Disaster Preparedness Education for Children with Disabilities

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Disaster Preparedness Education for Children with
Disabilities Challenges for sustainabilityYogyak
arta, Indonesia Sae KaniProgramme Manager
Arbeiter-Samariter-BundDeutschland e.V.
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Number of Disabled people in the
world 650,000,000 people 2/3 of them are in
Asia and Pacific (Estimated 433,333,333 people
in Asia and Pacific are disabled) 10.6
(estimate) of the population in Asia and Pacific
is disabled (Source Regional Meeting
on Biwako Plus Five 2007, ESCAP Population data
Sheet 2007)
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Biwako Millennium Framework (BMF) Plus
Five 2003 2012 BIWAKO MILLENNIUM FRAMEWORK FOR
ACTION TOWARDS AN INCLUSIVE,BARRIER-FREE AND
RIGHTS-BASED SOCIETY FOR PERSONS WITH
DISABILITIES IN ASIA AND THE PACIFIC Disabilit
y-inclusive disaster management should be
promoted. Disability perspectives should be duly
included in the implementation of policies and
initiatives in this area, including the Hyogo
Framework for Action 2005-2015, an international
framework for promoting the commitment of
Governments to disaster management. Universal
design concept should be integrated into
infrastructure development in disaster-preparednes
s and post-disaster reconstruction activities.
(Strategy 23 Biwako Millennium Framework Plus
Five, 2007)
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• Bangkok Action Agenda (October 2007)
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• Design formal and informal educational strategies
  and materials specifically for children with
  various disabilities, with their participation,
  and in accordance with their needs.
• Reach out to children who are not in schools,
  including children with disabilities.
• Update the minimum standards for the construction
  and operation of school buildings to incorporate
  disaster mitigation, allow for flexibility to
  suit local condition and ensure that new school
  construction and disaster management planning
  includes the application of accessibility
  standards for students and staff with
  disabilities.
•  
• Special outreach efforts should be made to reach
  children with disabilities, their teachers and
  parents, both in mainstreamed school settings and
  special schools.

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Case Study Earthquake Preparedness Education for
Children with Disabilities (CWDs), Yogyakarta,
Indonesia
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Special Needs Schools
Inclusive schools
CWDs not attending school
Dep. of Social Affairs
DPOs
Dep. of Education
Yogyakarta State University
Referral System
ASBs DRR education for CWDs Programme
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• Challenges for sustainability of DRR education
  for CWDs
• Generally low skills of teachers for teaching
  CWDs
• Continuous capacity building of teachers for CWDs
  is needed
• Acknowledgement and better social status of
  teachers for CWDs
• Lack of appropriate simple DRR education
  materials for CWDs
• Special teaching materials needed for each
  disability such as Visual materials for deaf and
  audio and Braille based materials for blind.
• Teachers guide for how to teach DRR for more
  complex disabilities is needed.
• Low awareness and understanding on disability
  issues among community members
• Increased awareness and acceptance of families
  with CWDs in the community.
• Increased capacity of community in DRR in order
  to assist families of CWDs
• 4. Low awareness and lack of active initiatives
  of national and local government on disability
  issues.
• Better information flow between different
  government departments regarding assistance
  available for CWDs and their families.
• Budget allocation for improving physical
  accessibility to school buildings and for safe
  evacuation.

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Thank You
For further information asb_sae_at_yahoo.com