CODE | LAS1056 | ||||||
TITLE | Introduction to Disability Concepts and Practice for Community Based Inclusive Development (CBID) Workers | ||||||
UM LEVEL | I - Introductory Level | ||||||
MQF LEVEL | 5 | ||||||
ECTS CREDITS | 4 | ||||||
DEPARTMENT | Centre for the Liberal Arts and Sciences | ||||||
DESCRIPTION | Community Based Inclusive Development (CBID) has become the gold standard for disability practice in low and middle income countries. CBID seeks to work towards the full inclusion of persons with disabilities in their respective communities. Much of the work done by CBID workers is done on a voluntary basis and for many, the only training that is obtained is directly from the field. Much of the work is performed by women, mothers of disabled children. These skills are sometimes limited by lack of opportunities and resources for capacity building, and employability is constrained by lack of certification and educational opportunities as well as the responsibilities of care. This is especially the case for CBID workers from impoverished backgrounds in rural and peri-urban areas. This interdisciplinary certificate brings together the main components of disability, CBID and rights-based practice. It is developed and delivered in accessible ways to effectively harness and develop conceptual, research, practice, communication, networking and other skills and knowledge required by CBID workers in the complex terrain of disability in contexts of poverty. This course is an indispensable background and first step towards the eventual professionalization of CBID practice. Learning Outcomes: 1. Knowledge & Understanding By the end of the unit the student will be able to: • identify and explain key conceptual frameworks and models of disability; • map out the basics of the international disability rights framework including the United Nations Convention on the Rights of Persons with Disabilities; • grasp the history and conceptual basis of CBID and the CBID matrix; • lay out the complex connections between poverty, livelihoods, education, health, rehabilitation, rurality and the various intersectionalities; • identify issues, concerns and barriers to disabled people and families in a range of socio-economic, political and cultural/ideological spheres; • map, communicate and engage effectively with families, communities, institutions and other stakeholders; • comprehend and explain techniques involved in networking with communities; • implement basic monitoring and evaluation and reporting; • explain key ethical concerns in practice. 2. Skills By the end of the unit the student will be able to: • differentiate between different disability models; • differentiate between charity and rights based approaches; • critically identify barriers to disabled people, their families and communities and possible solutions; • conduct informal research for project purposes; • conduct basic participatory monitoring, evaluation and reporting; • communicate effectively with a range of stakeholders, including management, partners, families, and institutions; • negotiate and resolve conflict; • work in participatory and inclusive ways; • develop advocacy and networking skills; • develop strategic yet responsive and flexible practice; • demonstrate greater confidence and knowledge boosting employability in disability and other social related fields. Main Texts and any supplementary readings: Core readings - Barnes, C. (2009) An Ethical Agenda in Disability Research: rhetoric or reality? In: Mertens, D. M. and Ginsberg P. E. (eds.), The Handbook of Social Research Ethics. London: Sage (pp. 458 – 473). - Coernielje H., Velema, J., Finkenfluegel, H. (2008). Community based rehabilitation programmes: monitoring and evaluation in order to measure results. Leprosy Review, 79,36-49. - Milstein, B. & Wetterhall, S. (2013) A framework for program evaluation: A gateway to tools. http://ctb.ku.edu/en/tablecontents/sub_section_main_1338.aspx - Oliver, M. (2004) The Social Model in Action: if I had a hammer. In C.Barnes and G. Mercer (eds.) Implementing the Social Model of Disability: Theory and Research. Leeds: The Disability Press (pp. 18-31). Supplementary readings - Cornielje H., Nicholls P. and Velema, P. (2000). Making sense of rehabilitation projects: classification by objectives. Leprosy Review, 71,472-485. - Slocum, N. (2003) Participatory Methods Toolkit: A practitioner's manual. ing Baudouin Foundation / Flemish Institute for Science and Technology Assessment [viWTA] /United Nations University. - Velema J. (2003). Reflect before you act: providing structure to the evaluation of rehabilitation programmes. Disability and Rehabilitation 18(25), 1252- 1264. |
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ADDITIONAL NOTES | Pre-Requisite knowledge, skills and competences: - Basic literacy - Field experience working as a CBID worker in the global South |
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STUDY-UNIT TYPE | Lecture | ||||||
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |