Global-Report-Living-Colour-dr2-2

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Inclusive Communities = Stronger Communities GLOBAL REPORT ON ARTICLE 19: THE RIGHT TO LIVE AND BE INCLUDED IN THE COMMUNITY 77 action plans that target people with disabilities do not routinely recognize those with intellectual disabilities in education, health and poverty reduction. ‰ Medical Model of Disability Many of the services offered for people with intellectual disabilities, where there are services, are medically oriented and based on the medical model of disability which focuses on rehabilitation and interventions focused on fixing or preventing disability. International development assistance and investments through International Non- Governmental Organizations (INGOs) continue to be weighted towards vaccinations and programmes for “training” people with disabilities e.g. The Community Based Rehabilitation (CBR) model is implemented and delivered by professionals and centres around adaptations for the individual rather than the community. While the World Health Organization (WHO) is making efforts to adapt the CBR model towards a human rights approach, in its current application in communities it fails to address systemic discrimination such as the exclusionof children with intellectual disabilities from regular education, or access to regular employment at later ages. ‰ Investment in Segregated Programmes The lack of any kind of service or support to enable participation in meaningful activities such as education or employment results in efforts to establish and invest in segregated programmes. Governments, family organizations, disabled peoples organizations, INGOs and international development assistance programmes continue to invest in segregated and isolating programmes. In Kenya, family support groups meet to learn about how to obtain the benefits government offers and to COLOMBIA There remains a paradigm about disability based on a medical model and low value of people with intellectual disabilities in our country. Parents continue to receive supportive care focused on deficit and weaknesses generating attitudes of protection, fear and fear of letting their children attend inclusive settings. The alternative for adult life remains sheltered institutions or artistic and cultural centres. We hope that this report will give us ideas on how to transform existing institutions that simply provide care in segregated places so that we can advance new ideas of life in the community. NEPAL “I was advised to take my son to physiotherapist. Regular physiotherapy was too expensive for my family. So I enrolled in a physiotherapy course through a distance learning programme. This allowed me to tend to my children, while gaining knowledge of physiotherapy. My experience, course work, and compassion for children with Down Syndrome led me to open a clinic in front of a renowned government hospital. The clinics proximity to the hospital allowed me to connect with other parents of children with Down Syndrome. In 2005, I registered and started Down’s Syndrome Association, Nepal – the first and only one of its kind in Nepal.
78 Inclusive Communities = Stronger Communities GLOBAL REPORT ON ARTICLE 19: THE RIGHT TO LIVE AND BE INCLUDED IN THE COMMUNITY NICARAGUA Most sector organizations work with people with physical and sensory disability, although there are initiatives from small local organizations that develop specific activities with small groups of young people with intellectual disabilities. It is noteworthy that these actions, while remaining positive, have in most cases a special focus, as they become special centers only for people with intellectual disabilities that provide a free service for a period of 3-5 hours. BOLIVIA Many parents are demanding the creation of institutions for placing their children with severe intellectual disabilities, because they have limited access to rehabilitation services and information that provide adequate support within the family and community. Rehabilitation institutions are located in intermediate cities, so there is a need to do boarding to children out of town, but their capacity was exceeded largely because of high demand. work on projects to raise money to support their organization. With no residential institutions to speak of and with strong family networks, these families all wanted their sons and daughters to have something meaningful to do during the day other than to just be at home. The families that we spoke to could not conceive of adults who are not married living away from their families. This was an entirely foreign concept for them. For people with intellectual disabilities and families day supports serve two purposes; providing activities and socialization for the adult with intellectual disabilities and giving the family the ability to work and to take care of other people in the household. However, creating day programmes takes the emphasis away from working and contributing to society through labour or through entrepreneurship. As with institutions we have learned that day centres and sheltered workshops are best avoided. They may provide respite for families but actually interfere with including people in their communities. In economies where many people cannot find work, extraordinary efforts are needed to support people with intellectual disabilities in securing and maintaining productive work. While it is tempting to develop day centres, experience shows that people stay in them for a lifetime and they do not lead to inclusion in the community. In fact, quite to the contrary, they are isolating and stigmatizing. From the MENA region we heard, “Since the political problems started in the region (and this goes back to right after the Second World War), we have witnessed more and more violations to the human rights understanding. In Palestine for instance, children were denied education and the only way they could access education was through United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA). The agency's main focus was not only education but health and social assistance as well.
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