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WEBINAR
Series
for WASH
Thursday,
May 18th 2017
DISABILITY INCLUSIVE WASH PRACTICES
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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.
1 5/18/2017
Why disability inclusion is important in WASH
Strategies for Inclusive WASH Programming
Entry Points for Inclusive WASH Programming
Inclusive WASH Programming:
Jordan
Mozambique
Discussion
Overview
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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.
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Why disability inclusion is important in WASH
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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.
5 5/18/2017
https://washenablingenvironment.files.wordpress.com
/2017/05/wash-and-disability-guidance-note-final.pdf
Strategies – Twin-Track Approach
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Key messages
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Entry Points – Strategic Planning
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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.
8 5/18/2017
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.
Entry Points – Strategic Planning
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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.
Entry Points – Implementation
10 5/18/2017
11 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.
12 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.
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Country Office Inclusive WASH Examples
Saeed Hameed
Hiba abu al Rob
WASH Specialist/Officer
UNICEF Jordan
Jesus Trelles
WASH Specialist
UNICEF Mozambique
14 5/18/2017
15 5/18/2017
Disability
Inclusive
WASH
Practices
Mozambique
Sanitation
Case Study
Jesus Trelles
WASH Specialist
UNICEF Mozambique
16 5/18/2017
Jesus Trelles
WASH Specialist
UNICEF Mozambique
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.
17 5/18/2017
Jesus Trelles
WASH Specialist
UNICEF Mozambique
Key Lessons Learned
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.
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.
18 5/18/2017
Saeed Hameed
Hiba abu al Rob
WASH Specialist/Officer
UNICEF Jordan
Initiatives to
improve
access for
children with
disabilities
Jordan
Case Study
19 5/18/2017
Refugee camps in Jordan – Za’atari camp
Saeed Hameed
Hiba abu al Rob
WASH Specialist/Officer
UNICEF Jordan
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.
20 5/18/2017
Refugee camps in Jordan – Azraq camp
Saeed Hameed
Hiba abu al Rob
WASH Specialist/Officer
UNICEF Jordan
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.
21 5/18/2017
UNICEF’s Work in WASH in Schools
Saeed Hameed
Hiba abu al Rob
WASH Specialist/Officer
UNICEF Jordan
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 13 0.12%
Karak 62 20 0.16%
Ma'an 31 25 0.19%
Madaba 20 6 0.06%
Mafraq 91 38 0.26%
Tafileh 10 6 0.05%
Zarqa 79 55 0.10%
GRAND TOTAL 746 416 0.13%
22 5/18/2017
UNICEF’s Work in WASH in Schools
Saeed Hameed
Hiba abu al Rob
WASH Specialist/Officer
UNICEF Jordan
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.
23 5/18/2017
Saeed Hameed
Hiba abu al Rob
WASH Specialist/Officer
UNICEF Jordan
Thank you!
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Discussion
Questions?
Resources to share? Please, do!
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Thank you!
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For more information, please contact:
Megan Tucker, Programme Specialist – Children with Disability
Telephone: +1-212-326-7391; Email: [email protected]
David Tsetse, WASH Specialist
Telephone: +1-917-265-4663; Email: [email protected]
Maria Souza, Consultant
Telephone: +1-212-326-7306; Email: [email protected]
