NATHAN EBANKS FOUNDATION

Vision 2030 Jamaica National Development Plan

WHAT IS VISION 2030?

 A National Development Plan to guide Jamaica into achieving developed status by the year 2030.

The Plan

• The entire Plan is divided into 31 sector plans under various thematic areas covering the main economic, social, environmental and governance sectors relevant to national development.
• Task Forces were established to develop sector plans under these thematic areas.
• One of the sector plans deals with Social Welfare and Vulnerable Groups.  Although persons with disabilities would fall in this category, it was found necessary to separate it into its own category.
• Hence the drafting of a Disability Sub-Sector Plan

What is the Disability Sub- Sector Plan?

• The Disability Sub-sector Plan concentrates on development of the sector and particularly persons with disabilities (PWDs).
• It recognizes the need to address barriers that hinder persons with disabilities from achieving their full potential, while promoting personal responsibility among persons with disabilities.

Who is responsible/the institutional framework?

• The Jamaica Council for Persons with Disabilities (JCPD)
• Under the Ministry of Labour and Social Security the JCPD is the mandated government agency responsible for implementing government policies and programmes for persons with disabilities.

• Cabinet appoints a multi-sectoral National Advisory Committee on Disability to advise the Minister on disability issues.

Legal Framework?

Jamaica has signed and ratified several international human rights agreements, namely:

1. The Convention on the Rights of the Child (1989)
2. International Covenant on Civil and Political Rights (1966)
3. Bill of Electoral Rights for People with Disabilities
4. Convention on the Rights of Persons with Disabilities (2007)
5. National Policy on Disability (2000)
6. National Disability Act in draft

VISION STATEMENT

The vision statement for persons with disabilities for VISION 2030 is:

“A society that is inclusive, accessible, provides opportunities for ALL and recognizes the Rights, freedoms and responsibilities of persons with disabilities in the process of nation building”

What does this Plan address?

The Plan addresses three main concerns:

1. Ensuring that physical and social environments are enabling
2.  Ensuring that public service personnel are aware of appropriate responses to PWDs and
3. Ensuring that the society is protected from preventable injuries that could be disabling.

GOALS

1. Persons with Disabilities are guaranteed ALL Human Rights of the society
2. A society that fosters inclusion of PWDs in ALL spheres of life
3. Disabilities are prevented.

OUTCOMES

1.1  Persons with disabilities are treated with respect and dignity at all levels of the society.

2.1 High levels of participation of PWDs in social, cultural and governance activities.

2.2 A society in which PWDs have access to services and goods

3.1 An environment in which the risk of acquired disabilities are minimized.

Prepared by: Mrs. Christine Hendricks

Executive Director, Jamaica Council for Persons with Diabilities. Presented at Falling Though the Cracks Conference, April 2010

Overview of Common Childhood Disabilities

The years 0-5, but especially the first three years, are critical in the formation of intelligence, personality, and social behaviour, and the effects of neglect are cumulative.

 Brain development before the age of one year is more rapid and extensive than previously realised, as the brain nearly triples in size within the first year of life.

Brain development is much more vulnerable to environmental influences than suspected. This includes not only nutrition but also the quality of interaction, care and stimulation that the baby received from very early on in his or her life.

There is much evidence of the negative impact of stress during the early years on brain function. Children who experience extreme stress during the early years are at greater risk of developing a variety of cognitive, behavioral and emotional difficulties later on.

There are proven windows of opportunity for learning during the first years of a child's life. If these windows are not opened at the critical time period, it will be difficult for a particular type of learning to occur at a later date.

Children who have fathers that are involved in nurturing and care giving often learn better and have fewer social and behavioural problems later in life.

Common Forms of Disabilities 

Disabilities come in a variety of forms, such as, but not limited to the following:

• Sensory limitations
• Physical limitations
• Medical limitations
• Psychological limitations
• Cognitive limitations

More

Recommended Reading

The Unexpected Gift is a book of encouragement to parents of children with special needs, biblical encouragement to hang tough when things feel hopeless. Michelle Schreder, herself the mother of children with disabilities, gives hope and practical advice in answering the tough questions: Will my child ever be able to live alone? Will they ever get a job? Will they marry, have friends? How long will I need to be their caretaker?

Cerebral Palsy

What is cerebral palsy?
If a child has cerebral palsy, it means that part of the child's brain has some difficulty functioning in the way brains are generally designed to function. The affected area is usually one of the parts, which control the muscles and certain body movements, hence cerebral palsy is often labelled a movement disorder.

Cerebral palsy affects each individual differently. In some people, is is barely noticeable, but if left unattended, its impact can be profound on the indovidual. Others can be more severely affected. No two people will be affected in quite the same way.

EARLY SIGNS:

• At birth a baby with cerebral palsy is often limp and floppy, or may even seem normal.
•  Baby may or may not breathe right away at birth, and may turn blue and floppy. Delayed breathing is a common cause of brain damage.
• Slow development Compared to other children in the home or community, the child is slow to hold up his head, to sit, or to move around.

 Autism

What is Autism / PDD?

Autism/Pervasive Developmental Disorder (PDD) is a neurological disorder that affects a child’s ability to communicate,understand language, play, and relate to others. PDD represents a distinct category of developmental disabilities that share many of the same characteristics.

The different diagnostic terms that fall within the broad meaning of PDD, include:

• Autistic Disorder,

• Asperger’s Disorder,

• Rett’s Disorder,

• Childhood Disintegrative Disorder, and;

• Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS).

While there are subtle differences and degrees of severity among these conditions, treatment and educational needs can be very similar for all of them.

In the diagnostic manual used to classify mental disorders, the

DSM-IV-TR (American Psychiatric Association, 2000), “Autistic

Disorder” is listed under the heading of “Pervasive Developmental

Disorders.” A diagnosis of autistic disorder is made when an individual

displays 6 or more of 12 symptoms across three major areas:

(a) social interaction, (b) communication, and (c) behavior. When

children display similar behaviors but do not meet the specific

criteria for autistic disorder (or the other disorders listed above),

they may receive a diagnosis of Pervasive Developmental Disorder

Not Otherwise Specified, or PDD-NOS.

What are the Early Warning Signs of  Autism / PDD?

Some or all of the following characteristics may be observed in mild to severe forms:

• Communication problems (e.g., using and understanding language);

• Difficulty relating to people, objects, and events;

• Unusual play with toys and other objects;

• Difficulty with changes in routine or familiar surroundings; and

• Repetitive body movements or behavior patterns.

Children with autism/PDD vary widely in abilities, intelligence, and behaviors. Some children do not speak, while others have language that often includes repeated phrases or conversations. Children with more advanced language skills tend to use a small range of topics and have difficulty with abstract concepts. Repetitive play skills, a limited range of interests, and impaired social skills are generally evident as well. Unusual responses to sensory information—for example, loud noises, lights, certain textures of food or fabrics—are also common.

Resources

Early Stimulation Unit, 95 Hanover Street, Kingston, Tel: 922 5585

Rural Services for Children with Disabilities, 95J Hope Road, Kingston 6 Tel: 978 2092