THEA talk at EWB Conference 11-19-11

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PPT presentation for Engineers Without Borders Northeast Regional Conference; Titled: Establishing Accessible and Sustainable Projects in Resource Poor Countries by Cynthia Mudd, Founding President of The Haiti Education Alliance (THEA) and occupational therapist; given Nov. 19, 2011.

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THEA talk at EWB Conference 11-19-11

  1. 1. Session 3: of Presentation Title Project ManagementEstablishing accessible, sustainable programs in Secondary title (if applicable) resource-poor communities Name Cynthia Mudd Position Board President Organization THEA (The Haiti Education Alliance)
  2. 2. I. IntroductionA. Occupational Therapist Information 1. Assess each persons abilities and disabilities in these areas of function: - Physical - Cognitive - Psycho-social - Roles in family and community
  3. 3. A. Occupational Therapy Information2. 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
  4. 4. I. IntroductionA. Occupational Therapist InformationB. THEA (The Haiti Education Alliance) Facilitating long term sustainable solutions one community at a time
  5. 5. I. IntroductionA. Occupational Therapist InformationB. 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.
  6. 6. Training Garden
  7. 7. SEWING TRAINING PROGRAM
  8. 8. MEDICAL EDUCATION PROGRAM
  9. 9. I. IntroductionA. Occupational Therapist InformationB. THEAC. World Report on Disability
  10. 10. I. IntroductionA. Occupational Therapist InformationB. THEAC. World Report on Disability Six areas of focus: 1. General Healthcare 2. Rehabilitation 3. Assistance & Support 4. Enabling environments 5. Education 6. Work and Employment
  11. 11. II. HaitiA. General statistics 1. Population ~9.8 mil - Estimated 800,000 people had a disability before earthquake -Additional 450,000 after earthquake
  12. 12. II. HaitiA. General statistics 1. Population ~9.8 mil 2. Education
  13. 13. II. HaitiA. General statistics 1. 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
  14. 14. II. HaitiA. General statistics 1. Population ~9.8 mil 2. Education 3. Health Care • 40% do not have access
  15. 15. II. HaitiA. General statisticsB. Cultural Practices 1. 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?
  16. 16. II. HaitiA. General statisticsB. Cultural Practices 1. Women carry the work load 2. People with disabilities - Marginalized from mainstream society - Survivalist culture - Costs of caretaking
  17. 17. II. HaitiA. General statisticsB. Cultural Practices 1. 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
  18. 18. II. HaitiA. General statisticsB. Cultural Practices 1. Women carry the work load 2. People with disabilities 3. Voodou 4. Interpersonal/Communication
  19. 19. III. Meeting Un-met NeedsA. Universal Design 1. 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.
  20. 20. III. Meeting Un-met NeedsA. Universal Design 1. Definition 2. Enables individual and social participation
  21. 21. III. Meeting Un-met NeedsA. Universal Design 1. Definition 2. Enables individual and social participation 3. Applications to physical environments • Wells/pumps; buildings; community events
  22. 22. III. Meeting Un-met NeedsA. Universal Design 1. 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
  23. 23. III. Meeting Un-met NeedsA. Universal Design 1. Definition 2. Enables individual and social participation 3. Applications to physical environments 4. Applications to educational/intellectual environments *Evidence-based
  24. 24. 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
  25. 25. 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
  26. 26. III. Meeting Un-met NeedsA. Universal Design 1. 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
  27. 27. III. Meeting Un-met NeedsA. Universal Design 1. 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 reconstruction a. 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
  28. 28. III. Meeting Un-met NeedsA. Universal DesignB. World Vision – Hierarchical Five Fingers of Development 1. Clean Water 2. Food Supply 3. Education 4. Medicine 5. Economic Development
  29. 29. III. Meeting Un-met NeedsA. Universal DesignB. World VisionC. Increase access to Clean Water & Nutrition 1. Access to wells/water - long, angled pump handles for various heights and strengths - ramps and areas for sitting
  30. 30. Q-DRUM
  31. 31. III. Meeting Un-met NeedsA. Universal DesignB. World VisionC. Increase access to Clean Water & Nutrition 1. Access to clean water 2. Access to nutrition - Backyard gardening - Drip irrigation for year-round nutrition
  32. 32. III. Meeting Un-met NeedsA. Universal DesignB. World VisionC. Increase access to Clean Water & Nutrition 1. Access to wells/water 2. Access to nutrition 3. Pay with food
  33. 33. III. Meeting Un-met NeedsA. Universal DesignB. World Vision- 5 fingers of developmentC. Increase access to Clean Water & NutritionD. Increase access to Education 1. Make school and municipal buildings accessible
  34. 34. III. Meeting Un-met NeedsA. Universal DesignB. World VisionC. Increase access to Clean Water & NutritionD. Increase access to Education 1. Make school and municipal buildings accessible 2. Dormitories for secondary students
  35. 35. III. Meeting Un-met NeedsA. Universal DesignB. World VisionC. Increase access to Clean Water & NutritionD. Increase access to Education 1. Make school and municipal buildings accessible 2. Dormitories for secondary students 3. Oral tradition/Lack of teaching resources and qualified teachers
  36. 36. III. Meeting Un-met NeedsA. Universal DesignB. World VisionC. Increase access to Clean Water & NutritionD. Increase access to Education 1. Make school and municipal buildings accessible 2. Dormitories for secondary students 3. Oral tradition/Lack of teaching resources and qualified teachers 4. Funding Needs
  37. 37. III. Meeting Un-met NeedsA. Universal DesignB. World VisionC. Increase access to Clean Water & NutritionD. Increase access to EducationE. Increase access to Health Care 1. Hospitals/Clinics – Qualified Professionals?
  38. 38. III. Meeting Un-met NeedsA. Universal DesignB. World VisionC. Increase access to Clean Water & NutritionD. Increase access to EducationE. Increase access to Health Care 1. Hospitals/Clinics – Qualified Professionals? 2. Vocational training- RTTP, MEVP
  39. 39. III. Meeting Un-met NeedsA. Universal DesignB. World VisionC. Increase access to Clean Water & NutritionD. Increase access to EducationE. Increase access to Health Care 1. Hospitals/Clinics – Qualified Professionals? 2. Vocational Training- RTTP, MEVP 3. Community Health & Rehabilitation Workers
  40. 40. III. Meeting Un-met NeedsA. Universal DesignB. World VisionC. Increase access to Clean Water & NutritionD. Increase access to EducationE. Increase access to Health Care 1. Hospitals/Clinics – Qualified Professionals? 2. Vocational Training- RTTP, MEVP 3. Community Health & Rehabilitation Workers 4. Community health care technology for data collection
  41. 41. III. Meeting Un-met NeedsA. Universal DesignB. World VisionC. Increase access to Clean Water & NutritionD. Increase access to EducationE. Increase access to Health Care 1. 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…
  42. 42. III. Meeting Un-met NeedsE. Increase access to Health Care 1. 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
  43. 43. IV. ConclusionA. 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
  44. 44. IV. ConclusionA. Wrap-Up of Ideas -Collaboration -Education -Celebration
  45. 45. IV. ConclusionA. Wrap-Up of Ideas -Collaboration -Education -CelebrationB. References and handouts available
  46. 46. V. Questions and Ideas?????
  47. 47. References1. World Report on Disability- WHO and World Bank2. No Nonsense Guide to International Development- Maggie Black3. Five Fingers of Development- World Vision4. Education in Haiti Statistics- Wikipedia5. Seven Principles of Universal Design- http://www.udll.com/media- room/articles/the-seven-principles-of-universal-design/ - Action Magazine, December 2006; Rosemarie Rossetti6. Q Drum (Pty) Ltd: The Rollable Water Container for Developing Countries http://www.qdrum.co.za/image-gallery - Troyeville, Johannesburg, South Africa7. 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

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