UAB Global Girls

1. ASSISTINGTHE
UNREACHED
Alison Footman,Tamara Montes, Megan Richard, and Morgan Rozek

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4. Problem
• Children with disabilities encounter
numerous issues including
• Physical impairments that impede the
consumption of food or that require special
diets
• Lack of accessible bathrooms
• Experience of exclusion, stigmatization,
and neglection both within the school
setting and the larger community
• Children living with disabilities are less
likely to attend school or receive
adequate medical care
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5. ”To say that you have a child with a disability is very shameful…something
humiliating.” –Reem Alfranji
“People are afraid – they don’t know what to do when they have a child
with disability, they don’t know who to turn to. They do not see people
with disabilities in the mainstream. For them, it is a very shameful
situation.” –Charlotte McClain-Nhlapo
“…the typical understanding is that if you are disabled, you are sick.”
–Serene Qubain
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6. Target Population
Physical impairments
are most frequent in
children.
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7. Goal
To improve health and
inclusivity for children living
with physical disabilities aged
6-17 in Zaatari refugee camp,
Jordan.
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8. SOCIAL
ECOLOGICAL
MODEL
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9. Intervention Strategy
Data
CollectionFocus Groups / CAB
Community Based
Rehabilitation
Recruit and
TrainCHWs
WASH,
Nutrition, and
Medicine
Program
Inclusive Education
Recruit and
Train
School
Empowerment
Program
Immediate
Aid Funds
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10. Phase 1: Preliminary Research
Social assessment: identify community
members perceived issues and the
factors that lead to these problems
Method: Conduct focus groups with
community members including children with
disabilities (CWD), caregivers, community and
religious leaders, and teachers; create a
community advisory board
Epidemiological assessment: identify
priority health issues among CWD and
any behavioral/ environmental
determinants that affect them
Method: Administer modified Model
Disability Survey; ReviewVaccination Records
from International Organization for Migration
(IOM)
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11. Ecological assessment: identify
predisposing, enabling, and reinforcing
factors that affect behaviors, attitudes,
and environmental factors CWD
Method: AssessingCWD, caregivers’,
teachers’ and mentors’ knowledge, stigma,
and beliefs on CWD
Administrative and policy assessment:
identify political and organizational
resources that could inhibit or support
our intervention
Method: Review UAB Global Health Case
Competition report to gain insight on CWD
and the current program and supportive
initiatives in Zaatari RefugeeCamp
Phase 1: Preliminary Research
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12. Phase 2: ImmediateAid Fund
• Allocation of funds
• Chosen through focus groups
and CAB
• Community centered projects
• Capacity building
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13. Phase 3: Recruit andTrain- CBR
• Currently, 150 CHVs and 58 full time Clinicians
• 1 hospital and 10 health care centers
• Global Health Media partnership
• 6-week training program
• Certificate of completion
• Yearly trainings
• Stipend
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14. Phase 3: Programing- CBR
WASH
Partner with UNICEF
Minimum hygiene
requirements
Educate about handwashing
and cleanliness
Connect with UNICEF WASH
workers
Nutrition
Partner with WFP
Assess for acute malnutrition
Educate about nutrition
FoodVouchers and community
gardens
Medicine
Partner with MoH and IOM
Provide medical advice and
first aid care
Dispel myths and increase
knowledge about vaccinations
Connect with IOM mobile
teams
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15. Phase 3: Recruit andTrain - Education
• Recruit teachers and mentors
• Partner with CAB and existing NGOs to develop curriculum for training
• Must complete certain number of modules in a certain amount of time
• Will receive certificate of completion
• Financial incentive
• YearlyTrainings
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16. Phase 3: Programming - Empowerment Program
Education
Social
Projects
Advocacy
Increased
Accessibility
Inclusive
Education!
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17. Psychosocial Support and Inclusiveness
• Survey during epidemiological assessment phase
• Use HarvardTrauma Questionnaire
• Activities that promote coping strategies that help dealing with pain or depression
• Walking, knitting, reading, and painting
• Want to help set healthy goals for nutrition,WASH, and health
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18. Indicator Measurement
Methods
Data Collection
Frequency
Process Indicators
Number of vaccines provided IOM records check Monthly
Number of food supplements distributed WFP records check Monthly
Knowledge about physical impairments among children,
teachers, and mentors
Questionnaire
interview
Biannually
Perceived stigma among children Questionnaire
interview
Biannually
Outcome Indicators
Prevalence of communicable diseases outbreaks MoH records
check
Quarterly
Prevalence of stunting and wasting of children Biometric survey Quarterly
Impact Indicators
Proportion of CWD enrolled in school Records check Biannually
Proportion of children who maintain healthy nutritional
standards
Biometric survey Quarterly
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19. Dissemination
Analyze data from evaluation assessments
Review results with the community
advisory board
Disseminate final reports online to the
community, partnered NGOs, and other
countries
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20. Year 1 Year 2 Year 3 Year 4 Year 5
First 6 Months
• Begin
Recruiting &
Training
Last 6 Months
• Launch Pilot
Programs
• Annual
Community
Assessment
Continued accessibility improvements, annual assessments, and training programs
First 6 Months
• Recruit
additional 60
CHWs
Last 6 Months
• Initiate
homebased
vaccination
program
First 6 Months
• Program
Evaluation
Last 6 Months
• Data
Dissemination
• Expansion &
Continuation of
Programs
First 6 Months
• Preliminary
Research
• Create CAB
• Form
Government &
NGO
Partnerships
Last 6 Months
• Develop Training
Materials
• Allocate Funds
for Immediate
Aid
300,000 250,000 400,000 500,000 550,000$ $ $ $
First 6 Months
• Recruit additional
40 CHWs
Last 6 Months
• Begin training
community
leaders to take
over leadership of
CBR and
Education
programs
$
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21. Increase
Decrease
• School enrollment
and immunization
rates
• WASH and
Nutritional education
• Social support
• Health care coverage
• Accessibility
• Stigma
• Educational
Achievement Gap
• Stunting and wasting
• Disease Outbreaks
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22. ShortTerm Goals LongTerm Goals
Increase health
and inclusivity for
children with
disabilities
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23. Limitations
Long term sustainability and community adoption
Limited funding
Difficulties collecting data and records
Lack of previous health data
Limited numbers of teachers/community health workers
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24. Sustainability
Partnerships with pre-
existing NGO's and
governmental organizations
Education passed along to
others
Funding opportunities for the
future
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