Community based Rehabilitation Frameworks and Community Health and Evaluation
Chapter 4: Inclusive Disability
Objectives
1.
2.
3.
4.
5.
6.
7.
Enumerate the most common barriers that lead to disability
Incorporate disability discrimination and its impact on a
disabled person and its family and the society
Establish an overview of Community-based Rehabilitation
and its importance to people with disabilities
Appreciate the importance of inclusive education among all
individual with disability
Describe how CBR works to eliminate these disability
barriers
Enumerate and explain some national legislative law
exclusively design for PWDs.
Recognized and be inspired by some famous PWDs
Topic Content
Barriers that lead to disability
o CWD exclusive education
o Employment Discrimination
What CBR can do?
o Mission and Vision of Phil. CBR
o Respond of CBR
Disability Rights
o Republic Act: 7277
o Amendments:
o R.A. 10754
o R.A. 10070
o MEMORANDUM CIRCULA No. 200937
o Batas Pambansa Blg. 344
o Executive Order # 437
List of Activities for this chapter
Activity 4:1 - Types of Barriers that leads to Disabilities
Activity 4:2 - Barriers that leads to Disabilities
Activity 4:3 - Educational Exclusion of CWD
Activity 4:4 - Types of Disability Discrimination for Employment
Activity 4:5 - Disability Rights and Laws
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INTRODUCTION: WORLD REPORT TO DISABILITY
Around 10% of the world's population, equivalent to almost 650M people, lived with any form of disabilities and is considered
the world's largest minority in terms of population, with a greater incidence among women than men. 80% of them mostly live in developing
(3rd world) countries based on the current data from the United Nations Development Program (UNDP). According to WHO 2015, these
numbers rise with population growth, aging population, and medical technology changes. Higher incidences of disabilities are significantly
higher than those of people with disabilities with lower educational attainment. Unfortunately, these vast numbers of People living with
disabilities are commonly be discriminated against and not recognized by their communities.
These numbers are quite alarming as we move towards the next generation of humankind. Most of the time, people with
disabilities are not given enough opportunity to express their thoughts and concerns. We learned from the previous chapter that disability
results from negative interaction between PWD and society. Increasing the number of people with disabilities might lead to more
incidences of violence and discrimination against them, especially to children and women with disabilities. The controlling population of
people who lives with a disability can cause a reduction in the rate of inequality and injustice. Another possible solution is to ensure that
the community is inclusive for everyone. Ensuring active cooperation between the various development sectors in the community is
essential to remove these barriers and eliminate discrimination against people with disabilities.
Hi, good to see you again, Ms. Alyssa. How are you? I believe that in this chapter, we will be discussing the
connection between the CBR program for people with disabilities. At the same time, I expect to have a deeper
understanding of the rights and privileges that should be given to people with disabilities.
I know that this will be quite a long discussion, but this is meant not only for me but also for people with disabilities,
including their families.
Alyssa, please help me understand why people with disabilities are often separated and excluded in all social
activities and please also allow me to understand why their society often forgets them.
Until now, there are still many questions circulating in my head. Could you help me to answer them one by one?
Thank you.
-Thomas
Hi, Thomas. I'm perfectly in a good situation right now! How are you? How's your friend? I hope
everything is well at your end. I'm happy to see that you slowly understood how important the implementation
of the CBR Program in the community, and I believe that you're able to catch up with all those topics we
already had previously. We're already in the middle of this course. And to tell you the truth, I'm so happy with
your performance right now. So, keep it up.
For this chapter, things quite different as we move towards the most exciting part of this course, the
community exposures.
I met many PWD before. All of them have the same issues and concerns, just like what your friend
having right now. Like me, as PWD, I also have many questions that I'm still looking for the right answer until
now.
Thomas, do you know what we need? We want our society to recognize us as people who can also
help with the community's development despite our disability. We also want them to treat us as the same
person with dignity and should not pity but rather recognize our ability to perform our duties to our family and
our community.
At some point in our lives, we live in the most challenging way, Thomas. But despite all of this, we,
people with disabilities, are trying our best to rise and live in the most normal way possible we could be. We
don't want to be a burden to other people, especially in our community.
Good luck with this new chapter of this course. I hope you will enjoy every detail we have here.
Okay? Shall we start now?
-Alyssa
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PART I: BARRIERS THAT LEADS TO DISABILITIES
There are a lot of barriers we encounter on a daily basis. Barriers mean something that prevents us or gives us difficulties to do
things we wanted to. All of us want to have a happy and decent life. We are all facing different challenges in everyday living. Sometimes,
we just intend to ignore these things to let these problematic days pass by. We live in the most complex life, and we have to admit it. Life
will be more difficult if we face barriers that hinder us from living
the other side of this context and see how PWD faces everyday challenges for them to survive.
Drawn together, these barriers to inclusion can be grouped under attitudinal, environmental, and institutional. People with
disabilities may also internalize obstacles that prevent them from being included in the mainstream of society. Lack of participation of
people with disabilities, inadequate data, statistics, and evidence of what works, and inaccurate concerns over cost/difficulty of disability
inclusion are further barriers to inclusion in development and humanitarian response.
As we all know, disability is not determined by the severity of the impairment. It is not solely about the limitation of our body to
function at its best. As we learned from the previous chapter, we consolidated the different meanings of disability based on the following
context and principles.
Dear Thomas,
Now that I had presented to you the meaning of barriers for people with disabilities, let us now
enumerate the different types of barriers that give difficulties to all PWD to experience the things that other
people enjoyed upon.
You have to understand that these barriers are the main reason why PWD has always been
excluded in all community works. You also need to understand how important it is to break these barriers
using the principles of the CBR program.
I want you to use the table below and enumerate these kinds of barriers. Please take note that disability
barriers can be human or structural.
This will be an easy activity, but I want you to remember that how much you understood these
types of barriers would reflect how you will appreciate the importance of removing them.
-Alyssa
Activity #: 4-1
Instructions:
Types of Barriers that leads to Disabilities
Enumerate the types of barriers to inclusion and describe and define based on your own understanding
Types of Barriers:
Definition/description/sample (in your own words)
1.
Attitudinal
THIS IS THE PERCEPTION OF NON-PWDs TOWARD PWDs THAT IS MANIFESTED IN THE FORM OF BODY LANGUAGE,
BEHAVIOR, AND ESTABLISHED STEREOTYPES. AN EXAMPLE WOULD BE SOMEONE MOCKING AND GIVING
DISGUTSTED LOOKS AT PWDs BECAUSE HE/SHE THINKS THAT PWDs ARE WORTHLESS
2.
Communication
THIS REFERS TO THE SENSORY IMPLICATIONS A PWD MAY HAVE IN TERMS OF READING, HEARING,
AND EXPRESSING LANGUAGE. AN EXAMPLE IS THE LACK OF COMPETENT SIGN LANGUAGE
INTERPRETERS IN A CLASS WITH A CWD WHO HAS HEARING IMPAIRMENT, LEADING TO THE CWD NOT
LEARNING PROPERLY FROM THE CLASS.
3.
Physical and Social
4.
Policy
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THIS IS THE ENVIRONMENTAL BARRIERS THAT HINDER THE ACCESS OF PWDs TO AREAS LIKE WORK
OR SUPERMARKETS (i.e. THE LACK OF WHEELCHAIR RAMP, NARROW DOORSPACES, NO SUPPORT
BARS IN THE TOILET).
THIS REFERS TO THE LAWS THAT MAY EITHER SERVE TO SUPPORT OR HINDER THEM. AN EXAMPLE
WOULD BE RA 7277 (AMMENDED TO RA 9442), THE "MAGNA CARTA FOR DISABLED PERSONS, AND FOR
OTHER PURPOSES," THAT AIMS TO PROMOTE THE RIGHTS AND PRIVILEGES OF PWDs
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5.
Programmatic/System
6.
Transportation
7.
Attitudinal
THIS REFERS TO A RIGID SYSTEM THAT MAY SERVE AS AN INDIRECT FORM OF DISCRIMINATION AS AN
ORGANIZATION WOULD REFUSE TO UPDATE OR CHANGE THEIR SYSTEM JUST TO ASSIST OR
ACCOMMODATE A PWD
THIS REFERS TO HOW LIMITED THE FORM OF TRANSPORTATION IS FOR PWDs INCLUDING THE MISHANDLING OF
PWDs BY UNTRAINED DRIVERS. AN EXAMPLE IS THAT PWDs MAY NOT ALWAYS HAVE A RESERVED SEAT IN
JEEPNEYS OR MAY NOT EVEN BE ABLE TO RIDE A JEEPNEY DUE TO THEIR IMPAIRMENTS.
THIS IS THE PERCEPTION OF NON-PWDs TOWARD PWDs THAT IS MANIFESTED IN THE FORM OF BODY
LANGUAGE, BEHAVIOR, AND ESTABLISHED STEREOTYPES. AN EXAMPLE WOULD BE SOMEONE MOCKING AND
GIVING DISGUTSTED LOOKS AT PWDs BECAUSE HE/SHE THINKS THAT PWDs ARE WORTHLESS
Good thing that you quickly identify all of those types of barriers that leads to disabilities. Remember that those barriers may or may not
be present in society all at the same time. It always depends on the capacity of the communities to make their environment free from any
form of barriers.
Thomas, how are you doing so far? Is everything CLEAR right now to you? If so, lets us now identify some common barriers that lead
to disability. Using the table below, give at least five barriers, and for every barrier you will be mentioning, provide at least one
solution, program, or strategies to remove or address this barrier.
To answer it easier, try to put yourself in a person with a disability and see how you as PWD can interact with an
environment full of barriers that can cause you to feel excluded among other individuals in the community.
-Alyssa
Activity: 4-2
Barriers that lead to Disabilities
Instructions:
Think of any barriers (5 barriers) based on what you answered from the last activity (5-1). Given that, propose a possible
way how to remove or address your identified barriers. Be guided by the sample provided below.
barriers
Possible solution
Type of Barriers
sample
Installation of the appropriate handrails on all private and public Environmental
1. Insufficient or lack of handrails in toilet facilities
toilet facilities.
Barriers
POOR PERCEPTION OF CWDs IN SCHOOL
LEADING TO BULLYING
RAISE AWARENESS AS TO WHAT DISABILITY IS, ESPECIALLY
FOR THE SPECIFIC TYPES OF DISABILITIES SO PEOPLE WILL
UNDERSTAND THAT IT IS NO LAUGHING MATTER.
LACK OF SUBTITLES FOR EDUCATIONAL
VIDEOS IN SCHOOL
INCLUDE SUBTITLES OR HIRE AN EXPERT INTERPRETER FOR
CWDs WITH AUDITORY IMPAIRMENTS TO STILL BE ABLE TO
LEARN
COMMUNICATION
NARROW DOOR SPACE IN WORKPLACE
INCREASE DOOR SPACE AT WORK TO HELP ACCOMMODATE
THE SPACE TAKEN UP BY PWDs WITH MOTOR IMPAIRMENTS
WHEN THEY USE THEIR WHEELCHAIRS
PHYSICAL
AND SOCIAL
LACK OF POLICIES THAT ENSURE THE
SAFETY AND RIGHTS OF PWDs
RAISE AWARENESS OF R.A. 7277 (AMMENDED TO R.A. 9442)
SO PWDs MAY KNOW THAT THEY DO HAVE RIGHTS AND
THAT CAN BE UPHELD AND EXECUTED.
POLICY
EDUCATIONAL PROGRAM THAT DOES NOT
ACCOUNT FOR THE SPECIAL NEEDS OF
PWDs WITH AUDITORY IMPAIRMENT
REDUCE THE RIGIDITY OF THE PROGRAM BY MODIFYING IT TO BE
MORE ACCOMMODATING TO CWDs WITH AUDITIORY IMPAIRMENT
BY HIRING INTERPRETERS, ADDING SUBTITLES TO VIDEOS, AND
FINDING CREATIVE MEANS OF COMMUNICATING TO THE CWDs
PROGRAMMATIC
NO RESERVED SEATS IN A JEEPNEY OR BUS FOR
PWDs
HAVE DIRVERS AND TRANSPORTATION ASSISTANTS BECOME
EDUCATED ON HOW TO CARE FOR PWD PASSENGERS AND TO
MAKE SURE A PWD SEAT IS ALWAYS RESERVED AND READY FOR
WHEN A PWD COMES ON BOARD THE TRANSPORTATION SERVICE.
TRANSPORTATION
ATTITUDINAL
With all those kinds of barriers you mentioned, how often do you see and experience them in your daily routine? In your everyday
travel from home to your school or wherever you are going? Frequently, we just ignore these barriers because we are not the ones who
face these struggles. But for the people with disabilities, these are the situation that they had no choice but to face and overcome in their
daily living.
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Remember that removing these barriers will not mean that we eliminate discrimination among PWD. Working together is the
key to making our society barrier-free and inclusive
of society. Still, it is a matter of working together to achieve one common goal for PWD. Every one of us has these responsibilities in the
community, and no one should dictate this responsibility. Helping society meet its full development will always start by removing all
barriers leading to disability.
Children with Disabilities (CWD)
There is always a special place in my heart to serve the community. It feels like my heart is crashing every time I see children
with disabilities that have been deprived of appropriate attention. They say education is the key to development. Education is not a choice,
but it is a right that we have to be familiar with. Everyone is entitled to have a decent and appropriate education, the same as the saying,
Education is for all No question about it. However, although education is for all, we need to consider the educational needs of a
particular person, especially the CWD.
In the Philippines, out of all school-age CWD, only 1.97% are currently enrolled in school whereas, 98.03% of CWD have not
enrolled in school. That huge gap between these two numbers only reflects something wrong with the education system for CWD.
Thomas, have you ever wondered why many CWD has no access to appropriate education? If we try to look at it more
deeply, you will look first at how the government responds to this issue. But if we try to look back what went wrong, you will see
the system of delivering education to all CWD, is it sometimes, the family or the parents
of CWD have no interest to send his/her child to a special educational program.
Thomas, in the table below, as many as you can, I want to give the possible reasons why some CWD do not attend
school. This is quite interesting, simply because you will see how we might address these concerns at the end of this activity.
-Alyssa
Activity: 4-3
Instructions:
barriers
Educational Exclusion of CWD
Give at least five barriers or reasons why some CWD has no access to proper education. Given your identified barriers
and reasons, think of a possible way on how to address these.
Resolution
ATTITUDINAL - PEERS AT SCHOOL MAY BULLY OR HARASS CWD
EDUCATE THE CHILDREN ON WHAT DISABILITY IS AND EXPLAIN TO THEM HOW IT SEVERELY AFFECTS
ONE'S WAY OF LIVING. THROUGH THIS, THEY CAN BETTER UNDERSTAND THE CWD AND CEASE OR
REDUCE BULLYING.
COMMUNICATIONAL: SOME CWDs MAY HAVE VISUAL, AUDITORY, OR
COGNITIVE IMPAIRMENTS, MAKING IT DIFFICULT FOR THEM TO
UNDERSTAND WHAT IS BEING SAID TO THEM AND TO EXPRESS HOW
THEY ARE FEELING.
HAVE EDUCATORS AND OTHER SCHOOL STAFF BE TRAINED ON HOW TO PROVIDE
ALTERNATIVE FORMS OF TEACHING SO A CHILD WITH VISUAL AND/OR AUDITORY
IMPAIRMENTS CAN STILL KEEP UP AND ENJOY A FULL EDUCATION. ALSO, THE STAFF
SHOULD BE THOUGHT ON HOW TO DETECT WHEN A CHILD WITH COGNITIVE
IMPAIRMENT IS STRUGGLING TO EXPRESS HIM/HERSELF SO THE STAFF CAN
IMMEDIATELY HELP.
PHYSICAL AND SOCIAL - A LACK OF SUPPORTIVE BARS FOR PWDs IN
THE TOILET
INSTALL SUPPORT BEAMS IN TOILET AREAS ALONG WITH WIDER DOOR FRAMES SO
PWDs THAT USE A WHEELCHAIR MAY HAVE BETTER ACCESS AND COMFORT TO
RESTROOMS.
POLICY: NOT MANY INSITITUTIONS OR PEOPLE ABIDE BY OR ARE
AWARE OF POLICIES THAT ARE DIRECTED TO CWDs SO THEY MAY
LIVE AND FUNCTION WELL.
PROGRAMMATIC - A SCHOOL REFUSES TO CHANGE ITS SYSTEM TO
BETTER ACCOMMODATE STUDENTS WITH AUDITORY IMPAIRMENTS
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RAISE AWARENESS ON LAWS LIKE RA 7277, RA 10754, AND RA 10070, THAT ALL AIM TO
EMPOWER PWDs AND CWDs, ESPECIALLY MEMORANDUM CIRCULAR 2009-37, WHICH
AIMS TO SPECIFICALLY SUPPORT A COMMUNITY-BASED PROGRAM FOR CWDs (EX.
BREAKING BARRIERS FOR CHILDREN (BBC)
INTRODUCE TO THE SCHOOL THE BENEFITS OF CREATING BENEFICIAL ADJUSTMENTS
FOR PWDs SUCH AS CREATING MORE PRODUCTIVE CITIZENS IN SOCIETY, REALIZING
THE HUMANITY OF CWDs, AND ESTABLISHING THE FOUNDATION FOR A BRIGHTER
FUTURE FOR CWDs. IF THE SCHOOL COULD INCLUDE SUBTITLES IN THEIR
EDUCATIONAL VIDEOS, HIRE INTERPRETERS, AND HAVE STAFF UNDERGO SIGN
LANGUAGE TRAINING, THE SCHOOL'S PROGRAM COULD BETTER ACCOMMODATE THE
NEEDS OF THE CWDs WITH HEARING IMPAIRMENTS, RESPECTING THEIR RIGHTS TO
EDUCATION AND PROVIDING THEM THE CHANCE OF A BETTER FUTURE, JUST LIKE
ANY CHILD SHOULD BE GIVEN.
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Training awareness of the receiving teachers and school heads has been a big issue why many students or Learner with special
educational needs are still left out and excluded in the regular stream of school or education. This will attribute to the lack of interest in
receiving school to handling cases wherein there is more need for the attention given to a student with a disability. Therefore, the ability
of a student with a disability to learn in many aspects has been compromised and suffered. As supported by the study conducted by Ellis
and Tod (2014), it is also necessary for a teacher to understand the child's specific condition to know how to handle such exceptional
cases specifically. They may also formulate useful teaching strategies base
encouraged to undergo appropriate training before handling this learner with special educational needs because it may negatively impact
ut identifying what is best for them.
According to the Individuals with Disabilities Education Act (IDEA), all schools must provide an education for all eligible
students with disabilities. The purposes of IDEA are (1). To protect the right of Children with Disabilities, every school should teach CWD
in a general classroom setting whenever possible
procedural safeguards the law
that gives the parents the authority to decide the best possible education that their child can have as long as the law requires it. IDEA is
applicable up to the high school level or 21 years old, whichever comes first.
Disability Discrimination
Barriers mean exclusion, and exclusion implies discrimination. Who among us wants to experience discrimination in any form?
We always say that we all have the right to be treated as a normal individual. Discrimination means separation or exclusion from a regular
group or population. It is the feeling that you do not belong to a specific population group or norms. Primarily, there are no reasons in this
world for an individual to be discriminated against.
Thomas, we are already in the middle of this chapter. Things are getting more exciting as we go down to
the last part of this chapter. But in the meantime, lets us focus on discrimination against employment.
Thomas, please take note of this. There are four types of discrimination. These four types are basically
applicable to the employment act against PWD.
I will let you identify these four types of discrimination. I already gave the introductory part of discrimination and for
-up the table below. Use it as
your guide.
-Alyssa
Activity: 4-4
Types of Disability Discrimination for Employment
Types
Definition
1a. Direct
Discrimination
Direct
Discrimination
YOU ARE HARASSED OR TREATED UNFAIRLY
BECAUSE YOU HAVE A DISABILITY
YOU ARE ASSOCIATED WITH A PWD (FAMILY OR FRIEND),
1b. By association
1c. By Perception
Indirect discrimination
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Sample Scenarios (Keywords only)
YOU HAVE CANCER, SO EVEN IF YOUR
QUALITIES FOR WORK EXCEED REQUIREMENTS,
YOU WON'T GET HIRED BECAUSE OF THE RISKS
THAT COME WITH YOUR CONDITION
YOUR DAD HAS SCHIZOPHRENIA AND YOU HAVE TO
LEAVE WORK TO TAKE CARE OF HIM. BECAUSE OF
YOUR ABSENCE, YOUR EMPLOYER WILL NOT
RENEW YOUR CONTRACT BECAUSE YOUR
ABSENCES MAY LEAD TO A HALT IN PRODUCTIVITY.
Assume by the others to have a disability
THIS IS OFTEN UNINTENDED AND PUTS PWDs AT A
DISADVANTAGE AS AN ORGANIZATION'S SYSTEM MAY HAVE
RULES THAT APPLY TO ALL, BUT ARE NOT REASONABLE TO
SOME.
A CWD WITH B LE PARALYSIS IS IN A PHYSICAL
EDUCATION CLASS THAT REQUIRES ALL STUDENTS
TO PERFORM EXERCISES THAT REQUIRE HIGH
MOBILITY. DESPITE KNOWING THAT THE CWD CAN'T
PERFORM THESE MOBILITY EXERCISES, THE COACH
STILL FAILS HIM AS THE RULE IS THAT ALL STUDENTS
MUST PERFORM THE MOBILITIY EXERCISES TO PASS.
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Harassment
Victimization
Unwanted conduct that can be in the form of
verbal, written, and physical
THIS IS WHEN AN EMPLOYEE SUFFERS WHAT THE LAW TERMS
A "DETRIMENT" OR SOMETHING THAT CAUSES DAMAGE,
HARM, OR LOSS DUE TO MAKING AN ALLEGATION OF
DISCRIMINATION.
A TEACHER BULLYING AND BELITTLING A CWD WITH
COGNITIVE IMPAIRMENT BECAUSE SHE COULDN'T
ANSWER THE QUESTION PROPERLY.
A CWD REPORTS TO THE PRINCIPAL THAT HER
CLASSMATES ARE BULLYING HER. THE NEXT DAY, THE
BULLIES SPREAD RUMORS THAT THE CWD IS PAYING
THE PRINCIPAL EXTRA SO THE CWD COULD HAVE THE
HIGHEST GRADES IN THE CLASS.
As we discuss the different concepts of discrimination, we both agree people with disabilities are sometimes are treated less
favorably than those without disabilities. People with disabilities can be discriminated against in many ways, such as employment,
education, accommodation, using public services, and/or accessing public places. We see disability composed of both personal attributes
(health condition) as well as social interaction (disablism, lack of accessibility).
Nevertheless, employers often express concerns about adaptation costs preventing them from hiring and/or retaining PWDs.
Indeed, the provision of workplace adaptations depends on PWD's needs and ability and may vary from alterations or adaptations of
buildings and facilities to purchase necessary assistive technology/equipment and/or require modifications of work tasks/schedules.
CBR at Work
All barriers mentioned above are the reasons why PWD is still neglected in our society. Removing all those barriers can be
considered
. We all agree that many strategies and programs have been implemented to address these
concerns. But which of them is most effective? Did they address the issues and concerns of all PWD? Where are we now in terms of
The purpose of the CBR program is technically designed to benefit all PWD and their families. If you notice the way how I
discussed all those barriers above, I started with giving you the general barriers that lead to disabilities. Then I proceeded with barriers
to education, and the last part is the barriers pertaining to the employment of disabled people. So,
As simple as this! We all want is to remove all those barriers in general. But it must be started from to root causes of the
existence of these barriers. Imagine that if we failed to remove barriers that lead to education? As a result, more children with disabilities
lose the opportunity to study and learn and eventually find a hard time looking for decent and appropriate jobs, which can be the source
of income to support their own needs and their families.
On the other hand, People with disabilities who are experiencing discrimination at work will have difficulties competing with other
employees without disabilities. It also means that they will find a hard time gaining income to support their personal needs, lose their selfconfidence, and only rely on other people's support. A person with disability has the same right to be employed and be recognized as a
person who can also contribute to the development of a particular company and business sectors.
The bottom line is that barriers can lead to more discrimination and discrimination, which means isolation, and isolation means
no access to support and eventually leads to poverty. The most important thing to consider not is how we remove these barriers that lead
to disability. Practicing inclusion among PWD in society is one of the most significant ways to eliminate discrimination. At the end of this
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day, civil rights create space for personal development by recognizing our uniqueness and opening up a realm in which individuals can
assume power and control over their lives, freely choosing their own goals and interacting with others voluntarily to achieve their goals
in life.
PART II: DISABILITY RIGHTS
Each one of us has a right to live the way we wanted to. We are all born with equal rights. The state shall recognize each
individual's freedom, including PWD, to have their own right to decide on what will be the best for themselves. Disability rights are not
viewed about how comprehensive this right is all about. Instead, we must see in a bigger picture that there is a difference between
knowing these rights and adopting and implementing them.
Dear Thomas,
There are many policies, laws, and legislation specifically designed to benefit PWD and their community. I just choose
which of them I think are the most important, relevant and commonly used in the community.
Thomas, on the table below, I want you to answer it base on your trusted references. You may use the internet and search for
the best articles to give you the descriptions of each law.
So, if you are ready, then you may start now. Good luck
-Alyssa
Activity: 4-5
Disability Rights and Laws (Complete the missing information in this table)
Republic Act No. 7277
Otherwise
Magna Carta for Persons with Disability
known as:
The date was
MARCH 24, 1992
proposed:
Description:
Title:
Name of the
Title:
Chapter 1:
Section 1
Section 2
Section 3
Section 4
Title 1:
General Provisions
-development, and self-reliance of a disabled person and their
Title 3:
Title 4:
PROHIBITION ON DISCRIMINATION Final Provisions
RIGHTS AND PRIVILEGES
Title 2:
AGAINST DISABLED PERSON
OF DISABLED PERSONS
BASIC PRINCIPLES
Title
Declaration of Policy
COVERAGE
DEFINITION OF TERMS
Chapter 1:
Section 5
EMPLOYMENT
Equal
Opportunity
Employment
for
Section 6
SHELTERED EMPLOYMENT
Section 7
APPRENTICESHIP
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Activity: 4-5
Section 8
Section 9
Disability Rights and Laws (Complete the missing information in this table)
Incentives for Employer
VOCATIONAL REHABILITATION
Section 10
VOCATIONAL GUIDANCE AND
COUNSELING
Section 11
Chapter 2:
Section 12
Section 13
Implementing
Regulations
EDUCATION
Rules
and
ACCESS TO QUALITY EDUCATION
Assistance
Students
to
Disabled
Section 14
SPECIAL EDUCATION
Section 15
VOCATIONAL OR TECHNICAL AND
OTHER TRAINING PROGRAMS
Section 16
NON-FORMAL EDUCATION
Section 17
Chapter 3:
Section 18
State
Universities
Colleges
HEALTH
and
NATIONAL HEALTH PROGRAM
Section 19
Section 20
Chapter 4:
Section 21
REHABILITATION CENTERS
Health Services
AUXILIARY
SERVICES
SOCIAL
AUXILLARY SOCIAL SERVICES
Chapter 5:
Section 22
TELECOMMUNICATION
Section 23
Telephone Services
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Activity: 4-5
Section 24
Disability Rights and Laws (Complete the missing information in this table)
Chapter 6:
Section 25
FREE POSTAL CHARGES
FOR THE DISABLED
ACCESSIBILITY
BARRIER-FREE MOVEMENT
Section 26
Section 27
Mobility
ACCESS TO PUBLIC
TRANSPORT FACILITIES
Section 28
Chapter 7:
Section 29
Section 30
IMPLEMENTING RULES AND
REGULATIONS
POLITICAL AND
RIGHTS
System of Voting
CIVIL
RIGHT TO ASSEMBLE
Section 31
RIGHT TO ORGANIZE
Amendments: R.A. 10070
Descriptions:
AN ACT ESTABLISHING AN INSTITUTIONAL MECHANISM TO ENSURE THE IMPLEMENTATION OF PROGRAMS AND SERVICES FOR
PERSONS WITH DISABILITIES IN EVERY PROVINCE, CITY, AND MUNICIPALITY, AMENDING REPUBLIC ACT NO. 7277 OTHERWISE
KNOWN AS THE "MAGNA CARTA FOR DISABLED PERSONS," AS AMENDED, AND FOR OTHER PURPOSES. THIS ALSO INCULDES
THE ESTABLISHMENT OF PERSONS WITH DISABILITIES AFFAIRS OFFICE (PDAO) AND APPOINTMENT OF PDAO FOCAL PERSONS.
Amendments: R.A. 10754
Descriptions:
THIS IS AN ACT EXPANDING THE BENEFITS AND PRIVILEGES OF PWD BY GIVING FULL SUPPORT TO THE IMPROVEMENT OF
WELL-BEING AND INTEGRATION INTO MAINSTREAM SOCIETY OF PWD, WHILE ALSO GRANTING PWDs AT LEAST 20%
DISCOUNT AND EXEMPTION FROM THE VALUE ADDED TAX ON THE SALE OF CERTAIN GOODS AND SERVICES IDENTIFIED.
MEMORANDUM CIRCULAR No. 2009-37
Descriptions:
IT PROVIDES SUPPORT FOR COMMUNITY-BASED PROGRAM FOR CHILDREN WITH DISABILITIES (CWD). THIS
INVOLVES PROGRAMS SUCH AS THE BREAKING BARRIERS FOR CHILDREN (BBC), WHICH IS A PROJECT
JOINTLY UNDERTAKEN BY THE KATIPUNAN NG MAYKAPANSANAN SA PILIPINAS, INC. (KAMPIE) AND OTHER
NGOs. THIS FOLLOWS THE MAIN GOAL OF BBC TO PROMOTE THE RIGHTS AND IMPROVE THE LIVING
CONDITION OF CWDs.
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Batas Pambansa
Blg. 344
Descriptions:
An act to enhance
the mobility of
disabled persons by
requiring
certain
buildings,
institutions,
establishments, and
public utilities to
install facilities and
other devices.
Accessibility
Reachability
This means that
no criteria shall
impede the use of
facilities by either
the disabled or
non-disabled
citizens.
PROVISIONS SHALL
BE ADAPTED AND
INTRODUCED TO
THE PHYSICAL
ENVIRONMENT SO
THAT AS MANY
PLACES OR
BUILDINGS AS
POSSIBLE CAN BE
REACHABLE BY ALL
Usability
The
built
environment shall
be designed so
that all persons,
whether they be
disabled or not,
may use and
enjoy it.
Orientation
FINDING A PERSON'S
WAY INSIDE AND
OUTSIDE OF A
BUILDING OR OPEN
SPACE SHALL BE
MADE EASY FOR
EVERYONE
Safety
Designing
for
safety ensures
that people shall
be able to move
about with fewer
hazards to life
and health
Workability and
Efficiency
THE BUILT
ENVIRONMENT
SHALL BE
DESIGNED TO
ALLOW THE
DISABLED
CITIZENS TO
PARTICIPATE AND
CONTRIBUTE TO
DEVELOPMENT
GOALS.
Executive Order No. 437
Descriptions:
THIS IS A LAW ENCOURAGING THE IMPLEMENTATION OF CBR FOR PWD IN THE PHILIPPINES, WITH ITS MAIN GOAL
BEING THE PREVENTION OF IMPAIRMENT, REHABILITATION, EQUALIZATION OF OPPORTUNITIES, POVERTY REDUCTION,
AND INCLUSION OF PWDs INTO THE MAINSTREAM SOCIETY.
Video Clip Reflection: Struggles of a PWD (maximum of 5 sentences)
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Video Clip Reflection: Disability Discrimination: In the Life of PWD (maximum of 5 sentences)
Video Clip Reflection: Love and Understanding Is What They Need (maximum of 5 sentences)
One of the most significant legal developments in human rights over the past decade is enacting the UN Convention on the
Rights of Persons with Disabilities (CRPD). The CRPD recognizes that disability rights and reproductive rights are interdependent and
indivisible: one set of rights cannot be realized without or at the expense of the other. Central to both movements are the concept of selfdetermination and the goal of full participation in social, economic, and political life.
The State plays an important role in regulating private sectors' behavior when it has a negative impact on equality among people
with disabilities. It generally does so through non-discrimination legislation, which is also applicable to the private sector. In the case of
disability, such legislation normally requires the would-be discriminator to take a positive account of the disability and "reasonably
accommodate" the person concerned. You have to remember that disability rights frameworks are built on universal human rights
principles of bodily autonomy, self-determination, equality, and inclusion.
late for him to go back to his life. We have plenty of programs that can support them and let them know that they are
protected by the law in which no one can ignore and restrain from it.
Thank you, Thomas?
Till next time again. Time for you to rest and be ready for the next module of this course.
-Alyssa
See you in the next chapter of this course: The Working CBR and its Organization
It's undeniable that what we are taught as a culture to believe about disability is at odds with traditional notions of masculinity.
-Stella Young
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