PPT presentation for Engineers Without Borders Northeast Regional Conference; Titled: Establishing Accessible and Sustainable Projects in Resource Poor Countries by Cynthia Mudd, Founding President of The Haiti Education Alliance (THEA) and occupational therapist; given Nov. 19, 2011.

1. Session 3: of Presentation
Title Project Management
Establishing accessible, sustainable programs in
Secondary title (if applicable)
resource-poor communities
Name
Cynthia Mudd
Position
Board President
Organization
THEA (The Haiti Education Alliance)

2. I. Introduction
A. Occupational Therapist Information
1. Assess each persons abilities and disabilities in
these areas of function:
- Physical
- Cognitive
- Psycho-social
- Roles in family and community

3. A. Occupational Therapy Information
2. Determine next step toward increased function
(just right challenge)
3. Environmental Modifications
- keep simple and easy to use
- need on-going assessment as function
changes over time

5. I. Introduction
A. Occupational Therapist Information
B. THEA (The Haiti Education Alliance)
Facilitating long term sustainable solutions one
community at a time

6. I. Introduction
A. Occupational Therapist Information
B. THEA (The Haiti Education Alliance)
Facilitating long term sustainable solutions one
community at a time
Mission: To provide education opportunities to
impoverished children and adults in Haiti
empowering them to strengthen their communities
and emerge to a life of healing and hope.

7. Training Garden

9. SEWING TRAINING PROGRAM

12. MEDICAL EDUCATION PROGRAM

17. I. Introduction
A. Occupational Therapist Information
B. THEA
C. World Report on Disability

18. I. Introduction
A. Occupational Therapist Information
B. THEA
C. World Report on Disability
Six areas of focus:
1. General Healthcare
2. Rehabilitation
3. Assistance & Support
4. Enabling environments
5. Education
6. Work and Employment

19. II. Haiti
A. General statistics
1. Population ~9.8 mil
- Estimated 800,000 people had a disability before
earthquake
-Additional 450,000 after earthquake

20. II. Haiti
A. General statistics
1. Population ~9.8 mil
2. Education

21. II. Haiti
A. General statistics
1. Population ~9.8 mil
2. Education
• ~ 1.3 million children do not have access
• primary school enrollment ~65%; only 35% graduate
• secondary school enrollment ~20%; only 6% graduate
• 60% of Haitian teachers are qualified to teach
• 52.9 literacy rate

22. II. Haiti
A. General statistics
1. Population ~9.8 mil
2. Education
3. Health Care
• 40% do not have access

23. II. Haiti
A. General statistics
B. Cultural Practices
1. Women carry the work load
- Higher incidence of disability
- Higher incidence of birth defects and developmental
disabilities in their children
- Occupational hazards (i.e. pulmonary illnesses, burns,
sexual assault of women and children gathering water and
sticks, etc.)
- Solar cook stoves?

30. II. Haiti
A. General statistics
B. Cultural Practices
1. Women carry the work load
2. People with disabilities
- Marginalized from mainstream society
- Survivalist culture
- Costs of caretaking

32. II. Haiti
A. General statistics
B. Cultural Practices
1. Women carry the work load
2. People with disabilities
3. Voodou
- a cultural and religious practice for healing in
absence of access to adequate medical care

33. II. Haiti
A. General statistics
B. Cultural Practices
1. Women carry the work load
2. People with disabilities
3. Voodou
4. Interpersonal/Communication

34. III. Meeting Un-met Needs
A. Universal Design
1. Definition
- Universal Design is committed to ensuring that all
spaces, products, and communications meet the needs of
people of all ages and various levels of ability.
- Universal Design strives to achieve safety, comfort, and
convenience for all citizens in the community.

35. III. Meeting Un-met Needs
A. Universal Design
1. Definition
2. Enables individual and social participation

36. III. Meeting Un-met Needs
A. Universal Design
1. Definition
2. Enables individual and social participation
3. Applications to physical environments
• Wells/pumps; buildings; community events

37. III. Meeting Un-met Needs
A. Universal Design
1. Definition
2. Enables individual and social participation
3. Applications to physical environments
4. Applications to educational/intellectual environments
• Who will benefit?
• How will they benefit?
• Teaching project maintenance

39. III. Meeting Un-met Needs
A. Universal Design
1. Definition
2. Enables individual and social participation
3. Applications to physical environments
4. Applications to educational/intellectual environments
*Evidence-based

40. III. Meeting Un-met Needs
*Evidence-based:
• Maximize all student’s potential/meeting environmental
needs
• Type of classroom is less important than quality
• Inclusion has no negative impact on children without
disabilities
• Multiple means of expression, representation, and
engagement

44. III. Meeting Un-met Needs
*Evidence-based:
• Develop guidelines to monitor progress
• Focus on education results, not access
• High standards and more means
• Variability is good for everyone

45. III. Meeting Un-met Needs
A. Universal Design
1. Definition
2. Enables individual and social participation
3. Applications to physical environments
4. Applications to educational/intellectual environments /*Evidence-based
5. Universal design at national level/Haiti
– current initiatives for reconstruction
a. In partnership with State Secretariat for the inclusion of
Persons with Disabilities, an Advocacy program in March
2010 to strengthen capacities of local DPO’s

46. III. Meeting Un-met Needs
A. Universal Design
1. Definition
2. Enables individual and social participation
3. Applications to physical environments
4. Applications to educational/intellectual environments
5. Universal design at national level/Haiti
– current initiatives for reconstruction
a. In partnership with State Secretariat/Persons with Disabilities
b. Toolkit for Long-term Recovery
“Haiti: Reconstruction for all”
- Global Partnership for Disability and Development in 2010

47. III. Meeting Un-met Needs
A. Universal Design
B. World Vision – Hierarchical Five Fingers of
Development
1. Clean Water
2. Food Supply
3. Education
4. Medicine
5. Economic Development

48. III. Meeting Un-met Needs
A. Universal Design
B. World Vision
C. Increase access to Clean Water & Nutrition
1. Access to wells/water
- long, angled pump handles for various heights and
strengths
- ramps and areas for sitting

52. Q-DRUM

53. III. Meeting Un-met Needs
A. Universal Design
B. World Vision
C. Increase access to Clean Water & Nutrition
1. Access to clean water
2. Access to nutrition
- Backyard gardening
- Drip irrigation for year-round nutrition

54. III. Meeting Un-met Needs
A. Universal Design
B. World Vision
C. Increase access to Clean Water & Nutrition
1. Access to wells/water
2. Access to nutrition
3. Pay with food

55. III. Meeting Un-met Needs
A. Universal Design
B. World Vision- 5 fingers of development
C. Increase access to Clean Water & Nutrition
D. Increase access to Education
1. Make school and municipal buildings accessible

57. III. Meeting Un-met Needs
A. Universal Design
B. World Vision
C. Increase access to Clean Water & Nutrition
D. Increase access to Education
1. Make school and municipal buildings accessible
2. Dormitories for secondary students

58. III. Meeting Un-met Needs
A. Universal Design
B. World Vision
C. Increase access to Clean Water & Nutrition
D. Increase access to Education
1. Make school and municipal buildings accessible
2. Dormitories for secondary students
3. Oral tradition/Lack of teaching resources and qualified
teachers

60. III. Meeting Un-met Needs
A. Universal Design
B. World Vision
C. Increase access to Clean Water & Nutrition
D. Increase access to Education
1. Make school and municipal buildings accessible
2. Dormitories for secondary students
3. Oral tradition/Lack of teaching resources and qualified teachers
4. Funding Needs

61. III. Meeting Un-met Needs
A. Universal Design
B. World Vision
C. Increase access to Clean Water & Nutrition
D. Increase access to Education
E. Increase access to Health Care
1. Hospitals/Clinics – Qualified Professionals?

62. III. Meeting Un-met Needs
A. Universal Design
B. World Vision
C. Increase access to Clean Water & Nutrition
D. Increase access to Education
E. Increase access to Health Care
1. Hospitals/Clinics – Qualified Professionals?
2. Vocational training- RTTP, MEVP

63. III. Meeting Un-met Needs
A. Universal Design
B. World Vision
C. Increase access to Clean Water & Nutrition
D. Increase access to Education
E. Increase access to Health Care
1. Hospitals/Clinics – Qualified Professionals?
2. Vocational Training- RTTP, MEVP
3. Community Health & Rehabilitation Workers

64. III. Meeting Un-met Needs
A. Universal Design
B. World Vision
C. Increase access to Clean Water & Nutrition
D. Increase access to Education
E. Increase access to Health Care
1. Hospitals/Clinics – Qualified Professionals?
2. Vocational Training- RTTP, MEVP
3. Community Health & Rehabilitation Workers
4. Community health care technology for data collection

65. III. Meeting Un-met Needs
A. Universal Design
B. World Vision
C. Increase access to Clean Water & Nutrition
D. Increase access to Education
E. Increase access to Health Care
1. Hospitals/Clinics – Qualified Professionals?
2. Vocational Training- RTTP, MEVP
3. Community Based Health & Rehabilitation
4. Community health care technology for data collection
5. International classification of function (ICF)
• assessment tool, increased quantity & quality of
data/statistics, etc…

66. III. Meeting Un-met Needs
E. Increase access to Health Care
1. Hospitals/Clinics – Qualified Professionals?
2. Vocational Training- RTTP, MEVP
3. Community Based Health & Rehabilitation
4. Community health care technology for data collection
5. International classification of function (ICF)
- assessment tool, increased quantity & quality of
data/statistics, etc…
6. Increased research stems increased funding, influences
national policy, and improves standards for improved
healthcare in the country

67. IV. Conclusion
A. Wrap-Up of Ideas
- What happens when we leave?
- In creating self-sustaining communities we may need to
provide resources they don’t have (i.e. wells, training,
assessment tools, etc.).
- Consider the personal/ social/relational components of
projects

68. IV. Conclusion
A. Wrap-Up of Ideas
-Collaboration
-Education
-Celebration

69. IV. Conclusion
A. Wrap-Up of Ideas
-Collaboration
-Education
-Celebration
B. References and handouts available

70. V. Questions and Ideas
?????

72. References
1. World Report on Disability- WHO and World Bank
2. No Nonsense Guide to International Development- Maggie Black
3. Five Fingers of Development- World Vision
4. Education in Haiti Statistics- Wikipedia
5. Seven Principles of Universal Design- http://www.udll.com/media-
room/articles/the-seven-principles-of-universal-design/
- Action Magazine, December 2006; Rosemarie Rossetti
6. Q Drum (Pty) Ltd: The Rollable Water Container for Developing Countries
http://www.qdrum.co.za/image-gallery
- Troyeville, Johannesburg, South Africa
7. Inclusive Reconstruction: Haiti for All; Toolkit for Universal Design in Long-Term
Recovery
http://gpdd-archive.syr.edu/news/docs/Toolkit_on_Inclusive_Reconstruction
Chapter_1_Physical_Environment.pdf
- Global Partnership for Disability and Development