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

2. 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

3. 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

4. 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

5. Why disability inclusion is important in WASH
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6. 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.
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7. Strategies – Twin-Track Approach
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8. Key messages Encourage participation of People with Disability
Address Discrimination
Raise Awareness
Consider Disability Throughout the Program Cycle
Design and Build with Universal Design
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9. 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

10. 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

11. 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.
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12. 5/18/2017

13. 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

14. 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

15. 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

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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

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

25. Discussion Questions? Resources to share? Please, do! 5/18/2017
Source: Wikimedia Commons
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26. Thank you!
© UNICEF/UNI159600/Singh
5/18/2017

27. For more information, please contact:
Megan Tucker, Programme Specialist – Children with Disability
Telephone: ;
David Tsetse, WASH Specialist
Telephone: ;
Maria Souza, Consultant
Telephone: ;