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Women with Disabilities

Integrating Disability into Gender Assessments

There is a strong need for USAID Missions to take proactive measures to ensure that women and men with disabilities are included in gender assessments and analyses. The information obtained through gender assessments and analyses can be used to both guide the design of an individual project as well as to help determine the overall direction of the Mission's strategic approach within countries.

Disability Questions to Include in an Assessment

The following are some sample general and thematic questions on disability that can be used as a basis for the development of questions to include in a gender analysis. A comprehensive list of examples and additional information can be found in the Guide on How to Integrate Disability into Gender Assessments and Analyses (192KB).

General

• How is disability generally viewed within the country? Are there specific cultural beliefs or stereotypes towards disability that might impact access to programs and services for women and men with disabilities? Are there additional stereotypes or discrimination for women with disabilities compared to men with disabilities?
  
  
• Within the country, is there misinformation on the cause of disability (i.e. curse, disease, etc.)? How does this belief impact men and women with disabilities' ability participate in society on an equal basis?
  
  
• Do women and men with disabilities have equal access as others do to participate in government and/or USAID sponsored programs? For instance, are the locations where services are provided physically accessible?
  
  
• Is information provided to the general public accessible to people with sensory disabilities? Is information provided in Braille? Are there sign language interpreters available upon request? Within the disability community, are communication channels equally available to/utilized by men and women with disabilities?
  
  
• Do men and women with disabilities participate in formal decision making structures (such as local government, community groups, associations, etc.)? Is there a formalized Disabled Person Organization (DPO) or disability association in the country? How are women involved and represented in such an organization?
  
  
• Will there need to be additional outreach to people with disabilities and especially to ensure participation of women with disabilities? Are there concerns or issues that might make people with disabilities hesitant to participate in mainstream development programs?
  
  
• Are there domestic laws that promote the rights and equality of men and women with disabilities? Are there laws, regulations, or customary practices that may prohibit equal access for people with disabilities (for example, right to register and own property, or the right to marry and bear children)?
  
  
• Do people with disabilities, specifically women with disabilities, have the power to make their own decisions related to employment, housing, education, health care, etc.? Do men and women with disabilities live independently within a community or are they encouraged to live with family or in institutions?

Education

• Does the educational system within the country support inclusive or separate schools for children with disabilities? Are there separate schools for children who are deaf and/or who are blind within the country?
  
  
• Do separate schools for children with disabilities serve as boarding schools? What are the living conditions of these schools? Is there an independent oversight mechanism to ensure the safety and wellbeing of the children? Do children attending boarding schools have regular access to and visits from their families?
  
  
• Does the country's teacher training curriculum include inclusive education and how to provide education to children with different types of disabilities? Are there university courses on "special education" available for teachers?
  
  
• Are schools accessible to people with physical disabilities? Do schools have access to materials in alternative formats? For example, are there textbooks available in Braille as well as Braillers for boys and girls who are blind?
  
  
• Are there cultural beliefs that may limit children with disabilities', especially girls with disabilities', ability to attend general mainstreamed schools?
  
  
• Does the country have a specific law on special education? Is it being implemented? Is there a law requiring new construction for schools to be built in a manner that is accessible?
  
  
• Do USAID general education programs currently include boys and girls with disabilities? If not, does the Mission provide separate educational programs for children with disabilities?

Elections

• Are polling sites accessible to people with physical disabilities? Is there transportation available to men and women with physical disabilities to and from polling sites on election days?
  
  
• Are Braille or tactile ballots available for people who are blind or who have low vision? Are election officials trained on how to use the Braille or tactile ballots prior to Election Day? Are people who are blind also allowed to have an assistant of their choice accompany them into the polling both to assist in voting?
  
  
• Are civic education programs inclusive of people with disabilities? Are civic education materials provided in formats accessible to both women and men with disabilities?
  
  
• Do men and women with disabilities have access to the candidates during the campaign in order to share with them their concerns? Has there been training for Disabled Persons Organizations (DPOs) related to developing political messages?
  
  
• Are there laws within the country that may impede a person with a disability the right to register and vote? Specifically, are women and men with intellectual disabilities, and women and men with psychosocial disabilities, allowed to register and vote on an equal basis with others?
  
  
• Do people with disabilities have the same rights as others to run for and hold elected positions? Are there men or women with disabilities serving as elected officials?

Employment

• When developing vocational trainings or other employment initiatives, are different types of disabilities taken into consideration so as to provide appropriate training for all individuals?
  
  
• Are there cultural beliefs that may impact men and women with disabilities' ability to participate as equals in the workforce? Are there cultural beliefs or practices that might impact their ability to be employed or participate in the "grey" market?
  
  
• Have Disabled Persons Organizations (DPOs) conducted previous or current employment generation activities for women and men with disabilities? Do they generate income? Do they encourage gender equality in these programs?
  
  
• Does the country have domestic legislation related to anti-discrimination and disability? Are employers legally obligated to provide reasonable accommodation to women and men with disabilities?
  
  
• Does the county have such a quota system for people with disabilities? In cases where there is a quota system, are employers aware of the policy and working towards implemented the policy? Are companies that following the quota system hiring both men and women with disabilities on an equal basis?

Gender-Based Violence

• Are shelters for abused women accessible to women with disabilities? Do shelters have access to interpreters for women who are deaf? Are there shelters located in an area that is close to accessible transportation services? Have women with disabilities received services at shelters?
  
  
• Has the staff responsible for conducting gender-based violence programs received sensitivity trainings related to disability in order to meet any specific needs that women and girls with various disabilities may have? Has the staff received training on psychosocial issues related to gender-based violence?
  
  
• Has there been outreach to DPOs, especially DPOs for women with disabilities, about USAID gender-based violence programs to build awareness and encourage participation? Are awareness raising materials available in alternative formats?
  
  
• Are there cultural beliefs or perceptions that may lead to women and girls with disabilities being more vulnerable to violence and abuse than men and boys? How have these issues been incorporated into USAID gender-based violence programs?

HIV/AIDS

• Are services for people who are infected with HIV/AIDS accessible to women and men with disabilities?
  
  
• Are awareness-raising materials available in alternative formats? Is there a mix of audio and print materials to allow for information to be given to people who are blind as well as for people who are deaf?
  
  
• Are there cultural beliefs, assumptions, and/or perceptions related to the sexual activity levels of men and women with disabilities? Do these cultural beliefs place these men and women at an increased risk of becoming infected with HIV/AIDS?
  
  
• Has HIV/AIDS program staff received sensitivity training related to disability? Have women and men with disabilities been involved in the development and implementation of such trainings?
  
  
• Are men and women with disabilities actively participating in HIV/AIDS awareness programs or services? Is there outreach to DPOs to help promote the participation of men and women with disabilities? If not, where and how are most women and men with disabilities currently receiving information or services related to HIV/AIDS?
  
  
• Are USAID HIV/AIDS programs currently inclusive of men, women and children with disabilities? If not, does the Mission provide separate programs on HIV/AIDS and disability?

Humanitarian Assistance & Disaster Relief

• Is temporary shelter accessible to people with physical and/or sensory disabilities? Are there temporary bathrooms or latrines available that are accessible? Are social protections issues to help reduce violence against women, such as placing latrines in well-lit areas, also taken into consideration?
  
  
• Are USAID contractors and partners working on post-disaster reconstruction aware of the USAID Policy Directive that mandates the use of accessible standards in all USAID financed construction or reconstruction efforts?
  
  
• Are food and water provisions made accessible for people with disabilities? Are there modifications made to the manner in which food and water is distributed to ensure that people with disabilities have equitable access to food and water?
  
  
• Are individuals who are working in the area of registration asking men and women if they have any needs related to a disability or require special accommodations? Are information and communication channels being provided in alternative formats and through sign language interpreters?
  
  
• Are women and men disability leaders or DPO representatives being consulted on humanitarian assistance and/or reconstruction activities? Are women and men disability leaders or DPO representatives actively participating in civil society efforts related to humanitarian assistance coordination?
  
  
• Are those providing consulting or working on psychosocial and post traumatic stress issues trained on how to provide services for men and women with disabilities?
  
  
• Are there women and men who have acquired a disability as a result of the disaster? Is there appropriate and adequate medical assistance available for those individuals? Are mobility devices (i.e. crutches, wheelchair, prosthetics) available for those who may need them? Are there adequate rehabilitation services within the country?
  
  
• Are men and women with disabilities included in disaster plans? Have DPOs been consulted in the development of those plans?

Infectious Diseases

• Are women and men with disabilities systematically receiving outreach and awareness-raising materials? Are these materials available in alternative formats accessible to women and men with disabilities? Is sign language interpretation available?
  
  
• In countries that are working on polio eradication, are they including women and men with disabilities in the programming and awareness-raising efforts? Are they doing so in a way that is empowering and does not reinforce discriminatory practices?
  
  
• Have the men and women staff that are conducting infectious disease programs received sensitivity trainings related to disability, including any relevant gender differences?
  
  
• Are the locations where services are provided accessible to men and women with disabilities? Is there accessible transportation near the service centers or are other means of transportation provided for people with disabilities to access service centers?
  
  
• Are men and women with disabilities actively participating in programs related to infectious diseases? Is there outreach to DPOs to help promote their participation?

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