THEA talk at EWB Conference 11-19-11

Title of PresentationSecondary title (if applicable)

Name

Position

Organization

Cynthia Mudd

Board President

THEA (The Haiti Education Alliance)

Session 3: Project ManagementEstablishing accessible, sustainable programs in

resource-poor communities

I. Introduction

A. Occupational Therapist Information

1. Assess each persons abilities and disabilities in these areas of function:

- Physical

- Cognitive

- Psycho-social

- Roles in family and community

A. Occupational Therapy Information

2. Determine next step toward increased function (just right challenge)

3. Environmental Modifications

- keep simple and easy to use

- need on-going assessment as function changes over time

I. Introduction

A. Occupational Therapist Information

B. THEA (The Haiti Education Alliance)

Facilitating long term sustainable solutions one community at a time

I. Introduction

A. Occupational Therapist Information

B. THEA (The Haiti Education Alliance)

Facilitating long term sustainable solutions one community at a time

Mission: To provide education opportunities to impoverished children and adults in Haiti empowering them to strengthen their communities and emerge to a life of healing and hope.

Training Garden

SEWING TRAINING PROGRAM

MEDICAL EDUCATION PROGRAM

I. Introduction

A. Occupational Therapist Information

B. THEA

C. World Report on Disability

I. Introduction

A. Occupational Therapist Information

B. THEA

C. World Report on DisabilitySix areas of focus:

1. General Healthcare

2. Rehabilitation

3. Assistance & Support

4. Enabling environments

5. Education

6. Work and Employment

II. Haiti

A. General statistics1. Population ~9.8 mil

- Estimated 800,000 people had a disability before earthquake

-Additional 450,000 after earthquake

II. Haiti

A. General statistics1. Population ~9.8 mil

2. Education

II. Haiti

A. General statistics1. Population ~9.8 mil

2. Education

• ~ 1.3 million children do not have access

• primary school enrollment ~65%; only 35% graduate

• secondary school enrollment ~20%; only 6% graduate

• 60% of Haitian teachers are qualified to teach

• 52.9 literacy rate

II. Haiti

A. General statistics1. Population ~9.8 mil

2. Education

3. Health Care

• 40% do not have access

II. Haiti

A. General statistics

B. Cultural Practices1. Women carry the work load

- Higher incidence of disability

- Higher incidence of birth defects and developmental disabilities in their children

- Occupational hazards (i.e. pulmonary illnesses, burns, sexual assault of women and children gathering water and sticks, etc.)

- Solar cook stoves?

II. Haiti

A. General statistics

B. Cultural Practices1. Women carry the work load

2. People with disabilities- Marginalized from mainstream society

- Survivalist culture

- Costs of caretaking

II. Haiti

A. General statistics

B. Cultural Practices1. Women carry the work load

2. People with disabilities

3. Voodou

- a cultural and religious practice for healing in absence of access to adequate medical care

II. Haiti

A. General statistics

B. Cultural Practices1. Women carry the work load

2. People with disabilities

3. Voodou

4. Interpersonal/Communication

III. Meeting Un-met Needs

A. Universal Design1. Definition

- Universal Design is committed to ensuring that all spaces, products, and communications meet the needs of people of all ages and various levels of ability.

- Universal Design strives to achieve safety, comfort, and convenience for all citizens in the community.

III. Meeting Un-met Needs

A. Universal Design1. Definition

2. Enables individual and social participation

III. Meeting Un-met Needs

A. Universal Design1. Definition

2. Enables individual and social participation

3. Applications to physical environments

• Wells/pumps; buildings; community events

III. Meeting Un-met Needs

A. Universal Design1. Definition

2. Enables individual and social participation

3. Applications to physical environments

4. Applications to educational/intellectual environments

• Who will benefit?

• How will they benefit?

• Teaching project maintenance

III. Meeting Un-met Needs

A. Universal Design1. Definition

2. Enables individual and social participation

3. Applications to physical environments

4. Applications to educational/intellectual environments

*Evidence-based

III. Meeting Un-met Needs

*Evidence-based:

• Maximize all student’s potential/meeting environmental needs

• Type of classroom is less important than quality

• Inclusion has no negative impact on children without disabilities

• Multiple means of expression, representation, and engagement

III. Meeting Un-met Needs

*Evidence-based:

• Develop guidelines to monitor progress

• Focus on education results, not access

• High standards and more means

• Variability is good for everyone

III. Meeting Un-met Needs

A. Universal Design1. Definition

2. Enables individual and social participation

3. Applications to physical environments

4. Applications to educational/intellectual environments /*Evidence-based

5. Universal design at national level/Haiti– current initiatives for reconstruction

a. In partnership with State Secretariat for the inclusion of Persons with Disabilities, an Advocacy program in March 2010 to strengthen capacities of local DPO’s

III. Meeting Un-met Needs

A. Universal Design1. Definition

2. Enables individual and social participation

3. Applications to physical environments

4. Applications to educational/intellectual environments

5. Universal design at national level/Haiti – current initiatives for reconstructiona. In partnership with State Secretariat/Persons with Disabilities

b. Toolkit for Long-term Recovery

“Haiti: Reconstruction for all”

- Global Partnership for Disability and Development in 2010

III. Meeting Un-met Needs

A. Universal DesignB. World Vision – Hierarchical Five Fingers of

Development1. Clean Water2. Food Supply3. Education4. Medicine5. Economic Development

III. Meeting Un-met Needs

A. Universal Design

B. World Vision

C. Increase access to Clean Water & Nutrition1. Access to wells/water

- long, angled pump handles for various heights and strengths

- ramps and areas for sitting

Q-DRUM

III. Meeting Un-met Needs

A. Universal Design

B. World Vision

C. Increase access to Clean Water & Nutrition1. Access to clean water

2. Access to nutrition- Backyard gardening

- Drip irrigation for year-round nutrition

III. Meeting Un-met Needs

A. Universal Design

B. World Vision

C. Increase access to Clean Water & Nutrition1. Access to wells/water

2. Access to nutrition

3. Pay with food

III. Meeting Un-met Needs

A. Universal Design

B. World Vision- 5 fingers of development

C. Increase access to Clean Water & Nutrition

D. Increase access to Education1. Make school and municipal buildings accessible

III. Meeting Un-met Needs

A. Universal Design

B. World Vision

C. Increase access to Clean Water & Nutrition

D. Increase access to Education1. Make school and municipal buildings accessible

2. Dormitories for secondary students

III. Meeting Un-met Needs

A. Universal Design

B. World Vision

C. Increase access to Clean Water & Nutrition

D. Increase access to Education1. Make school and municipal buildings accessible

2. Dormitories for secondary students

3. Oral tradition/Lack of teaching resources and qualified teachers

III. Meeting Un-met Needs

A. Universal Design

B. World Vision

C. Increase access to Clean Water & Nutrition

D. Increase access to Education1. Make school and municipal buildings accessible

2. Dormitories for secondary students

3. Oral tradition/Lack of teaching resources and qualified teachers

4. Funding Needs

III. Meeting Un-met Needs

A. Universal Design

B. World Vision

C. Increase access to Clean Water & Nutrition

D. Increase access to Education

E. Increase access to Health Care1. Hospitals/Clinics – Qualified Professionals?

III. Meeting Un-met Needs

A. Universal Design

B. World Vision

C. Increase access to Clean Water & Nutrition

D. Increase access to Education

E. Increase access to Health Care1. Hospitals/Clinics – Qualified Professionals?

2. Vocational training- RTTP, MEVP

III. Meeting Un-met Needs

A. Universal Design

B. World Vision

C. Increase access to Clean Water & Nutrition

D. Increase access to Education

E. Increase access to Health Care1. Hospitals/Clinics – Qualified Professionals?

2. Vocational Training- RTTP, MEVP

3. Community Health & Rehabilitation Workers

III. Meeting Un-met Needs

A. Universal Design

B. World Vision

C. Increase access to Clean Water & Nutrition

D. Increase access to Education

E. Increase access to Health Care1. Hospitals/Clinics – Qualified Professionals?

2. Vocational Training- RTTP, MEVP

3. Community Health & Rehabilitation Workers

4. Community health care technology for data collection

III. Meeting Un-met Needs

A. Universal Design

B. World Vision

C. Increase access to Clean Water & Nutrition

D. Increase access to Education

E. Increase access to Health Care1. Hospitals/Clinics – Qualified Professionals?

2. Vocational Training- RTTP, MEVP

3. Community Based Health & Rehabilitation

4. Community health care technology for data collection

5. International classification of function (ICF)• assessment tool, increased quantity & quality of

data/statistics, etc…

III. Meeting Un-met Needs

E. Increase access to Health Care1. Hospitals/Clinics – Qualified Professionals?

2. Vocational Training- RTTP, MEVP

3. Community Based Health & Rehabilitation

4. Community health care technology for data collection

5. International classification of function (ICF)

- assessment tool, increased quantity & quality of data/statistics, etc…

6. Increased research stems increased funding, influences

national policy, and improves standards for improved healthcare in the country

IV. Conclusion

A. Wrap-Up of Ideas- What happens when we leave?

- In creating self-sustaining communities we may need to provide resources they don’t have (i.e. wells, training, assessment tools, etc.).

- Consider the personal/ social/relational components of projects

IV. Conclusion

A. Wrap-Up of Ideas

-Collaboration

-Education

-Celebration

IV. Conclusion

A. Wrap-Up of Ideas

-Collaboration

-Education

-Celebration

B. References and handouts available

V. Questions and Ideas

?????

References

1. World Report on Disability- WHO and World Bank

2. No Nonsense Guide to International Development- Maggie Black

3. Five Fingers of Development- World Vision

4. Education in Haiti Statistics- Wikipedia

5. Seven Principles of Universal Design- http://www.udll.com/media-room/articles/the-seven-principles-of-universal-design/

- Action Magazine, December 2006; Rosemarie Rossetti

6. Q Drum (Pty) Ltd: The Rollable Water Container for Developing Countries http://www.qdrum.co.za/image-gallery

- Troyeville, Johannesburg, South Africa

7. Inclusive Reconstruction: Haiti for All; Toolkit for Universal Design in Long-Term Recovery http://gpdd-archive.syr.edu/news/docs/Toolkit_on_Inclusive_Reconstruction Chapter_1_Physical_Environment.pdf

- Global Partnership for Disability and Development