Project/Programme Title: Educational Assistance for Persons with Disabilities (PwD’s)
Funded by: DanChurchAid (DCA)
Implemented by: Unite Theatre for Social Action (UTSA)
Project Summary/Background:
Disability issues have increasingly been subject to considerable discussion in national, regional, and international forums. However, exclusion and discrimination of people with disability comparatively draws less attention from policymakers in Bangladesh than other high-income and middle-income countries. In section 15 (d) the constitution recognizes the right to social security to public assistance in cases of underserved want arising from unemployment, illness, or disability. At the country level, there is a National Disability Welfare Act 2001 with a five year National Disability Action Plan in 2006. Later, the government approved the Rights and Protection of Persons with Disabilities Act 2013 to ensure the rights and dignity of persons with disabilities. The Act stipulated 21 rights for persons with a disability, which covers the areas of inheritance, freedom of expression, education and educational institutions, quality of health services, participation in a cultural program, entertainment, tourism, leisure, and sporting activities.
In reality, at the community level, Persons with disabilities are more likely to be out of school or to leave school before completing primary or secondary education. The Global Partnership for Education estimates that 90% of children with disabilities in low and lower-middle-income countries do not go to school. Blast, a national level NGO in Bangladesh, reports in 2015 in a paper that 41 % of their respondents said that there was a lack of disabled-friendly educational equipment in schools. Also, 18 % of the respondents said that disabled school children were denied admission to schools . UTSA, with the experience of working at the community level for 23 years, observes Children with disabilities have very low rates of access to education. Even if they do attend school, children with disabilities are more likely to drop out and leave school early without transitioning to secondary school and beyond. Children with disabilities are also at increased risk of school violence and bullying, preventing the safe enjoyment of their right to education.
Through a rights-based approach, UTSA believes in the implementation of education policies, programs, and practices to ensure equal education opportunities for persons with disabilities. UTSA strongly believes that Advocacy and awareness development is a practical action to provide the right to education for persons with disabilities.
UTSA believes the social initiative of a person with disabilities and their families can change the overall situation. UTSA also expects to change first is to organize them and develop their capacity through active participation, then arranging campaign to advocacy at GO-NGO levels to ensure the education of PWDs. In such consideration, UTSA plans to work in three wards of Chittagong City Corporation through providing educational assistance and psychosocial care to PwD as well as leading advocacy by the organisaiton with relevant stakeholders and educational institutions.
Goal: Engage and activate person with disabilities in the education sector for sustainable change
Objectives: To increase participation and capacity of PwD’s for education through increasing access to education institutes.
Project duration: 1 April 2020 to 31 December 2020 (9 months)
Location of the Project: Chattogram City Corporation, Bangladesh
Target Group: Persons with disabilities (students with disabilities), school teachers, and SMC members.
Key Activities:
| C.1.1.1 | Form three groups of Common group of PwD’s, Women with Disabilities (WwD’s) and Guardian group of PwD’s (3 groups which will cover 60 right holders) |
| C.1.1.2 | Organize two daylong training on National Law, Policies and UNCRPD with three groups |
| C.1.1.3 | Organize two daylong training on Gender, CEDAW and National women policies with 3 groups |
| C.1.1.4 | Form one Disability Advocacy Group (DAG) of 20 members and organize a monthly meeting with DAG members |
| C.1.1.5 | Organize one Training on Leadership and advocacy for DAG members |
| C.1.1.6 | Organize one advocacy meeting with Private, Government, CCC officials and DDC representatives for easy access and quality education of PwD’s |
| C.1.1.7 | Three follow-up meeting to District Disability Committee (DDC) leaded by DAG |
| C.1.1.8 | Organize daylong orientation for Head teacher, SMC on friendly education environment for PwD’s |
| C.1.1.9 | Regular follow-up to Education Institutions regarding admission, education environment, education materials etc. |
| C.1.1.10 | Organize four day observation (World Literacy Day, World Mental Health Day, World White can safty day and International Day of PwDs) progrems in the community level |
| C.1.1.11 | Distribute dry food to 100 PwD’s and their family members as COVID 19 emergency support |
| C.1.1.12 | Distribute Health and Hygiene materials to 100 PwD’s and their family members |
| C.2.1.1 | Publish five different Law, Policies and books in Braille versions and distribute to the PwD’s student and institute |
| C.2.1.2 | Established an accessible education corner for PwD’s in the project office |
| C.2.1.3 | Distribute assistive device and supplementary educational instruments to the student of PwD’s |
| C.2.1.4 | Publish Leaflet on COVID 19 awareness in Ink version |
| C.3.1.1 | Organize two daylong training on Theater Therapy for the PwD’s and their family members group |
| C.3.1.2 | Develop a Theatre Therapy Peer group of 20 members and organize daylong advance training for them |
| C.3.1.3 | Provide 3 PFA (Psychosocial Fists Aid) through Theatre Therapy Sessions for psychosocial wellbeing of PwD’s and their family members |
| C.3.1.4 | Online/Phone Psychosocial Support (One to One approach) for the right holder to copewith present situations in the context of COVID 19 |
Expected Results:
Output-1: PwD’s, their family members and community are aware of Gender friendly education-based issues and involved in the advocacy movement.
Output 2: PwD’s are getting access to education-friendly environment.
Output 3: PwD’s and their family members are getting access to Psychosocial Support and care.