6TH AFRICA FORUM
SPEKE RESORT MUNYONYO, KAMPALA, UGANDA
4TH – 8TH OCTOBER 2015.
BEYOND 2015: DELIVERING ON THE AGENDA FOR PERSONS
WITH VISUAL IMPAIRMENT IN AFRICA
PROGRAM
Contents
INFORMATION TO PARTICIPANTS ......................................................................................6
2ND TECHSHARE AFRICA EXHIBITOR LIST .............................................................................7
WELCOME REMARKS..........................................................................................................8
From The Perkins School For The Blind ........................................................................................................................ 8
From The World Blind Union ........................................................................................................................................ 8
From The African Union of the Blind ............................................................................................................................. 9
From The International Council for Education of People with Visual Impairment, ICEVI ............................................. 9
From The International Agency For The Prevention Of Blindness – Africa ................................................................... 9
From The Institutional Development Program – IDP ..................................................................................................10
From The Uganda National Association Of The Blind - UNAB .....................................................................................10
SATURDAY 3RD OCTOBER 2015 ......................................................................................... 11
PRE-CONFERENCE CLOSED DOOR MEETINGS..............................................................................................................11
AFUB Board Meeting (Emerald Hall) .......................................................................................................................11
ICEVI EXCO Meeting (Amethyst Hall) .......................................................................................................................11
NABP Partners Meeting (Majestic Hall) ...................................................................................................................11
PARTICIPANTS REGISTRATION (Victoria Ball Room) ....................................................................................................11
KAMPALA TOURS (Register At Information Desk) .......................................................................................................11
SUNDAY 4TH OCTOBER 2015 ............................................................................................. 11
PRE-CONFERENCE CLOSED DOOR MEETINGS..............................................................................................................11
ICEVI EXCO Meeting (Amethyst Hall) .......................................................................................................................11
SRF Partners Meeting (Majestic Hall) ......................................................................................................................11
PARTICIPANTS REGISTRATION (Victoria Ball Room) ....................................................................................................11
EXHIBITION SET-UP (Albert Hall) .................................................................................................................................11
KAMPALA TOURS (Register At Information Desk) .......................................................................................................11
OFFICIAL OPENING OF THE 6TH AFRICA FORUM (Victoria Hall) ...................................................................................11
WELCOME COCKTAIL (SRM Poolside) ..........................................................................................................................11
IDP BOARD MEETING – 19:00 – 20:00 .........................................................................................................................11
MONDAY 5TH OCTOBER 2015............................................................................................ 12
PLENARY SESSION – VICTORIA HALL (9.00 – 10.00 A.M) .............................................................................................12
PANEL SESSIONS (11:00 - 12:30 P.M) ..........................................................................................................................12
Putting The SDGs Into Action (Victoria Hall) .........................................................................................................12
Access To The Environment (Meera Hall) ..............................................................................................................13
Promoting Inclusive Societies (Sheena Hall) ..........................................................................................................14
Access To Land, Housing and Sanitation (Royal Hall) ..............................................................................................15
Promoting Eye Health Services (Regal Hall).............................................................................................................16
Training Program On Web Accessibility – I (Majestic Hall)......................................................................................17
Providing Services In Humanitarian Situations (Emerald Hall)..............................................................................17
Atlas Alliance Workshop On Media and Disability (Amethyst Hall) ........................................................................18
WORKSHOPS AND INTERACTIVE SESSIONS (14:00 – 16:00) ........................................................................................18
AFUB Women Forum (Victoria Hall) .......................................................................................................................18
Building Strong ICEVI Regions: Role of Centres of Excellence (Meera Hall) ...........................................................18
Keeping in Step with UN 2030 Agenda for Sustainable Development (Sheena Hall)..............................................18
Hands-On Activities on Science and Mathematics with the New Special STEM Kit: (Royal Hall) ........................19
Strengthening The Rehabilitative Component Of Health System (Regal Hall) .....................................................19
Training Program On Web Accessibility – II (Majestic Hall).....................................................................................19
A Basic Introduction on the Visual Challenges of Persons with Albinism in the Classroom (Emerald Hall) ........19
Atlas Alliance Workshop On Media and Disability (Amethyst Hall) ........................................................................20
INTEREST GROUP MEETINGS (16:30 – 18:00)..............................................................................................................20
ICEVI Africa EXCO Meeting (Royal Hall) ...................................................................................................................20
North African Blind Women Meeting (Amethyst Hall) ............................................................................................20
COCKTAIL BY INDEX BRAILLE – POOL SIDE (18:30 – 19:30).......................................................................................20
TUESDAY 6TH OCTOBER 2015 ............................................................................................ 21
PLENARY SESSION – VICTORIA HALL (9.00 – 10.00 A.M) .............................................................................................21
PANEL SESSIONS (11:00 - 12:30 P.M) ..........................................................................................................................21
Challenges in the Education of Learners with Visual Impairments (Victoria Hall) ...............................................21
Issues In Early Childhood Development and Education (Meera Hall) ...................................................................22
Education and Technology (Sheena Hall) ................................................................................................................23
Education, Poverty Reduction And Social Inclusion (Royal Hall) .............................................................................25
Promoting Braille Literacy in Schools (Regal Hall) ...................................................................................................26
Awareness Seminar On Inclusive Publishing (Majestic Hall) ...................................................................................27
Perspectives In Inclusive Education (Emerald Hall) .................................................................................................27
Atlas Alliance Workshop On Media and Disability (Amethyst Hall) ........................................................................28
WORKSHOPS AND INTERACTIVE SESSIONS (14:00 – 16:00) ........................................................................................28
Fundraising; What Works In Africa And What Is The Future Potential? (Victoria Hall) ..........................................28
Mandate Of UNCRPD To Post 2015 Development Agenda (Meera Hall) ................................................................29
Youth Engagement and Leadership (Sheena Hall) .................................................................................................29
Access To Environment And Transport Systems Situations In Africa And The Way Forward (Royal Hall) ..........29
ICEVI: Methodologies For Early Intervention And Working With Children With Multiple Disabilities (Regal Hall) 29
Awareness Seminar On Assistive Technology And Reading Options For The Print Impaired (Majestic Hall) .........30
Enhancing e-Research Capacity Amongst Persons with visual impairment (Emerald Hall) ...................................30
Atlas Alliance Workshop On Media and Disability (Amethyst Hall) ........................................................................30
INTEREST GROUP MEETINGS (16:30 – 18:00)..............................................................................................................30
AFUB Western Regional Assembly (Meera Hall) .....................................................................................................30
AFUB Southern Regional Assembly (Sheena Hall) ...................................................................................................30
AFUB Eastern Regional Assembly (Royal Hall) .........................................................................................................30
AFUB Central Regional Assembly (Regal Hall) .........................................................................................................30
AFUB Northern Regional Assembly (Emerald Hall)..................................................................................................30
UGANDA CULTURAL NIGHT – VICTORIA HALL (18:30 – 20:00) ..................................................................................30
S.M.I ALUMNI MEETING (19:30 – 21:00) .....................................................................................................................30
WEDNESDAY 7TH OCTOBER 2015 ................................................................................................................................31
PLENARY SESSION – VICTORIA HALL (9.00 – 10.00 A.M) .............................................................................................31
PANEL SESSIONS (11:00 - 12:30 P.M) ..........................................................................................................................31
8th AFUB General Assembly (Victoria Hall) .............................................................................................................31
Trends In Rehabilitation Services (Meera Hall) ......................................................................................................31
Towards An Inclusive Employment Environment (Sheena Hall) ...........................................................................33
Taking the Employment Agenda Forward (Royal Hall) ..........................................................................................34
Promoting The Use Of Technology Among Visually Impaired Persons (Regal Hall) .............................................35
Training Program On Inclusive Publishing – I (Majestic Hall) ..................................................................................36
Teaching Mathematics To Learners With Visual Impairment (Emerald Hall)..........................................................37
Supporting People Who Are Multiply Disabled With Visual Impairment – MDVI (Amethyst Hall) .........................38
WORKSHOPS AND INTERACTIVE SESSIONS (14:00 – 16:00 HRS) ................................................................................40
8th AFUB General Assembly (Victoria Hall) .............................................................................................................40
ICEVI: The EFA-VI Campaign (Meera Hall) ..............................................................................................................40
Making Braille Accessible To All – The Challenges oF Braille Production In Africa (Sheena Hall) .......................40
Developing And Delivering An Advocacy Agenda For Inclusion In Primary Eye Care (Royal Hall) ..........................40
Basic Skills For Mathematics In Primary Schools (Regal Hall) ..................................................................................41
Training Program On Inclusive Publishing – II (Majestic Hall) .................................................................................41
IDP Youth Empowerment and Mentorship Initiatives (Emerald Hall) ..................................................................41
Strengthening Educational Outcomes And Impact (Amethyst Hall) .......................................................................42
INTEREST GROUP MEETINGS (16:30 – 18:00)..............................................................................................................43
8th AFUB General Assembly (Victoria Hall) .............................................................................................................43
FORUM GALA – MANGO GARDEN (19:00 – 21:00) .....................................................................................................43
THURSDAY 8TH OCTOBER 2015 ......................................................................................... 44
PLENARY SESSION – VICTORIA HALL (9.00 – 10.00 A.M) .............................................................................................44
PANEL SESSIONS (11:00 - 12:30 P.M) ..........................................................................................................................44
Making Books Accessible To All (Victoria Hall) ........................................................................................................44
Increasing The Role Of Libraries In Promoting Access To Information ...................................................................45
Moving Towards Unified English Braille – UEB (Sheena Hall) .................................................................................46
Promoting Knowledge Transfer For Africa (Royal Hall) ...........................................................................................47
Building Partnerships For Regional Development (Regal Hall) ................................................................................48
Training Program On Inclusive Publishing – III (Majestic Hall) ................................................................................49
Promoting Access To Information Through Mobile And Free Technology (Emerald Hall) ...................................50
Providing Services To People Who Are Deafblind (Amethyst Hall) .......................................................................51
WORKSHOPS AND INTERACTIVE SESSIONS (14:00 – 16:00) ......................................................................................52
AFUB Youth Forum (Victoria Hall) ...........................................................................................................................52
Tackling the Book Famine In Africa: How the Marrakesh Treaty Works (Meera Hall) .........................................52
Understanding and Implementing Unified English Braille (UEB) Code in Anglophone Africa (Sheena Hall) ..........52
AFUB's Advocacy on Human Rights in Africa, Lessons and Way Forward (Royal Hall) ........................................52
A Trainers' Training on Promoting Safe Independent and Dignified Mobility with the SmartCane (Regal Hall) 53
Training Program On Inclusive Publishing – IV (Majestic Hall) ................................................................................53
Touch The World – The Power Of Tactile Graphics (Emerald Hall) .......................................................................53
Braille direct from PDF/Word (Amethyst Hall) ......................................................................................................53
INTEREST GROUP MEETINGS (16:30 – 18:00).............................................................................................................54
AFUB Board Meeting (Meera Hall) ..........................................................................................................................54
KAMPALA NITE! (19:00) ..............................................................................................................................................54
FRIDAY 9TH OCTOBER 2015 ............................................................................................... 54
REMOVAL OF EXHIBITIONS ..........................................................................................................................................54
CLOSURE OF FORUM SECRETARIAT .............................................................................................................................54
DEPARTURES ................................................................................................................................................................54
INFORMATION TO PARTICIPANTS
Airport Transfers
The Forum will be providing free airport transfers to participants who have provided their travel itineraries.
A Meet-And-Greet Desk will be set up at the Entebbe Airport to facilitate reception and immigration
clearance for arriving participants.
During departure, participants are advised to confirm with the
Registration Desk the departure time for their transport. Participants are advised that it may take up to two
hours to travel from the Speke Resort to the Airport. They will therefore need to plan their departures from
the Resort well in advance. Departures will be from the entrance of the main hotel building.
Registration
All participants and exhibitors are required to register with the Forum. A Registration Desk shall be set up
outside the Victoria Ball Room and shall be open from Saturday 3rd October till Thursday 8th October from
08:00 to 17:00 hrs. Upon arrival, participants will need to report at the Registration Desk to verify their
registration and collect conference materials and name tags. Participants are advised to wear their name
tags at all times during formal and social sessions as they may not be admitted without them. On Sunday 4th
October, the Registration Desk will temporarily close at 16:00 hrs for the Official Opening of the Forum.
Participants who will not have registered by then will have to wait till the ceremony is over.
Accommodation
Participants are required to make their own accommodation arrangements with Speke Resort. In addition,
they will need to clear all their bills before departure as the Forum will not be responsible for any unpaid
bills. Participants are likewise advised to address any concerns relating to their bookings, payments, safety
in rooms, breakfast, dinner and any other accommodation-related issues directly with the hotel.
Meals
The Forum will be providing Buffet Lunch as well as morning and afternoon tea/coffee from Monday 5th
October to Thursday 8th October. Participants arriving earlier or departing later than these dates will have to
meet the cost of their meals. In addition, all participants will need to meet the cost of their dinner as this is
not included in the Forum Registration Fee.
Pre-Forum Events
Pre-forum events are closed-door meetings that will be taking place prior to the Official Opening of the
Forum these meetings have been registered with the Forum and will be conducted in accordance with the
agreements between the forum and the Speke Resort. The Forum will provide Lunch as well as morning and
afternoon tea/coffee to participants to the meetings. Organisers of the meetings are advised to restrict the
number of participants in their meetings to the number provided to the Forum during registration of the
event. Any additional participants will be changed to the organisers.
Daily Program
The program of the Forum has been designed to provide participants with sufficient time to visit TechShare
Exhibitions and to network. The daily program of the Forum from Monday 4th October to Thursday 8th
October is as follows:
Exhibitions:
Plenary Sessions:
Morning Breaks:
Panel Sessions:
Lunch Breaks:
Interactive Sessions:
Afternoon Breaks:
Interest Groups:
08:30 - 17:00 hrs
09:00 - 10:00 hrs
10:00 - 11:00 hrs
11:00 - 12:30 hrs
12:30 - 14:00 hrs
14:00 - 16:00 hrs
16:00 - 16:30 hrs
16:30 - 18:00 hrs
2ND TECHSHARE AFRICA EXHIBITOR LIST
Bible Society of Uganda
Braille Press Limited
Braillo Norway A/S
CBR Africa Network
Duxbury Systems, Inc.
Enabling Services (U) Ltd
Freedom Scientific GmbH/Sensory solutions
Harpo Sp. Z o. o
HIMS International
HIVE Project
Humanware EMEA
Index
Madrassa An-Noor School for the Blind
MegaVoice
Perkins Solutions
RTI Uganda
Saksham
Sci and Tech for Blind Nigeria Youth Project
Under The Same Sun (UTSS)
Zychem Limited
WELCOME REMARKS
From The Perkins School For The Blind
On behalf of the Institutional Development Program (IDP) and our global
partners, Perkins School for the Blind would like to welcome you to the 6th Africa Forum
in Kampala, Uganda. The Africa Forum is the signature event of the IDP, which Perkins
co-founded 25 years ago in an ongoing effort to empower Africans who are blind and
visually impaired. The spirit of collaboration will be in full force at Africa Forum.
Participants from more than 50 countries will be in attendance. Together, leaders,
policymakers, activists, educators and technology experts will join voices and help
shape the future of blindness advocacy in Africa.
At Perkins School for the Blind, we believe that education and vocational
training for all is at the very foundation of the United Nations’ Sustainable
Development Goals. That’s why we are working with local partners in 67 nations to
strengthen educational programs and services, train teachers, support families and
advocate for inclusive policies.
From education to advocacy to adaptive technology, so much of what Perkins stands for will be on display at
Africa Forum. We at Perkins and IDP are proud and honored to be your hosts.
Dave Power
President and CEO, Perkins School for the Blind
From The World Blind Union
Dear Friends:
As one of the partners to the Institutional Development Program (IDP), the
World Blind Union (WBU) extends a warm welcome to you to participate in
this, our 6th IDP Africa Forum.
The WBU, which represents the needs and views of the estimated 285 million
blind and partially sighted persons worldwide, believes that the IDP Africa
Forum provides an outstanding opportunity for acquiring information and
skills, for sharing expertise and for forging partnerships with others. As a founding member of the Vision Alliance
and the International Disability Alliance, we firmly believe that we can all be stronger by sharing what we know and
working together.
The IDP Africa Forum provides an opportunity for learning and sharing within a context that is unique to Africa. I
really encourage you to take advantage of that opportunity to learn and share. I and other colleagues from the WBU
will be at the Forum and we look forward to meeting you personally in Uganda.
With kind regards
Arnt Holte
President, WBU
From The African Union of the Blind
The African Union of the Blind (AFUB) is delighted to welcome participants, delegates, visitors
and development partners to this augus gatherings of experts to the 6th Africa Forum and 8th
AFUB General Assembly in Uganda. The programme over the five days is exciting, challenging
and stimulating. AFUB is proud to have embedded other activities within the 6th Africa
Forum. We would encourage all of you to participate in as many of these activities as possible.
Your knowledge and wisdom will help AFUB and our member Countries to improve our
offerings in the empowerment of blind and partially sighted people in Africa. We welcome
innovative ideas and contributions to enrich the Forum and AFUB discussions.
AFUB has an office in the conference complex and we encourage you to drop in for a chat. It would be a great
privilege for the AFUB Board Officials and myself to meet our many members and friends.
I take this opportunity of cordially welcoming you to the Forum Activities and particularly to the AFUB activities.
Jace Nair
President: African Union of the Blind (AFUB)
Mobile: +27609670258; Email: jace@sancb.org.za
From The International Council for Education of People with Visual Impairment, ICEVI
The International Council for Education of People with Visual Impairment, ICEVI takes this
opportunity to welcome you to the 6th Africa Forum here in Kampala, Uganda. ICEVI is
once again proud to be associated with the largest convening in the blindness sector in
Africa, as part of the committed planning team and as a host and co-host of various panel
discussions and interactive workshops in education.
We invite you to several exciting engagements in the course of the week. Majorly, we are re-launching the EFA-VI
Global Campaign alongside the Forum launch. Tuesday 6th October is the Forum’s Day of Education. This is the day
that ICEVI and stakeholders in education will engage to interrogate our mission ‘to promote equal access to
appropriate education for all children and youth with visual impairment so that they achieve their full potential.’
With the launch of Sustainable Development Goals, (SDGs), ICEVI is taking advantage of the Forum and as a platform
to propose appropriate strategies for achieving this mission as we aim at ‘achieving inclusive and quality education
for all persons with visual impairment , and their lifelong learning’ in this era of renewed commitment for EFA. On
behalf of ICEVI in Africa and ICEVI global, I once again welcome you all to the 6TH Africa Forum!
Tigabu Gebremedhin
Chairperson, ICEVI Africa Region
www.icevi.org
From The International Agency For The Prevention Of Blindness – Africa
As a founding member of the Vision Alliance, an initiative of the International Agency for the
Prevention of Blindness, the World Blind Union and the International Council for Education of
People with Visual Impairment, IAPB is delighted to be involved in the 6 th African Forum and to
support efforts to create greater synergy and collaboration between the three organisations at
the regional level for the purpose of improving the services and programmes of each
organisation to better serve our people.
Our areas of synergy are well known. We work together to develop mechanisms to ensure a
systematic exchange of information so that we can identify areas of mutual concern where we can work together
through joint advocacy and to create common platforms where all stakeholders can plan comprehensive services for
persons with visual impairment . We would like to wish the organisers of the 6th Africa Forum every success in the
week’s proceedings and look forward to participating in these important discussions.
Prof Kovin Naidoo
From The Institutional Development Program – IDP
It is with great excitement that we welcome you to the 6th Africa Forum, the 2nd TechShare
Africa Exhibitions and the 8th General Assembly of the African Union of the Blind.
The journey towards the 6th Africa Forum has been long but one filled with great
experiences. Since the 1st Africa Forum in 1999, the Africa Forum has consistently grown
and expanded in the number and diversity of participants as well as in the diversity of the
themes and content of its program focus. Starting with under 80 participants from 12
countries in 1999 to 400 participants from over 50 countries today, the Africa Forum has
become the largest gathering on disability on the continent. This progressive growth and
expansion is a true evidence of the relevance of the Africa Forum and the role it plays in providing a platform for
knowledge sharing within the continent and beyond.
The Program of the 6th Africa Forum is the richest ever: with a record eight concurrent sessions, the Programs offers
a wide range of options from which to choose. We have put together a more diverse thematic content, selected
some of the best Keynote Speakers from a wide spectrum of fields, constituted more thematic panel sessions that
allow more focussed and collaborative discussions and paraded a larger number of workshops, interactive sessions
and trainings to provide participants with practical skills and take-aways from the Forum.
From the Institutional Development Program, we are therefore extremely excited to witness yet another successful
Africa Forum. Our gratitude goes to our partners Board (Canadian National Institute for the Blind, Norwegian
Association of the Blind and Partially Sighted, Perkins School for the Blind, Sightsavers and the World Blind Union),
the Government of Uganda, the International Organising Team, the Local Host Committee sponsors, exhibitors and
you, the participants for making the 6th Africa Forum the success it is!
Martin Kieti,
Coordinator, IDP and The Africa Forum.
From The Uganda National Association Of The Blind - UNAB
On behalf of the Board of Directors and Staff of UNAB, I wish to warmly welcome
participants and delegates from Africa, Asia, Europe, America and Australia to the 6th Africa
Forum in Uganda, the host country.
UNAB is a member of the World Blind Union and the Africa Union of the Blind. For
development support and service delivery to persons with visual impairment, UNAB closely
works with ICEVI, SRF, NABP, KBT, Visio International, Perkins, Light for the World,
Sightsavers, Standard Chartered Bank and key line Ministries – all of whom are here oday.
We are grateful to the IDP for the long term relationship and empowerment of blind people in Uganda. This has
resulted to UNAB hosting the Africa Forum for the second time
Dear delegates, while in Uganda, we encourage you to feel free, see Uganda both in the day and night and sample
our rich culture and the hospitality of our people. When you go back to your respective countries do remember to be
in touch with UNAB. Even without Sight there is still a vision.
Ntege Kizito,
UNAB Chairman.
SATURDAY 3RD OCTOBER 2015
09:00 – 17:00 HRS
PRE-CONFERENCE CLOSED DOOR MEETINGS
AFUB Board Meeting (Emerald Hall)
ICEVI EXCO Meeting (Amethyst Hall)
NABP Partners Meeting (Majestic Hall)
PARTICIPANTS REGISTRATION (Victoria Ball Room)
KAMPALA TOURS (Register At Information Desk)
_______
SUNDAY 4TH OCTOBER 2015
09:00 – 16:00 HRS
PRE-CONFERENCE CLOSED DOOR MEETINGS
ICEVI EXCO Meeting (Amethyst Hall)
SRF Partners Meeting (Majestic Hall)
PARTICIPANTS REGISTRATION (Victoria Ball Room)
EXHIBITION SET-UP (Albert Hall)
KAMPALA TOURS (Register At Information Desk)
16:00 – 18:00 HRS
OFFICIAL OPENING OF THE 6TH AFRICA FORUM (Victoria Hall)
18:00 – 19:00 HRS
WELCOME COCKTAIL (SRM Poolside)
IDP BOARD MEETING – 19:00 – 20:00
MONDAY 5TH OCTOBER 2015
PROMOTING PEACEFUL AND INCLUSIVE SOCIETIES FOR ALL
PLENARY SESSION – VICTORIA HALL (9.00 – 10.00 A.M)
SESSION CHAIR
Hon. Sulaiman Madada
Minister of State for Elderly And Disability
Republic Of Uganda.
KEYNOTE SPEAKER
His Excellency Hon. Sam Kutesa
69th President Of The United Nations General Assembly
And Minister For Foreign Affairs
Republic of Uganda.
CONTEXT SPEAKERS
Arnt Holte
President, World Blind Union
Norway.
Dave Power
President, Perkins School For the Blind
USA.
PANEL SESSIONS (11:00 - 12:30 P.M)
Putting The SDGs Into Action (Victoria Hall)
Panel Chair: Jace Nair, President, African Union of the Blind, South Africa.
Inclusion of Persons with Disabilities in the Post-2015 Development Agenda: Policy and Practice in Kenya.
Dr. K. Laibuta & Mrs J. Kivasu, Kenya Society for the Blind, Kenya.
laibuta@cickenya.org
The adoption of UNCRPD in 2006 and the subsequent ratification by Kenya in 2008 and domestication in 2010
ushered in a new era of heightened activity in the promotion and protection of disability rights. Also, the reformed
constitutional order presents new challenges in service delivery to accord with the devolved system of government.
Despite these challenges, the Constitution and the restructured service delivery model offer the ideal platform for
inclusive development under the post-2015 development agenda. The Kenya Society for the Blind has responded to
these reforms and taken steps to realign its programmes with the new service delivery model for the benefit of
persons with visual disabilities and to match policy with practice.
Outcome Based Planning And Evaluation To Build Resilience And Promote Sustainable Development.
C.S. Maholo, Kyambogo University, Uganda.
carolmaholo@gmail.com
In many communities of Africa, persons with disabilities (PWDs) are often the poorest and most vulnerable. Here,
poverty remains a great challenge due to the limited resilience of individuals and families. This paper intends to
trigger a paradigm shift to resilience building using outcome-based planning where beneficiaries’ needs and desired
results determine service delivery and program development. It should also facilitate the adoption of outcome based
evaluation where assessment is based on achievement of the desired change or intended results.
Time To Be Hard: Litigation in the Break of Dawn - A Right Course for Persons with visual impairment .
S. P. Odongoi, Cardiff Law School , UK.
simonodongoi@gmail.com
It is claimed and reported that three of the eight Millennium Development Goals (MDGS) have been achieved prior
to the 2015 deadline. To determine the impact of these achievements on the lives of persons with visual impairment
may require a great deal of inquiry. This paper identifies effective strategic litigation (ESL) as the next and
fundamental step in enhancing the rights of persons with visual impairment in Africa beyond 2015. In addition, the
paper attempts to front possible mechanisms for ESL with a view of alleviating potential challenges.
Post 2015 Development Agenda-Inclusive Targets And Indicators.
Dr. V. J. Cordeiro, WBU, India.
adco.wbu@gmail.com
The key objective of this session is to facilitate the participants to understand and internalize the need for inclusive
targets and indicators in post 2015 development agenda. The post 2015 development is required to achieve equity
and justice in the society. The author calls for a focus on accessibility, affordability, equality and nondiscrimination
which are the prerequisites for achieving inclusive development and growth. The author concludes with few
examples of inclusive targets and indicators put forth by IDDC and IDA for the consideration of the Open Working
Group on sustainable development targets.
Access To The Environment (Meera Hall)
Panel Chair: Tracy Vaughan-Gough, Social Inclusion Advisor, Sightsavers,, UK.
SmartCaneTM: Enabling Safe Independent Mobility with Dignity.
Dr. R. Paul, Assistive Technologies Group, IIT Delhi, India.
rohan.paul@iitd.ernet.in
SmartCaneTM is a mobility aid for the visually impaired used in conjunction with a white cane. It helps in detecting
knee-to-head height obstacles as thin as 3 cm within the range of 3 m. The device employs ultrasound based ranging
for obstacle detection and informs the user about impending obstacles. Its battery can last up to 10 hours, and the
device can be simply removed and replaced as the user wishes. SmartCaneTM gives a pre-warning through vibrations
helping users avoid obstacles and unwanted collisions altogether. SmartCaneTM is among the first efforts to produce
a mobility device at an affordable price. Nearly 2000 units have been produced and are being disseminated through
the Indian Government distribution schemes as well as partner organizations. Now the focus is to scale-up and reach
out to a large number of all those working for the empowerment of the visually impaired globally.
The Application Of Tactile Ground Surface Indicators (TGSI’s) On Intersections In South Africa;
F. Combrinck, GIBB Engineering and Architecture (Pty) Ltd, South Africa.
fcombrinck@gibb.co.za
Tactile Ground Surface Indicators (TGSI) are pavement blocks with small extrusions or raised tactile nodules with an
embossed profile that translates into information and guidance to the visually impaired, underfoot or by using a
cane. Over the last ten years or so, a lot of controversy and confusion was created about the correct design and
construction of tactile pedestrian ramps at intersections in South Africa. After researching local and international
documents, reports, guidelines and standards GIBB, developed a standard book on the contemporary standard or
guidelines with the City of Tshwane. The document complies and incorporates international best practice,
consultation with the National Department of Transport (NDoT), South African Bureau of Standards (SABS), Universal
Access Consultants and some disability alliance groups including South African National Council for the Blind
(SANCB). This paper gives a brief overview of the developed standard book of drawings and shows a few
implemented examples in South Africa and Nigeria.
Access To The Environment And Transport - Current World-Wide Issues.
M. Abel-Williamson, WBU, New Zealand.
Martine.Abel@aucklandcouncil.govt.nz
The current priority areas of the work of the WBU will be the main focus here. These include quiet vehicles, a barrier
Free Environment (newly updated WBU Policy), shared spaces, and, access to international air travel (main issues
and solutions). Lastly, the presenter will be checking in with the audience to answer questions around these areas as
further clarification and explanation might be required.
Promoting Inclusive Societies (Sheena Hall)
Panel Chair: Thomas Ongolo, Director, International Programs, African Disability Alliance, South Arica.
Inclusiveness as Tested by Time.
L. Matenje, Malawi Union of the Blind, Malawi.
latmatenje@gmail.com
With examples of the process of domesticating the culture of inclusiveness in Malawi, this paper explores
concurrently rising opportunities and challenges, and induces leadership in organizations of and for persons with
visual impairment to enrich efficacy with a culture of quantitative and qualitative monitoring and evaluation in order
to make appropriate strides in defending and promoting inclusiveness. An attempt is also made to highlight the need
to safeguard the unity of purpose among PWDs, and to retain the direction wherein persons with visual impairment
will suffice for inalienable players in the socio-economic development of their communities.
Information and Social Reawakening: The Visually Impaired Woman and the Quest For Excellence.
E. S. Okotie, Hope Inspired Foundation For Women And Youth With Disabilities, Nigeria..
sharonokotie@gmail.com.
There are over two hundred and eight-five million blind and partially sighted persons in the world and visually
impaired African women constitute a significant proportion of this population. Goal Three of the Millennium
Development Goals (MGDs) provides African states the opportunity not only for social inclusiveness in terms of
policy target, but also a platform to empower women, including the visually impaired ones. Though, disadvantaged,
they have the ability to see with what the author calls the "Third Eyes" (which is the inner eye). This paper uses the
survey method to espouse the pivotal role of information in changing societal perception. This is meant to reawake a
social consciousness, as well as impact the visually challenged woman to spur her in the expression of her potentials,
especially in the post 2015 agenda.
Harnessing the Synergies Of The Gender Movement In Mainstreaming Women with Disabilities.
M. Steff & G. Antwi-Atsu, SightSavers, Ghana.
gantwiatsu@sightsavers.org
In 2011 WHO/WB estimated that about 15% of the global population have a disability and noted a higher female
prevalence.
Women and girls with disabilities (WGWD) are further disadvantaged due to the combined
discrimination based on gender and disability. This session intents to highlight current practise of WGWD within
DPOs and other groups in discourse during this forum, bring to the fore the need for WGWD and feminist activists to
gain in-depth knowledge of the UNCRPD and other Human Rights Provisions (HRP) to promote inclusion of WGWD,
and, to create the platform for multi-stakeholder discourse to harness the synergies of HRP.
Persons with Disabilities in Church and Society: Shifting from Charity to Rights-Based Approach for Inclusion.
G. Fefoame, SightSavers, Ghana.
gofefoame@sightsavers.org
The principles of a rights-based approach (RBA) are not observed for PWD’s and other marginalized persons. This
paper intends to introduce a God’s creation which embraces diversity. It discusses the different modes of disability
and how it has impacted on the church and society with illustrations of development initiatives by the church. Some
of the gaps in those initiatives are highlighted. RBA is then introduced and is used to engage interaction of
experiences for the shift from charity to RBA. The presentation concludes with suggestions and recommendations for
the shift from charity to RBA by the church. Additionally, the presenters hope to obtain volunteers who wish to be
part of a “Disability Inclusion Campaign” in their churches for follow-up work.
Access To Land, Housing and Sanitation (Royal Hall)
Panel Chair: Dr. Peter Obeng Asamoah, Executive Director, Ghana Blind Union, Ghana.
Right of Access to Ownership to Land and Housing.
S. Mutuma, High Court Of Kenya, Kenya.
stanmutuma@gmail.com
The right to own property is a fundamental right that is guaranteed by the constitution and also by statute in many
African countries. Access and ownership of property includes all movable and immovable property, with land and
housing considered immovable property. The bill of rights in Kenya establishes the basic human rights that must be
upheld; they apply to all citizens irrespective of any other considerations. Amongst these are the right to nondiscrimination and right to dignity. These rights can be enforced through proper application of the existing legal
framework, effective implementation of existing legislation on affirmative action and the effective implementation of
international conventions and legislation giving effect to the rights.
Persons with Disabilities and the Right to Social Protection.
L. Groß, Ruhr University Bochum, Germany.
Lukas.Gross@rub.de
The right to social protection is one of the basic human rights and is one of the most important mechanisms when it
comes to poverty reduction strategies. Social protection has not been part of the general discussion regarding the
UNCRPD up to now although the convention does address this right. The interpretation of this norm raises complex
legal questions and due to a far-reaching development of the right, the exact content is not clear. Nevertheless it is
the obligation of the States Parties to implement mechanisms which guarantee an effective realization of this right.
The Enjoyment Of The Right To Property By Persons with visual impairment In Kenya
Dr. S. K. Tororei, National Land Commission, Kenya.
Tororei_sk@yahoo.com
Ownership of and access to property such as land is important in the life of persons with no other means of
livelihoods. It is true that visually impaired persons fare poorly in employment and mainly depend on non-disabled
members of their family for sustenance. . Nevertheless, the enjoyment of this right by persons with visual
impairment in Kenya is limited. The constitution of Kenya enshrines the right to property by all and prohibits
discrimination on grounds such as disability. However, going by anecdotal evidence, the same is not true in the case
of access to and ownership of property. This paper explores the extent to which constitutional and legislative
provisions affect the ability of persons with visual impairment to enjoy the right to property, including processes to
enable ownership of and access to land and housing in Kenya.
Equity And Access To Water And Sanitation Services For Persons Who Are Visually Impaired In Kisumu City, Kenya.
Dr. C. M. Were, Maseno University, Kenya.
werecm@yahoo.com
The combination of safe drinking water and hygienic sanitation facilities is a pre-condition for achieving human
wellbeing. The importance of water and sanitation in the attainment of a good health status can therefore not be
overstated. This study therefore sought to find out whether there is equity in access to water and sanitation services
for persons who are visually impaired in Kisumu city. It also examined the perception of sighted members of the
community with regard to this issue in particular, but also persons with visual impairment in general.
Promoting Eye Health Services (Regal Hall)
Panel Chair: Dr. Stanley Bubikire, Head of Prevention of Blindness, Ministry of Health, Uganda..
The Obstacle Course: Barriers To Eye Health In Southern Africa.
T. Merrill, Orbis Africa, South Africa.
tammy.merrill@orbis.org.za
Orbis Africa conducted research in two sites in South Africa and Zambia aiming to record and analyze factors
impeding the presentation of childhood cataract. In both countries, inadequate infrastructure necessary to cope
with eye disease underpins ineffective health care. However, actual factors that prevent quality eye health are
significantly more nuanced, often concealed by dynamic social, economic and historical elements. This presentation
explores those factors, such as knowledge deficiency within and outside the medical profession and competing
medical paradigms. Similarities and differences between the results of the two countries are examined. This
presentation describes the research results and how Orbis Africa has used those results to improve programming
and advocacy in Africa.
Making Low Vision Care Accessible Through Up-skilling in Nigeria.
Dr. A. Ebri, H. Minto & V. F. Chan, BrienHoldenVisionInstitute, South Africa
a.ebri@brienholdenvision.org.za; H.minto@brienholdenvision.org; vingfaic@brienholdenvision.org.za;
Low vision impacts negatively on individuals and society. Nigeria has an estimated 3.75 million people with low vision
(LV). Despite having over 42 hospitals with eye units, only 3 centres provided LV services in 2006. The reported
challenges in implementing services were lack of space for practice and unawareness of service among ECP and
clients. The authors conclude that up-skilling, monitoring and support of trained personnel at their stations have
improved access to LV services, and suggest that improved technology and skills will further improve uptake of these
services in Nigeria.
The Successes and Challenges of Creating Sustainable National Access to Tailor-made Eye-glasses in Uganda.
Wolfgang Gindorfer, Light For The World, Uganda.
w.gindorfer@light-for-the-world.org
Under the auspices of the Ministry of Health of Uganda LIGHT FOR THE WORLD and BRIEN HOLDEN VISION
INSTITUTE FOUNDATION are jointly implementing the programme on National Intervention on Uncorrected
refractive errors in Uganda. This programme is at the same time a pilot for the International Council of
Ophthalmology to establish accessible and affordable high quality refractive and optical services for people with
uncorrected refractive errors. It will further address piloted district programme development with emphasis on
school eye health, obstacles experienced in the field with trained cadres and the role and responsibilities of the
Ministry of Health under which umbrella-ship this programme is being implemented.
Integration of Primary Eye Care into Primary Health Care in Southern Africa: Experiences from Malawi,
Mozambique And Zimbabwe.
Dr. D. Lackey, HelpAge, Kenya.
douglas.lackey@helpage.org]
This Panel intends to discuss the four areas of Primary Eye Care, namely, Key components of human resources
development, service delivery and community mobilization, Training and support of mid-level health workers,
Essential medicines and equipment, health information system, stakeholder coordination, technical support and
supervision, and, Role of community and traditional leaders, and, traditional health practitioners in raising awareness
and addressing myths and misconceptions on eye conditions and the mechanisms for community mobilization.
Training Program On Web Accessibility – I (Majestic Hall)
DAISY Consortium/UNESCO.
d.manocha@daisy.org
Target audience for this training are people engaged in developing websites and software applications to orient them
to the web accessibility barriers and the best practices for making information available to all. This training will cover
the following topics: common web accessibility barriers: testing for web accessibility: web accessibility guidelines;
examples of good accessible websites; and code snippets for retrofitting inaccessible websites. Participants will be
expected to bring their computers with them.
Providing Services In Humanitarian Situations (Emerald Hall)
Panel Chair: Victor Locoro, Lecturer, Kyambogo University, Uganda.
Rainbow in the Rain of Bullets.
S. D. Cho, Handicap Initiative Support and Network (HISAN), Somalia.
hisansom@gmail.com
Located in Merka, Somalia, the Rainbow School for the Blind was started in 2004. Beginning as a Braille Centre, it
begun with 3 teenage boys.
The school faced a lot of challenges, not least because of the lack of proper
government structure, and all the teaching materials had to be imported. These challenges led to the conversion
from a Braille Centre to a School. On World Sight Day, the school put out activities to sensitize the community and
government such as exhibitions, presentations and competition between unsighted and sighted students. The
community finally not only accepted, but also respected the students as able members of the society. The result has
been that parents opt to send their sighted children to the Rainbow School, meaning that the children learn from
one another in an inclusive setting, and some have set their dreams on becoming Special Needs Education teachers.
Providing Services to Visually Impaired Persons in Kakuma Refugee Camp.
J. N. Kimani, Handicap-International, Kenya.
mainstreamingofficerKKM@handicap-international.or.ke
Kakuma refugee camp is located in Turkana County in the North-western part of Kenya. Established in 1992, it had a
population of 184,476 people from Southern Sudan, Somalia, Rwanda, Congo, Burundi, Uganda, Ethiopia, Senegal
and Yemen by April 2014 (UNHCR). 10% of these are believed to be persons living with disabilities (PWDs), with
persons living with visual impairments being the second largest group or PWD’s. However, whereas more than 20
NGO’s operate here, only four NGO’s have programs that directly target persons with visual impairment
This
presentation focuses on this unique environment and how best practices in service delivery for persons with visual
impairment with a key interest on basic services such as food, water and sanitation, health, education, non-food
items, economic support and rehabilitation services. It also discusses barriers such as mobility, stigma, education and
discrimination that exists in this setting and how best they can be reduced.
Access to Education Services to Visually Impaired Persons in Dadaab Refugee Camp.
F. Kareri, Handicap International - TUSK, Kenya.
mainstreamingddb@handicap-international.or.ke
Dadaab Refugee Camp is located in Garissa County in the north-eastern part of Kenya. The camp has a population of
approximately 389,000 refugees, with 15,300 being persons with disabilities (PWD) falling in different categories of
disability. PWD’s who are refugees face many challenges in their endeavours to access services at an equal basis with
others. This paper seeks to analyse challenges and offer recommendations in relation to accessing education services
by Children with Visual Impairment in Dadaab. The paper discusses some of the interventions that can be used to
tackle the aforementioned and other challenges.
The Effect Of Natural Disasters On PWD: A Case Study Of Blind And Partially Sighted People In Uganda.
J.C. Ninsiima, ADD International, Uganda.
jcninsiima@gmail.com or John.Ninsiima@add-uganda.org
Blind and partially sighted people in Uganda have suffered immensely during times of risk, humanitarian
emergencies and natural disasters including geophysical hazards such as floods, landslides and earthquakes. These
situations necessitated humanitarian responses but blind and partially sighted people were not targeted and hence
were denied services.
Therefore, policy-makers are duty-bound to be fully inclusive in their response to
humanitarian emergencies, situations of risk and natural disasters so that blind and partially sighted people benefit
on an equal basis with others.
Atlas Alliance Workshop On Media and Disability (Amethyst Hall)
Anne Nyeggen, Atlas Alliance, Norway
Anne.Nyeggen@atlas-alliansen.no
This is a closed-door training to build the skills of communications and media workers as well as people working in the
disability sector in developing content and working with the media for positive portrayal of disability Participants to
this workshop have already been selected.
WORKSHOPS AND INTERACTIVE SESSIONS (14:00 – 16:00)
AFUB Women Forum (Victoria Hall)
O.. Juimo, African Union of the Blind, Cameroon.
odettejuimo@yahoo.fr
The AFUB Women’s Forum will bring together women from AFUB member countries including women’s
representatives from each of the five AFUB regions: North Africa, West Africa, Central Africa, East Africa and
Southern Africa. The proposed agenda will include reports from women regional representatives of the women’s
committee; strategies for partnership and resource mobilisation; women’s Action Plan and election of the
chairperson and vice chairperson of the Women’s Committee.
Building Strong ICEVI Regions: Role of Centres of Excellence (Meera Hall)
H. Welling, Royal Dutch Visio, Netherlands.
wellingja@yahoo.com
ICEVI realizes that for effective implementation of the Global Campaign on Education for all Children with Visual
Impairment (EFA-VI) and building strong ICEVI regional structures the concept of Centres of Excellence or of Centres
of Expertise (COEs) have to be embraced. The COEs are expected to play catalytic roles within the countries in ways
ranging from promoting advocacy campaigns at the national and provincial levels to create a demand for education
of children with visual impairment, all the way to developing a mechanism to produce assistive devices at affordable
rates. It must be appreciated that this is just suggestive and hence the COEs may stipulate specific objectives as per
the needs of the countries where EFA-VI implementation is initiated.
Keeping in Step with UN 2030 Agenda for Sustainable Development (Sheena Hall)
Dave Power, Angela Affran & Marianne Riggio, Perkins International, USA.
Angela.Affran@Perkins.Org
Goal 4 of the UN 2030 Agenda for Sustainable Development clearly defines the mandate to ensure inclusive and
equitable quality education and promote lifelong learning opportunities for all. Perkins International, in its mission to
supporting children and young adults with deafblindness, multiple disabilities and visual impairment to achieve their
full potential as valued, contributing members of their families, schools and communities aligns closely with the 2030
objectives 4.1, 4.5, 4.6 and 4c. Children and young adults with visual impairment and multiple disabilities are
extremely vulnerable for abuse and neglect are most likely to be left out of school and related services. During this
workshop session, Perkins International Staff will share program priorities, highlights of strategic plan and examples
of successful work in the region with valued partners. Through these partnerships, innovative work in early
intervention, school services, transition, teacher training and leadership development has created positive change
for children with visual impairment and multiple disabilities in the region.
Hands-On Activities on Science and Mathematics with the New Special STEM Kit: (Royal Hall)
S. Adelakun, University of Birmingham UK.
sariatlakun@gmail.com
This workshop introduces participants to the use of the special Science, Technology, Engineering and Mathematics
(STEM) Kit designed for teaching science and mathematics to students with visual impairment by sighted teachers in
mainstream schools in Nigeria. The presentation includes techniques of using the kit to enhance full and
independent participation of students with visual impairment during lessons. Participants work in groups and receive
a kit, handout and worksheets on steps to teach with the kit. Participants solve typical problems in science and
mathematics using the kit. There is a short illustration of the components of the kit, followed by a brief
demonstration and finally hands-on activities in groups. This workshop is designed to propose a change to the way
science and mathematics is taught to the students with visual impairment in mainstream schools in Nigeria and some
other countries where they are either passive listeners or totally excluded in many situations.
Strengthening The Rehabilitative Component Of Health System (Regal Hall)
Ronnie Graham, IAPB Africa, South Africa.
rgraham@iapb.org
In this seminar, leading specialists from the International Agency for the Prevention of Blindness – Africa will present
and answer questions on how each cadre addresses the rehabilitative component of health system strengthening.
The theme of all the presentations will be how do eye health workers address issues of unavoidable blindness. This
will be addressed from the perspective of the ophthalmologist, optometrist, mid-level worker, PEC worker and
Community health worker - so that whatever the entry point into the health system, the eye health worker is in a
position to provide support.
Training Program On Web Accessibility – II (Majestic Hall)
DAISY Consortium/UNESCO.
d.manocha@daisy.org
Target audience for this training are people engaged in developing websites and software applications to orient them
to the web accessibility barriers and the best practices for making information available to all. This training will cover
the following topics: common web accessibility barriers: testing for web accessibility: web accessibility guidelines;
examples of good accessible websites; and code snippets for retrofitting inaccessible websites. Participants will be
expected to bring their computers with them.
A Basic Introduction on the Visual Challenges of Persons with Albinism in the Classroom (Emerald Hall)
Jayne Waithera, Kondo Seif, Perpetua Senkoro, Under the Same Sun (UTSS), Tanzania.
Jayne@underthesamesun.com
This workshop will tackle the issue of how persons with albinism see generally and the challenges they face in the
classroom setting specifically. The issue will be tackled in context of a classroom in a school for persons who are blind
as well as in an integrated classroom. The workshop will also address specific questions such as: how low is the
vision of the average person with albinism? When is Braille an appropriate learning system? What are the reasonable
accommodations that can be provided to persons with albinism in the classroom setting? The workshop will be
based on Under The Same Sun’s “Quick Guide for Teachers and Educators of Persons With Albinism (2010)” which
has been adopted as a best practice model by the Ministry of Education in Tanzania.
Atlas Alliance Workshop On Media and Disability (Amethyst Hall)
Anne Nyeggen, Atlas Alliance, Norway
Anne.Nyeggen@atlas-alliansen.no
This is a closed-door training to build the skills of communications and media workers as well as people working in the
disability sector in developing content and working with the media for positive portrayal of disability Participants to
this workshop have already been selected.
INTEREST GROUP MEETINGS (16:30 – 18:00)
ICEVI Africa EXCO Meeting (Royal Hall)
North African Blind Women Meeting (Amethyst Hall)
COCKTAIL BY INDEX BRAILLE – POOL SIDE (18:30 – 19:30)
TUESDAY 6TH OCTOBER 2015
ENSURING EQUITABLE QUALITY EDUCATION AND LIFELONG LEARNING FOR ALL
PLENARY SESSION – VICTORIA HALL (9.00 – 10.00 A.M)
SESSION CHAIR
Hon. Dr Kamanda Bataringaya,
Minister of State for Primary Education,
Republic Of Uganda.
KEYNOTE SPEAKER
Eliya Limbani Nsapato
Chief Executive Officer, Africa Network Campaign on Education for All (ANCEFA)
Zambia.
CONTEXT SPEAKERS
Gopal Mitra
Program Specialist (Children With Disabilities), UNICEF,
USA.
Lord Collin Low
President, International Council For The Education Of Children With Visual Impairments - ICEVI
United Kingdom.
PANEL SESSIONS (11:00 - 12:30 P.M)
Challenges in the Education of Learners with Visual Impairments (Victoria Hall)
Panel Chair: Prof. John Okech, Professor, Kyambogo University, Uganda.
The State of Access to Education by Visually Impaired Persons In Uganda.
B. Guzu, National Council For Disability, Uganda.
beatriceguzu@gmail.com
This paper presents the findings of the research carried out by National Council for Disability (NCD) in 2011 on the
state of access to education by children with disabilities in general and children with visual impairment in particular.
It includes abstracts from Uganda Bureau of Statistics and Ministry of Education and Sports. The paper shares the
findings of the state of access to education by visually impaired persons in Uganda. Using examples, the paper
further highlights the factors affecting the education of children with visual impairment in Uganda, and concludes
with recommendations for minimizing the factors affecting the education children with visual impairment.
Achievement Of Quality Education Is Still A Challenge To Persons with visual impairment In Uganda.
R. Nakiwunga, UNAB, Uganda.
fcandiru@gmail.com
The presentation will briefly define quality education, highlight issues concerning quality education regarding Blind
and Partially Sighted People, and proceed to talk about importance of Education to improving the lives of persons
with visual impairment in Uganda. The Paper will also point out how school environment, the will of the government
and attitude of the public can influence quality education for persons with visual impairment negatively or positively.
Furthermore, this document will talk about how we can continue to create awareness in schools, the community,
and the different sectors in education to take provision of quality education for persons with visual impairment as a
priority in Uganda. The presentation will point out challenges faced by persons with visual impairment while
pursuing education and highlight recommendations to provide quality education for persons with visual impairment
in Uganda.
Leadership Effectiveness in Schools for Children who are Blind in Nigeria and the Challenges of the Post-2015
Development Agenda.
Dr. P. M. Ajuwon, Missouri State University, USA.
ajuwon@sbcglobal.net
This presentation begins with a brief discussion of the European missionary enterprise which led to the practice of
residential education of children who are blind in the predominantly Islamic region of northern Nigeria in 1916. The
Essential Behavioural Leadership Qualities (EBLQ) Method was used to determine leadership effectiveness of the
principals of these residential schools from the teachers’ perspectives. Findings indicate a pattern of incongruence
between rankings of essentiality and effectiveness of the principals. However, overall effectiveness of the principals
was described as exemplary. The presentation concludes with recommendations to prepare the Nigerian schools for
the challenges of the post-2015 development agenda.
Perception, Interest and Socio-Economic Status of Teachers: Implications on Teacher Training in Oyo State.
Dr. C.K. Adeyemi C. K, & O.J. Odewenwa, Federal College of Education (Special), Nigeria.
clara4adeyemi@yahoo.com; odewenwaoludare79@gmail.com
The free Universal Basic Education in Nigeria is a product of the Millennium Development Goals (MDGs) and other
educational policies. However, the emphasis over time has been on enrolment rate rather than on quality. Reports
have shown that poor quality teacher training is one of the challenges of actualizing a qualitative Universal Primary
Education which is one of the MDGs. As an effort towards actualizing this MDG-1, even after 2015, there is the need
to examine the present in order to have an insight into the hindrance of actualizing tomorrow’s goal. This study
therefore surveys the perception, interest and socio-economic status of teachers of learners with visual impairment
in training and its implications on quality teacher training in Oyo State, Nigeria.
Issues In Early Childhood Development and Education (Meera Hall)
Panel Chair: Marianne Riggio, Coordinator, Education Leadership Program, Perkins, USA.
New Model for Early Intervention and Integration, with Parent Participation.
D. Farid, Egyptian Foundation of People with Visual Impairment, Egypt.
Doaa.farids@yahoo.com
Egypt has a population of 92 million, with between 0.3% to 0.4% of them being visually impaired (VI). About 70% to
90% of the VI are illiterate. Inclusion is a new strategy of the Ministry of Education that started 3 years ago, but
which has still not been implemented in the correct manner. EPpersons with visual impairment has an early
detection program in which public schools in poor areas are screened. The model is based on the cooperation of
three main partners, these being the parents, the association and the school, with each partner having a specific
role. The intention is to force the government through parent pressure and set a model for them.
Promoting Universal Access to Early Education –
A Challenge to ECD Programmes to be More Responsive to Children with Disabilities in Zimbabwe.
T. Chataika, University of Zimbabwe, Zimbabwe.
tsitsi.chataika@gmail.com
This qualitative study aims is to investigate the extent of inclusion of children with disabilities– particularly those
with visual impairment – in mainstream early childhood development programmes. The intention is to being
responsive to universal access to early education. Data was collected via a variety of methods in Harare, Zimbabwe in
2015. Preliminary findings indicate that due to several factors, children with disabilities are being overlooked in
mainstream programmes designed to ensure child development. Initial conclusions show that if children with
disabilities and their families are not provided with timely and appropriate early intervention, their difficulties can
become more severe - often leading to life-time consequences.
Early Childhood Development Education and Disability:
Increased Access and Participation of Children with Disabilities In ECDE.
T. Kanjodo, Sightsavers Malawi & I. Mankhwazi, Montfort SNE College, Malawi.
tkanjodo@sightsavers.org
This presentation highlights some of the innovative activities that have led to an improvement in the access of
children with disabilities into Community Based Childcare Centres (CBCC) as a result of a pilot project which involved
community volunteers, parents of children with disabilities, health care professional and educational professionals.
The paper shares the findings from a two-year pilot project and discusses how this approach can be applied to the
complexities of caring and educating children with disabilities in Malawi. Finally, it considers how greater links
between stakeholders responsible for the delivery of early childhood education and primary education to children
with disabilities in light of the post 2015 MDGs can be forged.
A Situational Assessment of Early Childhood Education Programme For Children With Visual Impairment In Kano
State Of Nigeria.
Ibrahim A. I., Bayero University Nigeria.
abubakarisahibrahim0@gmail.com
The objective of this study was to assess the early childhood educational programme for children with visual
impairment in terms of the physical structure of their learning environment and personnel of the school/centres in
Kano state. The findings indicate that, 10 out of the 12 schools were not initially designed to meet the educational
needs of children with visual impairment especially in early childhood education settings. The researcher
recommends the needs for government to design special education school that serve the needs of visually impaired
children and provide schools with qualified special education needs teachers as well as those who undergo early
childhood education training or schools. Finally, more instructional materials are needed.
The Development of Best Practice Guidelines for Identifying, Assessing And Referral Of Children With Visual
Impairment In Cameroon.
E. Lukong, et al, University of Buea, Cameroon.
lukong2004@yahoo.com; l.cockburn@utoronto.ca
Identifying, assessing, referring and following-up children for visual impairment (VI) is often neglected in Cameroon,
as it often is in other African communities. To address this concern, an interdisciplinary team came together to
develop best practice guidelines for the identification, assessment, and referral of children with VI in this region. This
presentation outlines the evidence-based process that the group used and presents the guidelines. The guidelines
are specific to the local context but could provide a model for others to use. The presentation also discusses the
advantages and disadvantages of the process used, how it impacted the group members, and provides suggestions
for others who might want to undertake similar projects.
Education and Technology (Sheena Hall)
Panel Chair: Nafisa Baboo, Education Consultant, Light For the World, South Africa.
Assistive Technology & ICT for Inclusive Education.
J. du Toit, UNESCO, Kenya & C. van den Kerckhoff, UNICEF, Kenya.
j.dutoit@unesco.org & cvandenkerckhoff@unicef.org
In consistence with Uganda’s Vision 2040, the CRPD, building on previous experience and taking advantage of
technological advancement and local infrastructure, the programme aims to strengthen the policy environment and
build institutional capacities for the use of Assistive Technology (AT) to ensure Inclusive Education (IE) and Access to
Information (AI). The programme will ensure national ownership and participation of those groups by creating a
strategic coalition of major stakeholders to access, reproduce, create and distribute accessible information – in
particular educational resources – for persons with visual and hearing impairments in Uganda. The coalition of
stakeholders will track and monitor the implementation of related initiatives, supporting them through the
development of a monitoring and evaluation tool and the SMS-based mobile monitoring tool, U-report.
Promoting ICT Among The Visually Impaired Persons In Secondary Schools.
Sebalu M., Kyambogo University, Uganda.
msmartinsberg@gmail.com
Governments across the world are moving towards inclusive education. In Africa however, they rarely accompany
ICT policies with adequate resourcing, teacher training or policy changes. One case is the Uganda Government’s
initiative to introduce ICT as a compulsory subject for students taking arts subjects at the senior secondary level.
Unfortunately, this new ICT initiative has not included blind students in the policy. Provision of Computer Training to
blind students will help in providing alternative methods of learning, increase their competitiveness in the job
market, increase their access to information, and, reduce dependence and isolation of the blind from the rest of the
community.
Using Assistive Technology in Teaching Students with Visual Impairment in Secondary Schools in Enugu Nigeria.
N. I. Okoroikpa, Ebonyi State College of Education, Nigeria & L. T. Ugwuanyi, University of Nigeria, Nigeria.
njide.edu@gmail.com & Leonardugwuanyi@yuhoo.com
This study aimed at investigating the use of Assistive Technology (AT) in Teaching Students with Visual Impairment
(VI) in Secondary Schools in Enugu Nigeria from teachers’ perspectives and difficulties. Findings of the study
indicated that teachers have limited knowledge of AT, its preparation and its servicing. This is despite the fact that
90% of the teachers admitted that AT helps students with VI do things more quickly, easily and independently. The
study therefore makes recommendations that aim to reverse the trend, which should make life easier for students
with VI and increase opportunities for education, social interactions and meaningful employment.
Challenges Facing the Teaching of Information Technology to Students with Visual Impairment in Secondary
Schools In Uganda.
K. Binasali, Kyambogo University, Uganda.
kyebagadha@gmail.com
Secondary schools in Uganda are faced with an ever-increasing demand to implement a curriculum based education,
largely on the traditional academic subjects of English, Social Studies, Mathematics and Science.
With the
introduction and induction of IT in secondary schools, teachers have become torn between toeing the traditional line
or going with the contemporary IT wave. This paper presents some of the major challenges faced by the induction of
IT education to students with visual impairment into the Secondary School curriculum in Uganda. It also highlights
issues such the absence of trained teachers, and the fact that most teacher training institutions in Uganda don’t
integrate computer literacy for students with visual impairment into their curriculum.
Mwangaza Project: Nationwide Baseline Survey of Learners with Vision Impairment in Kenya
Irene Mbari Kirika, inAble
irene@inable.org
This report presents the results of a nationwide survey of blind and low-vision students at schools across Kenya,
completed in the spring of 2015 as part of the Mwangaza Project. The purpose of the survey was to begin to collect
data about learners in Kenya with vision loss, particularly at all of the Schools for the Blind, but also at some
integrated public schools. In addition to demographic information, the survey included questions about computer
and technology experience, interest in computer training, and various measures of life satisfaction, psychosocial
status, and career aspirations. To our knowledge this is the first comprehensive survey involving over 1500 students
with vision loss in Kenya, and should serve as an effective baseline against which to assess the efficacy of computer
training programs, and projects to deploy assistive technology as part of classroom education for this population.
This research was supported by a grant from the USAID/NSF PEER Program, awarded to Prof. Wangari Mwai of
Kenyatta University in Nairobi, Kenya and Irene Mbari-Kirika of inABLE in Nairobi/Washington DC. The US-based
research partner is Prof. Bruce N. Walker from the Georgia Institute of Technology (Georgia Tech) in Atlanta, USA.
Education, Poverty Reduction And Social Inclusion (Royal Hall)
Panel Chair: Gertrude Fefoame, Global Advocacy Team, Sightsavers, Ghana.
Education, The Doorway To Social Inclusion.
P. Obeng-Asamoa, Ghana Blind Union, Ghana.
pobengasamoa@gmail.com
Education is one of the most powerful tools for social inclusion. In cognisance of this, the Ghana Blind Union (GBU)
embarked on a multi-pronged approach to ensure that blind learners have access to quality education. Hurdles being
tackled include a decline in Braille reading, limited ICT access, limited equipment and inadequate teacher training.
Nationally, GBU brought together a coalition of stakeholders and campaigns to facilitate the development and
adoption of a policy on inclusive education. Focus has also been placed on the introduction of Mathematics and
Science to learners in the senior secondary schools. Finally, GBU supports needy learners so that they are not denied
the right to access education. Ghana has experiences and lessons to share.
National and Regional Alliances as a Strategy for Equal and Quality Education for People with Visual Impairment.
Candiru F., UNAB, Uganda.
fcandiru@gmail.com; fcandiru@yahoo.com
This paper discusses the importance of alliances with different stakeholders to promote quality education for
persons with visual impairment. It analyses roles of different players in the field of education both nationally and
regionally. It tackles Article 2 of the UNCRPD, which is vital for the education of persons with visual impairment .
The paper also identifies factors that undermine the effectiveness of the national and regional alliances and proposes
ways of minimising these factors. Additionally, it focuses on the measures to improve school environments that
maximize academic and social development consistent with the goals of full inclusion. Extra co-curricular activities
are seen as an important element in the education system for the blind and this will harmonize their psychosocial
growth.
Functional Educations For Children With Visual Impairment As An Antidote To Poverty Reduction:
Perspectives Of Primary School Teachers In Oyo State, Nigeria
Dr. O.E. Adeniyi & Dr. T. Ajobiewe, Federal College of Education (Special), Nigeria.
theoajobiewe@yahoo.com
The fundamental goal of education is not only to be able to read and write but to be self-reliant and contribute to
societal development. However, the present educational system of persons with visual impairment is only producing
graduates who solely depend on white collar jobs rather than vocational skills that could meet their ends, thus,
increasing unemployment rate and poverty in the country. There is therefore the need for functional education
which should commence from primary education. This paper therefore examines the perspectives of primary school
teachers on this ideology. The main focus is on how and what this functional education should entails with the aim of
reducing rate of poverty among graduates with visual impairment in Oyo State, Nigeria.
How SURE Prospects Initiatives-Uganda (SPI- U) Community Outreach Programme Is Benefiting Children With
Disabilities – The Case Of Children With Visual Impairment In Wakiso And Pallisa Districts of Uganda
F. N. Ssekabira, Sure Prospects Initiatives – Uganda (SPI-U), Uganda.
fnayigasek@gmail.com
This paper intends to bring out the issues the SPI-U Community Outreach Program addresses and shares the
experiences. The presentation touches on the programme’s background, goals, activities and achievements. Hence,
The presentation also highlights the benefits that the SPI-U program has so far realized in the betterment of the
educational and livelihood needs of children with visual impairment/disabilities within their households, at school,
within their communities, within their districts, and, as upcoming progressive Ugandan citizens. Finally, the
presentation gives recommendations as critical tips to inform and guide all persons and agencies involved in
advancing the rights of children with disabilities and in the education of children with visual impairment as a way and
means of impacting their livelihoods in a more humanistic manner.
Globalization and Higher Education of the Visually Impaired -An Inclusive Approach
Dr. A. K. Aneja, AICB/WBU/Delhi University, India.
anil.aneja@gmail.com; aicbdelhi@yahoo.com
While the significance of comprehensive education as a means to ensure a meaningful life is valid for all, it is more
relevant for persons with visual impairment since knowledge and skills are important in providing additional
empowerment to them. Realizing this critical role of education in the lives of PIV, there are salient international
initiatives to ensure quality education in schools for this marginalized sector. However, this paper holds that
adequate attention has not been paid towards quality higher education (QHE) for persons with visual impairment ,
resulting in significant gaps impacting employment and life-skills in many instances. The paper further argues that
while globalization and technology are generally seen to be opening fresh opportunities in higher education for
persons with visual impairment , these very developments have posed fresh challenges. With UNCRPD and other
international documents at the centre, the paper hopes to foreground some strategies by some universities and
NGOs in India to make tertiary education accessible, inclusive and comprehensive for persons with visual
impairment. Some of these strategies may serve as modules for replication in other developing countries as well.
Promoting Braille Literacy in Schools (Regal Hall)
Panel Chair: Fred Haga, Head of Special Education, Ministry of Education, Kenya.
Achieving Braille Literacy in the Age of Digital Technology.
J. Price, Perkins School for the Blind/Perkins Solutions, USA.
John.Price@perkins.org
The Perkins School for the Blind believes literacy through Braille provides greater access to independence, social
integration, employment, and life-long learning. Braille remains vital in the age of digital technology as the foundation for
the variety and combination of methods that achieve literacy. Perkins Solutions is dedicated to providing traditional and
innovative tools to address teacher challenges, including classroom time constraints and confidence in mastering braille.
PSB will demonstrate how the Perkins Brailler and Perkins Smart Brailler simplify and speed up the process of learning
Braille for students; limiting confusion while making braille fun and interesting.
Stimulate Teachers Interest in Braille Reading and Writing: My Story.
C. M. S. Mutisya, Kenya Institute for the Blind, Kenya.
celinemutisya@gmail.com
The worldwide movement for Education for All (EFA), initiated in Jomtien in 1990 and reaffirmed in Dakar in 2000, is
the most important commitment to education in recent decades. Efforts since then have yielded significant progress.
Yet the EFA agenda and the education-related MDGs are unlikely to be achieved by 2015. As we look beyond these
targets, there is need to address the new challenges. The goal is to reach the most marginalized and give more
emphasis to equity, quality and learning. To achieve this, there is need to empower teachers and plan for continuous
professional development and support. Central to the achievement of all education targets are teachers who are well
trained, professionally qualified, valued and decently remunerated. Hence, for teachers to be able to effectively
teach leaners who are blind, they ought to learn Braille. A more viable means to achieve this is to incorporate this in
their curriculum. The author shares her experience as teacher for learners who are blind before and after learning
Braille.
The Braille Cup Malawi: Promoting Solidarity In Literacy For All Children.
A. Kanyendula, Perkins International, Kenya & T. Slade -RTI International, Malawi.
Augustine.kanyendula@perkins.org & tslade@malawireading.rti.org
The Early Grade Reading Activity (EGRA) is a USAID activity that aims to improve the reading performance of Malawian
learners in standards 1-3 through technical assistance to and collaboration with the Ministry of Education Science and
Technology (MoEST). One of EGRA’s key cross-cutting goals is to improve the quality of literacy instruction available to
learners with disabilities. The Braille Cup Malawi brings together a unique combination of partners, assets, and
competencies aimed at improving reading skills and scores among visually impaired children in primary schools in the
EGRA target districts. EGRA’s component of public-private partnerships (PPP) helps build alliances with the private sector
to leverage cash and in-kind resources to help increase resources for the Braille Cup. The organization of the contest is
done in a collaborative manner.
Nigerian Braille Cup Competition.
D. Okon, Nigeria Association of the Blind, Nigeria
david.okon@firstbanknigeria.com
Partial or total loss of sight forces people to require alternative means of imparting and acquiring written information.
Since its invention, Braille has been the oldest and traditional means of learning. It has enhanced the quality of education
for blind students and increased access to information. Sadly, the culture has been declining due to advancement in
assistive technologies. This was why the Nigeria Association of the blind (NAB) took a step to redress the deteriorating
situation by the organization a Braille reading and writing competition beginning in 2013. This, NAB hopes will bring
increased level of literacy and also boost the Braille reading and writing culture in Nigeria. Braille competitions are an
innovative and attractive way of encouraging Braille literacy and stirring the interest of young blind.
The Braille Cup Uganda.
F. Candiru, Uganda National Asociation o the Blind, Uganda.
fcandiru@gmail.com
This paper gives the background of Braille as a mode of Communication for People living with visual impairment, the origin
of the Braille Cup Competition (BCC) and its importance. It also discusses the link between Braille and BCC. The paper also
shares the achievements and challenges during the process and after organizing BCC , looks at the roles of different
players and stakeholders in support of the competition in Uganda and various countries. It intends to encourage National
organizations of the Blind and Schools as well as other Institutions to carry out awareness campaigns concerning the
importance of BCC, leading to positive attitude change of the society towards persons with visual impairment . The paper
also encourages attitude change of the persons with visual impairment themselves to value BCC for their own good.
Finally, the document will has recommendations and suggests ways for promotion and sustainability of Braille Cup
Competition in Uganda and Africa at large.
Awareness Seminar On Inclusive Publishing (Majestic Hall)
DAISY Consortium/UNESCO.
d.manocha@daisy.org
This seminar targets senior management or decision makers from Publishing houses, libraries and governmental
agencies working on education or publishing The program will focus on the need for accessibility in publishing,
barriers that cause inaccessibility, opportunities in the digital era for providing accessibility to all, guidelines for
preparing accessible content and best practices
Perspectives In Inclusive Education (Emerald Hall)
Panel Chair: Dr Praveena Sukhraj-Ely, Director: Persons with Disabilities, Promotion of the Rights of Vulnerable
Groups, National Department of Justice and Constitutional Development, South Africa.
National Strategy On Inclusive Education.
Dr. B. Punani, ICEVI West Asia & Blind People’s Association (Ahmedabad), India.
blinabad1@bsnl.in
The goal of a National Plan for Inclusion of persons with visual impairment should be to promote the rights of
persons with visual impairment.
The Ministry of Education has developed a National Strategy on Inclusive
Education which the support of an international and local partners. It is one of the most comprehensive and well
developed strategies, and has already been implemented over the last 2 years. The presentation will focus on
sharing salient features of this strategy and relevance of the same to other developing countries. It is hoped that this
presentation may motivate participants to encourage their national Governments to evolve and implement similar
national strategies, and may use this National Strategy as a starting point.
Inclusive Schools: A Comprehensive Approach to Inclusive Education.
Dr. B. Punani, ICEVI West Asia & Blind People’s Association (Ahmedabad), India.
blinabad1@bsnl.in
Residential education began in South Asia in 1887. However, a true beginning of integrated education (IE) in Gujarat
was made in 1981 with 11 children with support from an external donor. The Government of India lent support to
this initiative in 1986 by giving a grant of US $ 1,200 for 8 children with visual impairment. Currently, this small sum
has increased to an allocation of US $ 1.0 million. Hence, in Gujarat today, there are more than 125,000 children with
disabilities studying under the Education for All campaign with full support from the government. This paper
discusses some of the factors that have contributed to this success, while noting that Gujarat already has 3 dedicated
inclusive schools serving as regular schools with focus on educational needs of children with disabilities. The hope is
that by maintaining this momentum, soon every regular school will become inclusive and every children with
disabilities will access appropriate education in Gujarat to begin with and India as a whole in the coming years.
Why It Is Difficult To Move From A Policy of Special Schools to a Policy of Inclusion?
S. Bam, Blind SA, South Africa.
SBam2@sars.gov.za
In South Africa (SA) the government is committed to inclusive education, but it is not yet geared for it. Hence only
children from wealthy families can benefit from inclusion at this stage. Blind SA (BSA) assists multi-disabled learners,
with blindness being one of the disabilities. After the end of apartheid, strong emphasis was put on the rights of an
individual. A new education curriculum was implemented in 2012, and yet in 2015 most G12 learners in SA do not
have their learning material in Braille. This raises the question: if the Education Department cannot solve the
problems of learners in 22 schools, how will they manage if learners are spread out all over the country in say a
thousand different schools? BSA will keep fighting for the rights of young learners. They are the next generation.
From Raising Awareness To Raising Eyebrows – Making Inclusive Education Work.
Dr. J. Wiazowski, Akademia Pedagogiki Specjalnej, Poland & M. Mampuru, St. Francis Academy, South Africa,.
jwiazowski@aps.edu.pl
This presentation discusses an example of an inclusive school program in a rural school in South Africa done in
collaboration with the Academy of Special Education in Warsaw, Poland. The presenters explain how the school
created an environment conducive to professional development. Considering the effectiveness of this model, it is
offered for possible implementation in other educational settings with or without modifications. One of the
presenters talks about his experiences and that of his schoolmates, and how they pioneered ICT tools in their school
that eventually led to applying the same learning format to all other students, including those without disabilities.
Atlas Alliance Workshop On Media and Disability (Amethyst Hall)
Anne Nyeggen, Atlas Alliance, Norway
Anne.Nyeggen@atlas-alliansen.no
This is a closed-door training to build the skills of communications and media workers as well as people working in the
disability sector in developing content and working with the media for positive portrayal of disability Participants to
this workshop have already been selected.
WORKSHOPS AND INTERACTIVE SESSIONS (14:00 – 16:00)
Fundraising; What Works In Africa And What Is The Future Potential? (Victoria Hall)
Arnt Holte, WBU President, Penny Hartin, WBU, CEO, Jace Nair, AFUB President,
jace@sancb.org.za
A discussion of which fund raising methods that work globally and may be transferrable, verses what is possible
within developing African nations for civil society organizations struggling to conduct their humanitarian work
despite lack of funding. What methods can be carried over and what will be unique in Africa? Discussion will also
cover the cultural norms and introducing the idea of fundraising locally amid culture patterns and views toward the
disabled and society’s desire (or lack of) to help them. The Workshop will also discuss the report from the
Fundraising Workshop for the AFUB Board held on 27 March 2015 facilitated by Dr William Rowland and to consider
proposals from member countries and development partners to develop plans to generate financial resources to
ensure the long term operation of the organization.
Mandate Of UNCRPD To Post 2015 Development Agenda (Meera Hall)
Dr. V. J. Cordeiro, WBU, India.
adco.wbu@gmail.com
The key objective of this workshop is to facilitate the participants to understand and internalise the overview and
mandate of UNCRPD with specific articles of development in relation to focus areas of post 2015 development
agenda. The workshop aims to cover the important topics from the focus areas of post 2015 development agenda
through presentation, question-answer, small group work, brainstorming and debate. The duration of the workshop
will be 3 hours and around 50 participants are expected to attend the same. The work shop has been divided in to
three parts. The first part covers the general introduction to CRPD and its mandate to post 2015 development
agenda and a brief update on post 2015 development agenda. The second part covers the panel discussion on
specific articles and analyses the mandate of these articles for post 2015 development agenda and its focus areas.
The last part covers the question and answer session.
Youth Engagement and Leadership (Sheena Hall)
C. Mossop and D. Bergeron, CNIB, Canada.
Diane.bergeron@cnib.ca
Youth are the leaders of the future. If organizations are to continue to be effective moving forward, we will need to
include our youth in the organizations activities and decision making processes. In order to do this affectively, we
need to engage our youth and help them to develop their leadership skills in a way that interests them and brings
out their passion. This session will examine 5 practices of leadership that resonate with youth; discuss how to build
on assets; and provide the participants an opportunity to share their experiences in the area of youth engagement
and leadership within their own organizations. Thoughts and ideas generated from this session will be brought back
to the World Blind Union (WBU) Youth Engagement and Leadership Committee to help them in their future work.
Access To Environment And Transport Systems Situations In Africa And The Way Forward (Royal Hall)
M. Abel-Williamson, WBU, New Zealand.
Martine.Abel@aucklandcouncil.govt.nz
The introduction will focus on informing the Forum about the existence of the relevant WBU working group and that
outcomes on the day would be around how its current work can progress barrier-free design in Africa. Thereafter,
several topics will then be scoped and briefly discussed in small groups. This will include topics such as access to the
environment, transport for health and recreational purposes, access to public transport services, linking access
planning to frameworks and principles such as CPTED, ways of empowering people with visual impairment to
influence transport providers and government agencies and aspects that can be possibly teased out, and, the role of
the WBU to support progress in Africa. The last aspect can be discussed once all have been formed back into the
main group. If the small group discussion approach is to work, group facilitators (and especially note takers) will be
required.
ICEVI: Methodologies For Early Intervention And Working With Children With Multiple Disabilities (Regal Hall)
K. Ferrell & L. Piccione, ICEVI, Argentina.
sgicevi@vsnl.net; ceoicevi@gmail.com
ICEVI believes that early intervention is an integral part of the educational services for persons with visual
impairment . ICEVI has also developed a sample curriculum for preparing teachers wherein adequate emphasis on
early intervention has been given. ICEVI also realizes that many traditional training programmes do not provide
adequate focus on multiple disabilities and as a result the ICEVI regions organize a number of capacity building
programmes in this area as a part of the global campaign. During this session, qualified professionals will enumerate
the methodology of early intervention as well as assessment of children with visual impairment. In addition, experts
who are directly providing training to teachers of children with multiple disabilities and share educational activities
that can be practiced to bring out the best in visually impaired children who have multiple disabilities will speak.
Awareness Seminar On Assistive Technology And Reading Options For The Print Impaired (Majestic Hall)
Dipendra Manocha, DAISY Consortium, India.
d.manocha@daisy.org
Target audience for this seminar include Persons with print disabilities teachers, trainers and organizations
working with persons with disabilities. The seminar will focus on an overview of assistive technologies for
the print impaired and their role in education, employment & recreation; alternative formats available for
reading material and sources of accessible content.
Enhancing e-Research Capacity Amongst Persons with visual impairment (Emerald Hall)
Dr. S. Ngubane-Mokiwa, &, T. Ongolo, UNISA (IODL) South Africa.
mokiwsa@unisa.ac.za
The is an interactive session with Forum participants to explore research opportunities with Universities and how
disability managers and activists can use research to inform campaigns. The session will cover the following: Discuss
the understanding of research and how it impacts on their advocacy work; Need for an Audit of research
capacity/capabilities amongst PwVIs; Discussion of research software; Research software they would like to learn;
Discussion on research approaches and methodologies; andStrengths and threats of doing and participating in
online research.
Atlas Alliance Workshop On Media and Disability (Amethyst Hall)
Anne Nyeggen, Atlas Alliance, Norway
Anne.Nyeggen@atlas-alliansen.no
This is a closed-door training to build the skills of communications and media workers as well as people working in the
disability sector in developing content and working with the media for positive portrayal of disability Participants to
this workshop have already been selected.
INTEREST GROUP MEETINGS (16:30 – 18:00)
AFUB Western Regional Assembly (Meera Hall)
AFUB Southern Regional Assembly (Sheena Hall)
AFUB Eastern Regional Assembly (Royal Hall)
AFUB Central Regional Assembly (Regal Hall)
AFUB Northern Regional Assembly (Emerald Hall)
UGANDA CULTURAL NIGHT – VICTORIA HALL (18:30 – 20:00)
S.M.I ALUMNI MEETING (19:30 – 21:00)
WEDNESDAY 7TH OCTOBER 2015
PROMOTING ECONOMIC SELF-RELIANCE, EMPLOYMENT AND DECENT WORK
PLENARY SESSION – VICTORIA HALL (9.00 – 10.00 A.M)
SESSION CHAIR
Hon. Mwesigwa Rukutana
Minister of State for Youth, Labor, Employment and Industrial Relations,
Republic of Uganda.
KEYNOTE SPEAKER
H.E. Dr. Walton A. Webson
Ambassador Extraordinary and Plenipotentiary
Permanent Mission of Antigua and Barbuda to the United Nations, USA.
CONTEXT SPEAKERS
Myra Houtondji
Youth Leader, Benin Association of the Blind
Benin
Sreepura Mitra
Consultant, United Nations Partnership to Promote the Rights of Persons with Disabilities (UNPRPD)
USA.
PANEL SESSIONS (11:00 - 12:30 P.M)
8th AFUB General Assembly (Victoria Hall)
Jace Nair, African Union of the Blind (AFUB), Kenya.
jace@sancb.org.za
The 8th AFUB General Assembly proposes to bring together the 53 member countries of AFUB. The General
Assembly is a constitutional requirement and the agenda will include the presentation of The Presidential address
and quadrennial narrative and financial report; Strategic Plan for the next term; Constitutional amendments; and
Election of the Board and Office Bearers. Approximately 120 participants comprising delegates, observers, staff and
guests will be expected at the General Assembly.
Trends In Rehabilitation Services (Meera Hall)
Panel Chair: James Sambian, Ghana National Association of the Deaf, Ghana.
Rehabilitation of the Blind and Partially Sighted People in Nepal.
P. Maharjan, Nepal Association of the Blind, Nepal.
nab@central.wlink.com.np; maharjanp@hotmail.com; premmaharjanktm7@gmail.com
This is a documentary on rehabilitation services in Nepal. It is about 15 minutes long.
AMRC CBR Program Contribution To Ensure Equitable, Quality Education For People Who Are Blind And Visually
Impaired Children In Southern Ethiopia.
T.C. Shanka, AMRC, Ethiopia.
tafessec@yahoo.com
Arba Minch Rehabilitation Centre (AMRC) has its own best practices in supporting primary and secondary education
for visually impaired children through CBR projects in Southern Ethiopia. This paper discusses opportunities and
challenges children with disabilities face in attending their school. The paper explores the importance of a multisectoral approach towards mobilizing the entire community including children with disabilities, their families,
government and NGO’s, and, DPO’s in ensuring equitable quality education and lifelong learning (EQELL) for all. The
author concludes that when CBR projects practice rights-based approach in a holistic manner, children with
disabilities will more likely have their rights to education respected, can live with dignity in their community and lead
independent lives. The author believes that there is a long way to go in the education of this group in Ethiopia and
recommends further commitments and sacrifices on the parts of all concerned in order to ensure EQELL for all.
Uptake of Rehabilitation Services Among Blind Youths In Nigeria.
Dr. Adedayo O. Adio, University Of Port Harcourt Teaching Hospital, Nigeria.
drdayoadio@yahoo.com
Over one million blind people are in Nigeria with a little under 20% of them living in the South Zone of Nigeria. To
cope with this number, there are relatively very few blind schools to rehabilitate and educate them. The purpose of
this study was to find out the reasons for not sending or sending blind children for rehabilitation and proffer
solutions to improve uptake once these factors are identified. Practising ophthalmologists were contacted and asked
about what is done for those patients whose sight cannot be preserved or recovered. Answers were analysed and
presented in a simple format. Conclusions and recommendations are made.
Review of Community Based Rehabilitation (CBR) Status in South Asia.
Dr. B. Punani, Blind People’s Association/ICEVI West Asia/CBR India Network, India.
blinabad1@bsnl.in
Though CBR is currently practised in more than 90 countries and is part of many national strategies, most CBR
programmes in South Asia traditionally follow a vertical approach, which mostly focuses on a single sector or domain.
For example, health with an exclusive focus on physical rehabilitation, or education, with an exclusive focus on preprimary and primary school inclusion. The Government of India with the support of CBM is planning to adopt CBR in
mission mode and that would ensure very large funding by the Government. There are strong initiatives on CBR and
components thereof in Bangladesh, Nepal, Afghanistan, Pakistan and Sri Lanka. South Asia region leads the world in
respect of implementation of concept of CBR and components thereof.
Use Of Qualitative And Quantitative Methods In the Design and Field Validation of the SmartCane Mobility Aid:
A Case Study From India;
Dr. R. Paul, Assistive Technologies Group, IIT Delhi, India.
rohan.paul@iitd.ernet.in
Between 2011 and 2014, a team drawn from academia, manufacturing industry and a non-profit undertook the
development of a low-cost mobility aid called SmartCaneTM. Following the completion of the development cycle, a
mixed-method validation study was carried out. The first part involved a quantitative evaluation on a “standard”
obstacle course where a drastic reduction in collision rate was observed from 95.2% with the standard White-cane to
6.7% with the SmartCaneTM. The second part consisted of a qualitative assessment of self-perceived increase in
confidence and safety. Results were equally impressive. The evidence pointed towards the need for governments
and organizations of the blind to scale-up their delivery/training and inclusion of such mobility aids in their subsidy
schemes for assistive devices.
Towards An Inclusive Employment Environment (Sheena Hall)
Panel Chair: Sarah Akinola, Team Manager, Agricultural Bank of Nigeria, Nigeria..
Inclusive Competency Based Career/Technical Vocation Education Training (TVET) Practices in Kenya;
R. Kamukam, ADDA, Kenya.
rinakamukam@addaafrica.org
ADDA Kenya advocates for skilled, innovative & responsive workforce of PWDs through inclusive career/vocational
training & increased retention in public & private sector employment. This presentation demonstrates a holistic,
aspirational & a practical experience on inclusive competency based career/TVET practice that creates employment
in Kenya. It gives an overview of experiences, challenges, learned lessons & future plans on a 3-year (2014-2016)
Learn4Work EmployAble project funded by EDUKANS, piloted in Kenya, Rwanda, & Ethiopia & coordinated by Light
for the World regionally & ADDA Kenya locally.
Promoting Equity in the Employment Space
L. C. Bunei, Standard Chartered Bank Kenya Limited, Kenya.
loicebunei@gmail.com
A person with visual impairment faces a lot of challenges in finding employment in Africa mainly because most
employers fear having persons with visual impairment in their organizations Mainstream organizations who have
persons with visual impairment in their organizations should give such people an equal opportunity in their work
place by giving them a working environment where they can compete equally with their counterparts. This
presentation is by an employee in an international bank who shares her own experiences such as doing the same
work as sighted colleagues, and the fact that she was recently declared employee-of-the-quarter. The presenter
notes that despite it being 2015 and the MDG’s have not been met, yet the hope is that with motivation and support,
persons with visual impairment can work independently and make a difference in an Africa where unemployment
for persons with visual impairment is just but an historical footnote.
Challenges Faced By Persons with Disabilities in Mainstream Employment: A Case of Zambia
H. Miyoba, Zambia.
Hamanyanga.miyoba@gmail.com / hamanyanga.miyoba@zamtel.zm
This paper takes stock of the general situation of persons with disabilities (PWDs) in Zambia with regards to inclusive
employment. Through desk research and field research, reliable and up to date available data has been gathered and
analysed so as to ascertain to which extend disabled people are visible in considerations about employment. The
purpose was to assess the challenges faced by the PWDs in mainstream employment in Zambia. The major difficulty
of the study has been because most of vital information in Zambia is neither online nor in libraries but kept under
lock and key in government ministry and NGO offices. The major findings show that all the PWDs face a lot of
challenges such as a lack of awareness of any labour laws or employment acts that are there to protect them.
However, the responses were mixed regarding the help these organisations render to PWDs.
Meaningful And Inclusive Employment Of The Visually Impaired –
The Role Of The Self-Help Organizations Of The Blind.
Dr. A. K. Aneja, All India Confederation of the Blind/WBU/Delhi University, India.
anil.aneja@gmail.com;
This paper foregrounds aspects which create hindrances in meaningful employment of persons with visual
impairment in developing countries. The paper then goes on to demonstrate through a case study the sea-change
which can be brought about in the present scenario relating to employment by composite interventions of the selfhelp organizations of the blind. This critical responsibility of the organizations of the blind is highlighted through an
analysis of the initiatives of the All India Confederation of the Blind over a period of 35 years. In conclusion the paper
hopes to establish that such interventions by organizations of persons with visual impairment can successfully be
replicated in other developing countries as well making economic empowerment a reality for all persons with visual
impairment.
Taking the Employment Agenda Forward (Royal Hall)
Panel Chair: Taylor Snook, Project Officer, Perkins, USA.
Curriculum Vitae and Social Inclusion for Holistic Development;
C. M. Mlaponi, Social Inclusion for Development, Tanzania.
cmlaponi@yahoo.com
This paper is about curriculum vitae (CV) and social inclusion for holistic development. It combines perceived values
of CV, social inclusion and field experiences from regions in Tanzania South. The study involved 30 teachers from
nine schools clustered in 4 focus groups, and 4 students, who could not read, write or count despite the long period
of time spent in school. In February 2014, all 4 students were referred to DIA-Nandete for skills in reading, writing,
counting and social interaction skills. The study revealed that CV pillars can affect “holistic development”. The
assumption here is that CV creates gaps between one’s present capabilities and one’s self concept causing pressure
by which individuals develop ego defenses against the reality and such constrains or facilitates holistic development.
Employment: The Agenda for People with Visual Impairment Beyond 2015;
J. Kamya, Uganda.
julius.kamya@gmail.com
Employment is a human right for everyone but a crucial factor for the socio-economic emancipation of disabled
persons, including those who are visually impaired. Despite their hard-won educational attainment, persons with
visual impairment continue to grapple with the strains of unemployment within a fiercely competitive and thin
labour market including within the informal and non-formal employment arenas. This paper intends to generate
debate so that Forum participants share information and experiences in this field. The paper will expound on the
challenges of persons with visual impairment in accessing employment, as well as the interventions that have been
attempted by AFUB and other actors. Successful and challenging case stories will be documented. Ultimately, the
paper will come up with practical solutions for opening up employment opportunities to persons with visual
impairment by suggesting the critical roles of various actors – governments, civil society, PWD organisations and the
private sector.
Project Aspiro – A Career Development Resource for Blind and Partially Sighted Persons;
P. Hartin, WBU, Canada.
Penny.hartin@wbuoffice.org
Project Aspiro (www.projectaspiro.com) , a web based employment resource, was developed and launched in 2013
by the World Blind Union in partnership with the CNIB in order to help advance the employment situation of persons
with visual impairment s worldwide. The resource has four major target groups and has been subdivided into four
sections to reflect the unique perspectives of these audiences, these being those planning a career, service providers
and educators, friends and family, and, employers. It features content relevant to persons with visual impairment,
resources from partners around the world and success stories from persons with visual impairment who are
successfully employed in a range of occupations. This presentation will provide a brief overview of the purpose and
structure of the resource, share some of the key resources and invite input to expand the international relevance of
the resource bank.
From College to the Dream Job - Helping Young Professionals with Disabilities to Bridge the Gap;
J. Walugembe, Action on Disability and Development (ADD) International, Uganda.
Joseph.walugembe@add-uganda.org
This paper shares reflections from two researches, being on the readiness of employers in the private sector to hire
PWDs, and on affirmative action in the employment of PWDs in the Public Service. The paper reflects on practical
experiences from an internship project for young graduates, emphasizing lessons learnt and next steps. It does not
however attempt to describe a “blue print”. Rather, it seeks to use the findings and experiences of ADD International
to generate debate and reflection in line with the day’s theme. The views from participants should provide a richer
pool of ideas which may be the building block for systematic interventions for promoting employability of PWDs
after and beyond the forum.
Promoting The Use Of Technology Among Visually Impaired Persons (Regal Hall)
Panel Chair: Richard Anguyo, Executive Director, Uganda National Association Of The Blind, Uganda.
Technology Transfer as a Vehicle of ICT Accessibility for All.
Dr. B. Abdul, East Africa Centre for Disability Law and Policy, Uganda.
busuux@gmail.com
This paper looks at the historical context of TT and the obligations of African countries to attain accessibility for all.
The essence of Technology Transfer as a vehicle for accessibility lies in manufacturers’ willingness to embrace
accessibility of ICTs for persons with visual impairment s in Africa. TT also requires massive use of ICTs, which is
possible through massive ICT training for the disadvantaged and provision of affordable equipment. Countries can
also encourage the development of relevant web content. TT also goes hand in glove with policy changes that
embrace international accessibility standards. This requires domesticating accessibility provisions of the UNCRPD and
adopting standards like the World Wide Web Consortium (W3C) guidelines for web site development. Finally,
accessibility requires involving the primary beneficiaries in deciding the enablers for Technology Transfer. In this case
persons with visual impairment are the primary beneficiaries.
How Visually Impaired Persons Can Use Statistical Software to Capture, Store, Summarize and Analyze Data.
M. Sebalu, Uganda.
msmartinsberg@gmail.com
The author is a visually impaired man who has beaten the odds to study science at the University levels of education
having lost all sight in High School. Noting that visual impairment comes with numerous challenges, the author uses
personal experience to explain how these challenges can now be mitigated by advancements in computer
technology. With the help of assistive software the author has been able to successfully use computers, including
using specialized software like SPSS to undertake statistical operations. The paper in essence explains how just like a
sighted user, a blind user can effectively generate statistical information that can facilitate effective decision-making
thereby bridging any gap that exists
Strategies to Improve the Use of Computers by Blind and Visually Impaired Persons in Africa.
D. Odoch, Gulu High School Uganda.
fcandiru@gmail.com
To many in Africa, the word blind/visual impairment is almost synonymous with Braille because it’s still the only
known way of writing and reading. This is despite the fact that there is a wide range of devices and technologies that
can be used by persons with visual impairment . This paper therefore examines some challenges that results to low
accessibility and poor proficiency in computer use by persons with visual impairment in Africa. It also gives
suggestions on how African countries can overcome the bottle necks and increase computer use in the various
aspect of life among persons with visual impairment .
Employment of People with Visual Impairment: Attitude of Private School Proprietors and Administrators In Oyo
State.
F. O. Nkangwung, Alvan Ikoku University of Education, Owerri Nigeria.
otungban@yahoo.com
In Nigeria, the emergence of private nursery and primary schools is a regular and noticeable feature of the education
system. Apart from filling the gap created by the inability of public schools to meet the education needs of the
people, private schools also offer employment opportunities to many graduates of secondary and tertiary
institutions who could have remained unemployed. However, while the general population of employable persons
may be benefiting from the opportunities provided by private schools, it is not clear if persons with disabilities
especially persons with visual impairment enjoy the same opportunity as they are known to suffer discrimination in
many aspects of their lives. This paper examines the role of private schools in job creation for persons with visual
impairment. It also determines the attitude of private school proprietors and administrators towards employment of
persons with visual impairment. Further, the paper identifies the problem militating against employment of persons
with visual impairment with a view to proffering solutions.
Training Program On Inclusive Publishing – I (Majestic Hall)
The DAISY Consortium / UNESCO
d.manocha@daisy.org
The target audience for this training people engaged in preparing books in publishing companies, libraries,
government, schools/colleges and not-for-profits A hands-on training of two days duration for people engaged in
preparing books in publishing companies, libraries, government, schools/colleges and not-for-profits to give them
knowledge and skill of producing digital content that conforms to international standards and is accessible to
everyone including people with disabilities. The training will include production of digital files conforming to EPUB3
and DAISY standard using open source and popular tools used in publishing. Computers would be required for all
participants.
Facilitating Civil Independence and Freedom of Choice (Emerald Hall)
Panel Chair: Juliana Kivasu, Executive Director, Kenya Society for the Blind, Kenya.
Promoting Civil And Political Participation And Access To Justice.
S. Mutuma, High Court of Kenya, Kenya.
stanmutuma@gmail.com
There is no fair representation without participation. In Africa just like in other nations in the world, the dominant
type of political and civil representation is through representative democracy. The procedure for doing so in Kenya,
is through nominations by political parties, whilst in some other jurisdictions like in Uganda, it’s through elections by
the members of the group for instance the PWDs elect their representatives. The merits and de-merits of each mode
is debatable however the fundamental issue is that now PWDs have a voice in their representative bodies. These
position needs to be strengthened as the adequate representation in both civil and political arena has not been fully
realized in all African countries.
Continuous sensitization of the players in the sector, implementation of
adjustment orders and regulations, implementation of laws effecting accessibility amongst others will lead to a
more favorable position for PWDs in this realms.
The Importance of Supportive Services in the Life/Education of Persons with visual impairment in Africa.
Lukong E. S., University of Buea, Cameroon.
lukong2004@yahoo.com
To enable persons with disabilities in general and those with visual impairment in particular to compete both
physically, academically and socially, and to be self-fulfilled in the society, they need supportive services (SS). This
has been emphasized by conventions, international organisations, and even governments. Unfortunately, those
setting government policies appear not to have considered the variables needed for the successful implementation
of these services. This in turn has affected the education and the integration of persons with visual impairment in
society. This paper highlights the Importance of SS in the life/education of persons with visual impairment in Africa.
The concept and causes of visual impairment as viewed by some authors is discussed. It similarly examines the
meaning of SS and its development in some African countries. Further, types of SS for persons with visual impairment
are outlined, while challenges in implementing SS are discussed. The paper concludes by making recommendations
for the successful implementation of SS for persons with visual impairment in Africa.
Best Practices On HIV Intervention Among Blind And Partially Sighted Persons: A Case Study Of Kenya
Phylis Leina, Kenya Union of the Blind, Kenya
pleina@gmail.com
According to the 2011 World Report on Disability by the World Health Organization, 1 billion people in the world
have some form of disability. The 2007 Kenya National Survey for Persons with disabilities estimates 1.7million
Kenyans as having disabilities Despite the growing relationship between HIV and disability, PWDs have not received
sufficient attention within national responses to HIV. Furthermore, existing HIV prevention and care programmes
generally fail to meet their specific needs. The Kenya Union of the blind noted some best practices in HIV
intervention projects which led to successful implementation among the blind persons in Kenya.
Challenges Faced By The Visually Impaired Girl Child In Accessing All Round Education (Formal And Informal
Education) In Uganda
Ayikoru Jean Longo, Uganda National Association of the Blind, Uganda
longojean@gmail.com
This paper will look at the definition of all round education, it will discuss challenges such as; Negative attitude of
members of the society, some parents and guardians visually impaired girl children themselves, Teachers etc;
Poverty; Lack of carrier guidance to show direction as for as education and carrier is concerned which often leads to
confusion, etc. The paper intends to tackle issues which will bring about positive change in the education of the girl
children, it will also propose recommendations.
Teaching Mathematics To Learners With Visual Impairment (Emerald Hall)
Panel Chair: Martin Okiyo, Africa Coordinator, ICEVI, Kenya.
Inclusive Abacus- An Alternative Approach To The Use Of Abacus As A Tool Of Mathematical Calculations.
E.O. Ogweno, Obede Secondary School, Kisumu
evogweno@yahoo.com
Although this has changed over time, the use of abacus as a tool for mathematical calculation has existed for many
years. It has proven its worth and found its way into the schools system, specifically for the learner with visual
impairments. Kenyan primary schools require sighted learners to carry out mathematical computations manually
using pen and paper. The learner with visual impairments relies heavily on the use of abacus for speed and accuracy.
But the conventional way of performing computations with abacus differ with the conventional way of teaching and
learning computations for sighted learners; it is impossible to teach both categories in the same class at the same
time. Mathematics being a compulsory subject at this education level, it is impossible to actualize inclusive education
and by extension inclusion unless a way of harmonizing the two approaches and methodologies is found. Inclusive
abacus is a new approach that uses the abacus exactly the same way as the orthodox way of teaching mathematics
to sighted learners. If adopted, both sets of learners can learn at the same time in the same class facilitated by the
same teacher. The procedures are simple and precise and can be learnt by all.
Techniques Of Teaching Mathematics To Primary School Learners With Visual Impairment.
R. A. Mwanzi, Kenya Institute of the Blind, Kenya.
mwanzi4517@yahoo.com
Mathematics is an indispensable component of human life playing a vital role in the activities of mankind since it
allows a person to develop computation skills and improve logical thinking hence enabling one to fully participate in
daily activities. It is estimated that 90% of learning is through visual sense. For a blind child, teaching methodologies
utilizing multi-sensory approaches optimally can compensate the loss of sight. Learners at primary level need clear,
simple and practical ways of learning mathematics. A teacher for learner with visual impairment has to design tasks,
assign problems and other activities that stimulate thoughts and mental activity in order to lead the learner to the
construction of meaning. Teachers should adjust their teaching methods and assess a learner with visual impairment
in multiple ways so that such a learner can compete more against him/herself rather than against others. This paper
discusses some of these techniques of teaching mathematics to learner with visual impairment.
Counting On Technology: Critical Solutions for Education In Mathematical Based Subjects In Developing Countries.
S. C. Rowe, RNIB, UK.
srowe@rnib.org.uk
It is vital that all children have complete and unhindered access to all aspects of the curriculum regardless of
disability or locale. However, for visually impaired children (VIC) residing in low-income environments (LIE), this is
often not the case as they struggle to have the necessary access to numerical and mathematical based subjects.
Many VIC face numerous barriers in this area, including, but not limited to a lack of specialist teacher training,
absence of specialist learning resources and a deficiency in advocacy. This can often result in failure to complete this
aspect of the curriculum, with detrimental consequences to the child’s progress in education and access to
employment. Noting the paucity of empirical research in this area, SightSavers alongside ICEVI have commenced
pilot studies to further explore the known difficulties with a view to providing practical and scalable solutions. This
presentation aims to further explore existing gaps and potential solutions in the teaching of maths and numeracy to
VIC residing in LIE’s. It discusses the current and future work undertaken by SightSavers in this area and the impact
that such work could have on future development.
Insights Of Learners With Visual Impairment Towards Mathematics Education In Ugandan Secondary Schools.
G. W. Kutosi, Kyambogo University, Uganda.
geowilkuts@gmail.com
This report is part of an on-going larger research study investigating strategies for enhancing the quality of
mathematics education for learners with visual impairments in Ugandan secondary schools. The findings are from
studies conducted in two of six randomly sampled secondary schools which practice integration for learner with
visual impairment in Uganda, focusing on learners’ own insights on mathematics education. The study was prompted
by concerns on the perpetual poor results of learner with visual impairment in mathematics through the years. It
sought to assess the views of the learners on various aspects of mathematics education. Findings indicated learner
with visual impairment desire to have the curriculum content restructured, ICT utilized in the teaching process and
shows a preference for visually impaired mathematics teachers instead of sighted ones. It also finds that learner with
visual impairment appreciated the importance of learning mathematics in their future careers and agree to it being
compulsory, but indicates dismal cooperation by sighted peers in the subject. Recommendations include review and
adaptation of the mathematics curriculum, urgent re-skilling of current and training of more teachers, and more
focused support from stakeholders towards mathematics education.
Teaching Of Mathematics And Science At The Senior High Level –
The Situation Of Visually Impaired Learners In Inclusive Schools In Ghana.
E. Agbettor, Ghana Blind Union, Ghana.
lizbettyy@yahoo.com
Mathematics and science is the bedrock of critical thinking. Visually impaired learners in Ghana pursue mathematics
and science at the basic level in both inclusive and special schools settings. Unfortunately when the learners reach
secondary education levels, they suddenly find these subjects outside their grasp and perform dismally. This paper
seeks to shed light on the accessibility of blind learners to the subject areas of mathematics and science within the
programme of inclusive education at the senior high level. Despite challenges, e.g., those arising from the
collaboration between resource persons and teachers, recognition of extra roles of resource person, extra time
requirement for teaching etc., success has been realized. For instance, teachers have improvised when they lack of
specialized equipment, blind learners have responded favourably, interest has been rekindled in the subjects and
there has been corresponding seriousness in junior classes.
Supporting People Who Are Multiply Disabled With Visual Impairment – MDVI (Amethyst Hall)
Panel Chair: Angela Affran, Coordinator For Africa, Perkins International, Ghana.
Where are they?
F. Haga, Ministry of Education, Science and Technology, Kenya.
Fredhaga2013@gmail.com
Even though Kenya has more than 200 Education Assessment and Resource Centres across the country, the effective
identification and quality assessment of children with multiple disabilities including visual impairment (MDVI) for
educational intervention and services remains a debatable issue. Of the estimated 190,000 children with visual
impairment in the age range 0-14, less than 1,000 have been identified as MDVI, a number regarded as rather low.
The paper reflects on identification and assessment practices in Kenya and other African countries, in regard to
learners with MDVI. It compares this with evaluation and assessment services in Massachusetts, United States. The
presentation highlights the limitations of the assessment process in Kenya and recommends measures observed that
could be adopted to address the shortcomings to ensure that children with MDVIs, alongside those with other
disabilities are being identified and assessed for services.
Educating Students Who Are Visually Impaired With Additional Disabilities.
M. K. Maragia, Kilimani Integrated Primary School (Deafblind Unit), Kenya
mary.maragia@gmail.com
Students who are visually impaired with additional disabilities (MDVI) have a lot of potential but need special
attention to establish good harmonious relationships. Due to an increase in the number of children who are being
identified as MDVI, there remains an enormous need to empower personnel working and socializing with these
students in order for them to access educational services. This paper intends to provide training to Forum
participants with the focus of developing the student’s full and unique potentials as human beings and as
participating members of their families and society. For educating these students in a deliberate and thoughtful
manner, both in regard to the big picture of the program development and in the small details that are equally
crucial to success.
Teaching Learners with Visual Impairment and Selective Mutism in an Inclusive Setting.
A.P. Olaoye, Federal College of Education (Special) & A. I. Makam, Alvan Ikoku University of Education, Nigeria.
olaoyepaul1@gmail.com; ianaeze@gmail.com
Coping learners with visual impairment in educational settings requires some techniques which may pose some
problems to a regular teacher in an inclusive setting. These problems become more intense if in addition, a child with
visual impairment has selective mutism. In order to teach these learners with visual impairment and selective
mutism successfully, there is the need for specialists who are adequately trained to teach them. This paper identifies
the difficulties in teaching a child with visual impairment and selected mutism in an inclusive setting. Making an
intimate friend with the child and not forcing him to speak among others were suggested in teaching such child.
Scaling Up Services For Visually Impaired with Multiple Disabilities in Kenyan Communities.
J. Wainaina, Nairobi Family Support Services, Kenya.
jessegicharu02@gmail.com
A child with Visually Impaired with Multiple Disabilities is a child who has visual and auditory impairment with one or
more other handicapping conditions such as physical, intellectual, emotional and/or learning disabilities. Many
children who are Visually Impaired with Multiple Disabilities have a degree of brain damage, with not just the
sensory channels of vision and hearing being affected but also other systems such as tactile, vestibular,
proprioceptive, olfactory and gustatory. Limitation in one of these areas can have a definite effect on a child
functioning and development, even for children who are visually impaired without brain damage. This paper tries to
detail different types of Visually Impaired with Multiple Disabilities conditions, and explains what those affected
might expect. It notes that a child who has Visually Impaired with Multiple Disabilities requires a number of
professionals and support services to adequately provide for his/her development. The author goes further to
explain the specific types of professional and support services that families need including financial, educational,
clinical, psychological, and, transitional services in detail. Finally, the author gives suggestions and directions on
where and/or how each of these professionals or services can be accessed.
Access To Educational And Vocational Services By Persons With Combined Sensory Impairment In Uganda:
Rethinking Efforts And Challenges
V. Locoro, Kyambogo University, Uganda.
victorlocoro@yahoo.com
Access to quality and needs-based education and vocational services for young people with combined visual and
hearing impairment continues to be a serious issue in Uganda despite the “Education For All Visually Impaired
Children” campaign. This paper highlights the efforts so far made by stakeholders in Uganda to make access to
quality education and training for such individuals a reality in the country. It also highlights the challenges that
continue to be faced and proposes mitigating measures. It further draws on the experience of some service providers
whose initiatives brought to light the need for adapted educational services for this group of people in the country.
WORKSHOPS AND INTERACTIVE SESSIONS (14:00 – 16:00 HRS)
8th AFUB General Assembly (Victoria Hall)
Jace Nair, African Union of the Blind (AFUB), Kenya.
jace@sancb.org.za
The 8th AFUB General Assembly proposes to bring together the 53 member countries of AFUB. The General
Assembly is a constitutional requirement and the agenda will include the presentation of The Presidential address
and quadrennial narrative and financial report; Strategic Plan for the next term; Constitutional amendments; and
Election of the Board and Office Bearers. Approximately 120 participants comprising delegates, observers, staff and
guests will be expected at the General Assembly.
ICEVI: The EFA-VI Campaign (Meera Hall)
Dr. M.N.G. Mani and Regional Chairs, ICEVI
sgicevi@vsnl.net, ceoicevi@gmail.com
The Education For All Children with Visual Impairment, (EFA-VI) Global Campaign is implemented by the International
Council for Education of People with Visual Impairment (ICEVI), acting in partnership with the World Blind Union
(WBU). The purpose of the campaign is to work with all stakeholders to ensure that more children with visual
impairment are enrolled in the educational systems prevailing in the participating countries. This interactive session
will outline the guiding principles of the campaign, current status worldwide, specific activities of the campaign in the
Africa region and the future plans. Members of the Executive Committee of ICEVI, the Global Task Force of the
Campaign and practitioners at the national level will participate in this interactive session.
Making Braille Accessible To All – The Challenges oF Braille Production In Africa (Sheena Hall)
D. Merriman, Braillo Norway, Norway, K. Juma, ABC, Kenya & R Mwanzi, KIB, Kenya..
merriman@braillo.no; kjuma@africanbraille.org; mwanzi4517@yahoo.com
In April this year, Braillo Norway in collaboration with the African Braille Centre and the Kenya Institute for the Blind
hosted an East African Regional Braille Production Workshop which brought together participants from institutions
producing Braille in Kenya, Uganda and Tanzania. Some of the issues discussed included standardisation of Braille
codes, transcription of mathematics, reducing the cost of Braille production, access to electronic copies of books,
form publishers, adaptation and presentation of tactile impressions, and, improving Braille reading and writing skills
among learners. Participants at the workshop recommended that a follow-up workshop be held at the 6th Africa
Forum to facilitate the sharing of experiences among a wider spectrum of producers of Braille on these and other
related issues. This workshop is therefore open to all that have an interest in the production and use of Braille.
Developing And Delivering An Advocacy Agenda For Inclusion In Primary Eye Care (Royal Hall)
Dr D. Lackey, HelpAge EWCARDC Office, Kenya.
douglas.lackey@helpage.org
This is a practical workshop where participants will be taken through the various steps in developing and delivering
an advocacy agenda for inclusion of Primary Eye Care within the national Primary health care systems. It will involve
group work activities on developing an advocacy strategies using the conceptual framework. Groups could be divided
in country blocks of say Eastern, Southern, West Africa. Maximum number of participants would need to be 40 for
four groups of 10 members. Feedback in the form of a role play with advocacy team of three members meeting a
key decision-maker to deliver the advocacy message will follow.
Basic Skills For Mathematics In Primary Schools (Regal Hall)
A. Buurmeijer & P. Wijen, Royal Dutch Visio, Netherlands.
anneliesbuurmeijer@visio.org; petrawijen@visio.org
During this workshop, Royal Dutch Visio would like to demonstrate how to teach mathematics to visually impaired
pupils. Mathematics is action in which logical thinking and ranking of information plays an important part. It
therefore requires understanding and insight. It is important to make mathematics as tactile as possible: every
mathematical formula is preceded by action in which materials are physically handled. Since severely visually
impaired pupils need to perform actions in order to gain an understanding of mathematics, it is essential to pay
particular attention to tactile functioning. Such pupils depend on tactile functioning to gain experience of performing
actions and it is the basis for their understanding. Teaching mathematics to blind and low vision pupils requires a
teacher with a lot of creativity, patience and solution orientated skills. This workshop will give insight and tools for
anyone interested in teaching mathematics.
Training Program On Inclusive Publishing – II (Majestic Hall)
The DAISY Consortium / UNESCO
d.manocha@daisy.org
The target audience for this training people engaged in preparing books in publishing companies, libraries,
government, schools/colleges and not-for-profits A hands-on training of two days duration for people engaged in
preparing books in publishing companies, libraries, government, schools/colleges and not-for-profits to give them
knowledge and skill of producing digital content that conforms to international standards and is accessible to
everyone including people with disabilities. The training will include production of digital files conforming to EPUB3
and DAISY standard using open source and popular tools used in publishing. Computers would be required for all
participants.
IDP Youth Empowerment and Mentorship Initiatives (Emerald Hall)
Martin Kieti, IDP, Kenya.
Martin.Kieti@Perkins.Org
Over the past five years the Institutional Development Program has been working with national associations of the
blind in Kenya, Nigeria and Malawi to mentor young professionals who are blind or partially sighted as new change
agents in their communities.
The projects have also included preparing the youth for diversified career
opportunities and leadership, especially within the non-disability milieu. In 2013, the IDP convened the First Young
Leaders Camp, a two-week empowerment experience for twenty blind and partially sighted youth from nine African
countries to build their self-determination and exposé them to transformational thinking and leadership. This
workshop brings together participants and mentors from the three countries as well as the Youth Camp to share
experiences and suggest recommendations on how youth programs may be strengthened. Presentations will be
made from the three countries and from the Camp. All youth and youth-at-heart are welcome.
Strengthening Educational Outcomes And Impact (Amethyst Hall)
Panel Chair: Dr. Nandini Rawal, Treasurer, ICEVI, India.
Designing Monitoring and Evaluation Systems For Educational Impact.
P. Lee, Perkins International, USA.
Patricia.Lee@Perkins.org
There is an increasing demand for Monitoring and Evaluation (M&E) systems and expertise around the world.
However, there is often much confusion about what M&E actually is. It is more than the use of technology,
indicators, and data-tracking spreadsheets. This presentation discusses how Perkins International is currently
designing and utilizing its monitoring and evaluation system. The latest endeavour is to streamline and scale up its
M&E operations across five global regions and invest in the use of technology to facilitate the process. The
anticipated outcome is to have a single-unified system that is user-friendly and allows both partners and staff to
efficiently enter data, track process of activities, and extract information for donor reporting.
Monitoring Of Vulnerable Children In Inclusive Education.
P. Katende & G. Mugote, Africa Centre for Development Impact, Uganda.
acdimpact@gmail.com
This paper presents an inclusive education monitoring tool on how children’s progress in 20 indicators which
promote the participation of children with visual impairment in schools. The tool has been developed by Africa
Centre for Development Impact. The presentation shows how children have progresses from various levels. The
indicators hinge around; medical assessment, mobility to and from school, attitudes of mainstream teachers, access
to education materials, braille grade, orientation in schools, safety of school environment, use of assistive
technology, participation in tests, child to child activities, child’s confidence and attitude, economic status, exit
strategy and exit or termination of support.
Leveraging an Integrated Program Design to Maximize Reach:
Observations from USAID’s Malawi Early Grade Reading Activity.
T. S. Slade, RTI International, Malawi.
tslade@rti.org
USAID’s Malawi Early Grade Reading Activity (EGRA) provides technical assistance to the Government of Malawi to
improve the reading performance of learners in Standards 1–3. One of the EGRA’s cross-cutting themes focuses on
students with disabilities. Only approximately 3% of EGRA’s budget was earmarked for disability programming. The
presentation discusses concrete lessons that RTI and Perkins International have learned over the course of EGRA’s
implementation with the goal of supporting other USAID implementers’ efforts to effectively integrate an inclusive
approach. It also examines some of the challenges an embedded approach to design poses for post-hoc accounting
of funds allocated toward disability programming.
The Potential Impact of Policy Frameworks on the Future Educational Prospects of Learners with Visual
Impairment in Rwanda.
Dr. P. Suubi, University of Rwanda College of Education, Rwanda.
suubip@yahoo.com
Rwanda now officially offers nine years of free basic education to all children, and the plan is to extend this to twelve
years. This has led to an increase in the numbers of children with disabilities, including visual impairment, attending
school. This paper explores the opportunities and challenges presented by the two policies in the context of
providing quality education for learners with visual impairment. The author draws on his experience working in the
SNE sub-sector to analyse the future prospects for children with visual impairment based on the policies mentioned
above. This paper argues that the current policy situation in Rwanda provides promising opportunities for the
education of visually impaired children.
An Overview Of The Educational Low Vision Intervention In The Kenyan Education Sector
E. K. Laggat / R. Rukwaro, Kenya Institute of Special Education, Kenya.
richardrukwaro@gmail.com
Learners with low vision in Kenya are entitled to a comprehensive educational program in line with various
government Policies and legal frame work. In light of these policy blueprints, a comprehensive education
programme should include services from an interdisciplinary team consisting of ophthalmic/optometrist care
providers, low vision therapist, special education teachers for learners with visual impairment and other related
professionals.
However a global survey published in 2011 showed that only a very small proportion of people with
low vision have access to low vision services. This paper outlines the structure of educational low vision intervention
service delivery as practiced in Kenya.
INTEREST GROUP MEETINGS (16:30 – 18:00)
8th AFUB General Assembly (Victoria Hall)
FORUM GALA – MANGO GARDEN (19:00 – 21:00)
THURSDAY 8TH OCTOBER 2015
STRENGTHENING PARTNERSHIPS FOR SUSTAINABLE DEVELOPMENT
PLENARY SESSION – VICTORIA HALL (9.00 – 10.00 A.M)
SESSION CHAIR
Hon. Nyombi Thembo
Minister of State for Communication (ICT)
Republic Of Uganda.
KEYNOTE SPEAKER
Prof. Ruth Okediji
Professor of Copyright Law
University of Minnesota, USA
CONTEXT SPEAKERS
Dr. Penny Hartin
Chief Executive Officer, World Blind Union
Canada.
Richard Orme
Executive Director, DAISY Consortium
United Kingdom.
PANEL SESSIONS (11:00 - 12:30 P.M)
Making Books Accessible To All (Victoria Hall)
Panel Char: Dr. Penny Hartin, CEO World Blind Union, Canada.
Kit, Confidence and Content- Accessing A Better Education.
R. Orme, DAISY Consortium, UK.
rorme@outlook.com
ICEVI is a global association of individuals and organizations that promotes equal access to appropriate education for
all children and youth with visual impairment so that they may achieve their full potential. Despite the progress
made towards the 2015 MDG of universal primary education, too many blind and partially sighted children do not
have the textbooks they need in accessible formats. In a strategic project with the DAISY Consortium, and working
with some of the world’s leading experts, ICEVI has proposed a model to plan and implement initiatives to improve
educational outcomes for blind and low vision learners. The model will be presented together with examples of pilot
projects and an update on the progress to attract financial and political support for this initiative.
“Charter for Accessible Publishing”: What Practical Steps in Africa Beyond 2015?
Dr N. Fraasen, Publishers’ Association of South Africa, South Africa.
nicolf1@gmail.com
“Our objective is to make our e-books accessible to all.” This challenge is now in the court of publishers world-wide.
On 30 June 2014, the Accessible Books Consortium, under the auspices of the World Intellectual Property
Organisation, launched the “Charter for Accessible Publishing”.
Might this Charter be merely a feel-good
undertaking but lie dormant in publishing managers’ desks? How can rights users and rights owners, by following the
Charter, work together at a practical and sustainable level to provide services and improve the lives of persons with
print disabilities? What are the implications for networking, capacity building and legal systems? This presentation,
from a publishing perspective, will consider these questions within an African context.
Developing Countries Alliance Working to Fill Identified Gaps in Holistic Solution of Accessible Books.
D. Manocha, DAISY Consortium/DAISY Forum of India, India.
dmanocha@daisy.org
Production of digital master and distribution formats, Distribution system, assistive technology for end users and
trainings are all integral components of holistic solution for accessible books. This presentation will define
components of holistic solution for getting books in Braille, talking books and accessible e-text, share key findings of
the survey to identify the gaps, present components and activities of plan to work on solution in any specific country,
and, share some examples of projects based on this plan. It will also share information about some key resources
such as an online library platform that can be shared by several countries in their projects and invite organizations to
be part of several projects that complement each other and contribute to the holistic solution.
How The Accessible Books Consortium (ABC) Initiative Can Help Enable Access To Printed And Copyright
Educational Materials
Stephen King; Accessible Book Consortium, Switzerland.
s.p.king@outlook.com
The Accessible Books Consortium (ABC) is a multi-stakeholder entity that was launched in June 2014.
www.accessiblebooksconsortium.org. ABC was created to help implement the objectives of the Marrakesh Treaty to
Facilitate Access to Published Works for Persons Who Are Blind, Visually Impaired or Otherwise Print Disabled. This
panel will look at how the Accessible Book Consortium can help work with local publishers, educational
establishments, libraries and specialist producers to improve access to curriculum materials; both locally produced
and available from across international borders.
Increasing The Role Of Libraries In Promoting Access To Information
Panel Chair: Elie Kamate, Country Director, Sightsavers, Mali.
NALB – Towards the Establishment of a Network Of African Libraries Serving Blind and Visually Impaired People.
F. Hendrikz, South African Library for the Blind, South Africa.
director@salb.org.za
The rendering of Library services to persons with visual impairment for the purposes of information, education and
recreation is non-negotiable. The Marrakesh Treaty has created various opportunities. One of the opportunities is
for African Countries to consider the establishment of a Network of Libraries serving persons with visual impairment.
Cross-border exchange, not only of material but of knowledge and expertise, is now becoming a reality. It is
envisaged that with the proposed establishment of the Network, participating libraries from various African
Countries could meet on a regular basis to share common challenges and successes, learn from each other and
jointly plan new strategies to establish or improve library services. The joint development of project plans to benefit
all who wants to participate is also envisaged. It is proposed that the Network will assist to address those challenges
jointly in a unique African manner.
The Development of Library Services for Blind and Partially Sighted Children In Africa.
A. A. Karimu, Ghana.
alimakarimu@gmail.com
The psychological, physical and social development of children has a direct impact on their overall development and
on their life stages. However, the successful completion of all these developmental stages for children who are blind
or partially sighted is sometimes challenging in various aspects because of the lack of adequate critical childhood
services to support parents or guardians and the children themselves. One of such critical area is library services for
blind and partially sighted children. Book reading would enable children who are blind or partially sighted increase
their vocabulary, conceptualise their environment as well as aid them in acquiring social skills. This paper discusses
the concept of the Vision Australia Feelix Library for children who are blind or partially sighted in the context of the
Marrakesh Treaty and postulates how to introduce the concept across Africa.
Bookshare: Cross-border Exchange and Cooperation
J. Fruchterman, Benetech, USA
Jim.F@benetech.org
Bookshare is currently the largest online library for people with blindness and vision loss. Bookshare has a global
mission to provide accessible works, and plans to be of service to the blind community of Africa. Bookshare can help
in two ways. First, by providing access to its American collection, and providing library infrastructure to countries
that currently lack the same. Only 200,000 of Bookshare's 360,000 books are available outside the United States:
those where the publishers have provided permission. With Marrakesh ratification, nearly all of these books will be
available. Second, by providing access to a top quality digital library infrastructure, which can be used to create local
or national collections and provide these ebooks to schools, organizations and individuals with free assistive
technology solutions that support users with MP3 players, smartphone, tablets and computers. This presentation
will explore these two options, and help realize the promise of Marrakesh for cross-border cooperation in ending the
book famine for persons with vision disabilities.
The COBESS, Sightsavers and AAS Towards The Ratification Of The Marrakesh Treaty In Senegal
Ms. A. C. Diouf, Université Cheikh Anta Diop de Dakar, Senegal.
awa2.cisse@ucad.edu.sn cisseawa@yahoo.fr
As an integral part of society, what is the role of universities and their service departments like libraries in promoting
sustainable development for ALL? Should universities limit themselves only to their traditional missions of research
and teaching or should they involve themselves in promoting responsible citizenship by encouraging services to
society, as well as commitment and solidarity with other actors? To give answers to these questions, this paper will
outline the tripartite partnership between a university library, a development agency and an organisation of persons
with disabilities towards advocating for the ratification of the Marrakesh Treaty.
Moving Towards Unified English Braille – UEB (Sheena Hall)
Panel Chair: Cathy Donaldson, President, Blind SA, South Africa.
The UEB: What And Why?
C. de Klerk, South Africa.
cjdk@mweb.co.za
The idea behind Unified English Braille (UEB) was to come up with a braille system that was unified, unambiguous,
had representations for print characters for which no symbols existed in pre-unified braille, and should have as little
impact as possible on the existing literary braille code. The author gives the example of South Africa, which has gone
a step further and unified the Braille codes all ten local official languages, and hence now talks of Unified Braille
Code, UBC. By applying these same principles, this can also be done in other countries where languages other than
English are spoken. This paper goes on to outline and assess the status of UEB/UBC in South Africa, including efforts
since the early 1990’s to use UEB, and later on training courses the gap from the pre-unified to the unified code, and
the resolve to publish only in UBC from 2015.
Adapting UEB for Languages Other than English.
J. E. Sullivan, Duxbury Systems, Inc./ICEB
joe@duxsys.com
As its name implies, Unified English Braille (UEB) is a braille code for English. It is "unified" not only in that it has been
adopted by major English-speaking countries that formerly used different codes, but also in that it seamlessly
provides for the inclusion of technical notation, notably for mathematics and computer programming. It can also
deal with an occasional loanword from French or a Greek letter in math, but its way of handling plain-language text
would not be suitable for sentences in most languages other than English. While a focus on one language is normal in
a Braille code as a practical necessity, UEB has the interesting property that its design principles, grounded firmly in
Louis Braille's original work, could be applied to other languages often without substantial modification, so that for
example the mathematical aspects remain highly compatible with those aspects of UEB itself. This can be very useful,
especially in circumstances where English is one of several languages commonly spoken, for instance in South Africa
with its 11 official languages. This paper explores the characteristics of UEB that enable such work, and the design
issues that may be encountered.
Get to Know UEB (UEB Braille Code In Brief).
J. E. Obi, Braille Advancement Association of Nigeria (BRAAN), Nigeria.
jeaneobi@yahoo.com
The Unified English Braille Code (UEB) is the updated braille code that has been developed by the member countries
of the International Council on English Braille (ICEB). In the document “New symbols and New Usage” (available in
braille and print), one will find a list of the more commonly used symbols and some examples of their use. The
workshop will work through the list and include exercises to try out the use of the symbols. The code is well
developed and continually under review. Use of UEB across the English speaking countries in Africa will facilitate the
sharing of books and their soft copies, and improve access to brailled books. To learn more about the UBE code, visit
the website www.iceb.org and explore it for more information on UEB. “UEB Braille Primer”, “Technical Guidelines”
and “The Rules of UEB” are just 3 of the books that can be downloaded from the website. One can also contact
info@iceb.org.
The Role Of The Notetaker In Promoting Braille Literacy
Y. Moon, HIMS International Corporation.
yhmoon@himsintl.com
Studies have shown that Braille literacy is directly related to educational achievement, professional outcomes, and
adult reading habits for the visually impaired. While many are committed to reversing the decline in Braille literacy,
students must have the proper tools to promote learning and use Braille proficiently. These tools must allow
students to view and create presentations, formatted documents, and advanced math in Braille, and must provide
teachers tools to adequately monitor and direct student learning. This presentation explores the abilities of HIMS
notetakers to meet the needs of today's blind and visually impaired students and professionals through its advanced
features. It also discusses the role of the notetaker in promoting Braille literacy and accessible education for blind
students, and demonstrate the Braille Sense as an educational toolkit for student learning as well as teacher
monitoring and control.
Promoting Knowledge Transfer For Africa (Royal Hall)
Panel Chair: Dr. S.K. Tororei, Commissioner, National Land Commission, Kenya.
Visio and the Sharing of Expertise in International Context.
C. Poels, Royal Dutch Visio, Netherlands / Ojok Simon, HIVE, Uganda.
carinapoels@visio.org
During this Free Zone presentation Royal Dutch Visio intends to share practices from its international experience.
Visio International which is a department of Royal Dutch Visio, makes use of the knowledge available at Visio to
continually improve the care and education of blind and low vision people in different countries. In the presentation
the international services of Visio will be presented, illustrated by some of their international projects. In its work,
the regional context, specific needs and reciprocity are very important. The main focus is on exchange of knowledge
through training, advice to set up rehabilitation and education systems, assistance in policy issues and sharing
knowledge and experience in new developments.
The Mandela Young African Leadership Initiative (YALI).
E.S. Okotie, Nigeria Association of the Blind (NAB), Nigeria.
ejiro.okotie@nigeriaassociationoftheblind.org; sharonokotie@gmail.com
The Mandela Young African Initiative (YALI) is a flagship program of President Barack Obama launched in 2014. The
program seeks to take 500 young Africans between the ages of 25-35 years to the USA where they participate in a
6-week summer school program in Business and Entrepreneurship, Civic Leadership and Public Management. In the
2016 the program seeks to take 1000 young Africans to the USA. The author was part of the 2015 intake. Youths
with disabilities in Africa lack access to information and exposure, and the author wishes more people with
disabilities would participate in it since YALI is a full scholarship program with all expenses catered for. As such, talk
by those in the forum who are leaders within their communities regarding YALI will be very important during this
session because knowledge can be transferred to the different groups.
The VSO Volunteer Program
Lillian Viko, VSO, Uganda.
Lillian.Viko@vsoint.org
VSO believes that change happens because people make it happen. VSO volunteers are drawn from many countries
and all walks of life, they give their time, their expertise and their passion. Volunteers share their skills within
carefully selected partner organisations, ranging from grassroots groups to government ministries. It’s a powerful,
cost effective way to create lasting results. The VSO network helps poor and marginalised people understand their
rights while empowering them to participate as equal, fully valued members of society.Our International volunteers
transfer knowledge and experience not easily and affordably accessible locally, while local partners use their skills
and cultural understanding to make impact in their own communities.
The IDP Professional Fellowship – A New Opportunity for Knowledge Transfer In Africa.
F. Haga, Ministry of Education, Science and Technology, Kenya.
Fredhaga2013@gmail.com
In 2014, the Institutional Development Programme (IDP) commenced a Professional Fellowship initiative targeting
various experts who are alumni of IDP’s flagship programme, the Senior Management Institute, a capacity
development programme that has been running for more than 20 years. The aim was to expose selected fellows to
service delivery models in developed countries for purposes of transferring the knowledge acquired to their home
contexts. The pioneers were placed in different institutions in Australia and North America from April 2015. This
presentation discusses IDP’s Professional Fellowship’s objectives, structure and ideals. More importantly, the
presentation applauds the Fellowship as a critical service model across the African continent. The author is one of
the pioneer fellows and informed by experiences during the IDP Professional Fellowship in general but particularly
sharing the importance of the PF from the perspective of the author. The presentation highlights some lessons
learned during the Fellowship that could significantly improve education services across Africa.
Improving Services In A Sustainable Way - From Idea To Realization.
P. Wijen; A. Buurmeijer, Royal Dutch Visio / Visio International, Netherlands, & S. Ojok, HIVE Uganda Ltd, Uganda.
petrawijen@visio.org; anneliesbuurmeijer@visio.org; ojoksimon@gmail.com
Sustainability is often used in various ways and different meanings. For both Visio International and HIVE Uganda
Limited sustainability is very important and has become intrinsically linked with their activities and working methods.
Both organizations link with different stakeholders to achieve common goals, using each one’s strengths. Different
experiences learn that there is no single obvious way to guarantee a sustainable realization, but there might be
similar components for successes. In this interactive panel presentation the authors together with the participants
would like to explore the successes and challenges that can lead to a sustainable improvement of services. Royal
Dutch Visio is a centre of expertise for blind and partially sighted people. HIVE (Human Input with Value to
Environment) Uganda Limited, is a NGO based in Gulu, Uganda and is using a dual approach to reach sustainability.
Building Partnerships For Regional Development (Regal Hall)
Panel Chair: Terje Iversen, Director for International Development, NABP, Norway.
The International Disability and Development Consortium, IDDC.
Dr. M.N.G. Mani, ICEVI, India & N. Baboo, ICEVI, South Africa.
sgicevi@vsnl.net/ ceoicevi@gmail.com
International Disability and Development Consortium (IDDC) consists of leading organizations, which are promoting
activities leading to education, employment and empowerment of persons with disabilities. ICEVI is member of the
Inclusive Education Task Group (IE-TG) of the IDDC and actively engaged in implementing the IDDC activities through
the seven regions of ICEVI. IDDC was very active in celebrating the Global Action Week (GAW) in May 2014 under
the auspices of the Global Campaign for Education (GCE).
According to IDDC, the Global Action Week is just a
beginning in creating the right awareness about the capabilities of persons with disabilities. Members of IDDC will be
contributing to this session to share their vision and also the good practices with the participants from Africa.
The Vision Alliance
Dr. M.N.G. Mani, ICEVI, India.
sgicevi@vsnl.net; ceoicevi@gmail.com
Vision Alliance is a network of the International Agency for the Prevention of Blindness (IAPB), International Council
for Education of People with Visual Impairment (ICEVI) and the World Blind Union (WBU) to bring synergy into the
services for persons with visual impairment .
The objective of Vision Alliance is to ensure that a network of
educators, persons with visual impairment and medical professionals is formed and nurtured at the national level.
To begin with, the Vision Alliance concept is expected to be strengthened in the existing countries where the EFA-VI
Global Campaign is underway.
Disability and the New Global Partnership;
M. Kaluba, Limability, Zambia.
limability@gmail.com
The World Bank Disability Report, 2014, suggests that qualitative evidence suggests that PWD’s are significantly
poorer in developing countries than their non-disabled counterparts. Imagine a world in which the blind and visually
impaired participate in motor rally competitions as navigators and treated as equals and not charity cases; A world in
which PWD’s are active participants in the socio-economic road map of their lives and their communities at large; A
world in which access to quality health, education and sustainable income for all is guaranteed. Despite the policy
and legislative provisions made at various national and multi-national levels, such as the New Global Partnership,
these aspirations may not be tenable if PWD’s themselves do not take the responsibility.
Strengthening Networks Between Africa and Global & Regional DPOs to Strengthen Advocacy for Inclusive Development.
P. Anomah-Kordieh, AFUB, Kenya.
peter@afub-uafa.org;, info@afub-uafa.org; peterkkordieh@gmail.com
African Union of the Blind [AFUB] is the sole union of the blind in Africa. It was created to give blind people a voice at
regional and international levels. Advocacy is therefore AFUB’s core business. Reliable data on blindness in Africa is
unavailable, but the WHO estimates that there are about 36 million people with visually impairment in sub-Saharan
Africa. Since 2000, the disability sector in general and persons with visual impairment in particular unsuccessfully
tried to include specific goals, targets and indicators on disability in the framework of the MDGs AFUB is deeply
concerned that the MDGs will not be realized by 2015 for the millions of African PWDs due to the lack of inclusion
and accessibility of related MDGs programmes and policies’ design, implementation and monitoring. In view of
these, AFUB has joined other disability groups at regionally and internationally to ensure this is put on the agenda.
Training Program On Inclusive Publishing – III (Majestic Hall)
The DAISY Consortium / UNESCO
d.manocha@daisy.org
The target audience for this training people engaged in preparing books in publishing companies, libraries,
government, schools/colleges and not-for-profits A hands-on training of two days duration for people engaged in
preparing books in publishing companies, libraries, government, schools/colleges and not-for-profits to give them
knowledge and skill of producing digital content that conforms to international standards and is accessible to
everyone including people with disabilities. The training will include production of digital files conforming to EPUB3
and DAISY standard using open source and popular tools used in publishing. Computers would be required for all
participants.
Promoting Access To Information Through Mobile And Free Technology (Emerald Hall)
Diane Bergeron, Executive Director - Strategic Relations and Engagement, CNIB, Canada.
24 Apps in 24 Hours - Technology for Life.
R, Spinks, RNIB, United Kingdom
Robin.Spinks@rnib.org.uk
Robin Spinks from RNIB will showcase a diverse range of smartphone applications which enable persons with visual
impairment to live a more independent life. The session will focus on a typical day where the smartphone is used
for more than twenty purposes. Applications will span reading, banking, social networking, navigation and
scanning/magnification. Robin will demonstrate the tremendous potential for the modern smartphone to become
the Swiss army knife of modern life. He will also take a look ahead and assess the impact of a range of wearable
technology which is coming on stream.
Inclusive Mobile Financial Services for Visually Impaired People in Kenya
M, Kieti, Perkins International, Kenya
Martin.Kieti@Perkins.Org
This study was conducted in 2013 as a joint intention of the Perkins School for the Blind and the United States
Agency for International Development to respond to the need to expand the ability of people who are blind or
visually impaired to access and utilize mobile financial services (MFS) in Kenya. The study sought to identify barriers
faced by blind and visually impaired users to fuller utilization of mobile-enabled money transfer technologies,
focusing on mobile phone-based products and services; design appropriate intervention/modifications; determine if ,
and how, barriers can be reduced or eliminated; raise awareness among service providers and development
practitioners of the unique needs/barriers of visually impaired end-users into their product design and marketing and
among regulators of the need to develop appropriate regulatory guidance and supervisory capacity to ensure ‘Know
Your Customer’ compliance and asset protection oversight. This paper highlights findings and recommendations of
the study.
Accessibility Through Free And Low Cost Solutions
S. Rowe, RNIB, United Kingdom
Stacy.Rowe@rnib.org.uk
The advancement in technology over the past decade has opened up a wealth of opportunity for blind and partially
sighted people, with increased access to low-cost accessible technology solutions, to be used at home, at work, or in
the classroom. The emergence of "born-accessible" technology from companies such as Apple and Android, with
their SmartPhone and Tablet products now fully accessible out of the box has significantly increased access to
everyday life for visually impaired people. In addition, free Windows screen reader software such as Non Visual
Desktop Access (NVDA) and Windows' own Narrator - are contributing significantly in allowing unhindered access to
technology based resources.
How to Harness Mobile Technology for Services for Blind and Partially Sighted People in Africa.
Dr. B. Abdul, East Africa Centre for Disability Law and Policy Uganda.
busuux@gmail.com
Mobile technology (MT) encompasses telephony, Internet and hand-held devices used as note takers. This paper sets
out to tackle how the various MT’s can be harnessed for the service of people with visual impairments in Africa.
Depending on the perspective, MT either spells a bleak or a bright future for blindness services in Africa. On the
bright side, it promises greater independence for persons with visual impairment because it facilitates utilization of
various services available on the internet such as banking. On the bleak side, the advent of mobile technology spells
exclusion for persons with visual impairment because of lack of assistive technology (AT), incompatibility between
MT and AT, lack of MT skills by persons with visual impairment and the tendency by service providers to exclude
access to their websites by persons with visual impairment.
Providing Services To People Who Are Deafblind (Amethyst Hall)
Panel Chair: Razaq Fakir, University of the Witwatersrand, South Africa.
Increasing Motivation For O&M Among Deaf-Blind Children.
J. M. Sambian, Ghana National Association of the Deaf, Ghana.
jjsambian@yahoo.co.uk
In Ghana, O&M training for deaf-blind children has not been systematically structured right from the home through
to the school level. Most deaf-blind children in Ghana learn their first O&M training only when they are enrolled into
the Deaf-Blind School.
In order to combat this reluctance and motivate deaf-blind children to learn and use
mobility skills, the Ghana National Association of Deaf and its sister organization, the Ghana Blind Union in
collaboration with Perkins International and other stakeholders intends to start a program to bring O&M skills to
deaf-blind children. This paper describes the program in detail and solicits support because O&M for deaf-blind
children is crucial in Ghana.
Developing And Delivering Educational Services For People Who Are DeafBlind.
A. Nabanja, Sense Internatinal, Uganda.
nabbanjaalice@gmail.com
So limited is the sensory information available for the deaf-blind (DB) that 95% of information in the environment is
denied to them. Facilitating DB to maximize the remaining sensory avenues requires dedicated educators.
Reflecting on the above, agencies committed to the advancement of the welfare of DB people in the eastern African
region have been grappling with the question of how to develop and deliver educational services for people who are
DB using sustainable, scalable and participatory approaches which ensure ownership. Taking the case study of the
collaborative Teacher Training Program on DB by Kyambogo University and Sense international, this paper reflects on
the various challenges faced when it comes to the education of people who are DB.
Meaningful Progress for Deaf-Visually Impaired (Deafblind) People in Malawi.
E. Kumwenda, VIHEMA, Malawi.
vihema.deafblindmalawi@gmail.com / ezekielkumwenda@gmail.com
Malawi is a signatory to several global treaties and conventions that promote and protect the social life of people
with disabilities. Through interactions and high level panel discussions, VIHEMA has made strides in bringing together
stakeholders in the disability sector in particular the deaf-blind (DB) to identify maximum and relevant mechanisms
for active and sustainable participation of people who are DB in issues of development especially in education.
VIHEMA is also seeking partnerships with fellow DPO’s to objectively assist each other in advocating for the Special
Needs Education policy in Malawi that will help in formulating the accessible and employable modes of education to
people who are DB in Malawi.
Turning The Tide Of DeafBlindness In Africa – Towards Professionalization Of DeafBlind Interpreter/Guides
N. Parkins-Maliko, University of the Witwatersrand, South Africa.
npmaliko@gmail.com;
The presentation addresses key issues related to the UNCRPD which stresses access to information through
professional sign language interpreters. The level of DeafBlind (DB) access to information in Africa through DB
interpreter/guides (IG’s) was obtained through surveys and interviews during the Africa Federation for DeafBlind
Annual General Meeting (South Africa, 2014) and the Board and Interpreter Training (Malawi, 2015). This informed a
baseline report into the situational analysis of qualification levels and adequacy of skills for DB IG’s. This report
provides an opportunity to understand the contextual realities of DeafBlind persons and IG’s in the African context.
A sustainable approach for DB IG’s training and development will be discussed, not only focusing on financial support
but also on the importance of international learning exchange opportunities.
WORKSHOPS AND INTERACTIVE SESSIONS (14:00 – 16:00)
AFUB Youth Forum (Victoria Hall)
J. Nair, AFUB, Kenya/AFUB Secretariat, Kenya.
jace@sancb.org.za
It is estimated that the AFUB youth forum will bring together 20 – 30 youth from AFUB member countries including
youth representatives from each AFUB region. The proposed agenda will include:- Introduction and welcome; Speech
by the Chairperson; Youth Action Plan; Election of Youth Executive arm; Conclusion and closure.
Tackling the Book Famine In Africa: How the Marrakesh Treaty Works (Meera Hall)
T. Ongolo, ADA, South Africa.
In the context of Professor Ruth Okediji delivering a keynote for Day 4 Partnerships, and in the expectation that
François Hendrikz, Director of the South Africa Library for the Blind will be presenting a paper on Thursday 8th, Day
Theme 4: Sub-Theme 1. The theme of this paper will be to challengee other organizations of the blind in sub-Saharan
Africa to join a library sharing network to benefit from the Marrakesh Treaty. The author requests an interactive
workshop of 2 hours, titled ‘Creating Africa's Marrakesh Library Network’. This will provide an opportunity for
national members in Africa to explore the possibilities of creating a library network to work under the auspices of the
Marrakesh Treaty cross-border sharing facility. It will particularly explore low cost start-ups. The workshop will be
facilitated by an expert team organized by AFUB Marrakesh team.
Understanding and Implementing Unified English Braille (UEB) Code in Anglophone Africa (Sheena Hall)
Dr. P. M. Ajuwon, Missouri State University, USA.
hscmltd@gmail.com
This two-hour interactive session will take participants through the basics of the newly-developed Unified English
Braille (UEB) code. Preliminary findings indicate there is limited awareness of UEB in Anglophone Africa. Therefore,
the session aims to: promote and facilitate the uses, teaching, and production of braille, in line with established
guidelines of the International Council of English Braille (ICEB). The presenter will share with participants data on a
recent survey conducted on UEB and braille literacy issues in Anglophone Africa. Ideas will be generated for
establishing Braille Authority of West Africa (BAWA), and Braille Authority of East and Central Africa (BAECA). Finally,
participants will brainstorm strategies for maintaining an office in each country in the newly-constituted regional
authorities, and sustaining effective linkages with ICEB that will lead to the promotion of braille literacy in Africa
post-2015 development agenda.
AFUB's Advocacy on Human Rights in Africa, Lessons and Way Forward (Royal Hall)
P. Anomah-Kordieh, AFUB, Kenya.
peter@afub-uafa.org
The purpose of the Seminar is to share the lessons learnt and the success stories of the Regional Human Rights
Project for the Visually Impaired in Africa; use the opportunity to raise awareness on CRPD as a tool for advocacy and
also raise concerns on the ratification and domestication of the CRPD, increase SRF’s visibility in Africa, discuss and
draw the way forward for SRF partnership in Africa and encourage networking among its partners in Africa.
A Trainers' Training on Promoting Safe Independent and Dignified Mobility with the SmartCane (Regal Hall)
A. Mitra, Saksham Trust & Dr. R. Paul, Assistive Technologies Group, IIT Delhi, India
anubhav@saksham.org & rohan.paul@iitd.ernet.in
Traditionally, the White-cane has been used for detecting obstacles. However, it is restricted in its range and unable
to detect raised obstacles. Saksham Trust and its partners therefore sought to develop an affordable mobility aid
called the SmartCaneTM. The device uses ultrasonic ranging to detect raised obstacles upto a range of 3m and prewarns of impending obstacles through vibratory patterns. Through this Forum, Saksham Trust wishes to disseminate
its training program with the aim of creating a community of skilled trainers in Africa who can train and assist users
in their respective countries once this technology is made available locally. The session will include a review of basic
White-cane mobility techniques, an introduction to SmartCaneTM, practical mobility session with SmartCaneTM, use
cases collated from user trials in India and other topics such those concerning acceptance. The session is intended to
be in two episodes each lasting one and a half hours. This workshop is particularly suited for O&M experts, special
educators, rehabilitation officers or social workers engaged in mobility training and/or support.
Training Program On Inclusive Publishing – IV (Majestic Hall)
The DAISY Consortium / UNESCO
d.manocha@daisy.org
The target audience for this training people engaged in preparing books in publishing companies, libraries,
government, schools/colleges and not-for-profits A hands-on training of two days duration for people engaged in
preparing books in publishing companies, libraries, government, schools/colleges and not-for-profits to give them
knowledge and skill of producing digital content that conforms to international standards and is accessible to
everyone including people with disabilities. The training will include production of digital files conforming to EPUB3
and DAISY standard using open source and popular tools used in publishing. Computers would be required for all
participants.
Touch The World – The Power Of Tactile Graphics (Emerald Hall)
Dr. Jaroslaw Wiazowski, Harpo, Poland
jwiazowski@harpo.com.pl
The goal of this workshop is to present a variety of methods and techniques to create and present graphics to people
with visual impairments. Advantages and disadvantages of those methods will be discussed. Further, some general
guidelines to create quality tactile renderings will be explained followed by practical exercises. The participants will
also be given an opportunity to work with high and low tech solutions to create their own tactile images. Useful
resource kits will be provided and participants will be eligible to enter attractive door prizes.
Braille direct from PDF/Word (Amethyst Hall)
Björn Löfstedt, CEO & Owner, Index Braille AB, Sweden.
www.indexbraille.com
Previously, when embossing braille from a PC it has been necessary to purchase, install and setup a Braille editor.
In most cases, the Braille editor installation has to be made by an external resource depending on the technical
knowledge present.
With Index-direct-Braille you may emboss a standard PDF/Word document consisting of headers, text and bullet
lists; allowing for the demand for a braille editor to be minimal or non-existent. Emboss braille simply by right
clicking on your PDF/Word file and select your Index V4 embosser. The translation (grade 1 or grade 2), formatting
and page numbering processes are completed by the Index V4 embosser interface itself.
INTEREST GROUP MEETINGS (16:30 – 18:00)
AFUB Board Meeting (Meera Hall)
KAMPALA NITE! (19:00)
Participants who wish to explore Kampala can register for an evening of fun at one of Kampala’s best clubs. Charges
at the door are USD 10 and come with a complimentary drink. Transport will be provided by the Local Hosts. The
bus departs at 19:00 from the front of the hotel.
Visit the Forum Registration/Information Desk for more
information and sign-up.
FRIDAY 9TH OCTOBER 2015
REMOVAL OF EXHIBITIONS
CLOSURE OF FORUM SECRETARIAT
DEPARTURES