CONTENTS CHAPTER VI: POLITICAL ADVO
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The manual’s content is organized
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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 62 and 63: action as a way of promoting effect
Page 64 and 65: - The institutional actor (who rece
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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