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Analyze the causes and consequences. Once the priority problem has been defined, we need to determine its causes and its consequences. For instance, unemployment is a problem that affects many people; however, it is obviously a more serious problem among people of productive age with disabilities, since this group has much higher rates of unemployment. Thus, we find that while the unemployment rate among the general population is below 10%, it is higher than 75% among people of productive age with disabilities. In our example, when we break down the causes of such a high unemployment rate, we find that a very important factor is the failure to hire workers with disabilities, and the generalized underestimation of the abilities of disabled persons in our societies (which is even greater in the economic sphere when evaluating productive capabilities). Another cause is the lack of accessible conditions (whether physical or informational) in workplaces and on public transportation, affecting workers with physical or sensory disabilities (the deaf and the blind). There is also resistance on the part of employers to providing accessible conditions in the workplace. Another important cause that merits mention is related to the qualifications of the disabled work force. People with disabilities confront great obstacles in terms of professional and technical training due to a lack of accessible training opportunities. Added to this is the limited or complete lack of accessible transportation services, and equally inaccessible urban settings. All of these factors link together, severely reducing the supply of qualified disabled workers. There are very clear consequences: a high rate of unemployment and economic dependency for a significant segment of adult disabled persons of productive age, who are forced to depend upon their families, government assistance or charity. In addition, the fact that many people with disabilities are not hired perpetuates the idea that they are productively incapable, and makes it more difficult to fight existing prejudices that in turn lead to resistance to hiring disabled workers. 66
Focus on the main cause or main causes we want to address. It is important to select one cause (or two at most) and focus on it (or on them) in order to move towards solving the problem. At the same time, addressing the cause that is selected should be a realistic goal. In other words, it should really be possible to solve the problem through a political action or advocacy campaign. In the example we posed above (unemployment that affects people with disabilities), proposing a profound change that eliminates all discrimination associated with disabilities would not be the right path. This problem has a socio-cultural cause that is impossible to solve through a short or medium range political advocacy plan. In our same example, we might look at the following two causes: (1) the lack of accessible training options; and (2) inaccessible workplaces. A detailed examination of the prioritized cause(s). To respond to the serious problem of unemployment confronted by the disabled population, we have now identified two causes on which to focus. Now we need to analyze these in order to find the best solutions. (1) The lack of training options: We start with the fact that conditions need to be created to improve the qualifications of the disabled work force in the country, and that we need to increase the number of more skilled (technically and professionally) disabled workers. If we want this process to progress quickly, we need to explore the possibility of offering short and intensive technical training programs to people with disabilities (in other words, accessible in all senses of the word) at public (or private, with state support) technical institutes, in high demand fields. In this way, a larger number of highly skilled disabled workers will be available in a relatively short amount of time. (2) Inaccessible workplaces: This problem is associated with underestimating the productive capabilities of people with disabilities. Why do we need accessible workplaces if no one is thinking about hiring disabled workers? The State needs to provide an example, adapting working environments and insuring not only physical accessibility but also access to information and communication. 67
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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
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Chapter I “From patient to citize
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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 66 and 67: Here, we are going to talk about a
Page 68 and 69: Thus, we may conclude that the main
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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