Promoting Literacy practices in Disability Programmes through CBR Grace Musoke CBR Africa Network March 12,

Plan for today Disability defined Relation between Disability and Literacy Promoting literacy practices through CBR Next Steps

Disability defined The Convention on the Rights of Persons with Disabilities (CRPD) states that Persons with disabilities include those who have long-term physical, mental, intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others. According to the WHO estimates, there are approximately 2.5 million disabled persons in Uganda.

Linking Disability and Literacy Persons with disabilities have the lowest literacy rates (World Report on Disability, 2011) Illiteracy enhances the cyclic relationship Illiteracy = Exclusion Disability Discrimination Poverty

Addressing needs of persons with disabilities Community Based Rehabilitation (CBR) is one strategy to promote inclusion Has been implemented in Uganda since 1989, spearheaded by Ministry of Gender, Labour and Social Development. Tororo and Busia are model CBR districts CBR =Community delivered Services

National government, political leaders, media Local government, NGOs, disability groups Community leaders, teachers, health and community workers Community members Person with disability & family

How? Enabling disabled people articulate needs through documentation of good practices = improved quality of life for persons with disabilities and community. Provides evidence of CBR as an effective strategy Supports key stakeholders in designing appropriate interventions including literacy programmes to promote human rights of disabled people

Example The enrolment of children with disabilities in Busia district has greatly increased due to training and deployment of Special Needs Education Coordinators (SNECOs). A SNECO is a mobile SNE teacher moving in schools, villages to identify children with disabilities, assess their special needs and make both medical and social referrals

CBR Africa Network Established in 2002 with a Secretariat in CBR Section, Kyambogo University Conceived as a response to inadequate documentation and information sharing on CBR Supported by Executive Committee from eight different African countries: Burkina Faso, Egypt, Niger, Nigeria, Sierra Leone, South Africa, Swaziland and Uganda Promotes access to appropriate information on disability and specifically CBR through a number of activities.

Building Capacity to Document Uganda has a predominantly oral culture There is an identified need to collect and disseminate good practices in working with disabled people Community workers and persons with disabilities are given skills on how to write and share their experiences

OUTCOMES OF WRITING WORKSHOPS 153 CBR workers trained in writing and documentation skills to be able to share their experiences in CBR 120 articles completed and shared on the CAN website 29 people with disabilities trained and empowered to document and share their experiences as part of the workshops (Hearing, Visual and Physical impairment)

CBR stories from Africa: What can they teach us? A joint CAN/World Health Organisation project that showcases 5 CBR programmes in Uganda, Angola, South Africa, Egypt and Niger. Aim: to stimulate discussions among CBR workers, trainers and Government Departments about the implementation of programmes across the continent by profiling CBR programmes and sharing examples of good innovative practices on the continent. 4/10/2015

Promoting South-to-South Learning outcomes – A participatory Strategy in Africa, Uganda CBR as part of Community Development, Malawi CBR: Inclusive Policy Development and Implementation, South Africa Linking CBR, Disability and Rehabilitation, Nigeria

Next Steps Promoting literacy of persons with disabilities is a fundamental step to enable them attain their inherent rights as Ugandans. The right to education, health, politics, etc Establishing and nurturing alliances and networks at national, district and grassroots levels to address literacy needs of persons with disabilities is essential to inclusion. Establishing and nurturing alliances and networks at national, district and grassroots levels to address literacy needs of persons with disabilities is essential to inclusion. Establishment of programmes that specifically target specific disabilities that remain marginalised, such as multiple disabilities, deafblind and intellectual disabilities

Incorporating disability accessible formats in the production of reading materials to cater to unique disability needs, such as talking books for the blind, large print Research studies should be set up within and alongside CBR programmes to identify best practices, select indicators, and develop instruments to assess the quality of literacy programmes for persons with disabilities Research studies should be set up within and alongside CBR programmes to identify best practices, select indicators, and develop instruments to assess the quality of literacy programmes for persons with disabilities

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