Paper prepared for the 2nd International Conference on Disaster
Preparedness for Persons with Disabilities
Phuket, Thailand
12-13 May 2009
Widening access to Disaster Risk Reduction information for Children withDisabilities: An Example from Indonesia
Ms Sae Kani
Programme Manager, DRR Education
Arbeiter-Samariter-Bund (ASB) Indonesia Office
Abstract
The recent rise of disaster risk reduction (DRR) as a key development framework isalready resulting in significant policy shifts within the Asia-Pacific region. Taking Indonesia as an example, the Indonesian government.s National Action Plan for Disaster Reduction, 2006 and Disaster Management Law, 2007 (State Gazette No. 66) are illustrative of a highly notable policy shift from a strategy primarily of responsetowards one of prevention in line with commitments to the Hyogo Framework for Action. While such DRR strategies share much in common with other developmentframeworks, including prioritising concerns regarding vulnerabilities, risks and capacities, DRR presents a new set of challenges.
While many DRR actors are currently exploring ways to better integrate DRR intoformal and informal education activities, this paper chooses to focus on an area ofmutual concern to both education and DRR that has to date been largely ignored. With the DRR community.s stated concern to build resilience within nations and communities it is somewhat surprising that some of the most vulnerable individuals, particularly within the context of a disaster, have to date been largely ignored. Accordingly, this paper explores the link between DRR and children with disabilities. The paper adopts the stance that access to education and information is a right andconsequently all children have the right to learn how to protect themselves in theevent of a disaster. The paper suggests the DRR and education communities have ashared obligation to ensure that disabled children are not excluded from accessingsuch information.
The paper draws on project experience of working with 60 special needs schools inYogyakarta province, Indonesia. The case study outlines the materials and methodsdeveloped within the project to provide practical DRR information to disabled children, specifically to deaf students in this paper, and outlines key issues andlessons learned.
The project provides a tangible point of reference for those interested in wideningaccess to DRR information for people with disabilities. However, the paper closes ona conservative note by highlighting the fact that much remains to be done in terms ofinclusion to ensure disabled children are able to enjoy the same rights and opportunities to access information both in general terms and within a DRR context.