VII. ANNEXES

ANNEX I.

GUIDELINES FOR ALL FDPA PERSONNEL AND VOLUNTEERS WHO ATTEND WORKSHOPS SPONSORED BY FDPA OR OUTSIDE DONORS (31)

General.

These guidelines apply to Board of Officers, staff, members and any other volunteers and personnel connected with FDPA who attend sponsored courses, workshops, seminars etc. dealing with disability issues, either in Fiji or abroad, whether funded directly by FDPA or another outside organization. These guidelines also apply to FDPA representatives appointed to other organizations such as DPI, FCOSS, NCD etc.

Several times each year personnel connected with FDPA are invited to attend workshops, seminars etc. concerning disability related issues, or to represent FDPA at meetings of other local, regional or international agencies. Too often in the past the only beneficiary of these workshops etc. is the person who is directly involved. This is both selfish and wasteful of resources.

It is FDPA's policy that information and advice should be shared, not only with our own members and the disabled community, but also where appropriate with other similar organizations, individuals and Government.

One of the functions of FDPA is to educate and inform its members and the general public on disability Issues. In addition FDPA wishes to influence decision makers to be aware of the needs of people with disabilities. For these reasons it is important that FDPA builds up a corporate knowledge of specific disability issues, and shares that information appropriately.

These guidelines have been drawn up to assist those attending workshops etc. to ensure that information has been passed on.

A check list to help personnel ensure that they have taken the necessary measures is provided at the end of this paper.

Guidelines.

1. Pre-departure briefing.

Before attending workshops etc. the personnel involved should hold a briefing session with the Chief Executive Officer and the Public Relations Officer.

This briefing is a two way process. Firstly, it is to ensure that the person attending the workshop (the participant) is:

(a) made fully aware of the standpoint of the Association on the topics under discussion in the workshop;

(b) it is an opportunity for the participant to further brief themselves on the topic by seeking information from the CEO or PRO; making use of the library/files etc.

Secondly, the briefing is:

(a) to inform the PRO of the purpose of the workshop, so that he can include this information in the newsletter.

(b) to act as a trigger to the CEO to set up any additional files etc. which may be required as a result of the workshop.

2. Whilst attending the workshop etc. there are four simple guidelines.

(a) The participant must at all times behave in a manner which is in the best interests of FDPA, and in accordance with what is expected from someone who is representing a national NGO.

(b) The participant must apply themselves diligently to the workshop etc. so that they can derive the best possible benefit from the course, and can consequently share their knowledge with others when they return

(c) The participant must keep all relevant handouts, prepared notes and personal notes so that these can be used later.

(d) Regardless of who is sponsoring the event, the participant should keep a clear and accurate record of expenditures.

3. De-briefing upon return

Upon return from the workshop etc. the participant will hold a debriefing session with the CEO and PRO. Decisions will be taken during the debriefing on how the benefits of the workshop should be distributed and presented.

In every case, the participant will be expected to prepare a written report for submission to EXCO/Board of Officers.

In every case, the participant will be required to draft a letter of thanks to the sponsors - this is to be sent via the CEO.

In every case, the participant should ensure that course notes and materials are properly filed and recorded in the FDPA files or in the FDPA library/resource centre. Where personal notes are in the participants handwriting then these should be tidied up and typed for inclusion in FDPA files etc.

In every case, the participant and the PRO will jointly draft a newsletter article (the length and detail of the article will depend on the relevance of the workshop to the general membership).

In every case, the CEO will be responsible for recording the event for inclusion in the Presidents quarterly and annual reports to the general membership.

Where relevant the participant will:

(a) with the PRO, prepare a brochure or handout outlining the key points of the workshop etc. The presentation of the brochure/handout should either clearly offer direct advice, or clearly identify where additional information on the subject can be found.

(b) prepare a talk, workshop or course for presentation to the general membership. The talk, workshop or course should be designed so that it is in a presentation package and can be replicated any number of times in the future.

(c) attend to follow up work - e.g. information back to the workshop organizers; collection of further information on the topics etc.

CHECKLIST FOR COURSE PARTICIPANTS/FDPA REPS.

* Item B5 was added by the ESCAP secretariat.

foot note

31 The guidelines and a checklist were reproduced here with the permission of the Fiji Disabled Peoples Association.

ANNEX II.

A SIMPLIFIED BOOKKEEPING SYSTEM USED BY THE FDPA FOR ITS NEWLY FORMED RURAL BRANCH OFFICES

This system of bookkeeping was designed for use in rural areas and for branch offices, and to suit circumstances where limited financial literacy exists. It is a simple system, based on a single 32-column ledger book, an example of which follows. It records the total liquid assets of the branch: petty cash, postage stamps held, bank savings account and bank current account. It also records an overall balance of the liquid assets. It is not a double-entry bookkeeping system; it relies on the use of red ink for recording expenditures and black ink for recording income. Red and black pens are therefore essential.

The system recommends keeping two bank accounts: a deposit/savings account and a current/chequing account. The branch should keep as little as possible in the current account, as it pays no interest. Banks can be instructed to transfer money automatically from the current account into the savings account when the current account reaches a certain level. This ensures that as much as possible is kept in the interest-bearing savings account.

At least two authorized signatories must sign every cheque. The Treasurer should always be a signatory, so that he or she will know what money comes into or leaves the branch.

Bank statements should be checked against cheque stubs and the ledger in order to ensure that the balance given by the bank agrees with the books of account, and to add any interest into the ledger or deduct any bank fees from the ledger.

A SIMPLIFIED BOOKKEEPING SYSTEM

Notes:

1. Debit entries are recorded in red ink. Credit entries in black ink.

2. The shaded areas are compulsory headings, other columns may have the budget headings of your organisations choice.

3. Columns 28 thru 31 are balances - fictional opening balances are shown.

4. Column 32 shows the overall balance, i.e. The total of the balances in columns 28 thru 31.

5. The last 3 rows of the page can be used to show:

1. Total income for each budget head (black);
2. Total expenditure for each budget head (red);
3. The balance for each budget head (red or black depending whether credit or debit balance).

ANNEX III.

CURRICULUM FOR TRAINING OF NGO WORKERS

The author of case-study 5, who is the founder and past Executive Director of ADD India and his colleagues jointly developed a curriculum for training activists to organize people with different disabilities in poor communities, called Development Training on Disability.

This pioneering initiative has enabled more than 150 activists in India, Bangladesh and Cambodia to equip themselves to do organizational work among disabled people. The curriculum should enable its participants to acquire and apply the knowledge and skills they need to do effective development work with disabled people. The training programme examines the following subjects, each of which will be dealt with at length:

(a) Socio-political analysis of the country in question;

(b) Poverty and disability;

(c) Disability as a development issue;

(d) Causes of disabilities;

(e) Community study;

(f) Case study;

(g) Self-development;

(h) Counselling;

(I) Group-work techniques;

(j) Problem-solving techniques;

(k) Media.

In India, the training takes place over a period of 100 days. This includes 70 days of classroom input and 30 days of field work (community study, case work and disability-awareness activities). This has been modified to meet the needs of newer programmes in Bangladesh and Cambodia, in a phased manner. Programme managers in those two countries have assumed responsibility for follow-up and guidance, thus playing the role of a trainer as well.

The programme has used the services of different trainers specialized in each topic. It would be advisable to influence other training resources to add disability concerns to their initiatives, thus increasing their training capacity.

SOCIO-POLITICAL ANALYSIS

Those who are doing development work need to have a deep understanding of the root causes of poverty in their country, locality and of course the world. This subject will enable participants to describe the socio-political, economic and cultural or religious factors contributing to poverty in their country. It examines the following topics:

1. The historical evolution of society, how its class structure has originated and how the surplus has been appropriated by some people, impoverishing others;
2. Productive forces, their relation to the evolution of social structure and superstructure and their fundamental inter-relationship;
3. An analysis of rural society, including an analysis of farm size structure and dynamics;
4. A definition of farm in three dimensions: technology, labour relation and market relation;
5. Farm size analysis leading to a classification of their sizes: small farmers, middle farmers and large farmers;
6. The reasons and process for small farmers' becoming landless;
7. Statistics on landlessness in the country concerned;
8. The push and pull forces that alienate the poor and the rich from the productive use of land;
9. The rate of improvement due to agricultural production becoming less profitable as opposed to the creation of new areas for employment;
10. Tenancy in three dimensions: tenancy, normal tenancy (from large to small), and pure tenancy (i.e., the landless taking tenancy and shared cropping);
11. Large farmers: whether their land control has increased and the reasons for this, along with their attitude towards the use of land and the diversion of surplus to non- agricultural sectors;
12. The increase in the growth of population, and the tradition of property sharing, which together reduce farm size;
13. The disparity between urban and rural economies and intra-rural inequality;
14. Analysis of the impact of poverty-alleviation programmes from the government and non-government sectors (such as microcredit);
15. Alternative rural industrialization land reforms and tenancy rights;
16. Models of development (socialism, technocracy, globalization), and their strengths and weaknesses;
17. The national development plan;
18. Historical materialism, rural society, and rural development approaches and models;
19. Social mobilization of people in three dimensions: for political power, community development and micro-group benefit;
20. The other approaches of Mohandas Gandhi, Paulo Freire and humanism.

POVERTY AND DISABILITY

Few people know the link between poverty and disability. Poverty deprives people from accessing information and from using the available information effectively. Disability impoverishes people, and poverty is most often the root cause of disability. This subject will enable participants to describe the socio-political, economic, cultural and physical factors contributing to disability. It includes the following topics:

(a) Asset holdings;

(b) Number of available days of work;

(c) Wages;

(d) Alternative sources of income;

(e) Family size and why it is an asset;

(f) Rainfall;

(g) Deforestation and its impact;

(h) Ecological imbalances;

(i) Impact of industrialization, technology and migrant labour on rural occupation;

(j) Health and nutrition;

(k) Traditional belief and practices in health;

(l) The role of traditional healers and traditional birth attendance;

(m) Nutrition: the minimum number of calories required for adults and children per day;

(n) Water and sanitation;

(o) Housing;

(p) Communication;

(q) Health systems;

(r) Educational systems;

(s) Political structures;

(t) Religious practices;

(u) Debt.

DISABILITY AS A DEVELOPMENT ISSUE

Attitude, not impairments as such, disables people. This subject covers the prerequisites for normal human development, physiological, psychological, intellectual and social. It will enable participants to describe the root causes of disabled people's deprivation and the ways to change attitudes in the community. It includes the following topics:

(a) The evolution of value for human beings;

(b) The nature of the human psyche for perfection;

(c) The phenomenon of "survival of the fittest";

(d) Historical perspectives on disability;

(e) The role of religion in disability;

(f) The evolution of services for people with disabilities;

(g) Perspectives of Government and the non-governmental sectors towards disability;

(h) Birth of the disabled people's movement;

(i) A world-wide overview of disability.

CAUSES OF DISABILITIES

These sessions provide information on the scientific causes of different disabilities. These can be disseminated to disabled people and their families, to change their attitude towards disability and take steps for prevention, early intervention and rehabilitation. The discussion will enable participants to explain the causes, prevention and basic intervention measures of major disabilities. It covers the following types of disability:

(a) Poliomyelitis;

(b) Congenital deformities;

(c) Muscular dystrophy;

(d) Spinal-cord injury;

(e) Paralysis/stroke;

(f) Juvenile arthritis;

(g) Amputation;

(h) Rheumatoid arthritis;

(i) Tuberculosis (joint and spine);

(j) Leprosy;

(k) Visual impairments;

(l) Hearing impairments;

(m) Intellectual disabilities;

(n) Mental illness;

(o) Epilepsy;

(p) Cerebral palsy.

COMMUNITY ANALYSIS

This subject includes an in-depth study of the programme area by participants, to illustrate the information on socio-political analyss and the link between poverty and disability. The topic includes some theoretical discussion, but most of the work is done in the field. Participants contact and relate to people on a one-to-one basis and in groups, in villages or slums, to gather data. This work enables participants to describe the factors contributing to poverty in the community, and the linkages between these factors and disability.

The participants first contact key people in the community (e.g., village chiefs, religious heads, postal workers, doctors, teachers, health workers, traders), explain the intended work to them, and seek their support. The participants also gather information about the community from these key people, and through them, establish contact with the other people in the community.

Participants collect information through both formal and informal channels. The data collected includes, inter alia, male-female ratio, numbers of children, literacy rates, amount of land and other asset holdings, number of days of work available in a year, migrant labour wages, spending patterns, debt, religious practices, health problems, beliefs and practices, communication systems, and political structure. Participants gather this information over a period of time. After every visit, they discuss the data with facilitators and analyze it. Then, participants disseminate information to people, especially on health problems in the community. They also organize referral.

This section includes the following topics of discussion:

(a) Definition of community;

(b) Elements that make up a community;

(c) Power structures in the community and the inter-relationship among them;

(d) Resources and their use in the community.

CASE STUDY

The case study method has been used effectively in working with poor people for more than four decades. It enables participants to gain an in-depth understanding of the situation of individual disabled people. Experience shows that the way two people, with the same disability and in the same community, feel about themselves is usually different, because their emotional, intellectual, social and physical circumstances will be different. The steps for medical and other intervention may also be different.

Therefore, if participants are to address the root causes of problems faced by people with disabilities, they need to understand every disabled person individually in order to know the root causes of each person's problems, emotional state and supportive or hostile forces in the family. The root causes are addressed through counselling, referral, intervention and social adjustments in the family and in the community. Understanding this subject will enable participants to describe the importance and the process of a case study, and to carry one out. The discussion includes the following topics:

(a) Introduction to social work;

(b) The case study as a social-work approach;

(c) Principles of case studies;

(d) Understanding human behaviour;

(e) Case-study recording (narrative summary and verbatim);

(f) Tools and techniques for case studies;

(g) Counselling versus case study.

SELF-DEVELOPMENT

Unless one can change oneself, one cannot change others. This subject sensitizes participants to self-development, enabling them to examine whether and how they want to develop themselves. They will also be able to define self-development and its pre-requisites. The subject examines the following topics:

(a) Examining one's stereotypes;

(b) Attitudes;

(c) Beliefs;

(d) Values;

(e) Identifying weaknesses and strengths for self-development.

COUNSELLING

Most human beings yearn to be listened to, understood and accepted as they are. People with disabilities are no exception. This subject enhances participants' capacity to listen with empathy and to accept and understand people as they are, with genuine concern. This enables participants to counsel disabled people and their families. Participants will be able to describe the qualities of a counsellor and demonstrate the counselling process. The subject includes the following topics:

(a) Definition of counselling;

(b) Psychological problems of disabled people;

(c) The counselling process;

(d) Counselling interviews;

(e) Values and ethics in counselling and the role of counsellor;

(f) Empathetic listening.

GROUP WORK

Group work is intended to promote self-advocacy. Like any other marginalized group, people with disabilities need to organize themselves into self-help groups, and in turn make linkages in solidarity with other groups, for their voice to be heard. This subject will enable participants to describe and demonstrate the knowledge and skills of doing group work. It includes the following topics:

(a) Size of groups;

(b) The right skill mix among members;

(c) Purposefulness of goals;

(d) Structuring goals and tasks towards the optimum use of member resources;

(e) Arriving at working approaches at a first meeting;

(f) Providing adequate mechanisms for getting feedback;

(g) Creating a participatory environment;

(h) Group and individual goals;

(i) Structure of goals;

(j) Characteristics of groups;

(k) Effective and ineffective groups;

(l) Listening techniques;

(m) Difficulties in decision making;

(n) Factors that help decision making;

(o) Leadership styles;

(p) Tasks and maintenance;

(q) Stages of development in groups, and their characteristics;

(r) Group characteristics and work practices;

(s) Communication;

(t) Feedback;

(u) Dos and don'ts in giving and receiving feedback.

PROBLEM-SOLVING TECHNIQUES

With the knowledge and experience gained from the case study, participants become familiar with problems of individual people with disabilities. This topic teaches participants the skills to pose problems to groups, analysis of the root causes of the problems and finding solutions, and, more importantly, how the group members can participate in solving the problems. This is essentially the method taught by Paulo Freire. Participants will learn the differences between banking and problem-posing education and the values associated with each. The subject includes the following topics:

(a) Levels of awareness: magical, nave, fanatical and critical;

(b) Generative theme;

(c) Code and its characteristics and use.

MEDIA

Participants acquire media skills such as drawing, puppetry, theatre, child-to-child activities, and other cultural forms appropriate to the local area. They use these skills to conduct meetings of community members, writing slogans and making posters on disability issues, taking lessons on disability issues for school children, and initiating child-to-child activities. This ultimately leads children without disabilities including children with disabilities in their play, bringing them to school, calling them by name rather than by disability-related nicknames, and even assisting with their studies. Participants disseminate information about causes of disability and preventative measures to be taken by going to the people and performing street plays, involving community members (especially ones with disabilities), on disability issues specific to that community.

If they are to help change the situation of people with disabilities, participants must work with the community and with family members of disabled people to change their attitude towards people with disabilities. They must also wor with disabled people for them to change their attitude towards themselves and the outside world. The approach is three-dimensional. The section includes the following topics:

(a) Selection of messages;

(b) The sender;

(c) Receivers;

(d) Choice of media and their characteristics appropriate to the audience and message;

(e) Types of media and their characteristics;

(f) Songs, storytelling, street theatre, puppetry, posters, and other folk media, including culture-specific ones.

ANNEX IV.

COURSES FOR THE NADT THAI SIGN LANGUAGE PROGRAMME

This programme is modelled on a Gallaudet University programme, but focuses on the unique structure of Thai Sign Language, as used in the Thai deaf community.

Students must complete a total of nine required courses for a total of 36 credit-hours; one credit-hour equals one hour of lecture or two hours of tutorial. Normally, students will do this by taking three courses each semester for three semesters. Each semester has 16 weeks of instruction. The minimum period of study for the certificate is three full-time semesters of study. All requirements for the certificate must be completed within three years from the date of initial registration.

A mark of (*) indicates a course will be taught jointly by faculty from Gallaudet University and from Ratchasuda College; Ratchasuda faculty will teach all other courses.

Course descriptions

RSTS 010 Introduction to Sign Languages and Deaf Communities
4 Credits (3 - 2)

An introductory survey of some of the major sign languages, sign language families, and Deaf communities around the world. Universal and unique characteristics of these sign languages ad Deaf communities will be discussed to give students an appreciation of the complexities involved in studying languages and cultures. Basic facts about these languages and communities will be used to introduce the students to metalinguistic terms in the fields of Linguistics, Anthropology, and Sociology that will be used in other courses in the program. (Only offered in the first semester of the academic year. Normally taken in the first semester of the program.)

RSTS 011 Methods of Teaching Sign Languages*
4 Credits (3 - 2)
(Gallaudet University SIG 641 Methods of Teaching Sign Communication)

A study of various methods of teaching sign languages including grammar-translation, direct method, "audio-lingual" method, cognitive method, total physical response method, among others. Material development and analysis, lesson planning, the writing of course objectives, and evaluation methods will be featured. Students will have extensive practice in tutorials and will be expected to demonstrate various teaching methods in the classroom. Observation of on-going sign language courses will be included wherever possible. (Only offered in the first semester of the academic year. Normally taken in the first semester of the program. Prerequisite: current enrollment in or completion of RSTS 010.)

RSTS 012 Curriculum Design and Materials Development for Sign Language Instruction*
4 Credits (3 - 2)

A survey of various curricula and materials used in sign language instruction in selected countries. Students will be taught to compare, contrast and to evaluate the information presented and to begin developing and evaluating similar materials for Thai Sign Language. Students will also be expected to present and formally discuss curricula and materials they have developed and to give constructive criticism of others' curricula and materials. (Only offered in the first semester of the academic year. Normally taken in the first semester of the program. Prerequisite: current enrollment in or completion of RSTS 010.)

RSTS 020 Introduction to the Structure of Thai Sign Language
4 Credits (3 - 2)

An introduction to the "phonology", grammar, and semantics of Thai Sign Language. Information about the historical development of Modern Thai Sign Language and about sociolinguistic variations in Thai Sign Language that are related to region, social class, age and gender will also be included. Some comparisons with the linguistic structure of Thai and with the linguistic structure of other sign languages will be offered. (Only offered in the second semester of the academic year. Normally taken in the second semester of the program. Prerequisite: completion of RSTS 010.)

RSTS 021 Practicum: Teaching Thai Sign Language I
4 Credits (1 - 6)
(Gallaudet University SIG 612 Practicum.)

A beginning supervised practicum in which students will be required to observe, to team-teach, and finally to participate in actual classroom teaching under the supervision of an experienced cooperating teacher. The students will be assigned to an appropriate course level. Wherever possible a period of classroom observation will be offered preceding the student teaching. Feedback forms will be used to keep the student teachers and the practicum coordinator informed of progress throughout the course. The students will be required to attend a one-hour weekly seminar conducted by the practicum coordinator. (Only offered in the second semester of the academic year. Normally taken in the second semester of the program. Prerequisites: completion of or current enrollment in RSTS 010, RSTS011, and RSTS 020. Permission of the instructor required.)

RSTS 022 Practicum: Curriculum Design and Materials Development for Thai Sign Language Instruction I
4 Credits (1 - 6)

A beginning practicum based on RSTS 012 in which students will be required to develop their own curriculum and materials for Thai Sign Language under the supervision of an experienced cooperating teacher. The students will be assigned to develop curriculum and materials for the course level they are teaching during their teaching practicum (RSTS 021). The students will be required to attend a one-hour weekly seminar conducted by the practicum coordinator. (Only offered in the second semester of the academic year. Normally taken in the second semester of the program. Prerequisites: completion of or current enrollment in TSL 010, TSL 012, and TSL 020. Permission of the instructor required.)

RSRS 030 Research on Sign Languages in Thailand
4 Credits (2 - 4)

Supervised research on Modern Thai Sign Language or on another sign language used in Thailand. Students will be required to select two limited topics of study, one for a group project and one for an individual project. The students, in consultation with and under close direction of the supervisor, will design and carry out a simple research project for each of the two research topics and will report their findings in class and in a formal presentation at the annual meeting of the National Association of the Deaf in Thailand. The students will be required to attend two hours formal lecture/training per week in addition to carrying out the research. (Completion of TSL 010 and 020.)

RSTS 031 Practicum: Teaching Thai Sign Language II*
4 Credits (1 - 6)
(Gallaudet University SIG 612 Practicum.)

An intermediate supervised practicum in which students will be required to observe, to team-teach, and finally to participate in actual classroom teaching under the supervision of an experienced cooperating teacher. The students will be assigned to an appropriate course level. Wherever possible a period of classroom observation will be offered preceding the student teaching. Feedback forms will be used to keep the student teachers and the practicum coordinator informed of progress throughout the course. The students will be required to attend a one-hour weekly seminar conducted by the practicum coordinator. (Only offered in the first semester of the academic year. Normally taken in the third semester of the program. Prerequisites: completion of or current enrollment in RSTS 010, RSTS 011, RSTS 020, and RSTS 021. Permission of the instructor required.)

RSTS 032 Practicum: Curriculum Design and Materials Development for Thai Sign Language Instruction II*
4 Credits (1 - 6)

An intermediate practicum based on RSTS 012 and RSTS 022 in which students will be required to develop their own curriculum and materials for Thai Sign Language under the supervision of an experienced cooperating teacher. The students will be assigned to develop curriculum and materials for the course level they are teaching during their teaching practicum (TSL 031). The students will be required to attend a one-hour weekly seminar conducted by the practicum coordinator. (Only offered in the first semester of the academic year. Normally taken in the third semester of the program. Prerequisites: completion of RSTS 010, RSTS 012, RSTS 020, and RSTS 022. Permission of the instructor required.)

RSTS 033 Methods of Evaluating Sign Language Skills*
4 Credits (2 - 4)
(Gallaudet University SIG Evaluaion and Diagnosis of Sign Language Skills)

This course will review the history of methods of evaluating sign language and study procedures used in the various methods. Students will be exposed to and gain insight and experience in conducting both diagnostic testing and proficiency testing of sign language skills. The preparation of diagnostic reports will be stressed and the students will also learn procedures of conducting Sign Language Proficiency Interviews for Thai Sign Language. The first one-third of the course will focus on theoretical aspects of testing and evaluation and the remainder of the course will provide the students an opportunity to conduct mock evaluations and to prepare diagnostic reports. (Only offered in the first semester of the academic year. Normally taken in the third semester of the program. Prerequisites: completion of or current enrollment in RSTS 010, RSTS 011, RSTS 012, RSTS 020, and RSTS 021.)

ANNEX V.

ADDITIONAL INFORMATION SOURCES

A. USEFUL PUBLICATIONS AND DOCUMENTS

United Nations:

Standard Rules on the Equalization of Opportunities for Persons with Disabilities, United Nations, New York, 1993

ESCAP:

Self-help Organizations of Disabled Persons (ST/ESCAP/1087), New York, 1991(out of print)

Self-help Organizations of Disabled Persons: Reports of Three Pilot National Workshops (ST/ESCAP/1159), New York, 1992

Directory on Self-help Organizations of People with Disabilities (ST/ESCAP/1330), New York, 1993

Hidden Sisters: Women and Girls with Disabilities in the Asian and Pacific Region (ST/ESCAP/1548), New York, 1995

Asian and Pacific Decade of Disabled Persons: Mandates for Action (ST/ESCAP/1433), New York 1994, which includes:

Agenda for Action for the Asian and Pacific Decade of Disabled Persons, 1993-2002

Asian and Pacific Decade of Disabled Persons: Action Targets and Gender Dimensions (ST/ESCAP/1669), New York, 1996, which includes:

Targets and recommendations for implementation of the Agenda for Action for the Asian and Pacific Decade of Disabled Persons, 1993-2002

Gender Dimension of Implementation of the Agenda for Action for the Asian and Pacific Decade of Disabled Persons

Contact:

Social Development Division

Economic and Social Commission for Asia and the Pacific

United Nations Building

Rajdamnern Avenue

Bangkok 10200

Fax: (66-2) 288-1030

E-mail: takamine.unescap@un.org

Disability Awareness in Action (DAA):

DAA, Resource Kit

No. 1: Media Information

No. 2: Consultation and Influence

No. 3: Campaigns

No. 4: Organization-building

No. 5: Fund-raising

No. 6: Disabled Women

DAA, Newsletter, Monthly

Information Kit on the United Nations Standard Rules on the Equalization of Opportunities for Persons with Disabilities, Disability Awareness in Action, 1995

Contact:

Disabled Awareness in Action

11 Belgrave Road

London SWIV IRB

United Kingdom

Tel: +44 171 834 0477 (voice)

Tel: +44 171 821 9812 (text)

Fax: +44 171 821 9539

E-mail: 100726.141@compuserve.com

Others: Manual on How to Establish and Run an Organization of the Deaf

World Federation of the Deaf, by Ruija Moustgaard, Finland, 1994

B. HEAD OFFICES AND REGIONAL OFFICES OF INTERNATIONAL SELF-HELP ORGANIZATIONS AND OTHER RELATED ORGANIZATIONS

C. ASIAN AND PACIFIC REGIONAL OFFICES OF UNITED NATIONS BODIES AND SPECIALIZED AGENCIES

Go back to the Contents

Economics and Social Commission for Asia and the Pacific
Management of self-help organizations of people with disabilities
- Chapter 7 -

United Nations
New York,1997

ST/ESCAP/1849