A way for Persons with Disabilities to be included in Community life

BANGLADESH 2006

Published in

May 2007 ISBN number: 978-2-909064-82-6 Published By

Handicap International Bangladesh Program 138 Gulshan Avenue Dhaka1212, Bangladesh E-mail: [email protected] Supervised By

Blandine Le Bourgeois Content Development By

Thomas Girard Ziaul Hassan Björn Schranz Contribution

DPOD, Manikgonj DPOD, Mymensingh DPOD, Tangail Thomas Chantereault Rashidul Islam Tahera Nargis Hamid Shafiqul Alam Kiron Photographs credit

© Handicap International Illustrations

Chinmay Devorsi Design and Graphics

Noor Uddin Faruque Shuvo Print Production

Answer Brandsmith Limited

www.handicap-international.org

Contents FOREWORD MESSAGE FROM COUNTRY DIRECTOR ACRONYMS AND SYMBOLS HOW TO USE THE BOOKLET I. SPORT AND PHYSICAL ACTIVITIES : A MEANS OF INCLUSION OF PERSONS WITH DISABILITIES

05 06 07 08

09

1. Inclusive Approach and Rights Based Approach

10

2. Sport and Physical Activities with Persons with Disabilities

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a. Competitive Sports Events for Persons with Disabilities Paralympics Special Olympics INAS-FID Deaflympics

b. Inclusive Sport, Physical and Recreational Activities with Persons with Disabilities II. GUIDELINES FOR IMPLEMENTATION OF INCLUSIVE SPORT, PHYSICAL AND RECREATIONAL ACTIVITIES

1. Preparation

11 11 12 12 12

13

15 16

a. Mobilization of Human Resources b. Capacity Building, Service Identification and Assessment of Players Organizing Assessment Camps Assessment of Children with Disabilities Assistive Devices Other Services c. Environmental Adaptation Accessible Facilities and Playgrounds Sports Materials 2. Actions and Activities

16

21 21 22 26 28 29 29 30 31

a. Training

31

b. Regular Practice and Events

34

c. Workshops

35

d. Production of Information, Education and Communication Materials (IEC Materials)

35

e. Care Taking, Special Support and Safety Measures

36

Care Taking Special Support and Safety Measures

36 37

3

Contents 3. Session Set Up a. Structure of a Session Warm Up and Stretching Teaching Cooling Down Summary with Time-Intensity Curve b. 9 Principles of Adaptation

48

c. Session Preparation Card

60

III. ADAPTATION OF 3 SPORTS DISCIPLINES (TECHNICAL CARDS) 1. Football 2. Cricket 3. Badminton IV. ADAPTATION OF 10 RECREATIONAL GAMES (TECHNICAL CARDS) 1. 1,2,3… Sunshine 2. Stole the Meat (Cap Game) 3. Musical Chair 4. Jail Ball 5. Kanamachi (Blind man's buff) 6. Sweets Race 7. Ha-Du-Du 8. Burning Ball 9. Eagle and Birds 10. Target Games (Throwing)

48 50 51 53 54

61 62 69 75 80 81 83 85 87 90 92 94 96 98 100

CONCLUSION

104

BIBLIOGRAPHY & WEBSITES

105

APPENDICES

106

Appendix Appendix Appendix Appendix Appendix

1 2 3 4 5

: : : : :

General Screening Form for CWDs / PWDs Different Sports Materials Warm Up and Stretching Exercises Session Preparation Card 31 Exercises

CD Booklet (Full Version) Technical Cards and Blank Forms for Printing: 4 Booklet Sequences and Additional Sequences for the 3 Sports 4 10 Recreational Games 4 Warm Up and Stretching Exercises 4 31 Exercises 4 General Screening Form for CWDs / PWDs 4 Session Preparation Card (blank form) Video Documentation

4

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107 110 111 118 119

Foreword When I first visited the playground of a school in Tangail, Bangladesh, at the beginning of the project, I was thrilled to see the large number of people that had gathered to practice. Children of all ages, adults and elderly people joined the twice-a-week training sessions organized by a Disabled People's Organization for Development (DPOD) and Handicap International. What impressed me most was the way in which the training was organized. It was an important business taken very seriously by all. The coaches were getting the players to warm-up and stretch to prepare everyone for the game. Then came the actual game with everyone's full participation, whether disabled or not. The rules of cricket, football, badminton, race and traditional games were slightly adapted to ensure that members of heterogeneous teams can play together. And when the game started, forget about age or disability, only playing counted! Rarely have I witnessed in my life such energy and participation as the one I saw and felt during this game on the playground. Eight months later, when I came back to watch an inter-district competition organized by DPODs' partners, I was again extremely impressed by the quality of the organization of the event and in addition, I was taught one of the most significant lessons I had ever learnt. All along this very warm afternoon, under a blazing sun, I was completely engrossed by the games. I totally forgot I was there to see how far we could include People with Disabilities in social activities and how we could manage to improve the project. I was closely watching the matches with child-like excitement and marveling at the beauty of the game and the competition. When I suddenly emerged from this engrossment, the wider meaning of what I was seeing struck me. There I was, in Bangladesh, watching two teams of women, some of them with disabilities, surrounded by hundreds of excited spectators who supported them enthusiastically throughout the match. This was truly magical and so empowering! At that moment, I understood that what I was watching was possibly the strongest and the most powerful language of advocacy we could use to establish the rights of People with Disability. And yet, it was just a game.

Philippe Chaize Handicap International South Asia desk officer

5

Message from Country Director, Bangladesh The inclusion of Persons with Disability in society has been the main purpose of Handicap International (HI) in Bangladesh since it began its activities in 1997. This inclusion means mainstreaming disability in all spheres of life so that disabled people - like any other citizens - have access to education, employment, health services… access to bank and public places… access to information, entertainment, sports and physical activities, etc. It is their right. When I met Mr Christian Poffet, Deputy Country Director, First Secretary (Development) at the Swiss Agency for Development and Cooperation (SDC) in Dhaka, I was touched by his immediate interest, on behalf of the people of Switzerland, in supporting Handicap International to develop an exciting project on "Inclusive sports and physical activities for children and youth with and without disabilities". Following two months of discussions and joint preparation, HI and SDC set up a 15 month project in close collaboration with three Disabled People's Organizations for Development (DPODs) in three different districts - Manikgonj, Mymensingh and Tangail. The project turned out to be an exciting challenge for all members involved. The aim was innovative - to improve the quality of life of children and youth with disabilities by developing their physical, psychological and social capacities through the practice of sports and physical activities. Combining the skills of Disability Specialists and Sports Trainers, and with the strong commitment of the community, DPODs, District Sports Associations and schools, we reached very positive results, be it in terms of rehabilitation, inclusion or awareness on disability issues. The main achievement of this project - according to children and youth with disabilities themselves, as well as their parents - is the reclaiming of their self-esteem and self-confidence and the opportunity it has given them to become part of their community, well beyond sports activities. This publication, based on the experience of this project, intends to be a practical tool that can be used by organizations and people as varied as sport associations, school teachers, (I)NGOs and DPOs... It also tries to draw the attention of donor agencies to sport, physical and recreational activities as a valuable space and tool for mainstreaming People With Disabilities (PWDs) in all sectors of daily life. The title of this publication - "Sport and Fun for All ! " - highlights the fact that PWDs should and can enjoy the same rights as any individual: the right to play, participate in physical and recreation activities according to their preference and choice. The booklet sets out to demonstrate how to adapt different activities to be inclusive of all so that they are challenging and pleasing for all the participants, whether they are able-bodied or disabled. Inclusive activities on the playground can then become a means for broader inclusion in the community life which goes well beyond the playgrounds. I wish to thank everyone involved in this exceptional adventure… especially the children who participated and their parents who trusted us straight away in spite of the novelty and originality of the approach we were proposing… the voluntary trainers of the different communities who are totally dedicated to the youth… and of course SDC, DPODs and the HI teams for their commitment and professionalism.

Blandine Le Bourgeois Handicap International Country Director

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ACRONYMS & SYMBOLS CDD

Centre for Disability in Development

CWD

Children With Disability (ies)

DPO

Disabled People's Organization

DPOD DSA HI IEC INAS-FID LRT MI

Disabled People's Organization for Development District Sports Association Handicap International Information-Education-Communication International Sports Federation for People with Intellectual Disability

Local Resource Team Mental Illness

NASPD

National Association of Sports for Persons with Disabilities

NFOWD

National Forum of Organizations Working with the Disabled

NRT NGO

National Resource Team Non Governmental Organization

OT

Occupational Therapist

PT

Physiotherapist

PWD SDC TC UK

Persons With Disability (ies) Swiss Agency for Development and Cooperation Technical Card United Kingdom

Wheelchair user Visually impaired person

Crutch user

Hearing impaired person Person with intellectual disability or mental illness

Throw Throw comes from/ Possibility to throw to Come from/ Possibility to go to Past or Future Position Player walks/runs with the ball (dribbling) Cone/Marker

Able-bodied person

Special Areas for PWD/Adaptation

Go to

Reference

7

HANDICAP INTERNATIONAL

HOW TO USE THE BOOKLET ACRONYMS AND SYMBOLS I. SPORT AND PHYSICAL ACTIVITIES : A MEANS OF INCLUSION OF PERSONS WITH DISABILITIES II. GUIDELINES FOR IMPLEMENTATION OF INCLUSIVE SPORT, PHYSICAL AND RECREATIONAL ACTIVITIES

For outline of acronyms and especially symbols used in the booklet and theoretical background related to concepts and approaches

For practical advice on how to plan, prepare and implement inclusive activities

III. ADAPTATION OF 3 SPORTS DISCIPLINES (TECHNICAL CARDS)

IV. ADAPTATION OF 10 RECREATIONAL GAMES (TECHNICAL CARDS)

APPENDICES

CD Booklet (Full Version) Technical Cards and Blank Forms for Printing Video Documentation

8

For practical advice on concrete adaptation of a variety of sports, physical and recreational activities

Practical tools including a general screening form for the initial assessment, a list of sports materials, warm-up and stretching exercises as well as 31 specific exercises

For field use: booklet (full version), technical cards, blank forms and additional sequences for the 3 sport disciplines to print as well as video documentation

II. SPORT AND PHYSICAL ACTIVITIES : A MEANS OF INCLUSION OF PERSONS WITH DISABILITIES

HANDICAP INTERNATIONAL

1. Inclusive Approach and Rights Based Approach The inclusive approach promotes active participation and representation of PWDs1 in all aspects of life. This includes social, political, economic and cultural activities. For sport, physical and recreational activities, this means people with and without disabilities gathering to enjoy activities together on the same field rather than playing separately. The aim is to go beyond special services (for PWDs) that may reinforce their capacities yet not necessarily lead them out of their isolation. However, this doesn't exclude special services when needed. Accordingly, a twin-track approach between special and inclusive services is often necessary: special services, for instance an orthotic device, will increase the capacity of a physically disabled person and therefore facilitate his/her participation in a game with able-bodied players. In this objective, special services become a contributing factor for inclusion rather than being only an aim in themselves. The Social Model of Disability, as adapted below, highlights the necessity of a twin-track approach to achieve ininclusion. Environmental factors

Personal factors To increase the ability/capacity of person with impairment

To make environment and society more friendly for PWDs (remove physical and social barriers)

Positive

Mainstreaming Disability in community to give PWDs access to mainstream society and services (non specialized services):

Specialized services for PWDs . Physiotherapy . Occupational therapy . Prosthetic and orthotic services for assistive devices (wheelchair, artificial limb, hearing device, etc.) . Corrective surgery

Interaction

Direct and specialized services delivery to PWDs

. Built environment (private and public space): e.g. school . Access to information, communication and education . Vocational training and employment . Access to credits . Access to sport and cultural activities . Sensitization and awareness raising on disability

Non specialized services friendly for PWDs

INCLUSION through Twin-Track Approach 1. For an easier reading, we will use, by the following, mainly the term children with disabilities (CWDs), comprising children, young people (and at times adults) with disabilities, as the project focuses on children.

10

SPORT AND FUN FOR ALL

The rights based approach aims to empower PWDs to become equal participants in society. Ensuring the rights of PWDs is seen not as a matter of charity but an obligation for the society. Alongside other factors such as attitudinal and environmental changes, inclusion of PWDs in all spheres of life becomes then possible. In this way, inclusive sport and physical activities can vehicle as a tool for social, economic, political and cultural inclusion of PWDs. One of the main objectives is, therefore, to transfer the inclusion seen on the playground to all day life.

2. Sport and Physical Activities with Persons with Disabilities Sport is a recognized social practice that carries a large amount of values accepted in today's society: performance, efficiency, pushing further personal limits but also respect, supporting each other and fraternity. It's a mirror reflecting beliefs. Also, exercising sport and physical activities2 enhances self-esteem and physical rehabilitation for anyone.

a. Competitive Sports Events for Persons with Disabilities Competitive sports events for PWDs have been developed since the 1970s and progressively found more place in the Media. Sports institutions for disabled persons were created - like any sports activities all over the world - through clubs, leagues, national and international federations with their own competitions…between clubs leading up to the Paralympics for the physically disabled and the Special Olympics for intellectually disabled people. In the different competitions, rules and categories are strictly defined to compare performances.

Paralympics Paralympic Sport, under the leadership of the International Paralympic Committee (IPC), is the most elite level of sport for athletes with disabilities (primarily physical). Paralympic sport comprises 5 categories: amputees, cerebral palsy, visual impairment, spinal injuries and 'Others' a category for disabilities not covered in the first four categories. Athletes with an intellectual disability compete in various sports in the Paralympic Programme. The Paralympic Games are organized every two years in conjunction with the Olympic Games, alternating between Summer and Winter Games. More than 160 nations have National Paralympic Committees responsible for local and national activities. For more information refer to: www.paralympic.org 2. Commonly, sport is characterized by an aspect of competition, whereas physical and recreational activities put non competitive leisure aspects in advance.

11

HANDICAP INTERNATIONAL

Special Olympics Special Olympics is an international non-profit organization dedicated to empowering individuals with intellectual disabilities to become physically fit, productive and respected members of the society through sports training and competition. Special Olympics offer children and adults with intellectual disabilities year-round training and competition in 26 Olympic-type summer and winter sports. Held every two years and alternating between Summer and Winter Games, the Special Olympics World Games bring athletes together to compete through their national programs. For more information please refer to: www.specialolympics.org

International Sports Federation for People with Intellectual Disability (INAS-FID) INAS-FID was founded in 1986 with the aim of creating a platform for athletes with intellectual disability who wish to perform their sport in a competitive way, in open competition as at the Olympics and according to rules of the International Federations. Currently 87 national member organizations (one per country) are in membership, 20 from Africa, 15 from the Americas, 13 from Asia/South-Pacific, 29 from Europe and 10 from North-Africa/Middle-East. For more information refer to: www.inas-fid.org

Deaflympics The Deaflympics encourage and provide competitive opportunities for people who are deaf or have a significant loss of hearing. Built on one man's vision of worldwide athletic competition and the sharing of experiences among deaf athletes, the Deaflympics have endured for 80 years as unique and separate events in the world of sports. Athletes compete through their national associations. For more information refer to: www.deaflympics.com

12

b. Inclusive Sport and Physical and Recreational Activities with Persons with Disabilities Inclusive sport and physical and recreational activities are based on the following principle: Persons with and without disabilities are in interaction

at the same time at the same place in the same activity. This practice can be seen in an informal and non-structured frame at local level. It often results from the desire of people wishing to share their passions. For example, a person disabled after an accident, may wish to continue enjoying activities with friends the same as before. In this case, inclusion happens immediately and informally on the playground where people with and without disability (ies) have fun together and where each other's specificities are respected. This approach is also ideal for inclusive recreational activities, for example for young children. However, several adaptations, especially in terms of equipments and rules, are needed to make joint practice possible. Advantages for PWDs can be removed to equalize opportunities amongst the players and to foster collaboration. Here individual abilities as opposed to disabilities are put forward.

d to ions nee Adaptat he so that t be made ivity joint act and esting r is inte all ing for challeng ven ants, e particip are cities if capa ifferent. highly d

13

HANDICAP INTERNATIONAL

This is the approach chosen by Handicap International in Bangladesh. Given the specific rural context, underlying constraints such as the use of everyday equipments rather than specialized sports equipments (have to be respected). This means, using and adapting equipments available at community level whenever possible making play grounds accessible, and above all modifying the rules of the games. Optimal adaptations might therefore not always be possible due to lack of resources especially in developing countries. Consequently, there's often a need

Physical activ ities and recreatio n are h ence u se d a s to o ls inclusion fo r .

KEEP IN MIND K This approach, while it doesn't exclude T Th a spirit of competition which is often a important source of motivation for an a persons involved, must respect: all the character of the activity and

Inclusiio on shou ld then not be li mited to the p la y g ro u nd but extended be to all sph eres of commu nity life.

the principle of equity of chance