CHARITY MEDICAL SOCIAL MODEL RIGHTS-BASED MODEL / APPROACH Neighbours not aware of the abilities of persons with disabilities Non-acceptance of persons with disabilities Negative perceptions of family and community Family dependant on donation and food No attention given to the child with disability Society looks with mercy at persons with disabilities Society reacts based on superstitions and prejudices Parents especially the mother burdened and helpless Disability a disease that needs treatment Emphasis on curing the disability Functional and clinical assessment carried out Admission taken to special school far from home Limited awareness about disability among family and community Non-acceptance by family and society Family and community not aware of how to support persons with disabilities Provided with aids and appliances Sensitive educational facilities provided for Obtained aids and appliances with the support of the teachers, Sensitised family and stakeholders Study material was provided in accessible formats e.g Braille All stakeholders contribute positively, including the School Management Committee (SMC), parents and teachers Teachers aloud in the class to explain whatever is written on the blackboard for persons with disabilities / visual impairment Persons with disabilities rehabilitated in the community NGOs/ CBR worker played a prominent role Guidance provided by CBR workers Identification and access to therapies Assistive devices and accessible educational materials received from the school Society accepts persons with disabilities and helps them get their rights Persons with disabilities play a motivational role to other persons with disabilities and provide an example to society Impact on development
CHARITY MODEL MEDICAL MODEL SOCIAL MODEL RIGHTS-BASED MODEL / APPROACH Immediate material provided for without thinking about the future/ development of person with disability Abilities and skills of persons with disabilities not recognised The needs of persons with disabilities decided by the authorities at the residential institutions and provided in a charity mode Not all persons with disabilities can be accommodated at the ashram/residential institutions Tendency to make the disabled able-bodied Views persons with disabilities as a patient, fail to see future life Disability supersedes abilities of persons with disabilities Choices for pursuing further education restricted All children with disabilities cannot be accommodated in special schools Aids and appliances tailor-made, suited to the requirements of persons with disabilities Physical environment made barrier free Persons with disabilities included and receive opportunities to participate in social functions/occasions With the emphasis of CBR intervention school is made accessible Children with disabilities educated in an inclusive school Government resolutions (GRs) play an important role Persons with disabilities get opportunity to engage in livelihood activities Stakeholders convinced about the abilities of persons with disabilities after positive performance Persons with disabilities receive training on rights and guide others on their rights Individual persons with disabilities helping other persons with disabilities after becoming independent The strength of group for persons with disabilities leads to rights and demonstrates unity Capacity enhanced of persons with disabilities Accessibility promoted for all The DPO a prominent role in obtaining the rights of persons with disabilities
EXAMPLE: STAKEHOLDER PROFILE SUMMARY MATRIX–POLIO ERADICATION Stakeholder Profile Role in Project Motivation Perceived Expectations and Goals Importance to the Project for its Success: Level of 1-10 Potential Negative Impacts of the Stakeholder Influence on the success or failure of the project Level of Planned / Intended methods How they will use the project for their benefit Minister of Health Overall decision maker Status for CDC funds Success means keeping his job In line with a eradication project: a knowledgeable minister 10 Could pull the project if another donor priority prevails 10 Provide project for signature Status for new project funding District Health Officer for outputs Job-related success or failure; no financial incentives Helped design project; informed and supportive of project goals and objectives 8 Could lose interest or be assigned priorities 2 Help with if the project is Health Professional: Doctor, Financial incentive overtime Believes in polio inoculations agrees with the 3 – This is part of their job. Minimal 1 Help with Ease of workload
Ask the participants questions to enable them to understand why creating awareness is important both for stakeholders and for persons with disabilities. Why is it important to have a broader objective beyond just addressing persons with disabilities? Explain that as per the social model, there are several stakeholders who can contribute to mainstreaming. It is important that these stakeholders are made aware of the needs and rights of persons with disabilities, and also their roles are well articulated. TABLE OF STAKEHOLDER ANALYSIS (Example) (√) symbol is used in the table for High, Medium and Low Influence and (O) symbol used is for High, Medium and Low control or power Stakeholder High influence/ control or power Medium influence/ control or Less influence/ control or power Strategies for engaging participation Persons with Disabilities √ O Persons with disabilities should accept their disability, CBR training, contact with other persons with disabilities, be aware of their rights, develop role models of persons with disabilities, involve persons with disabilities in the activities of the DPOs/ Self-help groups Parents O √ Counselling for acceptance, creating awareness, ask for policy changes and advocacy Family/ relatives/ community/ villagers O √ Counselling for acceptance, creating awareness, share positive stories of persons with disabilities