WEBINAR Series for WASH Thursday, May 18th 2017 DISABILITY INCLUSIVE WASH PRACTICES WEBINAR Series for WASH Thursday, May 18th 2017 © William Daniels / Handicap International

Webinar Purpose Introduce the NEW Disability Inclusive WASH Practices Guidance Note; Share inclusive WASH programming examples from countries; Capture participants ongoing work in inclusive WASH programming. © UNICEF/UNI102045/Estey 5/18/2017

Overview Why disability inclusion is important in WASH Strategies for Inclusive WASH Programming Entry Points for Inclusive WASH Programming Inclusive WASH Programming: Jordan Mozambique Discussion © Xavier Bourgois / Handicap International 5/18/2017

Why disability inclusion is important in WASH At least 93 million children have disabilities. Inaccessible WASH facilities can: Cause illness and injuries; Result in reducing consumption; Lead to defecation in poorly lit and secluded areas; Increase stigma & discrimination; Create barriers to education. © UNICEF/UNI99855/Nesbit 5/18/2017

Why disability inclusion is important in WASH 5/18/2017

Disability Inclusive and Accessible WASH Guidance Practical tool to strengthen disability inclusion in WASH programming. Key considerations and PRACTICAL ACTIONS for each stage of the results based programming cycle. https://washenablingenvironment.files.wordpress.com/2017/05/wash-and-disability-guidance-note-final.pdf 5/18/2017

Strategies – Twin-Track Approach 5/18/2017

Key messages Encourage participation of People with Disability Address Discrimination Raise Awareness Consider Disability Throughout the Program Cycle Design and Build with Universal Design 5/18/2017

Entry Points – Strategic Planning Examples of Key Actions for Situation Analysis: Disaggregate all data collected by disability, age, and gender; Observe and assess the accessibility of WASH facilities and services. © UNICEF/UNI162068/Lynch 5/18/2017

Entry Points – Strategic Planning Examples of Key Actions for Programme Design: Involve people with disabilities in design processes; Include girls and boys with disabilities as a specific category of beneficiaries AND allocate resources to disability. © UNICEF/UNI142002/Vishwanathan 5/18/2017

Entry Points – Implementation Examples of Key Actions for Implementation: Strengthen access to temporary and permanent WASH infrastructure in households, communities, schools, and health care facilities; Create WASH information and materials that are inclusive and accessible. 5/18/2017

5/18/2017

Entry Points – Monitoring and Evaluation Examples of Key Actions for Monitoring: Develop disability inclusive indicators and collect data disaggregated by age, sex, and disability; When consulting with communities, include children and adults with disabilities and their families as well as Disabled Persons Organizations; Monitor, evaluate, and document lessons learnt related to the impact of inclusive WASH activities, as well as barriers and challenges. 5/18/2017

Girls with disability in WASH programming In all stages of the programme cycle: Use WASH/MHM programming to reduce disability AND gender stereotypes and prejudices; Raise awareness on the needs and capacity of girls with disabilities. © UNICEF/2017/Herwig 5/18/2017

Country Office Inclusive WASH Examples Jesus Trelles WASH Specialist UNICEF Mozambique Saeed Hameed Hiba abu al Rob WASH Specialist/Officer UNICEF Jordan 5/18/2017

Disability Inclusive WASH Practices Mozambique Sanitation Case Study Jesus Trelles WASH Specialist UNICEF Mozambique 5/18/2017

People With Disabilities - Consultation Workshop One day-long seminar in local language in each of three targeted small towns. Initial targeting based on Ministry of Gender, Child and Social Action (MGCSA) database. Further refined through community consultations. Seminar starts with MGCSA presentation on rights of people with disabilities: enshrined in Mozambique Constitution and Mozambican law. Participants divided into groups according to their disability and age: Visual impairment; Disability in the upper limbs; Disability in the lower limbs; Disability in both limbs (upper and lower); Total immobility (paralysis). Various sanitation technological options presented by trained artisans. Each group provides feedback to improve designs. Fully subsidized latrines built by trained artisans based on specific requirements of each participant. Jesus Trelles WASH Specialist UNICEF Mozambique 5/18/2017

Key Lessons Learned Next Steps Work with MGCSA on sharing their disability data with WASH ministry. Advocate with MGCSA for budget for access to sanitation for people with disabilities. Produce technical guidance for wash infrastructure for people with disabilities. Standardize inclusive designs for Institutional WASH. Integrate into UNICEF sanitation programming and advocate with government and partners. Advocacy with government technical agencies on inclusive WASH necessary or else forgotten. Direct Involvement of people with disabilities absolutely critical. Training and participation of local skilled artisans. Multi-disciplinary – WASH and Social Services ministries working together. Human Rights information sharing by government partners increases self-esteem and empowers people with disabilities. Jesus Trelles WASH Specialist UNICEF Mozambique 5/18/2017

Initiatives to improve access for children with disabilities Jordan Case Study Saeed Hameed Hiba abu al Rob WASH Specialist/Officer UNICEF Jordan 5/18/2017

Refugee camps in Jordan – Za’atari camp In Jordan, over 115,000 Syrian refugees live in camps (out of over 655,000 registered). Za’atari camp opened in July 2012. Current registered population of approximately 80,000 people. In November 2012, (4 months after opening), an accessibility assessment was undertaken. Outcome of the assessment: Universal design principles (toilets, showers, and hand washing facilities). Establishment/maintenance of a database of persons with disabilities in the camp. Installation of private water tanks for households with children with disabilities and prioritization of water supply delivery. Provision of private sanitation facilities based on agreed design for people with disabilities. Prioritization of “Cash for Work” opportunities for family members with a person with a disability in the household. Saeed Hameed Hiba abu al Rob WASH Specialist/Officer UNICEF Jordan 5/18/2017

Refugee camps in Jordan – Azraq camp Azraq camp opened in April 2014; Current registered population of approximately 36,000 people; Design is very different to Za’atari (incorporated many of the lessons learned); Households with individuals with a disability identified and supported (toilets designed with ramps); Water network redesigned to reduce the walking distances; Advocacy for support amongst neighbors to collect water and NFIs. Saeed Hameed Hiba abu al Rob WASH Specialist/Officer UNICEF Jordan 5/18/2017

UNICEF’s Work in WASH in Schools UNICEF & JEN (NGO) undertook a nationwide WinS assessment in 2015. Assessment identified the number of schools with students with disabilities and the number of schools with properly designed facilities (at least one seat for students with special needs). Findings indicated that the number of students with special needs was very low in the assessed schools; however, this variable needs to be considered for all schools in the event where students with special needs can attend in the future. The assessment acknowledges that 746 (19%) schools accommodate students with special needs while only 416 (11%) of those schools have a universal-design latrine for such students with special needs. Latrines for those with special needs are also likely to be used by pregnant teachers. UNICEF led the development of the National WASH in School standards which has incorporated design guidelines as a national standard. Monitoring of schools with facilities for students with a disability will be included in the EMIS. GOVERNORATE NUMBER OF SCHOOLS WITH DISABLED STUDENTS NUMBER OF SCHOOLS WITH A LATRINE FOR DISABLED % OF DISABLED STUDENTS Ajlun 13 8 0.06% Al Balqa' 69 23 0.21% Amman 169 131 0.09% Aqaba 16 5 0.38% Irbid 149 86 0.10% Jarash 37 0.12% Karak 62 20 0.16% Ma'an 31 25 0.19% Madaba 6 Mafraq 91 38 0.26% Tafileh 10 0.05% Zarqa 79 55 GRAND TOTAL 746 416 0.13% Saeed Hameed Hiba abu al Rob WASH Specialist/Officer UNICEF Jordan 5/18/2017

UNICEF’s Work in WASH in Schools National WASH in School Standards: According to the MoE Architectural and Engineering Design Guidelines, each school should have at least one toilet accessible for students with special needs. Each toilet should have: Extra space (at least an extra 1m2) inside for a wheelchair user to enter, turn, close the door and park by the toilet; A wider door (minimum 110 cm wide); Handrails for support attached to either the floor or side walls; Door handle and seat should be within easy reach of the wheelchair or crutches/stick users, including a fixed raised pan or movable raised toilet seat; An access ramp should be available if toilet facilities are elevated with an ideal gradient of 1:20 (maximum 1:12 if space is limited); Other aspects of the school environment also need to be suitable for children with special needs – the MoE Architectural & Design Guidelines and other publications will provide further details. Saeed Hameed Hiba abu al Rob WASH Specialist/Officer UNICEF Jordan 5/18/2017

Thank you! شكرًا ! Saeed Hameed Hiba abu al Rob WASH Specialist/Officer UNICEF Jordan 5/18/2017

Discussion Questions? Resources to share? Please, do! 5/18/2017 Source: Wikimedia Commons 5/18/2017

Thank you! © UNICEF/UNI159600/Singh 5/18/2017

For more information, please contact: Megan Tucker, Programme Specialist – Children with Disability Telephone: +1-212-326-7391; Email: mttucker@unicef.org David Tsetse, WASH Specialist Telephone: +1-917-265-4663; Email: dtsetse@unicef.org Maria Souza, Consultant Telephone: +1-212-326-7306; Email: masouza@unicef.org