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THEA talk at EWB Conference 11-19-11

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Cynthia Mudd
Cynthia Mudd

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

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Session 3: of Presentation Title Project Management Establishing accessible, sustainable programs in Secondary title (if applicable) resource-poor communities Name Cynthia Mudd Position Board President Organization THEA (The Haiti Education Alliance)
I. Introduction A. Occupational Therapist Information 1. Assess each persons abilities and disabilities in these areas of function: - Physical - Cognitive - Psycho-social - Roles in family and community
A. Occupational Therapy Information 2. Determine next step toward increased function (just right challenge) 3. Environmental Modifications - keep simple and easy to use - need on-going assessment as function changes over time
THEA talk at EWB Conference 11-19-11
I. Introduction A. Occupational Therapist Information B. THEA (The Haiti Education Alliance) Facilitating long term sustainable solutions one community at a time
I. Introduction A. Occupational Therapist Information B. THEA (The Haiti Education Alliance) Facilitating long term sustainable solutions one community at a time Mission: To provide education opportunities to impoverished children and adults in Haiti empowering them to strengthen their communities and emerge to a life of healing and hope.
Training Garden
THEA talk at EWB Conference 11-19-11
SEWING TRAINING PROGRAM
THEA talk at EWB Conference 11-19-11
THEA talk at EWB Conference 11-19-11
MEDICAL EDUCATION PROGRAM
THEA talk at EWB Conference 11-19-11
THEA talk at EWB Conference 11-19-11
THEA talk at EWB Conference 11-19-11
THEA talk at EWB Conference 11-19-11
I. Introduction A. Occupational Therapist Information B. THEA C. World Report on Disability
I. Introduction A. Occupational Therapist Information B. THEA C. World Report on Disability Six areas of focus: 1. General Healthcare 2. Rehabilitation 3. Assistance & Support 4. Enabling environments 5. Education 6. Work and Employment
II. Haiti A. General statistics 1. Population ~9.8 mil - Estimated 800,000 people had a disability before earthquake -Additional 450,000 after earthquake
II. Haiti A. General statistics 1. Population ~9.8 mil 2. Education
II. Haiti A. General statistics 1. Population ~9.8 mil 2. Education ~ 1.3 million children do not have access primary school enrollment ~65%; only 35% graduate secondary school enrollment ~20%; only 6% graduate 60% of Haitian teachers are qualified to teach 52.9 literacy rate
II. Haiti A. General statistics 1. Population ~9.8 mil 2. Education 3. Health Care 40% do not have access
II. Haiti A. General statistics B. Cultural Practices 1. Women carry the work load - Higher incidence of disability - Higher incidence of birth defects and developmental disabilities in their children - Occupational hazards (i.e. pulmonary illnesses, burns, sexual assault of women and children gathering water and sticks, etc.) - Solar cook stoves?
THEA talk at EWB Conference 11-19-11
THEA talk at EWB Conference 11-19-11
THEA talk at EWB Conference 11-19-11
THEA talk at EWB Conference 11-19-11
THEA talk at EWB Conference 11-19-11
THEA talk at EWB Conference 11-19-11
II. Haiti A. General statistics B. Cultural Practices 1. Women carry the work load 2. People with disabilities - Marginalized from mainstream society - Survivalist culture - Costs of caretaking
THEA talk at EWB Conference 11-19-11
II. Haiti A. General statistics B. Cultural Practices 1. Women carry the work load 2. People with disabilities 3. Voodou - a cultural and religious practice for healing in absence of access to adequate medical care
II. Haiti A. General statistics B. Cultural Practices 1. Women carry the work load 2. People with disabilities 3. Voodou 4. Interpersonal/Communication
III. Meeting Un-met Needs A. Universal Design 1. Definition - Universal Design is committed to ensuring that all spaces, products, and communications meet the needs of people of all ages and various levels of ability. - Universal Design strives to achieve safety, comfort, and convenience for all citizens in the community.
III. Meeting Un-met Needs A. Universal Design 1. Definition 2. Enables individual and social participation
III. Meeting Un-met Needs A. Universal Design 1. Definition 2. Enables individual and social participation 3. Applications to physical environments Wells/pumps; buildings; community events
III. Meeting Un-met Needs A. Universal Design 1. Definition 2. Enables individual and social participation 3. Applications to physical environments 4. Applications to educational/intellectual environments Who will benefit? How will they benefit? Teaching project maintenance
THEA talk at EWB Conference 11-19-11
III. Meeting Un-met Needs A. Universal Design 1. Definition 2. Enables individual and social participation 3. Applications to physical environments 4. Applications to educational/intellectual environments *Evidence-based
III. Meeting Un-met Needs *Evidence-based: Maximize all students potential/meeting environmental needs Type of classroom is less important than quality Inclusion has no negative impact on children without disabilities Multiple means of expression, representation, and engagement
THEA talk at EWB Conference 11-19-11
THEA talk at EWB Conference 11-19-11
THEA talk at EWB Conference 11-19-11
III. Meeting Un-met Needs *Evidence-based: Develop guidelines to monitor progress Focus on education results, not access High standards and more means Variability is good for everyone
III. Meeting Un-met Needs A. Universal Design 1. Definition 2. Enables individual and social participation 3. Applications to physical environments 4. Applications to educational/intellectual environments /*Evidence-based 5. Universal design at national level/Haiti current initiatives for reconstruction a. In partnership with State Secretariat for the inclusion of Persons with Disabilities, an Advocacy program in March 2010 to strengthen capacities of local DPOs
III. Meeting Un-met Needs A. Universal Design 1. Definition 2. Enables individual and social participation 3. Applications to physical environments 4. Applications to educational/intellectual environments 5. Universal design at national level/Haiti current initiatives for reconstruction a. In partnership with State Secretariat/Persons with Disabilities b. Toolkit for Long-term Recovery Haiti: Reconstruction for all - Global Partnership for Disability and Development in 2010
III. Meeting Un-met Needs A. Universal Design B. World Vision Hierarchical Five Fingers of Development 1. Clean Water 2. Food Supply 3. Education 4. Medicine 5. Economic Development
III. Meeting Un-met Needs A. Universal Design B. World Vision C. Increase access to Clean Water & Nutrition 1. Access to wells/water - long, angled pump handles for various heights and strengths - ramps and areas for sitting
THEA talk at EWB Conference 11-19-11
THEA talk at EWB Conference 11-19-11
THEA talk at EWB Conference 11-19-11
Q-DRUM
III. Meeting Un-met Needs A. Universal Design B. World Vision C. Increase access to Clean Water & Nutrition 1. Access to clean water 2. Access to nutrition - Backyard gardening - Drip irrigation for year-round nutrition
III. Meeting Un-met Needs A. Universal Design B. World Vision C. Increase access to Clean Water & Nutrition 1. Access to wells/water 2. Access to nutrition 3. Pay with food
III. Meeting Un-met Needs A. Universal Design B. World Vision- 5 fingers of development C. Increase access to Clean Water & Nutrition D. Increase access to Education 1. Make school and municipal buildings accessible
THEA talk at EWB Conference 11-19-11
III. Meeting Un-met Needs A. Universal Design B. World Vision C. Increase access to Clean Water & Nutrition D. Increase access to Education 1. Make school and municipal buildings accessible 2. Dormitories for secondary students
III. Meeting Un-met Needs A. Universal Design B. World Vision C. Increase access to Clean Water & Nutrition D. Increase access to Education 1. Make school and municipal buildings accessible 2. Dormitories for secondary students 3. Oral tradition/Lack of teaching resources and qualified teachers
THEA talk at EWB Conference 11-19-11
III. Meeting Un-met Needs A. Universal Design B. World Vision C. Increase access to Clean Water & Nutrition D. Increase access to Education 1. Make school and municipal buildings accessible 2. Dormitories for secondary students 3. Oral tradition/Lack of teaching resources and qualified teachers 4. Funding Needs
III. Meeting Un-met Needs A. Universal Design B. World Vision C. Increase access to Clean Water & Nutrition D. Increase access to Education E. Increase access to Health Care 1. Hospitals/Clinics Qualified Professionals?
III. Meeting Un-met Needs A. Universal Design B. World Vision C. Increase access to Clean Water & Nutrition D. Increase access to Education E. Increase access to Health Care 1. Hospitals/Clinics Qualified Professionals? 2. Vocational training- RTTP, MEVP
III. Meeting Un-met Needs A. Universal Design B. World Vision C. Increase access to Clean Water & Nutrition D. Increase access to Education E. Increase access to Health Care 1. Hospitals/Clinics Qualified Professionals? 2. Vocational Training- RTTP, MEVP 3. Community Health & Rehabilitation Workers
III. Meeting Un-met Needs A. Universal Design B. World Vision C. Increase access to Clean Water & Nutrition D. Increase access to Education E. Increase access to Health Care 1. Hospitals/Clinics Qualified Professionals? 2. Vocational Training- RTTP, MEVP 3. Community Health & Rehabilitation Workers 4. Community health care technology for data collection
III. Meeting Un-met Needs A. Universal Design B. World Vision C. Increase access to Clean Water & Nutrition D. Increase access to Education E. Increase access to Health Care 1. Hospitals/Clinics Qualified Professionals? 2. Vocational Training- RTTP, MEVP 3. Community Based Health & Rehabilitation 4. Community health care technology for data collection 5. International classification of function (ICF) assessment tool, increased quantity & quality of data/statistics, etc
III. Meeting Un-met Needs E. Increase access to Health Care 1. Hospitals/Clinics Qualified Professionals? 2. Vocational Training- RTTP, MEVP 3. Community Based Health & Rehabilitation 4. Community health care technology for data collection 5. International classification of function (ICF) - assessment tool, increased quantity & quality of data/statistics, etc 6. Increased research stems increased funding, influences national policy, and improves standards for improved healthcare in the country
IV. Conclusion A. Wrap-Up of Ideas - What happens when we leave? - In creating self-sustaining communities we may need to provide resources they dont have (i.e. wells, training, assessment tools, etc.). - Consider the personal/ social/relational components of projects
IV. Conclusion A. Wrap-Up of Ideas -Collaboration -Education -Celebration
IV. Conclusion A. Wrap-Up of Ideas -Collaboration -Education -Celebration B. References and handouts available
V. Questions and Ideas ?????
THEA talk at EWB Conference 11-19-11
References 1. World Report on Disability- WHO and World Bank 2. No Nonsense Guide to International Development- Maggie Black 3. Five Fingers of Development- World Vision 4. Education in Haiti Statistics- Wikipedia 5. Seven Principles of Universal Design- http://www.udll.com/media- room/articles/the-seven-principles-of-universal-design/ - Action Magazine, December 2006; Rosemarie Rossetti 6. Q Drum (Pty) Ltd: The Rollable Water Container for Developing Countries http://www.qdrum.co.za/image-gallery - Troyeville, Johannesburg, South Africa 7. Inclusive Reconstruction: Haiti for All; Toolkit for Universal Design in Long-Term Recovery http://gpdd-archive.syr.edu/news/docs/Toolkit_on_Inclusive_Reconstruction Chapter_1_Physical_Environment.pdf - Global Partnership for Disability and Development
THEA talk at EWB Conference 11-19-11
THEA talk at EWB Conference 11-19-11

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THEA talk at EWB Conference 11-19-11

  • 1. Session 3: of Presentation Title Project Management Establishing accessible, sustainable programs in Secondary title (if applicable) resource-poor communities Name Cynthia Mudd Position Board President Organization THEA (The Haiti Education Alliance)
  • 2. I. Introduction A. Occupational Therapist Information 1. Assess each persons abilities and disabilities in these areas of function: - Physical - Cognitive - Psycho-social - Roles in family and community
  • 3. A. Occupational Therapy Information 2. Determine next step toward increased function (just right challenge) 3. Environmental Modifications - keep simple and easy to use - need on-going assessment as function changes over time
  • 5. I. Introduction A. Occupational Therapist Information B. THEA (The Haiti Education Alliance) Facilitating long term sustainable solutions one community at a time
  • 6. I. Introduction A. Occupational Therapist Information B. THEA (The Haiti Education Alliance) Facilitating long term sustainable solutions one community at a time Mission: To provide education opportunities to impoverished children and adults in Haiti empowering them to strengthen their communities and emerge to a life of healing and hope.
  • 17. I. Introduction A. Occupational Therapist Information B. THEA C. World Report on Disability
  • 18. I. Introduction A. Occupational Therapist Information B. THEA C. World Report on Disability Six areas of focus: 1. General Healthcare 2. Rehabilitation 3. Assistance & Support 4. Enabling environments 5. Education 6. Work and Employment
  • 19. II. Haiti A. General statistics 1. Population ~9.8 mil - Estimated 800,000 people had a disability before earthquake -Additional 450,000 after earthquake
  • 20. II. Haiti A. General statistics 1. Population ~9.8 mil 2. Education
  • 21. II. Haiti A. General statistics 1. Population ~9.8 mil 2. Education ~ 1.3 million children do not have access primary school enrollment ~65%; only 35% graduate secondary school enrollment ~20%; only 6% graduate 60% of Haitian teachers are qualified to teach 52.9 literacy rate
  • 22. II. Haiti A. General statistics 1. Population ~9.8 mil 2. Education 3. Health Care 40% do not have access
  • 23. II. Haiti A. General statistics B. Cultural Practices 1. Women carry the work load - Higher incidence of disability - Higher incidence of birth defects and developmental disabilities in their children - Occupational hazards (i.e. pulmonary illnesses, burns, sexual assault of women and children gathering water and sticks, etc.) - Solar cook stoves?
  • 30. II. Haiti A. General statistics B. Cultural Practices 1. Women carry the work load 2. People with disabilities - Marginalized from mainstream society - Survivalist culture - Costs of caretaking
  • 32. II. Haiti A. General statistics B. Cultural Practices 1. Women carry the work load 2. People with disabilities 3. Voodou - a cultural and religious practice for healing in absence of access to adequate medical care
  • 33. II. Haiti A. General statistics B. Cultural Practices 1. Women carry the work load 2. People with disabilities 3. Voodou 4. Interpersonal/Communication
  • 34. III. Meeting Un-met Needs A. Universal Design 1. Definition - Universal Design is committed to ensuring that all spaces, products, and communications meet the needs of people of all ages and various levels of ability. - Universal Design strives to achieve safety, comfort, and convenience for all citizens in the community.
  • 35. III. Meeting Un-met Needs A. Universal Design 1. Definition 2. Enables individual and social participation
  • 36. III. Meeting Un-met Needs A. Universal Design 1. Definition 2. Enables individual and social participation 3. Applications to physical environments Wells/pumps; buildings; community events
  • 37. III. Meeting Un-met Needs A. Universal Design 1. Definition 2. Enables individual and social participation 3. Applications to physical environments 4. Applications to educational/intellectual environments Who will benefit? How will they benefit? Teaching project maintenance
  • 39. III. Meeting Un-met Needs A. Universal Design 1. Definition 2. Enables individual and social participation 3. Applications to physical environments 4. Applications to educational/intellectual environments *Evidence-based
  • 40. III. Meeting Un-met Needs *Evidence-based: Maximize all students potential/meeting environmental needs Type of classroom is less important than quality Inclusion has no negative impact on children without disabilities Multiple means of expression, representation, and engagement
  • 44. III. Meeting Un-met Needs *Evidence-based: Develop guidelines to monitor progress Focus on education results, not access High standards and more means Variability is good for everyone
  • 45. III. Meeting Un-met Needs A. Universal Design 1. Definition 2. Enables individual and social participation 3. Applications to physical environments 4. Applications to educational/intellectual environments /*Evidence-based 5. Universal design at national level/Haiti current initiatives for reconstruction a. In partnership with State Secretariat for the inclusion of Persons with Disabilities, an Advocacy program in March 2010 to strengthen capacities of local DPOs
  • 46. III. Meeting Un-met Needs A. Universal Design 1. Definition 2. Enables individual and social participation 3. Applications to physical environments 4. Applications to educational/intellectual environments 5. Universal design at national level/Haiti current initiatives for reconstruction a. In partnership with State Secretariat/Persons with Disabilities b. Toolkit for Long-term Recovery Haiti: Reconstruction for all - Global Partnership for Disability and Development in 2010
  • 47. III. Meeting Un-met Needs A. Universal Design B. World Vision Hierarchical Five Fingers of Development 1. Clean Water 2. Food Supply 3. Education 4. Medicine 5. Economic Development
  • 48. III. Meeting Un-met Needs A. Universal Design B. World Vision C. Increase access to Clean Water & Nutrition 1. Access to wells/water - long, angled pump handles for various heights and strengths - ramps and areas for sitting
  • 53. III. Meeting Un-met Needs A. Universal Design B. World Vision C. Increase access to Clean Water & Nutrition 1. Access to clean water 2. Access to nutrition - Backyard gardening - Drip irrigation for year-round nutrition
  • 54. III. Meeting Un-met Needs A. Universal Design B. World Vision C. Increase access to Clean Water & Nutrition 1. Access to wells/water 2. Access to nutrition 3. Pay with food
  • 55. III. Meeting Un-met Needs A. Universal Design B. World Vision- 5 fingers of development C. Increase access to Clean Water & Nutrition D. Increase access to Education 1. Make school and municipal buildings accessible
  • 57. III. Meeting Un-met Needs A. Universal Design B. World Vision C. Increase access to Clean Water & Nutrition D. Increase access to Education 1. Make school and municipal buildings accessible 2. Dormitories for secondary students
  • 58. III. Meeting Un-met Needs A. Universal Design B. World Vision C. Increase access to Clean Water & Nutrition D. Increase access to Education 1. Make school and municipal buildings accessible 2. Dormitories for secondary students 3. Oral tradition/Lack of teaching resources and qualified teachers
  • 60. III. Meeting Un-met Needs A. Universal Design B. World Vision C. Increase access to Clean Water & Nutrition D. Increase access to Education 1. Make school and municipal buildings accessible 2. Dormitories for secondary students 3. Oral tradition/Lack of teaching resources and qualified teachers 4. Funding Needs
  • 61. III. Meeting Un-met Needs A. Universal Design B. World Vision C. Increase access to Clean Water & Nutrition D. Increase access to Education E. Increase access to Health Care 1. Hospitals/Clinics Qualified Professionals?
  • 62. III. Meeting Un-met Needs A. Universal Design B. World Vision C. Increase access to Clean Water & Nutrition D. Increase access to Education E. Increase access to Health Care 1. Hospitals/Clinics Qualified Professionals? 2. Vocational training- RTTP, MEVP
  • 63. III. Meeting Un-met Needs A. Universal Design B. World Vision C. Increase access to Clean Water & Nutrition D. Increase access to Education E. Increase access to Health Care 1. Hospitals/Clinics Qualified Professionals? 2. Vocational Training- RTTP, MEVP 3. Community Health & Rehabilitation Workers
  • 64. III. Meeting Un-met Needs A. Universal Design B. World Vision C. Increase access to Clean Water & Nutrition D. Increase access to Education E. Increase access to Health Care 1. Hospitals/Clinics Qualified Professionals? 2. Vocational Training- RTTP, MEVP 3. Community Health & Rehabilitation Workers 4. Community health care technology for data collection
  • 65. III. Meeting Un-met Needs A. Universal Design B. World Vision C. Increase access to Clean Water & Nutrition D. Increase access to Education E. Increase access to Health Care 1. Hospitals/Clinics Qualified Professionals? 2. Vocational Training- RTTP, MEVP 3. Community Based Health & Rehabilitation 4. Community health care technology for data collection 5. International classification of function (ICF) assessment tool, increased quantity & quality of data/statistics, etc
  • 66. III. Meeting Un-met Needs E. Increase access to Health Care 1. Hospitals/Clinics Qualified Professionals? 2. Vocational Training- RTTP, MEVP 3. Community Based Health & Rehabilitation 4. Community health care technology for data collection 5. International classification of function (ICF) - assessment tool, increased quantity & quality of data/statistics, etc 6. Increased research stems increased funding, influences national policy, and improves standards for improved healthcare in the country
  • 67. IV. Conclusion A. Wrap-Up of Ideas - What happens when we leave? - In creating self-sustaining communities we may need to provide resources they dont have (i.e. wells, training, assessment tools, etc.). - Consider the personal/ social/relational components of projects
  • 68. IV. Conclusion A. Wrap-Up of Ideas -Collaboration -Education -Celebration
  • 69. IV. Conclusion A. Wrap-Up of Ideas -Collaboration -Education -Celebration B. References and handouts available
  • 70. V. Questions and Ideas ?????
  • 72. References 1. World Report on Disability- WHO and World Bank 2. No Nonsense Guide to International Development- Maggie Black 3. Five Fingers of Development- World Vision 4. Education in Haiti Statistics- Wikipedia 5. Seven Principles of Universal Design- http://www.udll.com/media- room/articles/the-seven-principles-of-universal-design/ - Action Magazine, December 2006; Rosemarie Rossetti 6. Q Drum (Pty) Ltd: The Rollable Water Container for Developing Countries http://www.qdrum.co.za/image-gallery - Troyeville, Johannesburg, South Africa 7. Inclusive Reconstruction: Haiti for All; Toolkit for Universal Design in Long-Term Recovery http://gpdd-archive.syr.edu/news/docs/Toolkit_on_Inclusive_Reconstruction Chapter_1_Physical_Environment.pdf - Global Partnership for Disability and Development