Experiences of disabled women in developing countries
By Susan Epstein
International Labour Office Geneva
Contents
1. Portraits
2. Childhood influences
3. Quest for education
4. Route to independence
5. Looking for a job
6. Opening workplace doors
7. Marriage and motherhood
8. Banding together
9. Obstacles to integration
10. Speaking out
11. Perspectives
12. What should De done?
Additional reading.
Acknowledgements
This book owes its existence to the numerous people in different corners of the
world who have shared their experiences, information and energy. In fact, they
exemplify the human dimension which is so integral to the work of the ILO's
Vocational Rehabilitation Branch.
We are especially grateful to the 25 disabled women who offered to share their
lives in this book. All of their stories are true. In a few cases, the names
have been changed to respect the women's request for confidentiality.
We have also received inspiration from the countless other disabled women who
are trying to emerge from the sidelines of society. These women were born with a
disability or they have been disabled by illness, by accident or by warfare.
The research for this book was carried out by Myriam Vandamme, Wafa Qutifan-
Hanania and Andreas Konig. They were assisted by Marie-Augustine Peka, Alice
Beliah Wandera. Adja Tchalla, Rashika Azzouni, Jeannette Tchaptched Christiane
Ngendakuriyo and Belkis Konig.
1. Portraits
They are teachers, lawyers, farmers and dressmakers. They are single, married,
mothers and wives. They go to their jobs each day as other workers do. The only
difference is that they bring along the experience they have acquired as
disabled women.
These 25 disabled women from 15 developing countries describe their quest for
education and employment. They speak candidly and eloquently about their trials
and triumphs.
Despite their dissimilar backgrounds, all of them share a common characteristic
- an indomitable spirit.
The encouragement and support they received were motivating forces in their
lives.
The discrimination and opposition they encountered motivated them as well.
Thus their success is measured not only in monetary terms but in the number of
barriers they have had to climb over and the weight of the prejudice they have
had to push aside.
Here are their portraits...
ALICIA
Country: Argentina
Age: 42
Occupation: Researcher
Alicia has been deaf since the age of 3, attributed to overdose of
antibiotics when she came down with meningitis Her parents always encouraged her
and sent her to a primary school for deaf children where she acquired an
excellent education. She was timid about socialising when she attended regular
secondary school but she felt more secure by the tin she reached university. She
gained a bachelor's degree in psychology from the University of Buenos Aires,
then a master degree and a Ph.D. from the University of Sao Paulo in Brazil
At first, she had intended to work in private practice as therapist. The
course of Alicia's career changed when she received a grant from the National
Council of Scientific and Technical Research (Consejo Nacional de
Investigaciones Cientificas y T‚cnicas) to examine why the majority of deaf
students do not attend secondary school and why deaf workers remain at job
levels below their real capacities.
She is waiting to be hired for a salaried research position on a project
concerning deafness. However, the project has been delayed because of the
economic situation. In the meantime, s works on temporary research assignments
and earns an irregular income. She also participates in numerous activities
improve the quality of life for deaf people.
Alicia is a founding member of the Association of Deaf People. Her
husband, a veterinary surgeon, is also deaf. They have three daughters with
normal hearing.
Mercedes
Country: Argentina
Age: 37
Occupation: Government employee
Mercedes developed muscular dystrophy when she was 10 years old. She went
to primary school with her sister and two brothers, followed by a technical
secondary school. Besides the basic subjects, she also studied languages,
ceramic painting and piano. She gave up plans to attend university because it
was in a suburb and she had no means to get there.
Mercedes spent two years in the United States consulting a specialist and
expanding her horizons. She earned money for the trip by selling her ceramics
and working as a dressmaker. After her return to Argentina, she taught ceramic
painting on a volunteer basis at a centre for children with mental handicaps.
When she was not considered for a salaried post, she began to teach dressmaking
at a vocational education school for 15 hours a week.
Her younger brother Miguel, who also has muscular dystrophy, founded a
local organisation of disabled people whose aim was to reform laws and to create
vocational training courses. Based on her activities with the group, Mercedes
was chosen to head a department for the protection of disabled people at the
Ministry of Social Welfare. Her major concern is that she sometimes arrives late
at work because she depends on other people for rides. At night she takes
classes in health education, hoping to improve her expertise in the field of
disability.
Mercedes has served as an official for the National Organisation for the
Co-ordination of Institutions for Disabled People and has represented Argentina
in Disabled Peoples' International. She lives with her 16-year-old foster
daughter.
B‚atrice
Country: Burundi
Age: 36
Occupation: French teacher
When she was 9 months old B‚atrice came down with Pott's disease, a
weakening disease of the spine caused by tuberculous infection. Her parents took
her to hospitals and faith healers, searching in vain for a cure. Eventually
they decided that their daughter should have an education, ignoring the scornful
comments of their friends.
B‚atrice was always at the top of her class in primary school and was
therefore sent to the best secondary school for girls in the country. While her
non-disabled friends had to wall long distances to their schools, she felt
fortunate to attend this boarding school where she did not have to worry about
transport. The school provided a special desk for her and she developed close
friendships with the other students.
She entered the University of Burundi, studying to become a teacher of
French and human sciences. As soon as she graduated, she was hired by the
director of her secondary school Beatrice has been teaching at the school for
eight years. At one point she received a scholarship to the University of
Louvain where she obtained an advanced degree in languages. She felt that her
18-month stay in Belgium was an intellectual awakening and she became more
independent, even learning to drive a car.
Although her work is satisfying, both professionally and socially, she
would like to advance in her career and to earn higher salary. She lives alone
in an apartment and her financial situation is more of a concern to her than her
disability.
Bernadette
Country: Burundi
Age: 37
Occupation: Archivist
Bernadette contracted polio at the age of 6 months, which paralysed her
right leg. She attended regular primary and secondary schools. Since her parents
were relatively prosperous, she was able to go to the University of Burundi.
This was a rare opportunity for a disabled woman in Burundi.
Bernadette received a degree in languages and French literature, then
began working at the national archives and library. Three years later the
Ministry of Culture sent her to Germany for specialised training as an
archivist. After her return she was promoted. She now heads a department
concerned with the processing and management of documents and publications for
the national library. As a government employee, her salary has increased in line
with the regular civil service increments in Burundi. Meanwhile, she is planning
to continue her studies and to eventually find a job that is more stimulating.
She is in charge of a committee of the Union of Handicapped Persons of
Burundi whose objective is to improve education, employment and living
conditions. Bernadette is single and lives with her brother, his wife and their
five children. Her brother drives her to work every day.
Elisabeth
Country: Cameroon
Age: 28
Occupation: Poultry farmer
Elisabeth was born blind and was abandoned by her mother, who thought the
blindness was a curse. Her father, poor farmer, took care of her but he never
enrolled her in school. As she grew older, she managed to survive on a meagre
income from begging and on the support she received from her closeknit
community.
Elisabeth's education began at age 18 when an official persuaded her
father to send her to a rehabilitation centre in Yaound‚. Since she did not know
English or French, it was difficult to communicate with her and to teach her
Braille. Four years later she transferred to training centre for blind people in
southern Cameroon. The centre helped her to overcome her inferiority complex. It
even searched for her mother and arranged a reunion. From that moment, Elisabeth
made great progress with her instruction.
She learned to plant and harvest vegetables, selling some of the produce.
When she displayed a talent for raising poultry she was encouraged to start her
own chicken farm. No Elisabeth tends some 300 chickens, occasionally helped by
h~ 7-year-old son or relatives. Besides providing a necessary se vice for her
community, she invites other disabled people to h~ farm to offer them a learning
experience. One of her priorities is to ensure that her son has a good
education.
She is secretary-general of the National Association c the Blind of
Cameroon and belongs to several other associations for disabled people.
Marie- Th‚rese
Country: Cameroon
Age: 34
Occupation: Typesetting operator
Marie-Th‚rese has been paralysed in her left leg since childhood as the
result of a badly administered injection. She was the eldest of nine children
and attended the primary school where her father was the director. Her parents
subsequently enrolled her in a private boarding school followed by a school for
secretarial studies. However, she was unable to complete her secondary education
because her father could no longer afford to pay the tuition. When other
students made fun of her at school, Marie-Th‚rese managed to deflect their
comments and they learned to accept her.
She is a typesetting operator at a semi-public publishing house. Her
employer has given her specialised computer training and she enjoys her work.
Although she received regular salary increases during most of her 11 years with
the publisher, they have been suspended because of the economic situation.
Marie-Th‚rese believes that the reason she has not been promoted is tribal
discrimination, rather than her disability.
She belongs to a local association which teaches disabled women who have
never been trained such crafts as sewing, embroidery and knitting. This helps
the women to earn an income so that they do not have to beg on the street. She
and her husband, who is deaf, have three children and two foster children.
Monique
Country: Cameroon
Age: 37
Occupation: Physical therapist
Monique was injured in a traffic accident when she 13 and was hospitalised
for two years. Her right elbow and hip are paralysed and she has chronic back
pain. At the age of 18 she found a job at the national rehabilitation centre for
disabled people. When she had been there for a year she decided that education
was insufficient. Through a self-teaching method obtained her primary school
certificate. For her secondary school degree, she took night classes for ten
years while working during the day. Then she received a grant to study
physiotherapy and occupational therapy in France.
She works as a therapist and is also in charge of the vocational
orientation office at the centre. Each day she travels al 20 kilometres from her
village to the city for her job. Monique's bosses take no notice of her
disability. However, her co-workers make insulting comments, which upset her.
She would like work at a centre for children with cerebral palsy because feels
that they have the greatest needs.
She is Vice-President of the Pan-African Organisation Disabled Persons)
and a member of the League of Solidarity Disabled Women in Cameroon. In
addition, she belongs to an association of medical technicians. She is single
and lives with mother, sister, brother, aunt and two nieces.
Paulina
Country: Chile
Age: 44
Occupation: Architect
Paulina was the Director of Public Works for a city in Chile until a car
accident left both her legs paralysed. She was unable to work for about 18
months. When she tried to return to her job, she was rejected because of her
disability. Not only did she lose her job but she also found that she could no
longer receive benefits. She felt quite desperate and at one point she made
Christmas cards to earn a living.
For a while she taught at the Faculty of Architecture at the University of
Chile, where she had been a student as well as a professor. Since she was an
architect who travelled around in a wheelchair, she was an ideal candidate to
work on draft legislation related to accessibility for disabled people. The
final ordinance contains articles that facilitate access to public buildings,
streets and parking throughout Chile. Paulina now has a regular job as an
architect and she is treated as an equal by her colleagues.
She formed the Association of Disabled Professionals, which reviews laws
on the needs of disabled people. In addition, she created a special committee of
architects dedicated to the integration of disabled people in the city. Paulina
is also a member of the National Association of Disabled People. She lives with
her mother and a friend.
Olga
Country: Gabon
Age: 24
Occupation: Bank secretary
Olga's left leg has been paralysed since she contra polio at the age of 1
year. She uses a cane when she has to long distances. Her parents, four brothers
and four sisters always supportive. After completing her studies at the local
primary and secondary schools, she attended the national secretarial college
affiliated with the university and qualified as an executive personal secretary.
While she had never encountered problems with her education and social
life, she had difficulty finding a job when, finished school because of the
economic climate. Eventually she was hired as an executive secretary at a large
bank. Olga's boss appreciates her work and has made adjustments so that she does
not have to move around too much. Her future goal transfer to another jobs at
the bank or perhaps to change her to personnel administration.
She is a member of the National Association of Disabled Persons and is
also involved in a project which helps disabled women is engaged to be married.
At present she and her 2-year-old daughter live with her parents.
Janet
Country: Kenya
Age: 28
Occupation: Receptionist
Janet came down with polio when she was about a year old. Despite lengthy
hospital treatment, her left leg remained paralysed and she had difficulty
walking. She went to boarding schools for her primary and secondary education,
the beneficiary of a national programme focusing on disabled people and higher
education for girls.
At the age of 22 she went to India for surgery, which made it possible for
her to walk using special boots. During her two-year stay in India, she also
studied for a diploma in housekeeping, catering and tailoring. Janet had hoped
to find work in the hotel or catering industry when she returned to Kenya but
she was turned down wherever she applied. Because of high unemployment, the
companies were very selective in their hiring.
Finally, she found a job as a telephone operator and receptionist at an
agency set up by the Government to fund programmes for disabled people. She uses
public transport to commute to work, which is a long distance from her home. Her
employer and colleagues treat her well. However, she would still like to find
work as a caterer or housekeeper in order to use the skills she has acquired.
Janet is interested in joining an association of disabled people or a women's
group. She lives alone although her brother keeps an eye on her welfare.
Lucy
Country: Kenya
Age: 31
Occupation: Shopkeeper
Lucy's spine was injured in an accidental cave-in at the age of 14, which
left her paralysed from the hips down. She lived in a rural area and had only
five years of primary-level education. Both of her parents died during her
medical treatment, so she moved into a home for disabled people.
Lucy developed an interest in sports for disabled people and received
training in javelin, shot-put and discus throwing, She began to win local
competitions, then branched out national and international Olympics. She won a
gold medal f~ javelin throwing at the paraplegics games in the Netherlands and
silver medals in Austria, the Republic of Korea and the United Kingdom. After
winning the gold medal, she was able to buy a wheelchair.
With her limited education and skills, however, she was, unable to get a
job. Even when she took a training course Nairobi to become a telephone
operator, she still could not find work. She decided to open her own business in
a kiosk, selling handicrafts and the jewellery she makes. Although she h turned
out to be a good saleswoman, she realises that she nee training to manage the
business and to account for her income. Not only does Lucy support herself and
her 3-year-old daughter but she also pays for a shop assistant and for someone
to push her wheelchair.
As a member of the executive committee of the National. Paraplegics Sports
Association, she tries to promote sports wheelchair users. She and her daughter
live in a small house next to her sister.
Salome
Country: Kenya
Age: 35
Occupation: Educator
Salome was stricken with polio when she was 6 months old, which aflected
both legs. Since her father had only four years of schooling and her mother
never went to school, they wanted their children to have a good education.
Salome began school at age 7 and was one of two disabled students there. Her
primary and secondary school teachers wore very considerate. She attended
Kenyatta University, graduating with a degree in education.
At first, she taught in a secondary school. Then she switched to a
rehabilitation centre for boys with behavioural problems and was promoted to
manager. She took a year off to go to the London School of Economics, gaining a
master's degree in social policy and planning in developing countries. Now she
is a co-ordinator of educational programmes in primary and secondary schools.
Despite her qualifications and responsibilities, she receives a teacher's salary
and she is concerned about the prospects for a promotion.
Salome is forming a group to look into the needs of disabled women in
Kenya. She feels that other groups for disabled people are run by men who do not
consider gender issues. She is single and lives with her mother, brother, two
nephews and two nieces.
Diari‚tou
Country: Mauritania
Age: 27
Occupation: Lawyer
When she was 5 years old Diari‚tou's left leg and right arm were paralysed
by polio. Although her parents were r wealthy, they were determined to give
their 14 children an education. However, they kept Diari‚tou at home until she
finally persuaded them to let her start school at age 7. She did well
academically, overcoming the scepticism of her teachers and classmates.
Then she was sent to the University of Nouakchott where she earned a
master's degree in law. Living away from home was challenge for Diari‚tou
because her parents had always protected her. During this period, she received
invaluable support from the National Union of Physically and Mentally Disabled
Persons. As a result, she based her law thesis the issue of legislation for
disabled people in Mauritania.
After an unsuccessful search for a job in her field, she accepted a post
as administrator at the UNHPM headquarters for a token salary. She is also
Assistant secretary-general of t UNHPM and heads a national committee of
disabled women Diari‚tou plans to continue her studies and to pursue a career
where she can use her legal background. She is single and lives with three of
her brothers, a sister, a sister-in-law and her grand mother.
Zohra
Country: Mauritius
Age: 49
Occupation: Import-export business
Zohra contracted polio at age 3 and spent much of her childhood in
hospital. This delayed the start of her primary education but a teacher came to
her home every day to give her lessons. She was able to attend secondary school
although she had difficulty climbing the stairs. When she finished her studies,
she took a correspondence course in dressmaking from a school in Paris and
received a diploma. She operated her own dressmaking business for four years,
until she was hired as a sewing supervisor at a garment factory.
Finally, she accepted her brother's offer to join the family's import-
export business as a clerk. She took secretarial and accounting courses to
prepare for a job at the company. At first, some colleagues and clients wore
hesitant about working with her but she won them over. She is now the accountant
and a director.
One of her main preoccupations is to ensure that disabled children are
integrated with other children, for example by entering the regular school
system. She is Assistant Secretary of the Physically Handicapped Welfare
Association and is active in a society for the development of disabled children.
Although Zohra was interested in sports as a child, there were no athletic
activities that she could participate in at school. Now she is Secretary of the
Mauritius Handisports Federation. She lives with her sister and brother-in-law.
Maria
Country:Mexico
Age: 47
Occupation: President of deaf organisation
Maria has been deaf since birth. It was only when she started school that
she realised the implications of her deafness During her three years at a
regular school she had trouble wit the lessons and her classmates always
ridiculed her. When Mari was 8 years old her parents took her to an audiology
institute in Mexico City, along with her sister who had become deaf from
measles. She spent six months there learning sign language which opened up a new
world for her. Later, she went to a special private school for deaf children for
five years, followed b a year at a regular private school.
Although she wanted a secondary education, at that time there was a lack
of qualified teachers for deaf students. St acquired various skills to earn a
living, such as making toys, and worked as a hairdresser and a florist. For 18
years she taught classes in sign language and literacy to deaf students,
sometimes helping her sister who is a certified instructor.
Maria is President of the National Confederation of Sports, Culture and
Recreation for Deaf People, which a paid position. It has established a training
centre offering courses in various trades as well as basic education. She and h~
husband, a government employee who is also deaf, have an l' year-old son and a
16-year-old daughter. Three Confederation employees are living with them.
Eunice
Country: Nigeria
Age: 45
Occupation: University lecturer
Eunice has a moderate hearing loss, which began suddenly at the age of 18.
Her father, who was a teacher and her mother, took her to numerous specialists
but no reason for the impairment could be found. Although Eunice was accepted at
university, she was not sure that she could cope and instead went to the
Institute of Agriculture for two years.
When she decided to go to a university in the United States for further
agricultural studies, she found it difficult to communicate. So she enrolled at
Gallaudet University in Washington, DC, which specialises in programmes for deaf
students. During her five years there, she earned a Bachelor of Science degree
as well as a Master of Arts in developmental psychology.
Eunice is a lecturer in the special education department at the University
of Ibadan, teaching courses mostly in the deaf unit. Meanwhile, she is working
on a Ph.D. in educational evaluation. She has been promoted and has good
relations with her colleagues and students.
She taught sign language to her daughter, who is now 10, for better
communication and to create an awareness of disability. Eunice believes that her
deafness was a factor in the break-up of her marriage. She is a Vice-President
of the Nigerian National Association of the Deaf and is a member of the Nigerian
Association of Special Education Teachers, the Nigerian Association for the
Handicapped and the National Council for Exceptional Children.
Nafisa
Country: Pakistan
Age: 41
Occupation: Journalist
Nafisa contracted polio when she was 15 months old
After receiving intensive treatment, only her right leg remained paralysed
and she used a calliper and crutches to walk. She enjoyed primary school, where
she had good teachers and was well integrated.
Based on her grades, she was accepted at a college but the principal
opposed her admission and remained hostile. Nafisa believes that the principal's
negative attitude actually strengthened her determination to succeed. In
contrast, she was encouraged by the professors at Karachi University, where she
received a Master of Arts in journalism.
Nafisa worked as an assistant information officer for, national women's
group and as a secretary for a service organisation. She left both jobs because
of the low salaries. Now she writes freelance articles for newspapers and
magazines, focusing. on ways to improve the lives of disabled people. She also
tutors students.
Nafisa serves as secretary- General of the Association Physically
Handicapped Adults in Karachi and is a member the National Disabled Persons
Federation, an affiliate Disabled Peoples' International. She is also actively
involved in the National Association of Business, Professional and Agricultural
Women, which helps disadvantaged people as well as working women. She lives with
her parents, brother and sister-in-law.
Carmen
Country: Philippines
Age: 33
Occupation: Public relations officer
Carmen was 18 months old when she became ill and could no longer walk.
Although her parents took her to all types of doctors, it was not until she was
4 that the illness was diagnosed as polio. She was the sixth of nine children in
a poor family. Her parents gave her extra attention but she was not exempt from
the household tasks.
At age 8 she began primary school, carried there each day by her mother or
one of her five older brothers. She was a top student and continued to study
during the year she was hospitalised for corrective surgery. A women's club
donated a wheelchair which enabled her to finish school. However, she could not
go to secondary school because of the expense and the distance. Instead she
learned dressmaking and worked at home for about ten years.
When she was nearly 24, she left her town to go to secondary school. The
principal tried to reject her because of her age but the director agreed to
admit her. Since her family could not afford the school expenses, she started
writing scripts for comic strips to earn money. A year later, Carmen took a
placement test which allowed her to enter university. She won a scholarship and
earned a Bachelor of Arts in mass communications. As soon as she graduated, an
organisation that trains disabled people hired her as public relations officer.
Carmen is a board member of the Federation of Disabled People in the
Philippines and is involved in a credit co-operative which lends money to
disabled people. She is also on the Equalisation of Opportunities Committee
formed by the National Council on the Welfare of Disabled Persons. She and her
husband have a 2-vear-old son Two nieces live with them.
Soledad
Country: Philippines
Age: 45
Occupation: Writer
An eye injury at age 18 combined with two genet, diseases caused Soledad's
blindness. She is also partially deaf. Despite her deteriorating eyesight, she
graduated from university with a Bachelor of Arts degree in English literature.
After her marriage, Soledad worked for ten years at a bank where she conducted
management audits. As her eye disease progressed she reluctantly retired at the
request of her boss. To keep bus, she opened a small dress shop. She also took a
playwriting' course and won a major prize in a national writing contest. When,
her husband left his family's company and they moved to Metro Manila, they
experienced some financial hardships. At this point, Soledad's playwriting
instructor asked her to contribute feature articles to a newspaper. Not only did
this bolster their income but it also led to a new career. She writes weekly
columns for a newspaper and a magazine, as well as magazine articles. In
addition, she is paid for speaking at club meeting and seminars. She plans to
enrol in a post-graduate programme at university so that she can acquire
teaching credentials. He major difficulty now is with public transport.
Soledad is a board member of the Philippine Blind Union She was designated
the East Asia-Pacific representative to the World Blind Union's Committee on the
Status of Blind Women. She lives with her husband, two daughters and a
secretary, companion.
Gloria
Country: Swaziland
Age: 33
Occupation: Agricultural research
Gloria came down with polio when she was 10 months old, which left both
legs paralysed. Although her mother worked, she brought Gloria to hospitals in
South Africa for extensive physiotherapy followed by corrective surgery. By age
6 she was able to walk with callipers and crutches. She was the youngest of
seven children and was assigned chores just like her siblings.
For two years Gloria went to school with the neighbourhood children. Her
parents, who wanted her to have a good education, then enrolled her in a private
school where she was the only disabled student and one of the few Africans. She
was a top student and earned a Bachelor of Science degree in biology at the
University of Botswana.
Despite Gloria's ambition to be a plant pathologist at the agricultural
research station, the job was considered too strenuous for her. Instead she was
offered a post as a biometrician. Later she went to Pennsylvania State
University in the United States for a Master of Science degree, then returned to
a higher grade at the research station. She is respected by her colleagues and
is content with her economic status, although she would like to advance in her
career.
Gloria, the mother of two sons, believes that she was not offered marriage
because of her disability. She is President of the Swaziland National Society
for the Handicapped and is also active in the Southern African Federation of
Disabled People and the Swaziland National Association of Disabled People. In
addition, she is a member of the Swaziland National Housing Board and the Royal
Society for Science and Technology.
Thulisile
Country: Swaziland
Age: 35
Occupation: Bank secretary
Thulisile was stricken with polio, which affected her left leg. She walks
with a limp but otherwise she has no difficulty carrying out everyday tasks.
When she became ill she was se to her grandmother's house. For the rest of her
childhood, s] never again lived with her parents and her seven young siblings.
She began her education at age 9, as a boarding student at a mission school,
where she earned good grades. After secondary school she attended a technical
college for two years receiving a secretarial diploma. Her father enrolled her
in t secretarial course and she had no opportunity to choose a care
She first worked for a government ministry. Then the technical college
recommended her to a bank where she has worked as a secretary in the research
and currency departments for ten years. Thulisile has found that her co-workers
are overly helpful, doing things for her that she would prefer to do herself. T1
is frustrating for her. Her goal is to acquire specialised training so that she
can teach disabled adults. She is concerned about the number of disabled adults
who had no opportunity education.
Thulisile is on the women's committee of the Swaziland National
Association of Disabled People and on the executive committee of the Swaziland
National Society for Handicapped. She lives with her husband, who is a civil
servant their three children and her mother-in-law.
Mai
Country: Syrian Arab Republic
Age: 28
Occupation: Teacher
Mai came down with polio at age 3 and is paralysed in both legs. She has
used walking aids since she was 7 and gets around in a wheelchair at work. At
first, her father intended to send her to a special school. But after being
tutored by her mother for a year, Mai was allowed to go the local school where
she integrated easily with her classmates. She also attended a regular secondary
school followed by two years at a secretarial school. After her graduation, she
could not find a suitable job because of the reluctance to hire a disabled
woman, the employment laws and the physical barriers. Then she happened to meet
the Minister of Social Affairs and Labour, who was concerned with the welfare of
disabled people. Through his influence she was hired as a clerk-typist at a new
centre for children with cerebral palsy.
This led to her career as a teacher of disabled children. The job has
given her satisfaction because she not only helps the children become productive
members of society but also contributes to her family's income. She has received
the annual increments paid to all civil servants. She is a member of an
association, which arranges guidance programmes for disabled children and their
families.
Mai has many friends in the community and she participates in varied
activities. However, she would like to marry and have children. She feels that
she has been rejected as a possible wife because of her disability. She lives
with her parents and two younger brothers.
Apoka
Country: Togo
Age: 32
Occupation: Magistrate
Apoka is paralysed in both legs as a result of polio at the age of 4. Her
parents tried numerous medical treatments which failed to cure her disability.
So they promptly sought solutions to help her become mobile, beginning with
crutches. The lengthy treatment delayed the start of her education. Her sisters
carried her to primary school each day until she received a tricycle Since the
secondary school was quite far away, her father brought her on his motorbike.
After receiving a master's degree in law at the University of Benin, she went to
an institute for senior civil servants where she qualified as a magistrate.
However, it took Apoka three years to find employment because of the
economic situation in her country. She won competition and is now an examining
magistrate. In her professional life she is on an equal status with her
colleagues and they take no notice of her disability. However, Apoka cannot
ignore the problem of accessibility in public buildings, even a the ministerial
department where she works.
Apogee is a member of the Togo Federation of Association for Disabled
Persons. She lives with her parents, a brother and a sister.
Essi
Country: Togo
Age: 25
Occupation: Dressmaker
Essi has been paralysed in both legs since birth. She comes from a large
family of farmers. Her parents, who wanted her to be independent, sent her to
primary school. She could not go to the secondary school because it was too far
away and her only means of moving around at that time was to crawl on all fours.
As a result, Essi decided to take a three-year apprenticeship in dressmaking
with a woman who lived nearby. Sometimes she had to ask the other apprentices
for assistance but they more or less excluded her.
After she completed the training, she opened her own workshop with the
help of her parents but it was difficult to find customers. One day a non-
disabled girl asked if she could become Essi's apprentice and eventually they
became partners. Their business has grown and other apprentices come there to be
trained. Now that Essi can manage on her own, her goal is to marry and have
children.
She belongs to a professional organisation of tailors and dressmakers and
is also a member of the Togo Federation of Associations for Disabled Persons.
She lives with her parents, two sisters and a brother.
Yawa
Country: Togo
Age: 33
Occupation: Lawyer
At the age of 7 Yawa came down with polio, which paralysed her right leg.
The disability affected the family in different ways. Her mother was embarrassed
about it yet was c very protective of her daughter. Her sisters were resentful
because their mother would not let Yawa do any household tasks and they had to
do her share. For Yawa, the disability presented a challenge that she was
determined to overcome.
The illness delayed her entry to school and she later turned to the
hospital for further treatment, missing a yea classes. She attended the same
school as her brothers and sisters. When she could not join in the activities
with the other dents, the director gave her alternative assignments which
provided practical experience. Her secondary school was in another town so she
had to leave home and be on her own for the first time. After obtaining a
master's degree in law at university, went on to study development law.
It took her two years to find a job, when she won a c~ petition for the
legislative department of the taxation administration. She has never encountered
difficulties at work, where she is treated equally and has been promoted. The
only m obstacles are access to public buildings and transport.
Yawa is a member of the Togo Federation of Association for Disabled
Persons. She and her husband, who is a lawyer, have an 18-month-old daughter. A
niece and a cousin live them.
2. Childhood influences
For the most part, the women's feelings about their disability mirrored
the attitudes of their families. The families generally formed a protective
cocoon around the disabled daughters but also conditioned them for the outside
world. As most of the women say, these early influences contributed to their
later achievements.
The support I received from my immediate family as well as from other
relatives was an inspiration for me. They encouraged me to participate at every
opportunity and they never left me out. In my opinion, my family serves as an
ideal model for integrating disabled persons into society. (Alicia)
I was fortunate to be born to parents who were very attentive to my needs.
I was the oldest of nine children. When my brothers and sisters started to tease
me because I was not like them, my parents always reprimanded them. (Marie-
Th‚rese)
I believe that without the positive attitude, warm affection and open-
mindedness of my parents, I would not have passed the first difficult stage of
my disability or achieved a successful life. My mother gave me the courage to
face most expected and unexpected problems. (Mai)
I always felt protected by my family but they did not consider my
disability as something special. I learned later that my father had told all our
relatives about our illness and had `asked them to treat all the children of the
family equally. (Mercedes)
I have not given much thought to my disability because my parents have
surrounded me with care and a lot of affection. My brothers and sisters have
also supported and encouraged me. (Olga)
My parents' acceptance and love for me has been the most positive force in
my life. The security of my home gave me a positive self-image from the start.
My teachers were helpful and supportive. They made adjustments for me without
isolating me. (Salome)
My parents never let me use my disability as a pretext for not doing
certain things. And I have learned never t' accept failures as crutches to lean
on. In fact, failures have. served as a beacon and helped bring out the best in
me (Nafisa)
From an early stage my parents ensured that I participate, fully in family
life. No task was ever considered too difficult for me. I was made to try out
each task to the best of my ability. My father did not believe in self-pit,
(Gloria)
If I can say today that I have succeeded in my life, it is du in great
part to my parents. My success is like a field which my parents cleared for me,
cultivated and harvester at the price of a thousand sacrifices. (Apoka)
My parents tried everything to have me cured. When all the treatments
proved ineffective, they taught me how t, walk with a cane in my hands. They
encouraged me each time I came home from school with tears in my eye because of
ill treatment or an insult from my classmates They always advised me to stay in
school. (Yawa)
My parents spent years running from one hospital an faith healer to
another, desperately seeking treatments for my illness. When I think of all the
things that people near and far did to help my parents during those years, I
believe that compassion and generosity are not empty words in African society.
(B‚atrice)
Being in a big family helped me to cope with other people's attitudes
towards my disability. The love na assurance from my parents helped me to fight
back against the indifference of others. My father loved to take me out and he
never showed any regret at having a disabled child. My mother trained my
brothers to take care of me. (Carmen)
My parents surrounded me with affection and care. And leading citizens in
my village always advised me to take courage because all human beings have
something that embarrasses them in their life, something that handicaps them,
even if it is not recognised as such. (Monique)
However, not all of the women grew up in a supportive environment.
Cultural beliefs, lack of information or the financial circumstances of their
families contributed to their marginalization. Or in certain cases they were
protected too much.
By the age of 6 I was spoiled, untouchable and overprotected. I also
represented an extra burden for my parents, an embarrassment. At that time
families were accustomed to hiding their disabled children. This overprotection
and marginalization nearly shattered my life. (Diari‚tou)
My father was very discouraged about my blindness. It was necessary to
convince him that I could still succeed in life. He never thought that a blind
person could be useful to society. He was also surprised to hear that I could
learn to get around without assistance or a guide. (Elisabeth)
In the boarding school nobody came to visit me. I was just like an orphan
because other children were visited by relatives over the weekend but I had no
one. My relatives would only come to the school to take me to a funeral and I
would be returned immediately after. (Thulisile)
In the morning my mother brought me water to wash myself. Then my parents
left for their daily work and my sisters went to school. When my mother was
absent, I had to depend on others and it was a struggle for me. (Essi)
3. Quest for education
Disabled people in general, and disabled women in particular, have often
been excluded from education. An education gives disabled women opportunities
for social and economic integration. It is also a stepping-stone to
independence.
Even as young girls, the women here realised the importance of an
education and the need to relate to other children.
I must point out that the education I received was of paramount importance
in my life. It is the foundation for what I am today. A proper education is
necessary to put a disabled child on an equal level with non-disabled children.
(Apoka)
A disabled person, especially a woman, must acquire a solid education, no
matter what the cost. This provides access to intellectual pleasures, which are
her rightful claim. (B‚atrice)
Going to school was a matter of controversy in the family. My father
insisted on sending me to a special school. Believing in my ability to do well
at regular school and to socialise with other children, my mother started
tutoring me at home. After one year she succeeded in persuading my father to let
me attend a regular school like all the other children. Going to the school gave
me confidence and made me feel independent. (Mai)
I was determined to succeed at school because I was convinced that it was
my only opportunity. There were many obstacles. My parents were spending almost
their entire income to provide for my needs. My orthopaedic shoes were a great
expense for people with such limited economic means. (Yawa)
It was agony for me to stay at home while my brothers and sisters went to
their classes. I felt the same bitterness when I crawled on all fours to the
doorway of our house and s a group of children my age pass by, chattering about
joys of school life. Fortunately, my sister persuaded parents to send me to
school like my other brothers a sisters. However, I must point out that I was
the motivating force behind my sister's actions, as I never stopped demanding my
right to go to school. (Diari‚tou)
I was able to attend university, an opportunity that m -disabled people -
especially disabled women - do have in my country. I could then earn a living
just like other civil servant in Burundi. (Bernadette)
My primary and secondary schools had boarding facilities, which was an
advantage for me. Many physically disabled children experience a lot of problems
trying to walk to and from their schools and homes. (Janet)
Most of the women attended regular schools, where they learned how to cope
with the non-disabled world among other skills. Both teaching staff and
classmates played a major role' integrating the students.
I was apprehensive about going to secondary school feared that my
classmates would look down on me. opposite happened. The students welcomed me
with open arms. They showed me sincere friendship without condescension. During
those years, I made lifelong friends who are like members of my family.
(B‚atrice)
My teacher in the second grade was so kind and inspiring She would always
make me a leader. I gained the respect of my classmates and became known in our
school. The third and fourth grades were also good experience gained recognition
for academic excellence and represented our school in academic competitions. I
was popular in school and I had many friends who even visited me at home.
(Carmen)
My primary school teacher was very understanding. He encouraged me to read
widely while the other children wore doing physical activities in which I could
not take part. He also trained me in leadership at an early age. In secondary
school the headmistress made adjustments that helped me fit in at a school with
more than 1,000 students. For example, I was allowed to walk from the dormitory
to the dining room 10 minutes before the rest of the school population came
marching along. I even had a companion to walk with me which helped in my
socialisation. (Salom‚)
The students did manual work every Wednesday afternoon. As I could not
participate, the school director gave me other assignments such as putting the
next day's lesson on the blackboard, sweeping the classroom or helping his wife
with sewing. He also insisted that I attend the school's sports events, which
allowed me to forget my marginal state and to enjoy myself with my classmates.
At the beginning, I thought this man discriminated against me because of my
disability. Later, I realised that I would always benefit from the skills he
taught me and that could be useful. (Yawa)
School was sometimes a Painful or bitter-sweet experience. However, negative
incidents tended to strengthen the women's resolve rather than deter them.
The truth is that I suffered a lot - because I did not know anything about
deafness, because I was very different from the other children and because I did
not speak like they did. For three years my parents sent me to a primary school
run by nuns. I could not understand my teachers because they talked very fast
and I did not know the words they used. I just copied what was written and I
never learned a thing. My schoolmates laughed each time I stammered and they
never asked me to play with them, which made me very sad. They always called me
" stupid' and things like that, but I did not know what these words meant until
years later. (Maria,
While I was growing up, my peers could be very discouraging. They found it
hard to accept the disabled member of the group. For example, in the lower
primary classes became acceptable to my peers only after being a top student for
a number of years. This can put a lot of pressure on a disabled child. (Salome)
At 8 T started going to a big public school. My first day was a bad
experience. The first teacher that my mother approached did not accept me in her
class for fear that I might be a burden to her. My mother kept trying until the
third teacher accepted me. When my mother carried me into the room, all eyes
were staring at me. After a few days I began to adjust. I studied hard but the
teacher put me in the second section despite my high grades and being No. 1 in
my class. (Carmen)
My parents made many sacrifices to ensure that I received the best
education possible. At that time very few parents believed in education for
girls. I was the only disabled pupil at the school and sometimes I was teased by
the other children. It hurt me deeply but I had to continue with school so I had
to learn to accept it. This earl, exposure to the competitive life also prepared
me for full participation in the outside world. At all stages of m, development
I lived with non-disabled people and I had to survive as best I could. Since I
was never accorded special treatment, I never felt isolation as a disabled
person. (Gloria)
It was at level 6 that my problems began. My classmate made fun of me
because of my disability. However, the nuns were always on my side and they
helped me quite a lot. Each time we went on an excursion or to the theatre, they
took me in their car. Since I was a boarding student, they gave me less
strenuous work. At my next school, where I was also a boarder, some of my
classmates made fun of me yet this did not bother me. I tried to be the most
amusing girl, to be a leader, and they ended up accepting me. (Marie-Th‚rese)
Throughout my apprenticeship I was in agony. From time to time I would ask
a small favour of my companions who would act annoyed' although I do not know
why. This always puzzled me. (Essi)
For my secondary education I went to a regular school. Because of my
shyness and embarrassment about being deaf, academic success took priority over
integration with the other students. At university I managed to overcome my
social inhibitions. (Alicia)
One kind teacher at the primary school advised my father to take me to a
highly respected Catholic girls' school in town and to pay school fees for me
since I was one of the best students in her class. I could be a day scholar as
the school was not far from home. But still I was sent to a boarding school.
(Thulisile)
In primary school, to everyone's surprise, I experienced no difficulties.
I completed middle school and secondary school despite the obstacles, which were
linked partly to my difficulty in getting around and partly to the lack of
understanding of some of my teachers, who thought I was wasting my time. For my
classmates, I was an object of amusement. (Diari‚tou)
I discovered that because of the combination of the American accent and my
hearing impairment, I could not communicate. Furthermore, the faster pace in the
university did not allow for the necessary adjustment and there was no support
service for a hearing-impaired student. (Eunice)
They also had to learn how to manoeuvre around architectural or other physical
barriers.
School life was all rosy. Nice friends, good teachers. However, the first
two years of college life were rather difficult. Every alternate period we had
lectures upstairs the first floor. My mother appealed to the principal to all
the classes on the same floor. She refused. "What would you do if you had a
daughter like mine?" mother asked. "I would ask her to stay at home," the
principal retorted. With the help of crutches I climbed broken flight of steps.
I would not let this attitude get down. Sometimes my friends refused to climb
the stairs and boycotted their classes just for my sake. Finally, teachers had
no choice but to put our classes downstairs (Nafisa)
I began secondary school at the age of 14. It was not e because some of
the classes were upstairs. Fortunate, I had good friends who helped me carry my
bag. However sometimes I would hear remarks such as "why is this disabled person
at school?" (Zohra)
At university the lecture halls were very far apart thought of leaving
since I missed the first half of m lectures. After I discussed this with one of
my lecture she lent me a bicycle. This made a big difference to mobility and I
soon bought a bicycle that was suitable my needs. (Salome)
At the university there were no access features for disabled students. I
headed various school organisations which helped me to win respect. I campaigned
for be accessibility in our school and gained support from dent leaders. The
school authorities started to make school accessible. I considered that my
greatest achievement. (Carmen)
I could not use the sewing machine with a foot pedal and when I needed to
work on it, I had to ask someone to help me. I wondered what would happen when I
had my own business and a customer gave me some work to do. I could only use the
hand sewing machine, make buttonholes and do a few other things by hand.
Nevertheless, I stayed until the end of my apprenticeship. (Essi)
Three of the women went to special schools. These schools offered a solid
academic background or an atmosphere where their needs could be accommodated.
At the audiology institute it impressed me very much to see children just
like me who did not speak - but who communicated with sign language. I had never
seen this before but I liked it because it was their language and they
understood each other very well. (Maria)
An important factor in my development was that I attended an excellent
primary school especially for deaf students. This gave me such a solid academic
foundation that it facilitated all my later achievements. (Alicia)
At the rehabilitation centre I painstakingly learned Braille. It took four
years. It was very frustrating for me because I was so much older than the other
students, who were only 5 to 10 years old. (Elisabeth)
Some of the women had to discontinue their education because of physical or
financial reasons. However, at the first opportunity they returned to their
studies.
When the rehabilitation centre opened' I was assigned to work in a service
called ergotherapy. It was the first time I had ever seen this word. I asked the
doctor for an explanation and she replied: "Mademoiselle, ergotherapy is a big
word, you will not understand it." I searched through several dictionaries but
only found vague definitions. I thought that my difficulty in understanding what
ergotherapy meant was due to my inadequate education remedy this, I first
obtained my primary school certificate through a self-teaching method. Then I
registered secondary level at a school offering courses between 6 9 p.m.
(Monique)
The thought of going back to school was still on my n. but I could not
find the right opportunity then. A month before my 24th birthday, I left my home
town for high school, accompanied by my father. The principal did want to accept
me because of my age. I insisted that there was no national rule to reject over-
age students. The principal sent me to the director for a final decision. Sec my
determination to study, the director instructed m take the entrance test. After
ten years, I would take a test. I prayed hard to pass the test. And I did!
(Carmen)
The director of the college told me that she was pleased to have me there
and that she considered me an important human resource. She gave me the feeling
that everything I do in the field of disability matters. (Mercedes)
4. Route to independence
The process of acquiring independence depended in large part on the
determination of the women. There were certain moments in their lives when they
realised that they had achieved this goal.
University opened new doors for me. I was a young woman who had left my
native town to discover the capital city, far away from my parents. I had to
learn to manage all alone, to confront numerous challenges. To all of these
efforts must be added my fierce determination to be like other women and my deep
conviction that I could make a contribution to society. I got rid of any
feelings of inferiority or uselessness. (Diari‚tou)
My training for the paraplegic's games gave me more confidence. As I
travelled to those foreign countries I became braver learned better-spoken
English and became more self-reliant. (Lucy)
My parents could not even afford my pocket money and school supplies. I
thought of ways to earn extra income. I went to a publisher to sell scripts for
comic strips. The editor-in-chief saw my potential and gave me a little
training. After a week I came back with new scripts. They were all sold. I began
to earn money while studying and to make a name in writing. With my part-time
job, I was also able to send money to my family. (Carmen)
All of the problems I encountered preparing for my trip to the United
States were not as painful as my mother's lack of support. Six months after my
arrival in the United States, my mother died. When I returned to Argentina two
years later, an aunt told me that my mother had said as I was boarding the
plane: "Now that Merceditas has arranged this trip all by herself, she is able
to live independently." I understood then why she had not wanted help me. She
must have suffered a lot watching my suffering, but her attitude strengthened me
and helped, towards independence. (Mercedes)
I had no opportunity to go to school or be trained for king life as my
family was too poor. My preparation productive life started quite late, after I
moved to a rehabilitation centre for the blind. The centre taught n move around
freely without guidance, to recognise environment and to use a cane. This
enabled me to 1 some manual activities and agricultural work. But poultry
raising became my speciality and my vocation: (Elisabeth)
During my childhood, the household chores were al a source of disagreement
with my sisters. Little by little, I figured out how to do the chores on my own
- washing clothes, gathering firewood, going to the fountain even working in the
fields. My mother was in anguish when she saw me do this work. But was free in
regard to my sisters and also proud of showing that I was capable. Even when I
faced difficult tasks, I enjoyed them because I knew I would succeed in
accomplishing them. (Yama)
I worked very hard at school, especially at secondary school. The fact
that I was isolated from friends a stage made me study even harder. No one
wanted to associate with a disabled teenage girl, so after school I always at
home and spent my time studying. The breakthrough, in terms of getting friends,
was when I started university. I was better accepted on the campus made several
friends. I began to feel that I was p' society as I participated in many events
and was in to gatherings. This improved and gained momentum: I went for a second
degree in the United States. Thus I emerged from being a shy and reserved
teenager to an outspoken and independent young adult. (Gloria)
The opportunity to go to India for treatment also helped my professional
and vocational training. I studied and obtained a diploma in housekeeping,
catering and tailoring. (Janet)
When my husband and I decided to try to live independently, away from his
family, we went through a very traumatic and drastic change in lifestyle. For
more than a year we could hardly make ends meet. Then the writer who had taught
me playwriting sought me out and invited me to contribute feature articles to
the newspaper he worked for. Soon I was contributing articles not only to his
newspaper but also to two weekly magazines and to a television programme. My
writing fees increased and became a vital supplement to our family income.
(Soledad)
When I was admitted to Karachi University my parents did not seem very
keen on the idea. I had to prove to them that I was just like any ordinary girl
- and I was right. Life at the campus was not hard. My friends and professors
went out of their way to help me, which gave me confidence. (Nafisa)
Two of the women express their feelings on another type of freedom - the freedom
of mobility.
My mobility became faster with my wheelchair. I was able to participate in
household chores in the dormitory. I was also able to go to the bookstore, to
the movies and do window shopping, which I had never done in my life. I really
enjoyed independence. (Carmen)
It was difficult for me to walk for long. I could not go shopping in town
and depended on others who chose things for me according to their own taste.
When I sat on a wheelchair for the first time I felt free. With a wheelchair I
was able to go wherever I wanted and that was a fantastic feeling. I
rediscovered a world I believed lost. (Mercedes)
5. Looking for a Job
One of the major challenges for disabled women in dedeveloping countries
is finding productive employment. Despite their educational credentials or
vocational training, the job search was often an unpleasant experience for the
women. In some cases, it was not their disability but their country's economic
situation that thwarted them
On returning home, I walked from hotel to hotel and from one catering
institution to another, seeking a job. But each time the employer would glance
at my lame leg and turn me down. The would-be employers stated that I could not
manage going up and down steps or running around in the course of the demanding
work. Therefore, I could not be considered for a job. I got very frustrated'
perplexed and depressed. (Janet)
I have tried to change jobs. I apply for a job and often get very quick
invitations to interviews, showing that my potential employers like my
qualifications. When I limp into the room where the interviewing panel meets,
they start checking the list to see who the next candidate is. I am asked two or
three questions and politely told "you will hear from us". It took four or five
interviews before I realised that my disability was the issue. (Salome)
It was only when looking for my first job that I ran into problems. I link
my difficulty in finding a job to the fact that when I finished school the
economy was in the middle of a recession and, in general, enterprises were not
hiring.(Olga)
Despite my qualifications and extensive work experience, I still found it
almost impossible to get a job in the metropolis. It was my disability that made
the interviewers reluctant to hire me. To avoid encounters with prejudiced job
interviewers, I chose a line of work where I did not have to be interviewed. All
I had to do was submit samples of my writing. (Soledad)
I was required to present all my study certificates with a view to getting
an appointment. Although I did not have enough money to eat well, I paid for
official photocopies of my study certificates. How disillusioned I was to learn
that I was not on the list of candidates to be hired. It is not that I consider
myself infallible. I try to be as objective as possible. Two other disabled
people who were working voluntarily were also not appointed. (Mercedes)
I am not a success in the economic sense since I still do not have a
regular job. What I have earned from my work and my research grants just helps
me to survive. For more than two years I have been waiting to begin a research
job. My project has been approved but economic problems have blocked
confirmation of my post. This delay is in no way related to my deafness because
many people without disabilities are also waiting - and some of them for a
longer time. (Alicia)
I went to the Faculty of Architecture and City Planning at the University
of Chile, where I had studied, done research and been a professor for several
years before becoming Director of Public Works. I asked if they would give me a
few hours of classes. Although I only managed to get 4 hours per week of
technical courses, which are very poorly paid, it was enough for me to survive
on and to meet some of my expenses. My family paid for most of my needs. Later,
the University and the Chilean Safety Association hired me to develop draft
legislation on accessibility for physically disabled persons. This work lasted
for two years and allowed me to be useful to society. (Paulina)
6. Opening workplace doors
Employment is one of the measures of success. 1nc women enjoy working and
are proud o~ the tact that they are productive. If the job is not what they had
in mind, they intend to persevere until they get back on their career track.
A number of the women are employed in the public sector. In most
developing countries the State is committed to providing equal job
opportunities.
I am proud of my individuality. I am proud of earning a living. Proud of
being integrated into society. My employment gives me certain independence,
self-sufficiency. I am defined by my professional status and not by my
disability. (Apoka)
I was touched and impressed by the job, which meant to me real success,
satisfaction and fruitful achievement. As I was also disabled, I could
appreciate the children's difficulties and abilities. This was an important
motivation to become a teacher of disabled children. (Mai)
Teaching has brought me many rewards on the human side. I have flourished
among my students and colleagues. However, from a material point of view,
everybody knows that teaching is a career with disadvantages. (B‚atrice)
My co-directors always consult me before taking any decision. They trust
me a lot. Although I travel frequently and am often out of the office because I
participate in many disability movements, they understand me and encourage me.
(Zohra)
I feel that my acceptance at work is due to my ability on the job and my
attitude towards my disability. For instance, rather than feel embarrassed about
using sign language, I use it with pride. Consequently, a lot of people at the
university have taken an interest in this method of communication. (Eunice)
I have never encountered problems linked to my disability when I am at
work. I have always wanted to be equal to the task, or better, to prevent any
sort of prejudice or belief that I might be incapable. (Yawa)
The atmosphere at work is very congenial and there is no resentment
towards me. I am treated like everyone else except that my workstation is closer
to the entrance to give me easier accessibility. In other words, I am not a
burden. I receive the same salary as the other professionals who are not
disabled. It could be better, of course, but it corresponds to the grade.
(Paulina)
I was a secondary school teacher but I wanted to work with children who
had special needs because I had been given a lot of help when I was a child with
special needs myself. So I taught in a rehabilitation centre for boys with
behavioural problems for six years and then was made manager of the institute.
(Salome)
My boss is considerate of my condition and limits the amount of moving
around that I must do at work. (Olga)
When the work opportunities were limited, some of the women created their own
employment, either on a temporary or a permanent basis.
My parents helped me to set up my business. At first, I had many problems
and I blamed everything on my disability. My only clients wore acquaintances.
Then one-day fortune smiled on me. A girl asked if she could become my
apprentice. I did not hesitate to accept her. (Essi)
I have a small handicrafts shop. I started my business through a trial-
and-error method but I do not regret it. My job is creative, challenging and
enables me to meet many people, including tourists from abroad. My customers
come to me because I am special - I am the only disabled businessperson there. I
also get to compete with non-disabled people. (Lucy)
I created my own poultry farm and I run the business by myself. I keep
about 300 chickens and sell eggs and chickens to the local residents. The income
is sufficient to provide for myself, my son and some of my family. (Elisabeth)
Although we were well off, I did not want t1/2 stay idle. So I set up a
small business of my own. After teaching myself the fundamentals of dressmaking'
pattern drafting and fashion design, I opened a small dress shop and boutique.
(Soledad)
I started my own business as a dressmaker. In the beginning it was not
easy to get clients. Some of them thought a disabled person could not do proper
work. Then they always complained when it was time to pay. I became fed up with
this business. (Zohra)
Relations with colleagues or clients can sometimes be disconcerting, although
the majority of women have managed to work out solutions.
My colleagues try to do things for me without consulting me, thinking that
they are helping when I do not need it. I get frustrated and feel that they look
down on me, that they think I cannot do things on my own. (Thulisile)
Sometimes my director treats me as an object of pity. This leads me to
believe that he does not always regard my work with total objectivity and that
he does not consider it on its own merit. (Bernadette)
Discrimination is an intangible but real barrier. Several women have found that,
despite their competence, they still cannot erase discrimination at the
workplace.
The most frustrating aspect is that even after you have proved beyond any
reasonable doubt that you can do the work, when it comes to promotions the issue
of disability again shows its ugly head. Sometimes it is not written or spoken
but it is still there. At work 75 per cent of my colleagues are male. This makes
it hard for any woman to compete and a disability complicates the gender issue
even more. The impression seems to be: "Despite having all these qualifications,
you are disabled." I wish it would change to: "Despite being disabled, you have
all these qualifications." (Salome)
Professional promotions for women in my country began only recently and
for disabled people they are almost non-existent. (Bernadette)
I worked with the bank for ten years and I easily got promotions for a
time. But as my disease progressed it was more difficult. In my last two years
the positions I held required travel and field work. My immediate boss made it
clear that he did not think I could do the job, so I was relegated to deskwork.
Then my boss judged me incapacitated because of my visual problems and advised
me to retire. (Soledad)
I was on medical leave for about 18 months but I received pay for only one
year. Then I asked the Mayor to reinstate me in my job, based on a certificate
from my doctor that I was capable of performing my work. But the Mayor did not
want to take me back, arguing that he did not dare send me to places when I was
in a wheelchair. I could not apply for a medical pension because I had not paid
any taxes, due to the fact that the city had not paid me a salary for more than
six months. My situation was quite critical: I had no entitlement of any kind' I
was out of work and I did not belong to any union. (Paulina)
An inadequate income is another issue of concern for these women workers.
When I was hired, my salary was insufficient to support me. I knew that a
position like mine received higher pay but I considered the fact that I was a
fresh graduate and it would be very hard to look for a job in regular companies.
My overtime was not paid because I was in a managerial position. My salary has
increased a little since I started four years ago and I have been given
additional responsibilities. But for my husband and me, our combined income is
just enough to meet the basic needs of a family of three. (Carmen)
My only cause for complaint was my salary classification. Nevertheless,
the salary I was offered was not based on my disability but instead on a
collective agreement among banks and financial institutions. Of course, this was
my first job. As far as I am concerned, my current economic situation is
acceptable. (Olga)
A serious problem is that I am not paid as head of the department. Perhaps
this is my fault because I do not claim the salary I should receive. When people
want something to which they are entitled, they should fight for it. However, I
do not. I keep saying that I will change and show interest in money but I never
do. (Mercedes)
These women do not just accept the status quo in regard to their career - they
have goals for the future.
I would like to pursue my studies if possible, specialising in education
for disabled adults. I am really interested in training and helping other
disabled people. (Thulisile)
I would like to work in the private sector where there is more room for
personal initiative. Now I am saving my money to pay for a computer course in
library information systems so that I will be qualified to apply for a Job in a
private organisation. (Bernadette)
I have concentrated on obtaining the research post for the security
implied in receiving a monthly salary and for the feeling of being accepted in a
field where disabled women rarely participate. (Alicia)
My colleagues treat me well. But why did I study for two years in India
for my diploma? Now I worry that I may never practise my career and use the
skills I have acquired. That is why I will have to persevere. (Janet)
Up to a point, I am able to use the skills I have acquired. But my country
does not offer any prospects in my field - as a school psychologist specialising
in deafness. The alternative is to obtain a related job outside the
country.(Eunice)
I wish to get training in how to improve my business, how to budget and do
the bookkeeping and marketing. I know that I have money for my upkeep and to buy
more goods to stock the shop. I do not know whether I am making a loss or a
profit. Sometimes I get good business and at times I sell nothing. (Lucy)
7. Marriage and motherhood
One of the most sensitive issues is marriage and motherhood. Many of the
women believe that they could not marry because wives in their countries are
expected to do heavy physical labour. Arranged marriages, which are still
customary in certain societies, also tend to put disabled women at a
disadvantage. The wives and mothers here have succeeded in defying the
stereotypes assigned to them.
In our society a woman marries into the husband's family. She is expected
to work for the family, i.e. physical work. She is judged by her physical
performance on how good a wife she is. As a result, disabled women are not prime
candidates for marriage. I am an unmarried mother and have never come close to
marriage. I must admit that I love being a mother and the responsibility I have
for my sons makes my life worthwhile. However, raising two children alone is not
an easy task. Occasionally, I miss the company of a male partner but I try to
push the loneliness away by immersing myself in my job and family. (Gloria)
The only serious difficulty in my social life was not being able to have a
special and close relationship with the man I had hoped to marry, to have
children and to live a normal life like other girls of my age. Traditions and
the negative attitude of men towards disabled women prevented the realisation of
my dream. I think that I face a double problem. The first is being a woman in a
traditional community and the second is being disabled. (Mai)
At home I helped with the cooking, sewing and cleaning. I loved to do all
these domestic activities. I realise now that women with certain disabilities
are not educated to get married or be housewives, not to mention having a sexual
life like other women. What I could not achieve was marrying and having
children. I had some suitors but I rejected them. I did not give them an
opportunity, perhaps because I have always fallen in love with "difficult" men
or with men who did not consider me because of my disability (our society is
very male chauvinistic). However, this may happen to all women. (Mercedes)
The most difficult part of my life was my adolescence. Many parents did
not want me as their daughter-in-law. They chased their sons away when they saw
us together. Or a boyfriend would come simply out of curiosity, without any
feeling, and deceive me in the most cruel way because he was ashamed to have me
for a wife. After at least two experiences like this, I withdrew into myself. (
Marie-Th‚rese)
Some men consider a disabled woman an object of embarrassment and they
could never think of marrying her. Other men believe that a disabled woman
cannot assume full responsibility for the household and for bringing up
children. (Apoka)
The active life I lead is not much different from that of a non-disabled
woman. I have always strived to be a woman who is independent and capable. Now I
am responsible for running my household. My husband and I understand each other
on this point and my professional life does not interfere with my role as wife
and mother. (Yawa)
Now the time has come when society should start accepting disabled women.
There are many disabled women who are capable and intelligent but are rejected
by society. Why? And just because a woman is disabled, she cannot get married
because the man's parents refuse to accept her as their daughter-in-law. The
preposterous reason is that they adhere to the old tradition and give priority
to what society would say rather than to their son's feelings about the woman.
(Nafisa)
It is incontestable that only by marriage does a woman acquire a status
permitting her to benefit from the advantages that society reserves for its
members. In effect, a disabled woman has little chance of establishing her own
household. (B‚atrice)
Some households have been disrupted by in-laws who disapproved of marriage to a
disabled woman.
The day of our wedding was another trial for us. The church was full. Some
people came simply out of curiosity. My husband's sisters cried during the
entire ceremony. I cannot really explain why they were crying. Life in our home
is still extremely difficult. My husband's family does not want to accept me.
They tell my husband all sorts of stories to create conflict between us. (Marie
Th‚rese)
The break-up of my marriage was partly due to my disability. My husband's
mother and one of his sisters were against our marriage and eventually they
succeeded in wearing down his resolution. The effect on me is a strong distrust
of men. Unfortunately, this kind of problem is the rule in most cases of
marriage between non-disabled men and disabled women in this country. There is a
better chance if the husband is disabled and the wife is not. (Eunice)
The women's desire to become mothers meant contending with erroneous beliefs or
negative opinions about their ability to bear and to care for their children.
It is necessary to lift the veil on certain aspects considered taboo or
unacceptable for disabled women. Childbearing has long been considered
impossible for a disabled woman. The existing mentality is that the woman is at
the centre of the household, doing the work and raising the children. In
general, she is like a servant. (Yawa)
Getting appropriate contraception for family planning purposes was not
easy for me as a disabled person. The nurses at the clinic had a very negative
attitude. (Gloria)
Before my first child was born, my relatives were certain that it was
going to be deaf. The main hospital had two maternity wards and I decided to go
to the one which required payment. When the time came, the maternity nurses in
the paying maternity ward chased me away as if I were a leper. They did not take
the trouble to accompany me to the non-paying maternity ward because they felt I
would pose problems for them. It was not much better at the non-paying maternity
ward. No one wanted to take care of me. I arrived at 8 p.m. but I did not see a
nurse until 10 a.m. the next morning. I gave birth at 11 a.m. My child was born
without complications. (Marie-Th‚rese)
While I was at secondary school, my father would sometimes come there with
my old aunts, only to counsel me that I must not fall in love because I would
get pregnant and die. They acted like I was an animal and had no feelings. When
I did become pregnant, my parents were surprised, frightened and angry, thinking
that maybe I would die. That was the first chance I had to stay with my family.
The baby was born normally but I still had a problem because my father insisted
that my mother look after the baby. I was not consulted - as if the baby were
not mine. (Thulisile)
When my daughter was a baby, I had difficulty hearing her when she cried,
especially if we were not in the same room. I solved this problem by keeping my
baby as close to me as possible and by checking on her constantly when she was
in another room. After she started to talk, she got to a stage where she refused
to take just any response from me. She would persist until I understood what her
baby talk meant and gave the correct response. I taught her sign language which
eliminated the communication barrier. I also instilled in her tolerance for
disabled people (Eunice)
I have remained single although I am the mother of a son. My main interest
is to take good care of my son - to support him, to pay for his schooling, to
clothe him and to keep him healthy. (Elisabeth)
I wanted to bear a child of my own and now 1 have my daughter. But nobody
wants to marry us, no matter how wonderful we might be. Since my daughter was
born three years ago, I devote much of my time to her. (Lucy)
8. Banding together
The women tend to be actively involved in organisations, especially those
promoting the rights of disabled people. They often participate in more than one
movement, they work long hours and they invest a lot of energy in running the
organisations.
I was fortunate to attend a women's regional seminar of the Southern
African Federation of Disabled People. My eyes were opened there while we were
taught how to improve our lives as disabled people. (Thulisile)
When I joined the Association of Physically Handicapped Adults as honorary
secretary-general, I achieved my aim of creating awareness in society about
disabled people. It was formed by a group of physically disabled people in
October 1975 and we now have more than 500 members. One of our aims is to
promote work opportunities. We received a piece of land from the Government and
we plan to establish a centre for rehabilitation, vocational training and
physiotherapy. Our motto is: "Live, don't just exist." (Nafisa)
I am quite actively involved in the activities of the Philippine Blind
Union and with the World Blind Union's Committee on tte Status of Blind Women.
If possible, I hope to establish links with blind women's groups and support
agencies in other countries in this region. (Soledad)
I have participated in talks, meetings, congresses and working groups and
have made presentations to associations, schools and other places. This is done
on a volunteer basis, with the intention of contributing in some way to
improving the lives of deaf people. (Alicia)
My involvement with organisations that deal with disability also
contributed to my achievements. It made me realise that I had to fight to
survive. As I was one of the lucky few who had a better chance in life despite
my disability, I had to help others in the same situation. The strong and
progressive image that I portray encourages other disabled people who would
otherwise sit back and suffer in self-pity. (Gloria)
One day I was invited by a group of friends to a club. I began to frequent
the club and got to know the "world of silence ". Most of the group had never
been to school and were now too old to go. People told me that schools had not
accepted them because of a lack of qualified teachers. I was very concerned
because if this happened to them, then the younger generation of today would
have the same future. I could only imagine bleak prospects for the deaf world.
(Maria)
It was once more the UNHPM which offered me a chance to prepare myself
better by entrusting me with its secretariat. This was in exchange for a small
payment which was barely enough to cover my transport costs. It is a learning
situation which I appreciate. Every day I discover something new. Through the
UNHPM I not only learned my rights but also my obligations to other disabled
people and to my country. (Diari‚tou)
As an architect I have a moral duty to integrate everybody into the life
of the city because the city cannot exist without people and vice versa. Through
the Academy of Architects I could apply a certain amount of pressure on all the
institutions concerned with design and regulations. Designers, architects,
builders and engineers should keep in mind that disabled people also live in the
city and that they have needs such as wheelchair ramps, designated parking
spaces and special access. We are all part of society. (Paulina)
9. Obstacles to integration
The obstacles faced by disabled women have many dimensions. However, the
environment they live in can present more of a problem than the disability
itself.
A major barrier is the one erected by society. Stereotypes and
misconceptions about disability are widespread.
The belief in rites, mysticism, religion, witchcraft and magic is strongly
embedded in people's minds. Ideas concerning life, death, sickness and all life
events, including disabilities, are inseparable from these beliefs despite
medical progress. When a disability occurs, whether it is congenital or
acquired, the recipient is considered a supernatural being, a spirit or a
vampire. That person may be feared or rejected by the community. (Olga)
I have experienced some traumatic situations, which only disabled people
can understand. For example, whenever I have sharp pains in my back or leg, I
walk with the aid of a cane. One day I went to an intersection to look for a
taxi. Everybody there turned to stare at me. I felt those stares as if they were
daggers being stabbed into my body. As a result, I lost my balance. I sat down
on the pavement to give my spectators a brief respite and also to gather the
courage to continue. One encounters those stares everywhere - at work, at the
market, at church. As soon as people realise that you have a disability, they
look at you as if you came from another planet. (Monique)
My main objective is to be an effectively contributing member of the
community at large and thus contribute to the development of my country. The
problem is the negative attitude in society towards the active participation of
disabled people in community development. I have to counter the belief that a
disabled person is an object of pity who always needs assistance from somebody
else. This problem is compounded by the fact that I am a woman. Being a disabled
woman is a double disadvantage in my community. (Gloria)
With the trauma of being abandoned by my mother at an early age, I always
had to be reassured by those around me so that I would not feel neglected or
rejected. It took me a long time to believe in my abilities and myself.
(Elisabeth)
The disability has done a lot to shape my-personality. Over the years, I
have become more withdrawn and introspective. I usually speak only when I am
sure of what is being talked about. I rarely feel comfortable in other people's
company outside my work. It does not make for much relaxation if you have to be
constantly alert to understand what people around you are discussing. (Eunice)
It takes a strong character to withstand this type of prejudice.
There is a tendency to perceive a disabled person not as a human being but
automatically by his or her disability. One thus ignores that the individual is
above all a person who happens to have a handicap. (Apoka)
Some people are physically disabled but others are handicapped culturally
and spiritually. People can be measured by their courage to achieve in the face
of the struggle, which confronts them. (Nafisa)
My disability and my body do not look strange. I do not know if people
would have treated me differently if my disability wore more severe or more
obvious. Anyway, I am a strong person. If somebody feels uncomfortable with my
disability, I think that person has a problem - not me. (Mercedes)
The physical barriers found in public buildings and transport systems impede the
participation of disabled people and hamper their daily activities.
For a short time I worked for the Academy of Architects, advising the
presidency. But I had to give it up because the office was on the second floor
without a lift and there was a risk of a serious fall or accident. I applied for
as many jobs as possible but I always received the same response: It was very
difficult to hire me because there were no special provisions for a person in a
wheelchair and they were not sure I could perform my duties. (Paulina)
Buildings ignore the existence of physically handicapped persons and their
problems of accessibility. During my school years accessibility was a major
problem for me, trying to go from one floor to another in buildings that
generally had no lifts or ramps. Now, at work, my only problem is the
inaccessibility of public buildings. And my ministerial department is not
exempt. (Apoka)
In Metro Manila it is almost impossible for a disabled person, especially
a blind one, to ride on public transport without a guide or a companion. The
drivers are undisciplined and the commuters compete viciously with each other to
grab hold of a bus door handle or jeepney rail. Taxicabs might be easier to ride
in. However, they are risky because few cab drivers are absolutely trustworthy
and a blind passenger could be taken for a long ride to a nearby destination
just to add a few more pesos to the taximeter. (Soledad)
The transportation system in our country was not accessible. It required a
lot of courage for me to travel by myself ride on a jeepney or taxi and ask for
people's help. I often encountered drivers who rejected passengers like me or
who did not want to take a wheelchair. Later, I learned to assert my rights as a
paying passenger when drivers tried to refuse me. (Carmen)
Transport is a problem. I must admit that I do not always find people to
be understanding. If the bus is already filled with passengers, I am forced to
ask someone for a seat. At these times people treat me as if I am overly
demanding, as if I am putting on airs or acting like a queen. Some insult me
directly. And often I must pay double the normal fare in order to have a
suitable place in the bus. (Monique)
How many times have I encountered public transport drivers who were not
professionally conscientious? They have no respect or concern for disabled
passengers. We are not asking to modify the transport system but to make the
drivers more sensitive. (Yawa)
The most difficult problem in the life of a physically disabled person is
transport. I have suffered a lot from the attitude of taxi drivers. Their only
concern is not to lose time so that they can earn more money. They do not take
into consideration whether the disabled person can climb unassisted into the
vehicle or whether it is necessary to offer a hand. Drivers are also reluctant
to carry wheelchairs or else they charge a much higher fare. When I travel with
my tricycle, I notice the contempt of motorists who obviously think that a
disabled person should stay at home. (Apoka)
There are no special grants for disabled students, no facilities for
transport. Transport can only be by private vehicle or taxi. It is very
expensive for a disabled student. (Paulina)
10. Speaking out
No one is more qualified to speak about the needs of disabled women than
the women themselves. In fact, their recommendations are essential for any
measures destined to improve their working and living situations.
One of their first targets is employment
My country has set up a comprehensive rehabilitation programme for
disabled people. However, qualified disabled people require the joint effort of
professionals and policymakers for proper job placement. The question of gender
is now less of a problem. (Janet)
Devise strategies that will encourage employers to recruit a certain
percentage of disabled people in their companies. Create vocational training
centres where disabled people can meet non-disabled people and they can learn
together. And give disabled women an equal chance to enter various professions
such as teaching or medicine. (Apoka)
I hope more disabled women can be encouraged to develop themselves in the
fields of the arts, culture, entertainment and in the humanities and letters.
These are fields where we do not have to worry too much about prejudices and
misconceptions. (Soledad)
Integrating disabled people into the workforce is not easy because private
enterprises are motivated by profit. These companies are concerned that hiring a
disabled person could slow down production. Unfortunately, there is no
legislation encouraging enterprises to add disabled people to their staff.
(Olga)
Enterprises prefer workers who are not disabled. The state does not
encourage enterprises to hire disabled people. (Paulina)
Even if the disabled woman has learned a trade, it will be difficult for
her to find an employer in the private sector who will want to hire her and pay
her adequately. The ideal solution is to help her set up her own business. This
would not only guarantee an income but it would allow her to establish links
with other members of the community. It could also help to change public
attitudes towards disabled women. (B‚atrice)
Arrange for banks to provide credit to disabled people who want to start
or expand their businesses. (Elisabeth)
Another crucial target is education and training.
The disabled woman should be guaranteed some sort of training to enable
her to earn a living because she needs to be more or less self-reliant. (Olga)
Integrate disabled children with non-disabled children at an early age,
for example in nursery school. (Zohra)
Vocational training must be accompanied or preceded by the indoctrination
of proper attitudes, which will render the trainees not only more readily
educable but also big assets as employees. (Soledad)
My friends have talents but they do not know how to use them because a lot
of people do not believe in them, the same as they do not believe in me. I have
had many bitter and unpleasant experiences. I hope that the young people of
today and those in the future will have better opportunities, beginning with
their education, so that they can advance in life. (Maria)
They also speak out on the need to improve accessibility.
Make public buildings accessible to disabled people. (Monique)
The General Ordinance on Construction and Urban Planning included two
articles on the elimination of architectural barriers in public buildings and
gave a time limit of ten years to comply. Besides better access to buildings,
parking spaces for disabled people were designated in towns across the country,
as well as wheelchair ramps at street crossings. For a country, which had
neither noticed nor confronted the problems of disabled people, these were
significant advances and very costly to achieve. It also meant changing the
mentality of Chileans. Now we are accepted and we can participate much more
because there is evidence that we are able to work when no architectural
barriers hamper us. (Paulina)
For the above recommendations to accomplish their goals, they must be
accompanied by changes in the attitudes of the general public.
Organise media campaigns to make the public aware of the needs and
abilities of disabled people. (Marie Th‚rese)
I am convinced that the ILO's efforts to increase the participation of
disabled women in community development can little by little change attitudes,
leading to even more integration in society. (B‚atrice)
Parents of a disabled child should be counselled to help them realise that
the disability is not a punishment and that they are not to be blamed for it.
Those parents who cannot afford to educate or care for their disabled child
should be subsidised. When resources are scarce and parents have to make painful
choices, they may reject a disabled child. The disabled child may not be seen as
the most viable investment. (Salome)
The women realise that it may be necessary to change their own attitudes as
well.
The emphasis should be on ability, not disability. Disabled people must
learn to perceive themselves as first and foremost human beings like everybody
else - but with a special difference which does not necessarily make them less
of a human being or inferior to others in any way. Disabled people should be
aware that others will perceive them as they perceive themselves. But even when
they see themselves positively, others will still tend to be negative because of
society's preconceived ideas about disabled people. Accept your disability,
recognise the resultant weakness and devise coping methods. If you do otherwise,
you won't deceive anyone but yourself. Be realistic about your limitations to
avoid creating frustrating situations for yourself. (Eunice)
Disabled women have to come out of the shadows. They have to encourage
other disabled women to be more self-sufficient. They have to invite them to
participate fully in improving the social environment so that they can be better
integrated. They have to mobilise them to battle side by side with men to show
they have equal capability. (Yawa)
One characteristic I have noticed in many disabled women is that we devote
part of our time to explaining and making others aware of our disabilities, in
an attempt to change negative situations within society. Much of our effort goes
unnoticed and our experience is unrecognised. (Alicia)
One problem often perceived in disabled women is a sense of incapacitation
or unworthiness, a feeling usually implanted in their consciousness by the
people around them, even their own families. (Soledad)
They also have definite views on how the ILO can be more responsive to the needs
of disabled women.
Let the ILO start projects which are "friendly" to disabled women and
eliminate stereotypes. For example, a project that deals not only with
vocational skills but with middleand upper-level management skills would
challenge the stereotypes and at the same time open new avenues for disabled
women. The ILO can lead the way as an employer of disabled women. They should
have positive role models to raise their self-esteem and confidence in
themselves. (Salome)
To ensure that disability projects are effective, qualified disabled
people should help to formulate them because they know best what the problems
are. (Apoka)
11. Perspectives
All of these experiences, encounters and aspirations have converged to
form a pragmatic philosophy. The indomitable spirit of the women is evident.
Without having much money, I have been able to travel a lot and to meet
different people. Each trip is a new experience for me, especially when I travel
alone. What adventures! I could write a book filled with anecdotes. There is
always something unusual. I have had good and bad experiences but I adapt easily
to every situation. Many years ago I felt bored with my simple life but now each
day is different. I do not plan too far in advance because something always
happens. This is probably the reason why I almost never think of my disability.
Architectural problems remind me of my disability. I also think of it when I
cannot accomplish all that I would like to - but then I guess this happens to
everybody. (Mercedes)
I risk having to wait until retirement age before I meet the conditions to
acquire my own little home. Nevertheless, I remain optimistic because the future
can hold agreeable surprises. I have already had many opportunities and I have a
job that assures me a decent and independent life. It is no exaggeration to say
that I have succeeded in achieving a level in life beyond my hopes, given my
physical state and the socio-economic condition in which I was born. (B‚atrice)
As a child, I used to feel lonely and depressed, especially when I watched
other children play. AS 1 grew up, 1 tried to overcome this. I am not going to
say that I am glad I am handicapped and be a hypocrite - but certainly I do not
shed tears over it. (Nafisa)
As I grew older, I realised that life was what you made of it and I
decided that I wanted to make the best of my life. The positive attitude that I
cultivated helped to sustain me even in times of crisis. (Gloria)
I have the moral strength and the technical abilities needed to ensure my
future if only I could be helped to do it. My compatriots want to help me but
they face constraints which are beyond their control. These are linked to the
level of development of our country and these difficulties are much the same in
other developing countries. (Diari‚tou)
Disabled people who have managed to acquire a satisfactory level of
education and vocational training must prove to themselves and to their family,
to society and to the workplace that they are indeed whole persons who also have
a right to participate in the building of the nation and thus ensure their
social integration. (Olga)
Disabled people must prove their courage every day. They want to
participate in the development of their country. However, it is also the
responsibility of the competent authorities to study the real needs of disabled
people and to assist with their integration. (Yawa)
I was marginalized from society because of my blindness. Now I can benefit
from the fruits of my labour and I can also participate more actively in the
economic development of my country. (Elisabeth)
In some ways my social integration is a success. I often think that my
personal life is too interlinked with my professional life, but in reality each
aspect influences the other. The ultimate step for me is to participate more
effectively in an activity which can resolve the problems of education for
people with hearing disabilities. (Alicia)
I may not be economically successful but I am happy to contribute to the
growth of the institution that helped me. It serves as an inspiration not only
to disabled people but to other people as well. (Carmen)
Thanks to my partner, other apprentices arrived and gave life to our
workshop. Then all the prejudice, which had been like a weight on me, began to
disappear. I hope to make each day better than the one before to create a
brighter future. (Essi)
I am helping the silent Mexican world to defend itself, to value itself
more and to demonstrate to society that deal people can achieve as much as any
other human being. (Maria)
The disabled woman can be useful and succeed in life. First, she must
possess determination and a strong will. But is that sufficient? Evidently not.
Because the second factor is the social environment. Society must encourage and
facilitate integration into working life. (Apoka)
Mainstreaming and social integration helped me to cope better with non-
disabled people. Being disabled did create occasional problems for me. That, of
course, depended on the attitude and background of my classmates or other people
I met in the community. I always felt that I was strong enough to cope with such
difficulties. (Mai)
Because of my disability I had to retire from a stable job. My mobility
was greatly reduced. However, I gained a lot more insight and I developed my
writing talent. (Soledad)
If I have achieved something positive, it is because I have persevered -
this is true. But it is mostly because I met people who understood the problems
of others and who were aware of the impact, both physical and psychological,
that disability has on a person. These persons demonstrated goodwill. The will
to listen to me. The will to understand me. The will to help me see clearly and
to accept my situation as a disabled person. (Monique)
12. What should be done?
What can be added to these strong and well-founded points? The women have
specified which areas need to be addressed to ensure their full and equal
participation in society.
In addition to taking their destiny into their own hands, the women ask
policy-makers to develop equal opportunity measures so that they can indeed
pursue their goals. Disabled women would also like programme planners and
service providers to listen to what they have to say and to respond accordingly.
Furthermore, they believe that international bodies can set an example and
advise national authorities on relevant policies.
Converting the lessons learned from this research into concrete action
will require multiple strategies.
The first priority of any programme is to educate the public on the
capabilities of disabled women, which in turn would develop opportunities for
equality. Awareness-raising campaigns for the general public and counselling for
the families of disabled people are constructive ways to bring about attitudinal
changes in the community. The media is an important vehicle for disseminating
information campaigns.
Meanwhile, it is equally important for disabled people to learn to think
positively about their capacities and to build up their self-esteem.
At school the teachers, administrators and classmates play a key role in
shaping positive attitudes. At work the positive attitudes of colleagues,
supervisors and employers are essential. At home strong family support is the
mainstay for a disabled person.
Another area for scrutiny is the living environment, which has to be more
accommodating. The man-made environment is designed by and constructed for
people without disabilities. Either directly or indirectly, disabled people are
denied the right to move about freely and are forced into a limited way of life.
There is a compelling need to minimise such difficulties if disabled women
are to be integrated into general development efforts. This means finding ways
to make homes, workplaces, government buildings and other structures barrier-
free. To assist mobility, consideration should be given to more accessible
transport.
Employment is vital - not only to earn an income but to provide a feeling
of achievement.
The obstacles faced by disabled women when they look for work include
overt discrimination, reluctance to hire them and irrelevant training. Clearly,
a better match must be found between the skills provided and the available job
opportunities. In conjunction, employers could be offered incentives, such as
tax advantages, to encourage the hiring of disabled women. Income-generating
activities and self-employment schemes should be set up. Moreover, there should
be easier access to credit and to business advisory services.
The fields where women in general have made progress (service industries
and the public sector) are the fields where disabled women have found work as
well. Self-employed women are usually engaged in unskilled work in the informal
sector, as is the case for the majority of women in developing countries.
When disabled women do receive skills training, it is often in a
traditionally female occupation such as catering, sewing or handicrafts.
Programme planners are asked to provide higher levels of skills training (middle
and upper management) so that new avenues can be opened to disabled women while
dispelling the stereotypes about their abilities.
These strategies will succeed if programme designers know their intended
beneficiaries. Thus the views and perceptions of disabled women are essential in
order to set up an assistance programme.
This means that disabled women must be sure to give their input. The case
studies in this book can serve as role models for other disabled women and
reinforce the need for their involvement.
Organising self-help groups or collective action is one way for disabled
women to take the initiative in controlling their lives. The majority of women
here are dedicated members of professional organisations, organisations of
peoples with disabilities or other self-help groups. They have become involved
not for the sake of personal accomplishment but because they want to promote the
rights of disabled people. The power of self-help is vitally important in
ensuring full participation and equality for the disabled community.
The concept of equal treatment and opportunity is the underpinning of
programmes which allow disabled women to participate folly and contribute to the
development of their community.
Over the years, the ILO has adopted a number of international labour
standards aimed at integrating disabled people into society. The cornerstone is
the Vocational Rehabilitation and Employment (Disabled Persons) Convention (No.
159), which was enacted in 1983. It establishes the principle of equal
opportunity and treatment between disabled workers and workers generally. The
accompanying Recommendation No. 168 stipulates that disabled people and their
organisations should be involved in the development of activities concerning
them. Equality in training is enshrined in the Human Resources Development
Convention (No. 142), adopted in 1975. Another pertinent instrument is
Recommendation No. 99 of 1955, which sets out provisions for vocational
rehabilitation.
The United Nations Decade of Disabled Persons (1982-93) set in motion
global activities to emphasise the abilities of disabled people. This was
followed in 1994 by the UN's Standard Rules on the Equalisation of Opportunities
for Persons with Disabilities, which focus on raising awareness, medical care,
rehabilitation and support services.
During this research, it became clear that disabled women strive for equal
opportunity and treatment in education, training and employment.
Equal access to education and training is crucial. The information drawn
from the profiles shows that a number of the women reached the top of their
class at school. Their experience with regular schools prepared them well for
integration into society.
In general, regular schools open up more opportunities for economic
independence and the world of work. Disabled women need to be well qualified if
they are to compete against non-disabled job applicants and persuade an employer
to look beyond their gender and disability. The se are valid reasons for equal
access to education.
In regard to employment, many of the women are professionals, a fact which
overturns the stereotypes about the capacities of disabled women. When disabled
women are employed' they develop high expectations and aspire to a new level of
independence. Therefore, equal opportunity in access to jobs and equal treatment
during employment should be emphasised.
Equality also concerns the issue of motherhood. The human rights of
disabled women who wish to have children should be respected as fully as those
of non-disabled parents.
Finally, the women should have equal rights to proper health care and
nutrition. It is important to promote primary health care, prenatal care,
information programmes on nutrition and "health literacy" in the developing
world, especially in rural areas. Such programmes help to prevent illnesses
which can lead to disability.
The success stories of the women in this book give only a small indication
of the value of equal opportunity measures. When the environment is supportive
and does not discriminate, disabled women can contribute immeasurably to the
development of their countries.
Additional reading
The ILO's Vocational Rehabilitation Branch has produced a series of
publications which focus on integrating disabled people into the community. Each
document approaches the issue from a different angle. Ultimately, the goal is to
contribute to a strategy which will assist not only disabled people but those
who develop programmes for and with them.
The following publications and others are available free of charge from
Vocationa1 rehabilitation Branch. International Labour Organisation, CH- 121 1
Geneva 22, Switzerland
Community-based rehabilitation for and with people with disabilities - joint
position paper by the ILO, UNESCO and WHO (English, French, Spanish), lYY4.
Listen to the people: A guide for planners of disability programmes (English),
1994.
Research on the conditions of life and economic activities of disabled persons
in Benin, Burkina Faso and Guinea (French), 1993.
A guide for community-based rehabilitation - the case of the Philippines
(English), 1994.
Working together with the media: A practical guide for people with disabilities
(English), 1994.
How to start a small business: A manual for community workers assisting persons
with disabilities (English, Portuguese), 1992.
Challenging disability (a package of training modules for frontline social
workers in Africa, in English), 1993.
Employment prospects for disabled people in transition countries. (Guidelines on
active training and employment policies for disabled people in Central and
Eastern Europe) (English, Russian), 1996.
No application form: Poems and stories by women with disabilities from Southern
Africa (English), 1993, (free publication).
we can make it - Susan Epstein.txt
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