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MODULE 2 ENGLISH - HI Accessibility training

INTRODUCTION training on physical accessibility in the built environment_By Handicap International [This module is part of a more comprehensive set of trainings on physical accessibility, for further details please contact etrabucco@hi-me.org]
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eri ka

on 4 February 2016

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Transcript of MODULE 2 ENGLISH - HI Accessibility training

WHO WE ARE

Handicap international is an
independent and impartial organization working in situations of poverty and exclusion, conflict and disaster.

WHAT WE DO

We work alongside people with disabilities and vulnerable populations, taking action and bearing witness in order to respond to their essential needs, improve their living conditions and
promote respect for their
dignity and fundamental
rights.

Disability

results from the
interaction between persons with impairments and attitudinal and environmental barriers
that hinders their full and effective participation in society on an equal basis with others.
Situational disability

Individuals can be considered to be in a disabling situation when the
interaction between personal factors and environmental factors
prevents them from accomplishing their life habits.

This is why the projects developed by Handicap International target not only the people themselves but also their environment.

Actions to improve accessibility modify not only the physical environment but also means of information and communication, thereby reducing the barriers or environmental factors creating disability situations.

It is the environment that must be adapted to the person, and not the other way round.
Impairment

Problems in
body function
[mental functions, sensory functions, voice and speech functions]
or
body structure
[Nervous, Muskuloskeletal and Cardiovascular system] such as a significant deviation or loss
[i.e. amputation, club foot,
paraplegia, cerebral palsy]
ORGANIZATIONAL DEVELOPMENT
Reinforce partner Rehabilitation Service Providers [Clinicts, schools, etc.] in terms of Management, HR, Administration, Finance, etc.
LIVELIHOOD
Contribute to the creation of income generating activities for People with Disabilities [PwDs]
RECONSTRUCTION
Refurbish Rehabilitation Service Provider’s buildings damaged during last war in order to allow them resume their activities.
TECHNICAL SUPPORT
to organizations and institutions active in the reconstruction of Gaza to enhance the physical accessibility of the projects and buildings they implement
ACCESSIBILITY MAINSTREAMING
Advocate for the improvement of accessibility standards within the reconstruction of Gaza Strip
PEER Project in Gaza

Post Emergency and Early Recovery intervention to improve access to essentials services in the Gaza strip for most vulnerable individuals and families.
BASIC TRAINING ON PHYSICAL ACCESSIBILITY
How to provide equitable opportunities to people with disabilities through appropriate design and (re)construction strategies, for ensuring an accessible built environment for all in the Gaza strip
Because it is their
RIGHT
THE UNITED NATIONS CONVENTION ON THE RIGHTS OF PERSONS WITH DISABILITIES (CRPD)

The State of Palestine
ratified
the Convention on the Rights of Persons with Disabilities (CRPD) on 2 April 2014.
CRPD = 159 signataires and 154 ratifications [7th of may 2015]
The Convention does not create any new rights for people with disabilities but aims to enable them to fully enjoy the same rights as everybody on the basis of equal opportunities.
UNIVERSAL ACCESSIBILITY STANDARDS: ISO 21542:2011

International Standard ISO 21542:2011 Building construction — Accessibility and usability of the built environment (Published 12 December 2011).

The document provides technical recommendations and requirements to define how the built environment should be
designed, constructed and managed
to enable people to approach, enter, use, egress from and evacuate a building independently, in an equitable and dignified manner and to the greatest extent possible.

NOTE:
International standards are mainly one way out of many to shape reality. Despite the fact that they exist, the technician who wants to use them would need to adapt them carefully to the specific context in which he/she is.
Article 3 – General Principles

The principles of the present Convention shall be:

a)
Respect
for inherent dignity, individual autonomy including the freedom to make one's own choices, and independence of persons;
b)
Non-discrimination;
c) Full and effective
participation and inclusion
in society;
d)
Respect for difference
and acceptance of persons with disabilities as part of human diversity and humanity;
e)
Equality of opportunity;
f)
Accessibility
;
g)
Equality
between men and women;
h)
Respect for the evolving capacities
of children with disabilities and respect for the right of children with disabilities to preserve their identities.

1) UNCRPD is a convention so
state parties must comply with its prescriptions

2) It recognizes the
three dimensions of accessibility:
physical environment, transportation and information/communication

3) It applies to
public spaces and public information
Palestinian Disability Law 4/1999 [Minister of Social Affairs]

Article Two
[…] It is not permissible to prevent any disabled from enjoying these rights because of his/her disability.

Article Fifteen
In Coordination with the relevant bodies,
the Ministry of Local Government shall be responsible for compelling private and government institutions to adhere to the technical, engineering, and architectural requirements and standards
that should be furnished in old and new public buildings and public facilities for the service of the disabled.

Chapter One
Definitions and General Provisions:
Accessibility: Rendering public places and work premises suitable for use by the disabled.


Article Twelve
The objective of
accessibility
is to achieve an appropriate environment for the disabled that ensures their easy and independent movement and the safe usage of public places.

Article Thirteen
Accessibility is obligatory on the relevant bodies
unless:
a. It threatens the historic and ancient character of the public place.
b. It inflicts risk and danger to the safety and security of the public place.
c. C It costs more than 15% of the value of the public place.

With respect to the aforementioned circumstances stated in clauses (a. b, and c) above,
the relevant and competent bodes shall find appropriate alternatives
that ensure the accessibility of the public place to the disabled individuals.

Article Fifteen
In Coordination with the relevant bodies, the Ministry of Local Government shall be responsible for
compelling private and government institutions to adhere to the technical, engineering, and architectural requirements and standards

that should be furnished in old and new public buildings and public facilities for the service of the disabled.


Because each and every one of us can face a disabling situation at some point of our lives.
ACCESSIBILITY BENEFITS ALL!
People carrying heavy loads
Elderly People
Children
Pregnant
women
People with temporary injuries
People with Disabilities
Because people with disabilities can be involved as active and productive members of civil society
SOCIAL
EXCLUSION
POVERTY
DISABILITY
Vicious Circle engendered by the lack of accessibility
A World Bank study estimates
the annual loss of GDP
(Gross Domestic Product)
globally, due to people with disabilities being excluded from economic income activities, at between US$1.37 trillion and US$ 1.94 trillion.
So even if it costs a little at the beginning, implementing accessibility will be at the end a factor of wealth creation.
Because people with disabilities are
an integral part of Palestinian society
and

they have the
right to be included in every aspect of the society's life.
6,9 %
2,9% are Women*
2,7% have
physical disabilities*
2,4% have
visual disabilities*
only
5,5% of working age
actually work
SUSTAINABLE DEVELOPMENT
the development that meets the needs of the present without compromising the ability of future generations to meet their own needs.
INCLUSION can boost
ECONOMICAL development:
PwDs and PwIs can actively
contribute to economic development
through their work.
INCLUSION is a step to achieve Social equity:
enabling everybody, including disabled people, to participate better in social, economic, cultural and religious activities by dismantling barriers will result in a
more democratic and powerful society.
Development model that promotes
equality and the widest social participation
at the grassroots level.




It allows vulnerable people, including people with disabilities, to
enjoy the same rights as any other member of society
and to be sources of knowledge and expertise
regarding the design and implementation of policies.

An inclusive environment recognizes and accommodates
differences in the way people use the built environment
and provides solutions that enable all users to participate in activities
equally, independently, with choice and with dignity.







Inclusive environments consider people's diversity
and break down unnecessary
barriers and exclusions in a manner that benefits all.
INCLUSIVE ENVIRONMENT
INCLUSION
ACCESSIBILITY

Whide concept addressing every aspect of everyday life
Provision of services take into account
different needs and abilities
of people
ACCESSIBILITY
OF SERVICES

Availability of
outreach services
for people who cannot leave their homes
Private homes
, comprising just one dwelling with its own entrance or collective residential buildings consisting of several dwellings, where the apartment is the basic unit.
ACCESSIBILITY
OF THE BUILT ENVIRONMENT

Public buildings:
schools, training centres, administrative buildings, health facilities, sports halls, cinemas, post offices, banks, etc.
Public facilities:
markets, sports grounds etc.
Outdoor public spaces:
parks, squares, fountains, riverbanks etc.
Public water and sanitation facilities:
communal well, toilets, washrooms etc.
ACCESSIBILITY
OF TRANSPORTATION

Road systems:
traffic lanes that constitute a road network (roads, streets, tracks, paths) and their ancillary structures (pavements, street furniture, public lighting, car parks, sanitation systems, etc.);
Public transport:
vehicles (taxis, buses, coaches, trains etc.) and their ancillary structures (taxi ranks, bus shelters, bus stations, railways stations, bridges, etc.).
Private transport:
cars, vans, electric wheelchairs, parking lots, access roads, etc.
ACCESSIBILITY
OF INFORMATION AND COMMUNICATION

Signposting
, symbols that guide visitors around a given space, including arrows, logos and pictograms;
Signage:
signs, traffic lights, etc., which manage traffic, provide direction and inform users;
Public information:
social campaigns, eg radio, TV, community drama, community announcements, posters etc.
Access to information technology:
IT tools and websites, television
subtitling, mass media and telecommunications, etc.
Documentation in
Braille
, easy to read formats.
Sign language
interpretation.
moving around the community to get to the service
you wish to use from your home; affected by pathways, linking pathways, slopes, transport systems, signage, tactile floor surface.
being able to
get inside the building
you wish to use; affected by steps, ramps, handrails, door width, door handles.
being able to
move about inside the building;
affected by corridors, thresholds, door widths, resting places, signage and dimensions
being able to
use the services and facilities;
affected by dimensions and design of internal furniture and communication eg height of tap, type of tap, signage, and emergency evacuation procedures.
ACCESSIBILITY
RECU Approach
R
each
E
C
U
nter
irculate
se
ACCESSIBILITY
can be hindered by different typology of
OBSTACLES
Obstacles preventing from easy understanding graphic or written information
such as danger panels, wayfinding signage, localizations of services (bad lighting, small fonts, confusing information, etc.)
Obstacles preventing easy movements towards places that are on a different floor,
i.e. inaccessible or absent elevators, staircases with no handrails, lack of visual or tactile wayfinding information, etc.
Obstacles preventing easy movements on horizontal paths
like streets, pavements, corridors i.e. steps, narrow doors, uneven floors, lack of tactile flooring, etc.

VISUAL

VERTICAL

HORIZONTAL

Obstacles become a
BARRIER
for people with disabilities according to their kind of

IMPAIRMENT

CLASSIFICATION OF IMPAIRMENTS
As outlined in the CRPD
Each person has different needs and abilities. Different conditions are regrouped in larger impairment groups of people with reasonably similar needs
Visual
Partial: low vision.
Entire: no vision /blindness.
Difficulty/being unable to see.
Hearing and/or Speech
Decreased ability to detect or understand sounds.
Partial: hard of hearing, Entire: deafness.
Often goes with decreased ability to speak and/or read.
Difficulty/being unable to hear and/or speak
Physical
Loss or deformity of a limb;
Loss of physical function;
Difficulty/being unable to move different body parts;
Difficulty grasping objects or using equipment.
Mental
Significant psychological distress or serious chronic mental disorders which may cause disability. It is linked to a person's mental health.
Difficulty to reason, solve problems, adapt behavior, etc.
Medication can be prescribed to control the symptoms.
Intellectual
Decreased ability of cognitive functioning and adaptive skills.
Difficulty/being unable to reason, understand, solve problems, adapt behavior, etc.
Medication cannot restore cognitive ability.
Difficulty to use equipment and commands
Difficulty to access information when located outside the community or too far from home
Difficulty for moving from one space to another
Difficulty to access written information, difficulty in orienting oneself in space
Difficulty in moving through the built environment without being in danger i.e. for the presence of obstacles
Difficulty hearing audio information

Difficulty to communicate & ask questions
Difficulties in acquiring or expressing psychosocial skills, difficulty in managing stressful situations like getting lost or not being able to use an equipment
Because being able to
freely access and use
our environment with no need of external help is the only way to reach a
satisfactory level of autonomy from others,
which is crucial for our
self-esteem, our self-determination,
and for the development of independent living skills
ACCESSIBLE ENVIRONMENT
NO NEED OF EXTERNAL
HELP
AUTONOMY
SELF
ESTEEM
SELF
DETERMINATION
MODULE 2

Participants understand the
concept of accessibility
and how barriers free environment constitutes a key component of protection

Participants get introduced about
key accessibility concepts

Participants are able to
adapt accessibility to the different needs
of persons with disabilities

WHY IS IT ESSENTIAL TO PROVIDE VULNERABLE GROUPS, AND ESPECIALLY PEOPLE WITH DISABILITIES, WITH A FULLY ACCESSIBLE BUILT ENVIRONMENT?
end of Module 2
Difficulty to understand information, difficulty to ask question, difficulty to orientate in a building
Introduction to accessibility 2 hours
WELCOME!
GREETINGS
WORKSHOP OBJECTIVES
WORKSHOP FLOW

Do you really understand what it means to be in a disabling situation?
Confront the participants to the barriers induced by the environment and to their consequences upon people with disabilities' participation
and access to services:
put some of the trainees in a disabled situation, ask some other trainees to accompany them and ask them to move around the space they are in trying to access all the services and spaces provided within the training facility.
TOOLS
Wheelchairs
Blindfolds+walking canes
Elbow and shoulder crutches
Ear phones

ROLE PLAY
!
Coffee BREAK

Lunch break!
The way in which a built environment is designed can either
CREATE
a disabling situation for people with impairments ...
Disability is therefore not a personal attribute
and limited to impairment, but a
situation
which results from the interaction between the person and his/her environment.



To reduce situations of disability, it is essential to
reduce external and environmental barriers,
which prevent participation of people with disabilities on an equal basis with others.
... or
ADVANCE
their inclusion and participation.

7 Principles of
UNIVERSAL
DESIGN
1) Equitable use
- the design is useful and relevant to a wide group of users with different abilities.
2) Flexibility in use
- the design accommodates a wide range of individual preferences and abilities
3) Simple and intuitive use
- the design is easy to understand regardless of the knowledge, experience, language skills or concentration level of the user
4) Perceptive information
- the design communicates information effectively to the user regardless of the ambient condition or the sensory abilities of the user
5) Tolerance for error
- the design minimizes the hazards and adverse consequences of unintended actions of the user
6) Low physical effort
- the design can be used easily, efficiently and comfortably with a minimum of fatigue
7) Size and space for approach and use
the size and space for approach, reach, manipulation and use should be appropriate regardless of the body size, posture or mobility of the user
ACCESSIBLE ENVIRONMENT
PHYSICAL SPACES
(Houses, Public Places)
COMMUNITY

Environment where everybody can circulate, move from one place to the other, enter
spaces and services
and use them without help, independently and facing no barriers,in total safety, regardless of age, gender, or impairments
Article 2 of the Convention on the Rights of Persons with Disabilities (CRPD):


the design of
products, environments, programs and services
to be usable by all people,
to the greatest extent possible,
without the need for adaptation or specialized design.

BASIC TRAINING ON PHYSICAL ACCESSIBILITY

How to provide equitable opportunities to people with disabilities through appropriate design and (re)construction strategies, for ensuring an accessible built environment for all in the Gaza strip

ACKNOWLEDGMENTS
Author
Erika TRABUCCO (Reconstruction Specialist, Handicap International Federation, Gaza, Occupied Palestinian Territories)
Contributions and Proofreaders
Celine ABRIC (Regional Technical Unit Coordinator, Handicap International, Amman, Jordan)
Published in:
June 2015
Published by:
Handicap International, Gaza Program, 3rd floor, Al Jamal Building, 17th square, Al Rashid street, Gaza city, Tel/Fax:+970 (0)8 263 47 83, contact@hi-me.org



NOTE
All the contents and figures present in the different modules of this training aim only to give ideas and examples of some realizations made by Handicap International, and should be used for construction with a technical validation first. The association declines all responsibility in case of accident/misconstruction after using the technical recommendations introduced by these manuals.


* Palestinian Central Bureau of Statistics and Ministry of Social Affairs, 2011.
Press conference report, Disability Survey, 2011. Ramallah - Palestine.
* Palestinian Central Bureau of Statistics and Ministry of Social Affairs, 2011.
Press conference report, Disability Survey, 2011. Ramallah - Palestine.
* Palestinian Central Bureau of Statistics and Ministry of Social Affairs, 2011.
Press conference report, Disability Survey, 2011. Ramallah - Palestine.
of Gaza population lives with a disability*
MODULE 2
MODULE 3
MODULE 4
Accessibility
Introduction
Assessing Accessibility
Standards and reasonable accommodations
PRACTICAL EXERCISE
Understanding the implications of
disability while living in the built environment
PRACTICAL EXERCISE
Accessibility Assessment
PRACTICAL EXERCISE
Improve the built environment in terms of accessibility
1987, United Nations World Commission on Environment and Development,
'Our Common Future', Report, commonly called the Brundtland Report.
Accessibility is one of the factors that
promotes economic inclusion
of people with disabilities and
mitigates against poverty and social exclusion
BUILT ENVIRONMENT
BUILT ENVIRONMENT
Difficulty lip reading in badly-lit spaces
MAIN ASPECTS OF THE CONVENTION
To ensure full autonomy to individuals, a crucial step is to ensure PROTECTION*, and
accessibility is a key condition to enhance protection activities.
*
the following definitions are given according to UNRWA guidelines
Accessibility contributes to the
safety and dignity
of beneficiaries & staff:
UNRWA actions shall not cause unintended harm or result in reduced protection of beneficiaries, communities
or colleagues.

Accessibility boosts the
Equity and impartiality of UNRWA service delivery:
UNRWA services promote full and equal respect for the rights of all refugees without discrimination of any kind, such as ethnic origin, gender, age, political opinions, religion, socioeconomic status,
disability
, etc.


Accessibility is a ey protection element in itself:
UNRWA services should be accessible to all who have a right to receive them.
Programs should also provide clear information to all persons regarding their right to assistance and the means for them to access it.

Accessibility facilitates the
participation
of Palestine refugees as partners:
The refugee population shall be allowed to actively participate in the assessment, design, implementation, monitoring and evaluation of UNRWA services.
Meaningful participation means that the community is not just informed but integrally involved as partners.

Accessibility can improve
internal and external coordination:
All personnel who deal with beneficiaries must understand that it is their responsibility to report any abuse or neglect of refugee rights that they encounter.
UNRWA personnel should give particular attention to incidents involving child abuse or gender based violence.


Accessibility is crucial when
targeted service delivery
addresses specific protection vulnerabilities / rights:
UNRWA services must target specific protection vulnerabilities. This may take the form of specifically targeted
assistance or increased access to UNRWA core services for vulnerable individuals and groups
Accessibility is a key topic for
advocacy:
UNRWA advocates for the rights of Palestine refugees in order to prevent or put a stop to a situation of abuse or neglect.
MODULE 1
Disability
Introduction
PRACTICAL EXERCISE
Identify life habits and barriers
DEBRIEFING SESSION
GROUP DISCUSSION
QUESTIONS FOR TRAINEES WHO
EXPERIENCED
A DISABLING CONDITION:
While you were experiencing how it feels to explore an unknown place when you have a disability, what was the most difficult thing for you to do?
What are the activities you could not manage to perform and why? How did it make you feel?
Can you tell what could have facilitated your experience and how?

QUESTIONS FOR TRAINEES WHO
ACCOMPANIED
TRAINEES WHO WERE EXPERIENCING A DISABLING CONDITION:
While you were helping a colleague in a disabling situation, what was the most difficult thing for you to do?
What are the activities you could not help him to perform and why? How did it make you feel?
Can you tell what could have facilitated your task and how?
*GDP: Gross Domestic Product
SUSTAINABLE DEVELOPMENT
I.e.
A door provided with opening sensors convenient for all users;
a website that is designed to be accessible to everyone, including people who are blind and use screen reader technology.
I.e.
a museum/ATM/etc. that allows visitors to choose to read or listen to the description of the contents of a display case;
a left-and-right handed users scissors;
i.e.
Health science lab equipment with clear and intuitive control buttons;
an instruction manual with simple explanatory drawings rater than texts.
I.e.
a captioned television programming projected in a noisy sports bar;
multiple information sources (visual, audible, written) in an airport/station.
i.e.
the UNDO button which allows to correct mistakes;
a double-cut car key that can be inserted in the keyhole no matter in which direction.
i.e.
doors that open automatically for people with a wide variety of physical characteristics;
touch lamps;
lever handles.
i.e.
a flexible work area designed for use by employees who are left- or right-handed and have a variety of other physical characteristics and abilities
clear floor space in front of elevators, public equipments, information panels.
IMPAIRMENT
+
BARRIER
=
DISABILITY
IMPAIRMENT
+
ACCESSIBLE ENVIRONMENT
=
INCLUSION
PRE TEST QUESTION-Check
PRE TEST QUESTION-Check
PRE TEST QUESTION-Check
PRE TEST QUESTION-Check
PRE TEST QUESTION-Check
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