Development and Ability Organization(DAO) is proud of designing this “Self-Awareness and Advocacy Rights” Training Toolkit for People with Disabilities, Their Families and Communities, is a very short time and limited resources. This training toolkit is relevant and in accordance with the Islamic, National and International Standards of the People with Disabilities’ rights.

At first, a draft version of this training toolkit was designed for field test and the duration for one training session was a complete day (08:00 am to 16:00 pm). While the initial schedule was field tested, it was recognized that the duration is longer for the participants of the session and most people with disabilities who were employed and had job opportunities could not attend the training session. So first, the time and duration for on e training session was decreased from (7) hours a day to (4 and half) hours a day (means 08:00 am to 12:30 am), and then, the unrelated topics of the information were improved; new and locally adapted information and techniques were integrated in to this training toolkit.

This training toolkit provides self-awareness and advocacy rights’ information and techniques of the people with disabilities. Through the legal use of these information and techniques, not only the people with disabilities will gain information and build their capacities, they also can raise their voice, spread self-awareness, advocate for their rights and establish a Disabled People’s Organization.

At the end, I congratulate all Afghan People with Disabilities for having this Training Toolkit and thank Mr. Mohammad Rafiq who has worked on the compilation of the training material, designing and interpretation of this Training Toolkit. Wish him all best and good luck.

Regards,

Haji Omara Khan Muneeb
Director of Development and Ability Organization(DAO)

Facilitator Planning Guide to Part 1

Objectives:
· All the participants will be introduced and know each other,
· Will have information about the purpose and structure of the course,
· Will set up and respect the rules and regulations in the class,
· Will have familiarity with the training room and the office area,

Duration: (15) minutes

Facilitator(s): Training Officers should act as guides
Methodologies used in this part: Presentation, question and answer, group discussion and lecture

Special Activities: Recitation of some verses of Holly Quran

Note: person to do recitation should be selected prior to the start of the training and should be briefed on the expected duration of this activity (5 minutes maximum).
Resources and Materials Required: Copies of training toolkits, file bags for participants, flipchart paper, markers, tape, scissors, A4 paper, pens, notebooks, training room, tables, chairs and stationary.

Establishment of Evaluation Committee: Training officers should select participants for this committee and explain the responsibilities prior to the workshop so that those not included will not have their time wasted. (See page number xx for evaluation committee guidelines and responsibilities)

Activities: Part 1

Greetings: Participants should be greeted as they arrive and directed to a seat. After they are seated comfortably in the classroom, they are welcomed by training officers. Then the training officers should announce that the workshop will begin with a recitation from the Quran and a prayer. The person designated for the recitation will come forward.

Recitation: The selected person with perform a recitation of holly verses from the Quran and a brief prayer.

Training officers Introductions and Workshop rules: First the training officers should introduce themselves. They should then explain the workshop rules, facilities, and procedures.

Workshop Rules:
1. Taking turns for expressing ideas,
2. Respecting each others’ ideas,
3. Full participation of all the participants during the training session,
4. Applying and respecting the workshop rules,
5. Others, if the participants wanted to include some more points.

Participants’ Introductions: Each person will has to introduce his or her self, giving their name, the place they have come from (province, village, etc.), and their special interest.

Note for Training Officers: Find out how many trainees can read and write in order to decide the types of activities done during the training session.

Introduction of the Course: Pass out training material packages. In accordance with the training schedule, explain the topics of the workshop, what activities will take place, the methods used in the training, and how long time will the workshop take. Include information about tea breaks and lunch as appropriate. Any questions about the workshop should be answered.

Note to Trainers: Take into consideration the needs of the participants (walking, sitting, eating, drinking water, bathroom and toilet facilities) to ensure timely and organized training sessions are facilitated. Avoid wastage of time by keeping the participants attention directed to the contents of the workshop.

Overall Objectives of the Course: To develop awareness and advocacy tools to be used among Afghan people with disabilities with regards to their human rights and to strengthen their capacity to advocate inclusion in all public and social forums including education, employment and health sector services. This activity should not take more than (2) minutes.

Evaluation Committee

Establishment of Evaluation Committee: The training officers should explain to some participants, prior to the workshop, the need for the evaluation committee to evaluate the training course, materials used in the course and training officers. The Evaluation Committee should be made up of at least 3 persons who will take part in a daily evaluation through each training session.

Responsibilities of the Committee: The committee will be responsible for brainstorming and writing out the points discussed in the training session for presentation to the trainer and the DAO program director. This Evaluation Committee should focus on weak/strong points of the training course (training curriculum, training materials and organization of the training course) and the training officers (knowledge of the trainers on the context, presentation and attitude). And the Evaluation Committee should also include its comments and suggestions for the improvement and betterment of the course.

Presentation of the Committee’s Feedback: The committee will have (3) minutes time at the end of the training session to present their points of view in regards to the training session.

Facilitator/Training Officers Planning Guide to Part 2

Objectives:

· The participants will gain information about all types of disabilities, problems faced by people with disability, family concepts regarding their own family members, concepts of the communities regarding people with disabilities and perceptions of the Government.
·  The participants will gain information about the different causes of disability.
· The participants will gain information about disabled people’s situation, problems, responsibilities and solutions.
· The participants will ensure the participants understand and assimilate Disability and Rights Protection messages.

Duration: (2 hours and 25 minutes)

Facilitator(s): Training Officers should act as guides
Methodology: Group work, presentation, answers and questions and semi-lecture
Previous Knowledge: Participants previous experience, Landmines & UXO Victim stories and some knowledge about Disability
Resources Required: Flipchart paper, tape, markers, group tables, Disability Matrix, white board and scissors.
Barriers or Fatigues: The training session must be controlled and supervised otherwise the participants y may get lost & could result in time wasted.

Training Activities Part 2

1. Disability Recognition

Objective: The participants should understand the issues of disability recognition, the purpose of the activity while respecting the workshop rules and the ideas of their teammates.

Methodologies: (Group Work and Presentation) All the participants should be divided into four working groups (group 1, group 2, group 3 and group 4), each group should have one group leader, in order to control the group; one reporter to write the reports of work done in the group and one person should present the feedback of their working group activity in front of the whiteboard.

Note to Trainers: Ensure that there is at least one person in each group who can read and write. If there is only one person per group, then the reporter can present the feedback.

Materials: Flipchart paper, markers, tape, Disability Matrix (see Annex A)

Time: 60 minutes total
(30) Minutes are given for working group activity and (30) minutes are given for presentation of the feedback and discussion.
Activities: Each Group should brainstorm and make a list of as many issues as they can think of with regards to the following:

Group 1: What is disability and types of disability?
Group 2: Situation and problems of people with disabilities in Afghanistan
Group 3: Solutions for removing the problems and barriers of people with disabilities in Afghanistan

Note to trainers: Trainers should act more as guides for this activity and should closely supervise and monitor the group work process. The trainers should also consider the time carefully.

Procedures of Brain Storming: For further information of the participants, the trainers should explain the procedures of brain storming, in order to use this methodology in the working group activity.
First, the trainers should ask the question of the issue. Then the participants should express their ideas, it does not matter if the idea is suitable or not. The participants should not negotiate with each other during the time of brainstorming with regards to each idea that is being expressed. All the participants are obliged to respect each other’s ideas. Participants should follow the rules of taking turns for expressing their ideas. The trainer should make a list of ideas on the white board and at the end; the trainers should summarize all the ideas expressed.

2. What is Disability and Types of Disability?

Objective: The participants will understand the issues with regards to the definition, causes and all (7) types of disabilities, in order to remove and improve the negative perception regarding the disabilities of being a war victim or land mines survivor.

Methodologies: (Question, Answer and Presentation) While the presentation of the group work is finished, the trainers should explain again the issue of what is disability and types of disability in order to improve the information of the participants about disability and include the rest of information available with the trainers. The trainers should present, review and consolidate all the information and ideas the participants have provided.

Materials: Training toolkit, Annex (A), flipcharts of the working group activities, tape, scissors, white board and markers.

Time (28 minutes total): (13) Minutes are given to question and answer and (15) minutes are given for presentation of information by trainers.

3. Situation and Problems of People with Disabilities in Afghanistan

Objective: The participants will understand the issues with regards to the situation of people with disabilities in Afghanistan.
Methodologies: (Question, Answer and Presentation) While the presentation of the group work is finished, the trainers should explain again the issue of Situation and Problems of People with Disabilities in Afghanistan, in order to improve the information of the participants about Situation and Problems of People with Disabilities in Afghanistan and include the rest of information available with the trainers. The trainers should present, review and consolidate all the information and ideas the participants have provided.

Materials: Training toolkit, flipcharts of the working group activities, tape, scissors, white board and markers.

Time (15 minutes total): (5) minutes are given to brain storm and (10) minutes given for presentation of information by trainers.

Reference Materials: Part 2

HOW DO MOST PEOPLE UNDERSTAND THE ISSUES FACED BY PEOPLE WITH DISABILITIES?

Although current estimates suggest that people with disabilities make up10% to 20% of any community. It is believed that the percentage of people with disability in Afghanistan the same or even higher. People with disability can become invisible and isolated in society. Physical and social barriers exclude people with disability from participating in mainstream society and fully realizing their human rights.

According to the UN World Health Organization (WHO), the estimation of disability in Afghanistan is approximately 3.7% of the overall population.

One broad barrier faced by people with disabilities results from the ways most people misunderstand disability. Many automatically respond with pity and an impulse to care for those they consider weaker and/or helpless. They assume people with disabilities cannot take care of themselves, live independently, or earn a living. Although they may think they are being compassionate, people who have this attitude can do great harm by: they consistently underestimating people with disabilities and depriving them of their dignity and realizing their full potentials. This misunderstanding of disability is often called the “charity model of disability” because it assumes that what people with disabilities need is charity or benevolent caretaking. Charity can have a positive effect in some contexts, but with regard to disability, it is generally negative as it can be disempowering and limit peoples abilities.

Equally disempowering is the “medical model of disability.” Some people consider disability to be a health problem and focus on the “sickness” of the disability. The danger of this misunderstanding is that it emphasizes “fixing disabilities” rather than focusing on fixing society by removing barriers and changing attitudes. Furthermore, it makes the medical profession responsible for people with disabilities rather than putting responsibility on the whole society to integrate people with disabilities fully in their lives and communities.

Although charity and efforts to “fix” disabilities may be well intentioned, both the charity model and the medical model isolate people with disabilities in hospitals, institutions, and their homes rather than integrating them into society. Such attitudes do nothing to increase opportunities towards social and economic independence for people with disability.

WHAT IS THE “SOCIAL MODEL” FOR UNDERSTANDING DISABILITY?

Today the prevailing approach to disability advocacy worldwide promotes a “social model” for understanding disability and actively discourages regarding people with disabilities as needing charity (the charity model of disability) or a cure (the medical model). The social model affirms that people with disabilities are full members of society who have important contributions to make to their families and communities. What prevents them from achieving their potentials are not their disabilities but the unhealthy and disempowering misunderstanding of society.

The social model emphasizes identifying, exposing, and examining the barriers that physical and social environments place on people with disabilities such as:

·  Legal barriers that give people with disabilities fewer rights;
·  Physical barriers that prevent access to shops, restaurants, schools, work, transportation, and other places;
·  Communication barriers that inhibit access.

Rather than “fixing” people with disabilities to fit better into society, the social model focuses on changing society to eliminate limitations imposed by the society.

WHAT IS A RIGHTS-BASED APPROACH TO DISABILITY?

The social model of understanding disability is complemented by a rights-based approach to disability. This approach is based on principles of human rights, as embodied the United Nations Universal Declaration of Human Rights (UDHR) and other international human rights documents.

Fundamental to human rights is the principle that all human beings are equal in dignity and rights and that they are entitled to their human rights without distinction of any kind. Thus, people with disabilities are rights-holders who can and should determine the course of their lives as much as any other member of society. In a rights-based approach to disability, limitations imposed on people with disabilities by the social and physical environment are regarded as violations of their basic human rights. A human rights approach transforms the needs of people with disabilities into rights they can claim.

What are human rights?

Human rights are rights a person has simply because he or she is a human being. Another definition for human rights is those basic standards without which people cannot live in dignity. To violate someone’s human rights is to treat that person as though she or he were not a human being. To advocate human rights is to demand that the human dignity of all people be respected.

Human rights are inalienable: you cannot lose these rights any more than you can cease to be a human being.

Human rights are indivisible: you cannot be denied a right because someone decides it is “less important” or “non-essential.”

Human rights are interdependent: all human rights are part of a complementary framework. For example, your ability to participate in your government is directly affected by your right to express yourself, to get an education, or even to obtain the necessities of life like food and shelter.

HOW CAN A RIGHTS-BASED APPROACH HELP PEOPLE WITH DISABILITIES?

Human rights are both inspirational and practical. Human rights principles hold up a vision of how individuals and institutions everywhere should treat people. Human rights also empower people with a practical framework for action when those minimum standards are not met. People still have human rights even if the laws or practices do not recognize or protect them!

A rights-based approach links people with disabilities to other groups who are advocating for human rights. For example, non-governmental organizations that advocate for women’s rights or minority rights should include women or minorities with disabilities in their work. People with disabilities can be instrumental in seeing that their concerns are included in the human rights agendas of other organizations and in turn find new allies in the human rights community.

A rights-based approach provides people with disabilities with a powerful tool to advocate for full recognition and participation in society and full enjoyment of their human rights.

In Afghanistan
Many people think that mine/UXO affected people are the only disabled people. They have no information or might not take the time to discover all the other types of disabled people such as visually impaired people, hearing impaired, people, people having mobility problems (such as paraplegic, polio, club feet, muscular dystrophy, joint stiffness, muscle or joint deformity, etc), people having psychological problems, people having learning difficulties and those who experience seizure.)

Situation in Kabul
A review to Development and Ability Organization’s (DAO) survey that was conducted in Kabul city:

Purpose
This survey was conducted to assess the problems of barrier free access for people with disabilities in the city of Kabul. This type of survey is needed throughout Afghanistan as the reconstruction process begins so that barriers to access for should be identified and strictly considered by rehabilitation and reconstruction designers, donor agencies and their implementing partners. This will ensure that Persons with disability have access to public buildings, recreational parks, schools, and other public spaces.

The main objective of this research project was to identify the major difficulties of access for persons with disability within public services, public spaces like ministries, recreational parks, hospitals/clinics and schools. Questions regarding rights for people with disability and their expectations from the government, UN agencies, NGOs, community and family were also included in the survey.

It is hoped that by providing this kind of information to government, UN agencies, and NGOs proper access for persons with disability in all buildings under renovation or newly constructed buildings will be barrier free. The information collected through this research will be useful for the Afghan government and assistance organizations sensitizing them to the needs of persons with disability and influence their future development and reconstruction plans for Afghanistan.

The survey indicates that persons with disabilities are mainly involved in low-income jobs such as cleaners, carpentry, housewife, painter, wood seller, etc. There are small numbers of disabled people working for the UN, NGOs, and Government or higher paying jobs in such as shop keeping or carpet making.

Accessibility:

¨ 43% of the respondents having lower limb amputations, polio and people with hearing impairment stated that they have access to mosques. People with hearing impairment complained that because of their impairment they do not know what the mullah is saying. 29% persons with disabilities having above knee amputations and paraplegics have no access at all to the mosques because stairs are too high and inaccessible approaches. Additionally people interviewed during prayer time at the mosques stated that during the winter and the rainy seasons they have various problems, can’t climb stairs and no accessible ways to get to the mosques.

· 28% of the respondents, mostly women and children, said the question was not applicable to them.

· 26% of the people interviewed having lower limb amputations have access to the sidewalks. 53% of the respondents stated that they have no access to the sidewalks due to over crowded and inaccessible conditions to use.

· 16% of the respondents have stated they have access to recreational parks while 38% have stated they did not have access to recreational parks.

· Only 22% of the respondents with lower limb amputations and those with mobility impairment stated that they have access to the public transport while 51% stated they had difficulty accessing public transport as they can not sit properly and there is no place for their wheelchairs.

· 27% of the respondents use bicycles as a means of transportation. A small number of people with disability travel by walking within the city limits and another small portion use private vehicles.

· Schools are not accessible for 19% of the disabled persons while among all those interviewed 11% children and 71% Adults were not the school aged.

· 20% of those interviewed including people with lower limb amputations and polio stated that they have access to the public buildings while 28% stated that they have no access to public buildings because of stairs and no proper access for their wheelchairs.

Economical Information:
· 59% of men, 10% of women and 2% of boys had jobs before they became disabled.
· 33% of men, 16% of women and 27% of boys were jobless prior to their disabilities.
· 1% of the disabled had to leave their jobs because of their disability.
· 1% of the boys left their jobs for their admission to school.
· 45% of persons with disabilities have lost their jobs because of their disabilities.
· 1% of people with disability have lost their jobs due to the destruction of the industries in which they were working.

The classic image of disability in Afghanistan is of a mine victim with a leg missing or begging on the streets. The physical and psychological trauma of mine injuries does indeed pose a serious problem for individuals and their families. Much work regarding disability has been done by agencies working in disability focuses on rehabilitation; meanwhile, there are lots of other functions and activities that need to be covered, such as:

1. Schools and educational services are not accessible for people with disabilities,
2. People with disabilities don’t enjoy their rights,
3. Lack of awareness of the cause of disability,
4. Lack of awareness of the rights of people with disabilities,
5. People with disability don’t receive respect from the community’s side,
6. Lack of trained people in disability,
7. Lack of Job Opportunities for disabled people,
8. Correct and accurate data of disabled people is not available all over Afghanistan,
9. MMD is not active,
10. There is no specific policy for people with disabilities,
11. Lack of law,
12. Disability movement is weak in the country, and
13. Others.

4. Solution and Needs for Removing the Problems and Barriers of People with Disabilities in Afghanistan

Objective: The participants will gain understanding of the many shortages and constraints faced by people with disability and explore the solutions and needs for removing all those problems and barriers faced by people with disabilities. At the end of this lesson, a list of solutions and needs for removing all the problems of people with disabilities will be prepared on a flip chart by the participants of the course and the trainers.
Methodologies: (Question, Answer and Presentation) after the presentation of group activity, the trainers should explain again the issue of solutions and needs for removing the problems of people with disabilities in Afghanistan, and should complete the remaining information. Furthermore, the trainers should explain tat this issue is not based on a village or district level; it is a problem at the national and even international level.
Materials: Flipcharts of the group work, white boards, markers and training toolkit
Time (15 minutes total): (5) Minutes are given for question and answer and (10) minutes are given for presentation and feedback.
Note: The solutions’ list should be based on the list of the problems and barriers list.

5. Who will be Responsible for Acting upon the Solutions and Needs’ List of PwDs?

Objective: The participants of the course will notice and know the responsible people at the different levels. At the end of this lesson, the participants will recognize and know that at first level; People with Disabilities, at second level; Communities and at third level; aid Agencies and Governments are responsible for acting on disability.
Methodologies: (Question, Answer and Presentation) The trainers should ask the question that (Who will be responsible for acting upon the solutions and needs’ list of PwDs?) When the feedback is provided by all the participants, the trainer should discuss this issue with the participants and give some local idioms and examples for better explanation of the issue.
Materials: Flipcharts of the group work, white boards, markers and training toolkit
Time (15 minutes total): (10) Minutes are given for question and answer and (5) minutes are given for presentation and feedback.

Some Local Idioms and Examples:
1. If the people with disabilities don’t go to the Department of Martyrs and Disabled, the department will not give their (300 Afghanis) monthly salaries.
2. If people don’t work, they will not earn money for their living.
3. If people don’t struggle and fight for their rights, they will not enjoy their rights.
4. Till the child doesn’t cry, the mother is not giving milk to it. (Local Proverb)

6. How can be Acted upon the Solutions and Needs List?

Objective: At the end of this lesson the participants of the course will notice and know the ways, techniques and methodologies of Acting upon the Solutions and Needs’ of the PwDs.
Methodologies: (Question, Answer and Presentation) The trainers should ask the question that (How can be acted upon the Solutions and needs’ list of PwDs?) When the feedback is provided by all the participants, the trainer should discuss the strong need for the people with disabilities to advocate and raise awareness among themselves, their families, communities and even governments. The trainers should convince the participants that the only way for acting upon this list is to raise the voice, spread awareness and advocacy.
Time (10 minutes total): (5) Minutes are given for question and answer and (5) minutes are given for presentation and feedback.

Objectives: The objective is to raise self-awareness and advocating capacity of the people with disabilities, their families and communities. Participants will read, review and practice the contents of this part and will gain information regarding the following:

· Universal Declaration of Human Rights,
· New Afghan Constitution in relation to the Rights of people with disabilities,
· Disability from the Islamic Point of View,
· UN Standard Rules on the Equalization of Opportunities for Persons with Disabilities,
· Convention on the Rights of the People with Disabilities, and
· Self-Advocacy and Communication.

Duration: 55 minutes

Facilitator(s): Trainers should act more as guides and controllers of the training session.

Methodologies: Presentations, Brain Storming, Question and Answers, Simi-lectures.

Resources Required: Flipcharts, white boards, markers, group tables and training toolkit.

Barriers or Fatigues: This part of the training is based on international and national legislation and governing practices. The information may be complicated or too theoretical for some participants. Trainers should judge the participants current knowledge and education level to determine how detailed this section of the training should be. Care should be taken to ensure participants are engaged in the subject otherwise they may become lost and resulting in a loss of time.

Training Activities: Part 3

1. Universal Declaration of Human Rights

Objective: Participants will understand their rights under the UDHR

Methodologies: Question, Answer and Presentation

Materials: White board, markers, flipcharts and toolkit

Note for Trainers: First the trainers should ask the participants if they have heard or read about the UDHR. Then the training officers should brief the participants of the UDHR articulation.

Time (7 minutes total): (2) Minutes for question and answer and (5) minutes for presentation.

Reference Materials: Part 3.1

Rights for all members of the human family were first articulated in 1948 in the United Nation’s Universal Declaration of Human Rights (UDHR). Following the horrific experiences of the Holocaust and WWII, many people sought to create a document that would capture the hopes, aspirations, and protections to which every person in the world was entitled and ensure that the future of humankind would be different.

The 30 Articles of the Universal Declaration together form a comprehensive statement covering economic, social, cultural, political, and civil rights. The document is both universal (it applies to people everywhere) and indivisible (all rights are equally important to the full realization of one’s humanity). A declaration, however, is not a treaty and lacks enforcement provisions. Rather it is a statement of intent, a set of principles to which United Nations member states commit themselves in an effort to provide all people a life of human dignity. To enforce the principles set forth in the UDHR, the UN Commission on Human Rights drafted two treaties, which became international law for the countries who ratified them: the International Covenant on Civil and Political Rights (ICCPR) and the International Covenant on Economic, Social, and Cultural Rights (ICESCR).

Over the past 50 years, the Universal Declaration of Human Rights has acquired the status of customary international law because most states regard it as law and refer to it as such. However, governments have not applied this law equally. Socialist and communist countries of Eastern Europe, Latin America, and Asia have emphasized social welfare rights, such as education, jobs, and health care, but often have limited the political rights of their citizens. The United States has focused on political and civil rights, but rarely recognizes health care, homelessness, environmental pollution, and other social and economic concerns as human rights issues.

The UN has adopted more than 20 human rights treaties, which provide additional content to the Universal Declaration and the two Covenants. For example: Convention on the Elimination of All Forms of Discrimination against Women, 1979; Convention on the Rights of the Child, 1989; Convention on the Elimination of All Forms of racial Discrimination, etc. However, there is no specific international convention for persons with disabilities, although a UN General Assembly resolution adopted in November 2001 established an ad hoc committee to consider the possibility of a treaty for disabled people. There is a strong likelihood, therefore, that the rights of people with disabilities will at long last be recognized in an international treaty.

Note: All the above mentioned conventions (ICCPR, ICESCR, CEAFDW, CRC and CEAFRD) are accepted and signed by the government of Afghanistan.
Universal Declaration of Human Rights
Preamble
Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world,
Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the highest aspiration of the common people,
Whereas it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellion against tyranny and oppression, that human rights should be protected by the rule of law,
Whereas it is essential to promote the development of friendly relations between nations,
Whereas the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental human rights, in the dignity and worth of the human person and in the equal rights of men and women and have determined to promote social progress and better standards of life in larger freedom,
Whereas Member States have pledged themselves to achieve, in cooperation with the United Nations, the promotion of universal respect for and observance of human rights and fundamental freedoms,
Whereas a common understanding of these rights and freedoms is of the greatest importance for the full realization of this pledge,

Now, therefore,
The General Assembly,
Proclaims this Universal Declaration of Human Rights as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction.

2. New Afghan Constitution

Objective: Participants will gain an understanding of their rights articulated in the country constitution.
Methodologies: Question, Answer and Presentation
Materials: White board, markers, flipcharts and toolkit
Note for Trainers: Ask the participants if they have heard or read about the article regarding the people with disabilities in New Afghan Constitution. Then brief the participants of the New Afghan Constitution article with regards to the specific article for People with Disabilities.
Time (5 minutes total): (3) Minutes for question and answer and (2) minutes for presentation.

The specific article for the people with Disabilities in the New Afghan Constitution

Article 53:
The state takes necessary measures for regulating medical services and financial support to the descendents of martyred and lost,re-integaration of the disabled and handicaped indivisuals and their active participation in society in accordance with the law.the state guarantees the rights of penssioners and renders necessary assistance to needy elders,women without caretakers,disabeld and handicped indivisuals and needy orphans in accordance with the law.

Note: The trainers should explain the article of the constitution and recommend legal ways of usage from this article to the participants of the training session. The trainers should also aware the participants about the consguinces of mis-usage from the constitution.

3. Disability from the Islamic point of View

Objective: Participants will learn and understand the view of Islam in regards to disability.
Methodologies: Question, Answer and Presentation
Materials: White board, markers, flipcharts and toolkit
Note for Trainers: Trainers should ask the participants their knowledge of this topic to understand the level of details needed in this section. There might be some religiously educated people in the class and they may provide additional religious information about the disability. The training officers have to collect the information and use the additional information as examples in the further coming training sessions.
Time (5 minutes total): (3) Minutes for question and answer and (2) minutes for presentation.

Although there is no specific Verse in Holly Quran, but there are some hadits of Mohammad (peace be upon him) those are specific to disability and disabled people. Here is one of the hadit as example:

(Don’t laugh and make jokes on your disabled brother and sister! The merciful God may bless him and affect you in disability!)

4. Standard Rules on the Equalization of Opportunities for Persons with Disabilities

Objective: Participants will gain knowledge of the standard rules on the Equalization of Opportunities for Persons with Disabilities.
Methodologies: Question, Answer and Presentation
Materials: White board, markers, flipcharts and toolkit
Note for Trainers: Trainers should realize the level of participants’ understanding in regards to this topic and adjust the training session accordingly.
Time (7 minutes total): (2) Minutes for question and answer and (5) minutes for presentation.

Reference Materials: Part 3.4

Introduction
Background and current needs
There are persons with disabilities in all parts of the world and at all levels in every society. The number of persons with disabilities in the world is large and is growing.
Both the causes and the consequences of disability vary throughout the world. Those variations are the result of different socio-economic circumstances and of the different provisions that States make for the well-being of their citizens.
Present disability policy is the result of developments over the past 200 years. In many ways it reflects the general living conditions and social and economic policies of different times. In the disability field, however, there are also many specific circumstances that have influenced the living conditions of persons with disabilities. Ignorance, neglect, superstition and fear are social factors that throughout the history of disability have isolated persons with disabilities and delayed their development.
Over the years disability policy developed from elementary care at institutions to education for children with disabilities and rehabilitation for persons who became disabled during adult life. Through education and rehabilitation, persons with disabilities became more active and a driving force in the further development of disability policy. Organizations of persons with disabilities, their families and advocates were formed, which advocated better conditions for persons with disabilities. After the Second World War the concepts of integration and normalization were introduced, which reflected a growing awareness of the capabilities of persons with disabilities.
Towards the end of the 1960s organizations of persons with disabilities in some countries started to formulate a new concept of disability. That new concept indicated the close connection between the limitation experienced by individuals with disabilities, the design and structure of their environments and the attitude of the general population. At the same time the problems of disability in developing countries were more and more highlighted. In some of those countries the percentage of the population with disabilities was estimated to be very high and, for the most part, persons with disabilities were extremely poor.

Previous international action
The rights of persons with disabilities have been the subject of much attention in the United Nations and other international organizations over a long period of time. The most important outcome of the International Year of Disabled Persons, 1981, was the World Program of Action concerning Disabled Persons, 5/ adopted by the General Assembly by its resolution 37/52 of 3 December 1982. The Year and the World Program of Action provided a strong impetus for progress in the field. They both emphasized the right of persons with disabilities to the same opportunities as other citizens and to an equal share in the improvements in living conditions resulting from economic and social development. There also, for the first time, handicap was defined as a function of the relationship between persons with disabilities and their environment.
The Global Meeting of Experts to Review the Implementation of the World Program of Action concerning Disabled Persons at the Mid-Point of the United Nations Decade of Disabled Persons was held at Stockholm in 1987. It was suggested at the Meeting that a guiding philosophy should be developed to indicate the priorities for action in the years ahead. The basis of that philosophy should be the recognition of the rights of persons with disabilities.
Consequently, the Meeting recommended that the General Assembly convene a special conference to draft an international convention on the elimination of all forms of discrimination against persons with disabilities, to be ratified by States by the end of the Decade.
A draft outline of the convention was prepared by Italy and presented to the General Assembly at its forty-second session. Further presentations concerning a draft convention were made by Sweden at the forty-fourth session of the Assembly. However, on both occasions, no consensus could be reached on the suitability of such a convention. In the opinion of many representatives, existing human rights documents seemed to guarantee persons with disabilities the same rights as other persons.
Towards standard rules
Guided by the deliberations in the General Assembly, the Economic and Social Council, at its first regular session of 1990, finally agreed to concentrate on the elaboration of an international instrument of a different kind. By its resolution 1990/26 of 24 May 1990, the Council authorized the Commission for Social Development to consider, at its thirty-second session, the establishment of an ad hoc open-ended working group of government experts, funded by voluntary contributions, to elaborate standard rules on the equalization of opportunities for disabled children, youth and Adults, in close collaboration with the specialized agencies, other intergovernmental bodies and non-governmental organizations, especially organizations of disabled persons. The Council also requested the Commission to finalize the text of those rules for consideration in 1993 and for submission to the General Assembly at its forty-eighth session.
The subsequent discussions in the Third Committee of the General Assembly at the forty-fifth session showed that there was wide support for the new initiative to elaborate standard rules on the equalization of opportunities for persons with disabilities.
At the thirty-second session of the Commission for Social Development, the initiative for standard rules received the support of a large number of representatives and discussions led to the adoption of resolution 32/2 of 20 February 1991, in which the Commission decided to establish an ad hoc open-ended working group in accordance with Economic and Social Council resolution 1990/26.
Purpose and content of the Standard Rules on the Equalization of Opportunities for Persons with Disabilities
The Standard Rules on the Equalization of Opportunities for Persons with Disabilities have been developed on the basis of the experience gained during the United Nations Decade of Disabled Persons (1983-1992). 6/ The International Bill of Human Rights, comprising the Universal Declaration of Human Rights, 7/ the International Covenant on Economic, Social and Cultural Rights 8/ and the International Covenant on Civil and Political Rights, 8/ the Convention on the Rights of the Child 9/ and the Convention on the Elimination of All Forms of Discrimination against Women, 10/ as well as the World Program of Action concerning Disabled Persons, constitute the political and moral foundation for the Rules.
Although the Rules are not compulsory, they can become international customary rules when they are applied by a great number of States with the intention of respecting a rule in international law. They imply a strong moral and political commitment on behalf of States to take action for the equalization of opportunities for persons with disabilities. Important principles for responsibility, action and cooperation are indicated. Areas of decisive importance for the quality of life and for the achievement of full participation and equality are pointed out. The Rules offer an instrument for policy-making and action to persons with disabilities and their organizations. They provide a basis for technical and economic cooperation among States, the United Nations and other international organizations.
The purpose of the Rules is to ensure that girls, boys, women and men with disabilities, as members of their societies, may exercise the same rights and obligations as others. In all societies of the world there are still obstacles preventing persons with disabilities from exercising their rights and freedoms and making it difficult for them to participate fully in the activities of their societies. It is the responsibility of States to take appropriate action to remove such obstacles. Persons with disabilities and their organizations should play an active role as partners in this process. The equalization of opportunities for persons with disabilities is an essential contribution in the general and worldwide effort to mobilize human resources. Special attention may need to be directed towards groups such as women, children, the elderly, the poor, migrant workers, persons with dual or multiple disabilities, indigenous people and ethnic minorities. In addition, there are a large number of refugees with disabilities who have special needs requiring attention.
Fundamental concepts in disability policy
The concepts set out below appear throughout the Rules. They are essentially built on the concepts in the World Program of Action concerning Disabled Persons. In some cases they reflect the development that has taken place during the United Nations Decade of Disabled Persons.

Equalization of opportunities
The term “equalization of opportunities” means the process through which the various systems of society and the environment, such as services, activities, information and documentation, are made available to all, particularly to persons with disabilities.
The principle of equal rights implies that the needs of each and every individual are of equal importance, that those needs must be made the basis for the planning of societies and that all resources must be employed in such a way as to ensure that every individual has equal opportunity for participation.
Persons with disabilities are members of society and have the right to remain within their local communities. They should receive the support they need within the ordinary structures of education, health, employment and social services.
As persons with disabilities achieve equal rights, they should also have equal obligations. As those rights are being achieved, societies should raise their expectations of persons with disabilities. As part of the process of equal opportunities, provision should be made to assist persons with disabilities to assume their full responsibility as members of society.

5. Convention on the Rights of People with Disabilities

Objective: Participants will gain knowledge of the efforts have been done for approving Convention of the Rights of People with Disabilities and the current status of the convention.
Methodologies: Question, Answer and Presentation
Materials: White board, markers, flipcharts and toolkit
Note for Trainers: The trainers should start the topic with question, (who has information about the convention on the rights of the people with disabilities?) Feedback will be received from the participants’ side; it might be correct or incorrect. After the feedback, the trainers should present the topic to the participants.
Time (5 minutes total): (3) Minutes for question and answer and (2) minutes for presentation

Although, many efforts have been made for the development of convention on the rights of people with disabilities in the past several years; unfortunately, no one has succeeded in the goal to have this convention for the rights of people with disabilities accepted into the international forums for signature and ratification by governments.

AT A GLANCE
BACKGROUND OF THE CONVENTION ON THE RIGHTS OF PERSONS WITH DISABILITIES

Mid-1980s: Initial call for a Convention rejected.
1993: Non-binding UN Standard Rules on the Equalization of Opportunities for Persons with Disabilities adopted by General Assembly.
2000: Failed attempt to include a call for Convention in the Human Rights and Disability resolution during the Commission on Human Rights.
Fall 2001: Mexico negotiated reference for a need for a Convention at the Durban Conference.
Winter 2001: Mexico calls for Convention during 56th Session of the UN General Assembly.
December 2001: UN General Assembly established an Ad Hoc Committee to discuss the need for a Convention.
29 July – 9 August 2002: First Ad Hoc Committee meeting that agreed to continue discussions.
16 – 27 June 2003: Second Ad Hoc Committee meeting where need for Convention confirmed and Working Group established to draft treaty text. Working Group composed of 27 government representatives, 12 NGO representatives, and one National Human Rights Institution Representative.
5 – 16 January 2004: Working Group meeting completed draft treaty text.
24 May – 4 June 2004: Third Ad Hoc Committee meeting where governments undertake first reading of the Working Group text and negotiate or suggest changes to text.
23 August – 3 September 2004: Fourth Ad Hoc Committee meeting where first reading of full text completed and informal negotiations on text begun.
24 January-4 February 2005: Fifth Ad Hoc Committee meeting where informals on articles 7 to 15 took place.
1 August-12 August 2005: Sixth Ad Hoc Committee meeting to take place.

6. Self-Advocacy and Communication

Objective: Participants will know and understand self-advocacy and communication skills.
Methodologies: Question, Answer and Presentation
Materials: White board, markers, flipcharts and toolkit
Note for Trainers: First the trainers should ask the participants if they have heard or read about self-advocacy and communication. Then the trainers should brief the participants about self-advocacy and communication.
Time (10 minutes total): (2) Minutes for question and answer and (8) minutes for presentation of the topic.

What is Advocacy?
· Advocacy is an attempt, having a greater than zero success, by an individual or group to influence another group to a decision that would not have been made otherwise.
· Advocacy is a process of speaking up for, or representing your cause.
· It takes one side.
· It usually involves rights or entitlements.
· It happens where someone other than your-self has the power to make a difference or change.
· It requires a clear mandate.

Why Advocate?
· Raise awareness
· Gain acceptance
· Bring about justice

What is self-advocacy?
· Being proud of who you are, and what you are.
· Getting and knowing information
. Learn your civil rights according to the law
. Learning to make your own decisions
. Gathering resources (human, etc)
. Learning the ways to make difference.
· Getting connected
. Meeting people
. Staying in touch
· Taking action
. Involvement in Government
. Voting
. Testifying
. Speaking up about important issues
· Respecting yourself and others
· Teamwork-Everyone counts

How do we advocate?
· Get ready!
. MAKE YOUR CASE
. Identify your story (individual or group)
. Isolate the issues
· What ought to happen as opposed to what is happening
. Develop a request for action
· What are you seeding change or do

These steps will be done over and over and over

Make your case!
· What is your issue?
. LIVING
. LEARNING
. WORKING
. PARTICIPATING
. Prioritize
.Choose
.Focus

How do we advocate?
· Communication
. Speak up
. Take your case to others.
. Write letters
. Sing petitions
. Share your story
. Meet with government
. Make a video
. Gather to gather
. Attend meetings
. Work with others
. Do something that makes a difference about things that are important to you

How do we communicate?
· Plan
. Decide the issue
. Develop a response or responses to your issue
. Create an action/activity
. Before
. During
. After
. Follow up

Communication Ideas
· Media- Yes or No?
. Press conferences
. New alerts
. Letters to editors
· Workshops and trainings
· Rallies, demonstrations, marches (legally)

Tips for Self-Advocacy and Communication
· Know and understand your rights and your responsibilities
· Decide what is important and develop your message from that
· Find out who the key people are and how to contact them if needed
· Educate people about disability including the media
· Be honest, with your self and others
· Gather together, everyone counts. Together you can make a difference.

Messages to Pass:
At the end of this part the training officers should brain storm for (5) minutes about the questions, and they are:

1. How can we raise self-awareness and advocate for rights of people with disabilities, their families and communities?

After the brain storming, the trainers should summarize their ideas with the following answer:

The Answer is:
Self-awareness and advocacy for rights of people with disabilities can be raised through unity of individual disabled people and creation of Disabled People’s Organizations.

2. What is needed for DPOs to raise self-awareness and advocate for rights of people with disabilities, their families and communities?

After the brain storming, the training officers should summarize their ideas with the following answer:

The Answer is:
Unity, capacity building, good coordination, and solidarity among the DPOs is needed to raise self-awareness, advocate for rights and even can mobilize a wider disability movement.

Objectives: The participants of this training course will know and understand procedures and techniques of creation and establishment of Disabled People’s Organizations (DPOs). The participants will understand the following:

· What is a DPO,
· The need for the establishment of DPO,
· How will the establishment process start?
. Gathering of disabled people for creation of DPO,
. Creation of Board of Directorate,
· Charter of the DPO,
· Further requirements
· Registration process in Ministries of Justice and MMD,
· Policy and strategy, and
· Planning process of the DPO.

Duration: (30) minutes

Facilitator(s): Trainers should make themselves sure that the participants have fully understood the procedures of establishment of a DPO.
Methodologies: Presentations, Brain Storming, Question and Answers, Simi-lectures
Resources Required: Flipcharts, white boards and markers.
Note: Many participants may already have the knowledge of establishing a DPO and may be members of one. Their knowledge should be used to assist and guide others.

What is a DPO?

Objectives: To bring the attention of participants to the topic.
Methodologies: Question/answer and presentation
Materials: White board, markers, flipcharts and toolkit
Note to the Trainers: In order to bring the participants’ attention towards the main topic, the trainers should start the topic with the question, (who has information about the DPO and establishment of DPO?) Feedback will be received from participants’ side; it might be correct or incorrect. The trainers should summarize the participants’ ideas with a definition for a DPO.
Time: (7 minutes total)

Reference Materials: Part 4

How Can We Establish a DPO?

Methodologies: Question/answer and presentation
Materials: White board, markers, flipcharts and toolkit
Note to the Trainers: After the initial discussion about the issue of DPO, the trainers should directly present the information about the establishment of a DPO and make sure that all the participants are fully understood.
Time: (23 minutes total)

The Need for Establishing a DPO
As it was discussed that the disabled people need to be coordinated and unified in order to raise self-awareness and advocacy rights for the disabled people, based on these shortages and requirements there is a strong need of creation of Disabled People’s Organization (DPO).

How will the establishment process start?
For establishing a DPO, the disabled people have to go through the following 2 steps:

Step I: Gathering of disabled people for creation of DPO,
First, the disabled people have to set together, in order to talk about the disabled people’s situation in Afghanistan and in the area. Then, they should explain the need of creation or establishment of DPO. After that, the disabled people should discuss the basic financial requirements of establishing a DPO.

The initial and basic financial requirements of the DPO can be recovered by the following systems:

1. Fees as Membership: Through this system, the DPO has to prepare a registration book for all the members. An amount of money has to be fixed by all the participants of the initial meeting for creation of DPO, it can be 50 Afghanis or more, depends to the participants’ economical situation and agreement. While, the amount is fixed and the system is set up, all the participants will have to pay the fixed amount of money for the contribution of DPO.
2. Contribution Box: In this system, a (wooden or metal) box has to be made. The box should be place in a location that it can easily be observed by the members of the DPO and there should be a well trusted committee for managing this system. The box should be locked and the keys of the lock should go to the managing committee. All the interested members have to be informed about the system and any one can put as much money as they can or wish. In this system the members are not obliged to give the money, it is voluntarily paid.
3. Encouraging local traders and rich people of the area: In this system, a committee has to be designed from well trusted and famous people with disabilities of the area and DPO to work voluntarily for motivating and encouraging the local traders, businessmen/women and rich people of the area in order to support and contribute in the establishment of the DPO. This committee can also work to encourage people for the contribution of the DPO’s running cost in the future.

Note:
· A reliable financial mechanism will be needed for the supervision and monitoring of the above (3) proposed systems.
· At the end of this step, the disabled people in the gathering should make a clear decision for establishing a DPO in the area.

Step II: Creation of Board of Directorate,
When the decision for establishing a DPO was made, then the disabled people should also work on creation of Board of Directorate of the DPO. The DPO should not have less than 12 members. The director, deputy, (consultant if possible), admin/finance and other technical and professional staff of the DPO has to be selected and designated. Once creation of the Board of Directorate is finalized, it has to be written on the paper with all the relevant information about the members of the DPO, furthermore, an organizational chart has to be designed for the board of Directorate. At the end of the second step, the gathering should have a board of directorate to start the registration process of the DPO in the concerned Ministries.

Charter of the DPO
Before starting the registration process, the DPO has to have a charter and the charter should include the mandate, vision and mission of the DPO. In case, there was no technical information to design the charter, other technical resources can be asked for help.

Registration Process in Ministry of Justice and Ministry of Martyrs & Disabled
While all the primary requirements for creation of DPO is prepared (such as discussed above), the director of the DPO can Request the Ministry of Justice (or may be MMD) for the registration of the DPO. Before presenting the registration request form to the Ministry of Justice, the charter of the DPO, organizational chart and the list of members (at least 10 ID cards of the members of the DPO) have to be attached with the registration request form. The ministry will conduct several interviews, and the final answer may be acceptance of the registration or rejection! The acceptance of the registration depends to the well preparation of the charter, organizational chart and list of the members.

Note: all the documents have to be prepared in computer and the computerized copies of the documents have to be presented to the concerned Ministry/Ministries.

Policy and Strategy
The DPO should develop and have a general policy of all functions being done in the DPO to have organized and well managed performances. Besides policy making, the DPO also should design strategy for each function that is being done by the DPO. This policy and strategy making process can be done before or after the registration process.

Planning Process of the DPO
This phase of the DPO is very important and may require some preparatory work, but is the key function of the success to your project. During the implementation phase, a good work plan always allows you to know, where you are and where you want to go. For each objective defined earlier, you will identify a list of actions and each action needs to be included in the work plan.
One method of helping you in preparation of your work plan is the (eight sunrays):

Who? Who should be involved?
Why? Why should they be involved? What is the purpose? What will you/them gain?
When? When should this happen?
Where? Where should this happen?
What for? What results do you expect?
What? What needs to happen in order to achieve the results?
How? How should this happen? What methods should be used?
With What? With what resources such as people, money, materials and etc…

Objectives: This part is divided into two phases. Phase 1: Monitoring and Observation to provide guidance for the training observers in order to monitor the training sessions and Phase 2: Evaluation to provide guidance to the project evaluators in evaluating the projects.
Duration: (according to the training session’s duration (beginning to end of the training session and 3 minutes are given for the presentation of the evaluation committee’s feedback)
Methodologies: Writing and Presentation
Resources Required: Training Observation Form (Annex B), Training Evaluation Form (Annex C) and Training Toolkit.

Phase I: Monitoring
Monitoring of this training session can be conducted by any person in the project (such as Project Manager, consultant of the project and\or any visitor of the training session). Monitoring of the training session should happen during the training session that is being implemented by the training officers.

Annex (B): Training Observation Form
A specific form is designed (annex B; training observation form) and has to be used for the implementation of the Monitoring. This form is including the most important parts of the training, such as:
a) Objective of the training is properly explained,
b) Trainers are well prepared for the training,
c) Training Curriculum and training aid materials are properly used in the training session,
d) The training room is well organized,
e) All the trainees are properly participated in the training session,
f) The trainees know all their related issues, such as; raising self-awareness, advocacy and establishment of DPOs,

At the end of the training session, the Monitor of the session, of course if he or she had time, should provide feedback to the trainers of the course. First the strong points have to be explained and discussed with the trainers, in order to motivate and encourage them. Second, the weak points have to be explained and guidance for improving those weak points has to be provided to avoid the mistakes in the future.

Phase II: Evaluation
The evaluation of this course can be done by the participants of the training session as organized in the Evaluation Committee and by the supervisors of the program and external evaluators. The external evaluators can use the training evaluation form (annex C) for the evaluating the training session.

Annex (C): Training Evaluation Form
A specific form for the evaluation of the training course is designed (annex C; training Evaluation form) and has to be used for the implementation of the evaluation. This form is including the most important parts of the training sessions, such as:

a) Objectives of the course
b) Training Curriculum
c) Organization of the training
d) The trainers, and
e) The needs of the people with disabilities.

This evaluation form also can be used by the Evaluation Committee that is being established at the beginning of the each training session.

Presentation of Evaluation Committee’s Feedback:
The feedback of the evaluation committee has to be presented at the end of the training session according to the training evaluation form, and this activity should not take more than (3) minutes.
While, the feedback of the evaluation committee is presented, the evaluation form has to be submitted to the trainer. By receiving the evaluation form, the trainer has to announce that the training session is finished, and thank the participants of the session for their presence and attention.

1. Universal Declaration of Human Rights.
2. New Afghan Constitution.
3. UNCDAP Booklet for Disability from the Islamic Point of View.
4. UN Standard Rules on the Equalization of Opportunities for Persons with Disabilities.
5. Convention on the Rights of the People with Disabilities.
6. Self-Advocacy and Communication, UNICEF/UNMACA. and
7. Field test experiences are included.

1. Universal Declaration of Human Rights.
2. New Afghan Constitution.
3. UNCDAP Booklet for Disability from the Islamic Point of View.
4. UN Standard Rules on the Equalization of Opportunities for Persons with Disabilities.
5. Convention on the Rights of the People with Disabilities.
6. Self-Advocacy and Communication, UNICEF/UNMACA. and
7. Field test experiences are included.