FACTORS HINDERING PARTICIPATION OF WOMEN WITH DISABILITIES IN COMMUNITY DEVELOPMENT PROGRAMMES IN BUGEMBE TOWN COUNCIL, JINJA DISTRICT

ABSTRACT

This study was carried out in Bugembe Town Council, Wakiso district with the purpose of examining the challenges faced by persons with disabilities in participating in community development programmes. The study objectives were; (i) to examine the factors that influence the involvement of persons with disabilities in community development process, (ii) to explore the challenges that limit the involvement of WWDs in Community Development and (iii) to identify strategies to minimise the challenges WWDs from participating in developmental programmes.

According to the study findings, the major factors that influence WWDs involvement in community development were personal health or impairment, low levels of literacy or education, economic well-being or livelihood of WWDs, and socio-cultural factors. The major strategies to increase participation of WWDs in community development programmes were promoting the integration and inclusion of WWDs in education initiatives, formulating and implementing national policies, programmes and legislating and promoting the full and equal participation of persons with disabilities.

The study recommends that the society too should realise that persons with disabilities are part of the society and also can contribute equal to the development of a society if given opportunity to education and empowered to work.

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

People with disabilities comprise approximately 10% of the world’s population, 75% of whom live in developing countries, and constitute one of the most poor, marginalised and socially excluded groups in any society (DFID, 2005, Barron &Amerena ed. 2007). People with disabilities, irrespective of where they live, are statistically more likely to be unemployed, illiterate, to have less formal education, and have less access to developed support networks and social capital than their able-bodied counterparts. Consequently, disability is both a cause and consequence of poverty (Yeo, 2005).

The World Bank (1994) defines participation as “a process through which stakeholders’ influence and share control over development initiatives, and the decisions and resources which affect them”. Community development is a skilled process and part of its approach is the belief that communities cannot be helped unless they themselves agree to this process. Community development has to look both ways: not only at how the community is working, but also at how responsive key institutions are to the needs of local communities (Cary, 1970).

The needs and the rights of women with disabilities are often inadequately catered for in national development strategies. Moreover, their aspiration to get involved in community activities is denied by cultural and socio-economic barriers. Women with disabilities are commonly associated with poverty due to negative attitudes and unfriendly environment for development (United Nations Enable, 2013). In developing countries like Uganda, women with disabilities are often faced with circumstances that limit their involvement in the day today’s life activities. These circumstances have caused women with disabilities to continue to lobby governments for change and increase public awareness about their abilities, and the need to deal with barriers to participation. Without continuous advocacy for sound policies, disability issues will continue to remain missing in policy documents(Common, 1993). According to the World Bank Report on disability (2011), people with disabilities are often left out of community development strategies and programmes, which leads not only to their exclusion from initiatives but also their marginalisation in community decision-making.

In developing countries like Uganda, women with disabilities are often faced with circumstances that limit their involvement in the day today’s life activities. These circumstances have caused women with disabilities to continue to lobby governments for change and increase public awareness about their abilities, and the need to deal with barriers. Without continuous advocacy for sound policies, disability issues will continue to remain missing in policy documents (Common, 1993).

Uganda, for over a decade now, has been implementing political and administrative decentralization. This is to ensure grassroots participation in decisions that affect their well-being and development. However after implementing the decentralization policy for all these years, one would expect that development beneficiaries including women with disabilities would be involved throughout, but the situation on the ground leaves much to be desired.

In Bugembe town council, one of the community development programmes being implemented is the National Agricultural Advisory Services (NAADS). The programme was meant to give priority to women, people with disabilities (PLWDs) and young people who were considered to be most affected by the economic reforms. There is also the Youth Livelihood Programme aimed empowering youth in various fields and to help them come out of poverty. It is against this background that this study sought to examine the challenges that WWDs face in participating in community development programmes in Bugembe town council in Jinja district.

1.2 Problem statement

Despite the fact that government and other service providers have instituted various community development programmes targeting the majority of the population of WWDs. Women with disabilities in Bugembe town council still experience challenges in participating in these developmental programmes. The study was therefore driven by this, to investigate the factors hindering participation of women with disabilities in community development programmes in Bugembe town council, Jinja district.

1.3 Purpose of the study

The study examined the factors hindering participation of women with disabilities in community development programmes.

1.4 Objectives of the study

Specifically, the study sought:

• To identify community development programmes for WWDs in in Bugembe town council, Jinja district.
• To explore the factors hindering the involvement of WWDs in Community Development in Bugembe town council, Jinja district.
• To identify strategies to minimise the challenges WWDs from participating in developmental programmes.

1.6 Scope of the study

The study was carried out in Bugembe town council, Jinja district. It targets respondents who include WWDs, parents of WWDs, social workers, CBR workers and community officers. The study focused on factors hindering participation of women with disabilities in community development programmes and challenges that limit the involvement of WWDs in CDPs and recommendations to increase participation. The study was carried out for a period of four months in 2017 from February to May.

1.7 Significance of the study

To policy makers, the findings would provide information on challenges faced by WWDs in participating in CDPs and enable them implement strategies aimed at involving WWDs in Community development programmes.

To the academicians it was the base for further study on factors hindering women with disabilities in accessing community development programmes. For academic purposes, this study serves to increase knowledge concerning participation and community development programmes to the already existing body of knowledge.

To the community in Bugembe town council, the findings would bring awareness to the community the challenges that WWDs face in participating in CDPs and the appropriate recommendations to increase their participation will guide these communities on how to apply help WWDs.

The findings would enable NGOs, community members and other stakeholders in providing relevant information regarding participation of WWDs in CDPs. This would enable them set policies that aim at increasing participation of WWDs through various activities to increase capacity building and self-reliance of WWDs in their communities of jurisdiction.

1.8 Limitations and delimitations

Some of the respondents were reluctant to give responses due to personal reservations. However, this was solved by explaining to them that the information provided was used purely for academic purpose and was kept confidential.

Some respondents were not cooperative because they had suspected the researcher to be an agent from a government agency. However the researcher first introduced herself to the respondents and later explained the purpose of the research.

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter describes the literature related to the subject based on the specific research objectives;

2.1 Explanation of Concepts

2.1.1. Participation

The word” participation” has diverse interpretations. Participation as a concept of development means getting the populace involved in taking decisions that affect their well-being. It seeks to give local people the responsibility to manage their own affairs. Participation should therefore lead to the improvement of the quality of life of the people and this improvement should be sustainable (Mikkelsen, 2005).

The World Health Organisation (WHO) has recently focused attention on participation with the development of the new International Classification of Functioning (ICF), Disability and Health (WHO, 2001). It defines participation as involvement in a life situation. In the ICF, participation is categorized into domains: learning and applying knowledge; general task and demands; communication; mobility; self-care; domestic life; interpersonal interactions and relationships; major life areas such as work or school; and community, social, and civic life (WHO, 2001).

The development of the ICF involved several countries and has important implications. The ICF provides a common language to describe how people live with a health condition, and it was used in the measurement of health outcomes.

The increasing emphasis on participation by the WHO, governments, and health and social systems makes it all the more important that we understand participation, what it means, how we measure it, and what facilitates it. Such an understanding needs to focus across the whole spectrum of human populations, not solely on those with disabilities. For some, it is simply having decisions, being consulted, providing resources or providing information. For most analysts, participation emphasises the decision making role of the community (Fleming, 1991 cited by Brohman, 2002).

Participation is vital in building local capacity and self-reliance as well as ensuring effectiveness and sustainability of development projects. It is for this reason that the development paradigm which has emerged placed much emphasis on bottom-up approach to development planning, where there is full involvement of development beneficiaries in all decision making affecting their well-being and development. (Mikkelsen, 2005).Arnstien (1969), about 31 years ago wrote about this situation.

She offered an analytical visualisation called ladder of participation. The bottom step is that of informing people, while the top step is citizen control. Mid-way, where partnership begins to develop, the degree of participation moves from mere tokenism to degrees of citizen power (Arnstein, 1969).

A more recent visualisation that stresses the same point is that of the spider gram presented. The spider gram is a tool that allows planners to see participation as a process and assesses the changes and progress of a programme over time. Here, it is possible to describe changes in the process by plotting the situation along five (5) continuums. Each is a critical factor in participation and all are joined in the middle to give a holistic view of the programme. The five factors are needs assessment, leadership, organisation, management and resource mobilization, (Rifkin et al 1988).

WWDs participating in community development programmes by engaging themselves in youth livelihood programmes, education programmes, income generating activities, NAADs among others.

2.1.2 Community Participation

The concept of community participation originated about 40 years ago out of the community development movement of the late colonial era in parts of Africa and Asia. To colonial administrators, community development was a means of improving local welfare, training people in local administration, and extending government control through local self-help activities (McCommon, 1993). However, during this era, the policy failed to achieve many of its aims, primarily due to the bureaucratic top-down approach adopted by the colonial administrations (Common, 1993). Out of these experiences, various approaches were developed that have been more successful and have gained broad support from all major players in the development field (Abbott, 1991).

The first priority of the Community Development process is the empowering and enabling of those who are traditionally deprived of power and control over their common affairs. It claims as important the ability of people to act together to influence the social, economic, political and environmental issues which affect them. Community Development aims to encourage sharing, and to create structures which give genuine participation and involvement.

The inclusion of women with disabilities in community participation process is an issue that crosscuts development, and is essential to the achievement of the Sustainable Development and the eradication of poverty. Women with disabilities, particularly women and girls with disabilities, consistently rank among the poorest of the poor (Long & Carolyn, 2001), yet continue to be overlooked. Up to fifteen percent of the world’s population consists of people with disabilities, and more than two-thirds of those individuals live in developing countries, yet their inclusion in development programs has been limited (World Health Organization, 2011).  Recently, there has been little research or consensus on how to include women with disabilities in community development programmes.

Policies for disability inclusion do not always exist, and where they do exist they are not always implemented. For example, staff of rural training centres and employment programmes and services may lack the capacity to serve WWDs. WWDs may also lack access to information about community services and programmes, or about their rights to participate

2.1.3 Community development

“Community development is a skilled process and part of its approach is the belief that communities cannot be helped unless they themselves agree to this process. Community development has to look both ways: not only at how the community is working, but also at how responsive key institutions are to the needs of local communities” (Cary, 1970).

The first priority of the Community Development process is the empowering and enabling of those who are traditionally deprived of power and control over their common affairs. It claims as important the ability of people to act together to influence the social, economic, political and environmental issues which affect them. Community Development aims to encourage sharing, and to create structures which give genuine participation and involvement.

Community Development is about developing the power, skills, knowledge and experience of people as individuals and in groups, thus enabling them to undertake initiatives of their own to combat social, economic, political and environmental problems, and enabling them to fully participate in a truly democratic process.

Community Development must take the lead in confronting the attitudes of individuals and the practices of institutions and society as a whole which discriminates unfairly against women, people with disabilities and different abilities, religious groups and other groups who are disadvantaged by society.

2.2 Factors influence the involvement of women with disabilities in community development process

Gender factor is one of the imperatives to consider in redressing male participation. Gender is defined as a social construct of females and males. The different roles that women and men play in society and the benefits that come with the roles differ tremendously from culture to culture and have different values attached to them. Such constructs shape gender practices, symbols, representation norms and social values (Meekosha, 2004). Gender systems define attributes, ways of relating, hierarchies of decision-making, privileges, sanctions and space in which women and men are organized.

According to existing studies in most communities in Africa, women are dominated by men through patriarchal power, which has been a traditional and historical privilege for men (Meekosha, 2004).This also means that by perpetuating male-dominated society, women and men have a relationship which is unequal.

According to the UNAIDS’ understanding of gender issues, Gender refers to widely shared ideas and expectations (norms) about women and men: ideas about typically feminine and masculine characteristics and abilities and expectations about how women and men should behave in various situations. These ideas and expectations are learned from families, friends, opinion leaders, religious and cultural institutions, schools, workplace and the media. They reflect and influence the different roles, social status, economic and political power of women and men in society (UNESCO, 2000).

Women and men with disabilities however, have different life experiences due to biological, psychological, economic, social, political and cultural attributes associated with being female and male. Patterns of disadvantage are often associated with the differences in the social position of women and men. These gendered differences are reflected in the life experiences of women with disabilities and men with disabilities. Women with disabilities face multiple discriminations and are often more disadvantaged than men with disabilities in similar circumstances. Women with disabilities are often denied equal enjoyment of their human rights, in particular by virtue of the lesser status ascribed to them by tradition and custom, or as a result of overt or covert discrimination (Meekosha,2004). Women with disabilities face particular disadvantages in the areas of education, work and employment, family and reproductive rights, health, violence and abuse.

Personal factors are another aspect of context, and include individual characteristics such as age, gender and education.

2.3 Challenges that limit the involvement of WWDs in Community Development

Participation in development initiatives is paramount in ensuring sustainability of development projects. However, there are some constraints which tend to obstruct the realisation of the essentials of its practice. Fakade (1994) identified two broad categories of barriers to participation. These are structural barriers which comprise socio-cultural, economic, political and administrative barriers and non-structural barriers emanating from project planning and implementation problems.

Socio-Cultural Barriers: Beliefs and norms have considerable influence on development processes. Differences in ethnicity, religion, gender and status may result in varied responses and initiatives even when opportunities for participation exist. A male dominated culture where women are preferred to be seen and not heard, as pertains to most African communities, poses difficulties to participation by women folk. Participatory development therefore had to consider the contextual barriers which perpetuate people’s isolation from the development process.

Economic Barriers: Participation cannot be possible for people who have been dispossessed and do not have access to natural, economic and financial resources.

Political Barriers: This provides the framework for participation and therefore an appraisal of the nature of devolution of power in the state. In highly centralised systems, the state is hostile to participatory processes and least accountable to its citizenry. There is therefore little prospect for participation in development.

They also face challenge in accessing health services as they usually get humiliated by health providers, while health centers’ infrastructure pose obstacles for them to reach the areas

The survey report conducted by Comprehensive Community Based Rehabilitation in Tanzania (CCBRT) also indicates that there is gender imbalance of employment opportunities to WWDs as men with disabilities are more employed than that of their counterparts and that the working environment are not friendly to WWDs. (CCBRT, 2010)

Women with disabilities face challenges as denial of employment, economic marginalization. They are regarded as people who cannot contribute to anything, are dependant and always wait to be helped (Jimmy, 2013)

Lack of physical power. WWDs also lack physical energy to fight sexual aggressors

Poverty. Most of people with disabilities are poor so they look for money and get HIV/AIDS in the process.

Limited access to information. They are marginalized groups who are not easily reached by health information sites, for example many people with disabilities do not have the opportunity to access where HIV/AIDS discussion, blood screening and sensitization take place. In the same manner they deliberately have unprotected sex with them.

Wrong belief that women with disabilities are not HIV/AIDS infected. Some men tend to assume that women with disabilities are less likely to have HIV/AIDS and so involve them in sex relations.

2.4 Strategies to minimise the challenges of WWDs in participating in developmental programmes

2.4.1 The International Classification of Functioning disability and health

In the world’s affluent countries, segregated institutional systems have evolved over time, initially to care for people with disabilities, then to rehabilitate and educate them. In due course, these systems have raised the functional capabilities of people with disabilities to levels where significant numbers have become capable of mainstream social and economic participation. However, the compartmentalization of WWDs in segregated institutional systems, together with the limited expectations on which these systems are based (WHO, 2001), have worked against the social and economic inclusion of people with disabilities by perpetuating their isolation and reinforcing longstanding negative stereotypes that to this day significantly impair their ability to make social and economic contributions.

These types of expensive disability systems have tended to be beyond the reach of developing countries because of their limited resources for social programs. As a result, most people with disabilities in developing countries have tended to die, care for themselves, or be cared for by their families and friends. A select few have become clients of charity-based versions of the expensive, segregated institutions developed in the economically advantaged countries, but due to the limited resources typically available through such charities, some have never achieved the coverage required to have a significant impact.

The International Classification of Function (ICF) is a recent innovation of the World Health Organization, which attempts to table a middle path between medical and social models of disability, suggesting that both have validity. In the ICF, individuals are characterized as being disabled if they have impairments, if they experience activity limitations, and/or if they experience restrictions in community participation. The ICF identifies a number of interactive component parts that have an impact on the development of disability. These components include: Health conditions – diseases and disorders that may be associated with development of disability, Body functions and structures – these may be physiological or psychological in nature.

Strategies to provide assistive technology and personal assistance services: Because disabilities involve functional limitations, it is often difficult or impossible for people with disabilities to interact with their communities and societies without assistive technology. This technology can be highly technical and disability specific. Often, however, the provision of access for people with disabilities to a mainstream technological innovation is more cost-effective than creating a specialized technology. For example, e-mail has revolutionized the communicative abilities of people with hearing impairments at a fraction of the cost of the highly specialised communication equipment previously developed for their use; and personal computers, the Internet and e-mail have increased the social and economic access of people with impaired verbal capabilities in a similarly cost-effective way.

Whether they be specially designed to meet the needs of people with disabilities (e.g. Braille writers, prosthetic devices, wheelchairs and hearing aids) or innovative adaptations of mainstream technological innovations (e.g. e-mail, the Internet and personal computers), assistive technologies are vital to the process of providing social and environmental access to a significant cross-section of people with disabilities.

2.4.2 Disability Policy and the Sustainable Development Goals

Though the rights and needs of people with disabilities are not specifically addressed in the Sustainable Development Goals, at least four of them are directly relevant,

• No Poverty
• Quality Education
• Decent Work and Economic Growth
• Partnerships for the Goals

No Poverty – End poverty in all its forms everywhere (UNDP, 2017);

• Extreme poverty has been cut by more than half since 1990- however, more than 1 in 5 people live on less than $1.25 a day
• Poverty is more than lack of income or resources- it includes lack of basic services, such as education, hunger, social discrimination and exclusion, and lack of participation in decision making.
• Gender inequality plays a large role in the perpetuation of poverty and its risks; they then face potentially life-threatening risks from early pregnancy, and often lost hopes for an education and a better income.
• Age groups are affected differently when struck with poverty; its most devastating effects are on children, to whom it poses a great threat. It affects their education, health, nutrition, and security. It also negatively affects the emotional and spiritual development of children through the environment it creates.

Quality Education – Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (UNDP, 2017);

• Major progress has been made for education access, specifically at the primary school level, for both boys and girls. However, access does not always mean quality of education, or completion of primary school. Currently, 103 million youth worldwide still lack basic literacy skills, and more than 60 per cent of them are women
• Target 1 “By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes”- shows the commitment to nondiscriminatory education outcomes

Decent Work and Economic Growth

Decent Work and Economic Growth – Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all (UNDP, 2015);

World Pensions Council (WPC) development economists have argued that the twin considerations of long-term economic growth and infrastructure investment weren’t prioritized enough: “More worryingly, ‘Work and Economic Growth’ and ‘Technological Innovation and Infrastructure Investment’ joined the [SDGs] priority list at number 8 and number 9 respectively, a rather mediocre ranking which defies economic common sense” (Firzli, 2016).

Partnerships for the Goals

Partnerships for the Goals – Strengthen the means of implementation and revitalize the global partnership for sustainable development (UNDP, 2015);

2.5 Conclusion

Community participation therefore brings about community empowerment. The individual and the community at large become empowered to influence and manage the outcome of development processes. This strengthens the community’s sense of responsibility and confidence to take on further responsibilities.

CHAPTER THREE

METHODOLOGY

3.0 Introduction

This chapter presents the methodology to be used in the study and these include: research design, area of the study, study population, sample size, sample techniques, the data collection methods and instruments, validity and reliability the procedures of data collection, data processing, presentation and analysis and ethical considerations.

3.1 Research design

In this study, qualitative research design was used. Qualitative approach involves an unstructured approach to inquiry and allows flexibility in all aspects of the research process. It is more appropriate to explore and interpret the nature of a problem, issue or phenomenon without quantifying it. Its main objective is to describe the variation in a phenomenon, situation or attitude like description of an observed situation, or opinions. The research will use this method because it produces information only on the particular cases studied and it helps to explain a phenomenon in its real situation.

3.2 Area of study

The study was carried out in Bugembe town council which is a town in Jinja district in the eastern region. The selection of area of study was due to the availability of CDPs in the town council.

3.3 Population of the study

This included WWDs, local leaders and community development officers in the Town council.

3.4 The sample size

The study used a total of 20 respondents.

Table 1: Sample Size Distribution

3.5 Sampling procedures

Purposive Sampling: According to Baron (2011), this involves deliberate selection of respondents. In this study, WWD was selected purposively because the researcher chose the sample based on who she thinks was appropriate for the study. The local leaders (Chairperson LC III, LC III councilor for WWDs) were selected using convenient sampling because it involved selecting them by virtue of their positions.

3.6 Data collection methods and instruments

Interviews

The main method in data collection was interview.

According to Christopher (2014), interview involves a one-on-one conversation with one person acting in the role of the interviewer and the other in the role of the interviewee. The researcher endeavoured to get first-hand information by making appointments with individual respondents to answer questions related to the study topic. Semi-structured interviews were used to generate additional information from the respondents. This method was chosen because it helped in the collection of more data as it allowed the interaction of both the researcher and the respondents. It was cheap and did not waste much time.

The interview guide was used as an instrument of data collection because it helps the researcher to acquire information which would not have if using other methods and it saves time for the researcher and the respondents since only key questions are asked.

Focus group discussions

Focus group discussions were used on WWDs.  Focus group discussions were used due to the capacity of the short period of time. This enabled the WWDs to debate and discuss on the study directed by the few questions set and followed. The instrument used was the focus group discussion guide where questions were set and followed. The study involved 2 focus group discussions and took about 30 minutes each.

Informal observation

It is also called unstructured or exploratory observation. This is usually done when the research group has little knowledge of a population and its behaviour. The main purpose of informal observation was to create hypotheses to be tested later, in a survey or using for a survey. This method involved watching and listening to people.

3.7 Validity and reliability of research instruments

There are no scientific principles which would guarantee a valid and reliable questionnaire, but there are ways in which this can be pursued. First, the items in the research instruments should be based on prior research whenever possible. Due to this, in this study most of the questions were to be based on prior research. Secondly, the questionnaire should be pre-tested (Malhotra & Birks 2007).

Validity

To test the construct validity, citations of all sources where materials and evidence of material collected from was provided. The supervisor reviewed the research instruments and approved them.

Reliability

When conducting research, the researcher tried to act as neutral as possible in order to avoid being bias. The researcher was also conscious about the type of questions to ask.

3.8 Procedures of data collection

Before data collection, the researcher ensured the approval of the research instruments especially the interview guide; obtained the introductory letter from the university; introduced herself to the authorities, sought participants’ consent and made appointments when to meet them for interviews and data collection, and the data collected was analysed.

3.9 Data processing, presentation and analysis

Data Processing

Data was collected by sorting, editing and coding so as to obtain an objective and a reasonable judgment. Data was edited to check the completeness of the respondents’ responses with the purpose of detecting and eliminating errors and identifying vital information that is essential in coding and tabulation and finally data was entered to draw conclusions and recommendations.

Data Presentation

The data was presented using percentages and tables according to objectives of the study to come up with the conclusions and recommendations basing on the findings.

Data Analysis

The respondents’ scores was summarized from the sheet and made ready for analysis. Data was analyzed using relevant computer packages such as micro soft Excel and word where descriptive statistics such as frequencies and their corresponding percentages was generated.

3.10 Ethical considerations

After the research proposal was approved by the supervisor, the researcher will seek for approval from relevant regulatory bodies. Permission was sought from the department of community and disability studies.

The researcher collected data upon seeking respondents’ consent after revealing the type of information needed and the purpose to avoid potential concealment of vital information.

The researcher also maintained confidentiality of respondents’ information; and reported the true findings of the study without any bias.

CHAPTER FOUR

ANALYSISING AND PRESENTING FINDINGS

4.0 Introduction

This chapter presents the findings of the study. The study sought to find out the factors hindering women with disabilities in participating in community development programmes in Bugembe town council. Data was collected using interviews and focus group discussions from 20 respondents in Bugembe town council. It has been analyzed using description based on themes arising from the data itself.

4.1 Background information on Respondents

This section of the chapter presents the various socio demographic characteristics of the respondents. The major socio demographic characteristics presented are: gender, age, marital status, educational level and occupation. As shown in the table below;

Table 4.1: Gender of Respondents

From Table 4.1, out of the total number of respondents in the communities who were interviewed, majority (70%) were males whereas 30% were also females. Males were found to be more active in participation which explains their highest number. However, both were considered since it was important to get views of women in the study.

Table 4.2: Age of Respondents

The majority (40%) of the respondents were predominantly between the ages of 38 and 47 years. A significant percentage (40%) of the respondents was also 38 and 47years. 18-37years and 38 and 47years had the highest number because these are the most active age group hence they are actively involved in community development programmes, therefore they had rich experiences and could also appreciate the importance of the study.

Table 4.3: Marital status of respondents

A greater percentage (75.0%) of the interviewed respondents was also found to be married, while 15% of the participants were single. It is important to note that these respondents had families therefore most of them had knowledge of the challenges faced by WWDs.

Table 4.4: Highest level of education

The table above shows that most of the interviewed respondents (45%) were of secondary or vocational level, 30% were of tertiary level therefore, provided information based on the academic knowledge, skills and experience they have gained.

Table 4.5:  Occupation of Respondents

The majority (65%) of the interviewed respondents work in the private sector. 20% of the respondents were government workers. Evidently, the majority of the participants are employed.

4.2. Analysis of findings on the community development programmes for WWDs in Bugembe town council

This section of the study identifies community development programmes for WWDs. Respondents were asked to indicate their agreement level to the factors in Table 4.6 and the following results were obtained;

Respondents were asked whether WWDs are involved in community development initiatives and the following results were obtained;

Table 4.6: Community Development Programmes

According to the table above, most of the programmes were well known to the people, NAADs with 100%. All participants had knowledge on the existence of NAADs programme in the town council. It was well known to them that one of the participants had to say “NAADs, has for long been in the community and we have benefited from although it is no longer a progressive programme as it used to be. NAADS Program is not so much instrumental in the community development because of it’s low implementation in Bugembe, the programme has almost been abolished in Bugembe due to poor management.

Most participants had also knowledge of SACCOs in the community with 96%. There was presence of SACCOs that target all people but in Bugembe Town council for instance Bugembe rural empowerment programmes; this SACCO gives loans to people who want to start small businesses. It has formed groups for WWDs and given loans to organized groups.

About 21 respondents with 91% said that youth livelihood programmes have been instrument in Bugembe in community development not only to abled youths but also to those with disabilities. These programmes have supported many youths in the community by providing with employment opportunities and have generally created youth empowerment in the community. Youth livelihood program was implemented by the Ministry of Gender Labour and Social Development to empower all the youth in the country

Also study findings as indicated in the table above, 78% of the respondents had knowledge of the existence of education programmes in the community. People with disabilities are able to access education within an inclusive setting of the regular schools in Bugembe Town council.

One participant said “education of PWDs has inadequate funding yet all its services are costly.  There is little Government support in form of Subvention Grant which is irregular in the community. The inclusive schools have been heavily affected since there is no special support given to them by Government to cater for the PWDs in those schools.

“UPE program is not worthy to support a Child with Disability, per term each Child in UPE School is funded 4,000/= which cannot even be used to buy one ream of Braille papers for a blind child”.

Some respondents also indicated that there are some income generating activities in the town council, most of whom were supported by various SACCOs by giving them loans; It was reported that most of the WWDs in Bugembe Town council depend on subsistence agriculture, poultry keeping, animal keeping where they get food and the surplus is sold to earn them income to derive a living as one respondent reported that;

                         “As you see me if I do not dig, I cannot survive.

                          I store some food for eating and I sell the rest of it.

A number of respondents reported that many of the WWDs engage themselves in small scale businesses as their Income Generating Activities like shop keeping, selling of things like charcoal, food staffs, butcher men, selling of water and many other related activities. Such activities were majorly carried out by strong persons and all these were supported by these CDPs in Bugembe Town council.

“I am a 67 year disabled old woman who survives by selling Matooke and charcoal where I earn some little profit that I use to buy basic needs like paraffin, drug”. All I can give thanks are the SACCOs for the groups loan they give us. She added

Another respondent said that;

 “It’s through this small kiosk that I opened up as a result of SACCO, where am able to earn some money.

One respondent also said that;

“It was hardly enough to buy food and meet other basic needs, so I had to sometimes beg from well-wishers, but ever since I joined this SACCO in this community, my life has changed, now I can sustain life with basic needs”.

He has been so successful that he’s been able to leave the shoe repair job that he was in for many years and fully dedicate his time to the eatery which he opened after getting a loan from Sacco. He employs his wife and two other youths on a full-time basis and has two part-time employees for days when the market is very busy and the workload heavy. “He further said that my life has greatly changed – I sit here exchanging ideas with my customers and reading newspapers as I keep an eye on the business,”. “My wife is currently on maternity leave, but I am not worried about emergencies that may arise since I have money to pay for medical services and provide for her needs.”

He concludes, “My peers now respect me and listen to my advice. I am no longer the pauper and disabled shoe repairman!”

Form of participation of WWDs in the community development

Social and CBR workers were asked to identify the form of participation of WWDs in the community development and the following results were obtained;

Table 4.7: Form of participation of WWDs in the community development

Out of the total sampled Social and CBR workers in Bugembe, 50% believe the form of participation of WWDs in the community development is through consultation, 75% believe it is done through resource provision, and the majority of 100% believe it is through group formation.

Presence of mechanism for involving WWDs in decision making

Respondents were asked to state the mechanisms for involving WWDs in decision making and the following results were obtained;

Table 4.8: Presence of mechanism for involving WWDs in decision making

The majority (90%) of the surveyed respondents were of the opinion that there no mechanism for involving WWDs in decision making in the study area, whereas 10% believed otherwise.

Presence of disability specific activities/projects in the community

Social and CBR workers were asked to specify whether there are disability specific activities/projects in Bugembe and the following results were obtained;

Table 4.9: Presence of disability specific activities/projects in the community

Study findings in table 4.9 show, there is no disability specific activities or projects in the community studied as indicated by 75% of the sampled Social and CBR workers.

WWDs involvement in planning and implementing of the projects

Respondents were asked to state whether they are involved in planning and implementing the projects in Bugembe and the following results were obtained;

Table 4.10: WWDs involvement in planning and implementing the projects

WWDs are predominantly not involved in the planning and implementation of projects in the studied community as opined by the majority (70%) of the sampled respondents in Bugembe. Some WWDs (30%) served in leadership positions whiles others were assigned different roles for example youth representatives with disabilities. Most WWDs (70%) are not involved in planning and implementation of projects; this possibly could be attributed to their disability that often impairs their movement and involvement in vigorous activities.

Nature of WWDs participation in community development

Further, respondents were asked to state the nature of WWDs participation in community development in Bugembe and the following results were obtained;

Table 4.11: Nature of WWDs participation in community development

The majority (70%) of the sampled chiefs and development leaders were of the opinion that the nature of WWDs participation in community development is predominantly management participation, whereas 30% believed it is in the non-management participation. Respondents said that most WWDs in Bugembe participate in the community by managing projects for WWDs.

Knowledge of agencies that have WWDs as leaders

Respondents were also required to state whether they had knowledge of agencies that have WWDs as leaders and the results were as follows;

Table 4.12: Knowledge of agencies that have WWDs as leaders

The majority (75%) of the respondents sampled have no knowledge of agencies that have WWDs as leaders in Bugembe. The agencies in the sampled community rarely assign roles to WWDs as indicated by 80% of the social & CBR workers that participated in the study.

4.3 Analysis of findings on challenges that limit the involvement of WWDs in Community Development

This section of the study assesses the various factors hindering the involvement of the WWDs in community development process. respondents were asked to indicate their agreement level to the factors in Table 4.13 and the following results were obtained;

Table 4.13: Distribution of Responses from WWDs Regarding Factors Influencing Their Involvement in Community Development

According to the table above, personal health or impairment (Health) and economic well-being (Livelihoods) were given by 100% of the respondents as a major factor. All participants said that personal health or impairment (Health) and economic well-being (Livelihoods) influence WWDs involvement in community development.

Furthermore, 18 respondents were of the opinion that the level of literacy (education) is another influential factor to community development participation for WWDs.

Most respondents also stated that support from families and social members (Social) determines the involvement of WWDs in community development as indicated by 80% of the WWDs and the Parents.

Study findings also show that attitudes of the wider community members (socio-cultural) influence the level of participation of WWDs in community development as indicated by 65.

However, access to information was ranked as the least factor influencing WWDs involvement in community development activities in the sampled communities as the table above indicates with 40%.

Table 4.14: Challenges to WWDs Involvement in Community Development

In the table 4.8 above, all the respondents stated that WWDs’ low level of education as the highest barrier to their involvement in development initiatives in the studied community (Bugembe) as indicated with 100%.

Other challenges like the unemployment status of WWDs, the health or level of impairment of WWDs, the social exclusion of WWDs and the wealth of WWDs were indicated with 95%, 90%, 80% and 60% respectively in terms of their militating nature against their involvement in development initiatives in the studied communities. However, cultural beliefs of the WWDs in the studied community were stated that it does not affect so much as indicated with 30%.

Respondents said that the poverty within communities for most rural people, survival is their greatest challenge. This was found to consume most of their energies, leaving precious little time to participate in community development programmes.

Study found that health and social problems such as communicable diseases, HIV, poor sanitation and hygiene proved to be obstacles for participation in community development issues, including disability issues. Most key people, with influence in the direction of community participation, would invest energy dealing with one or other of these overwhelming problems. From personal experience, where community workers or parents and family, would, in the past, spend some time participating in CBR, their time was now occupied, in some cases, with social obligations such as attending funerals and in a drought situation, looking for alternative sources of food.

From an interview with one of the respondents who said that the historical background and orientation of most communities with regard to disability was that of people with disabilities being objects of charity, looked after in institutions, away from the community and in many cases, hidden away from the public eye. This discouraged the concept of empowerment and self-help, of both the community and individual, and discouraged participation of community members in their progammes.

Study found most WWDs are faced with a challenge of cultural belief with regard to disability did not encourage a positive outlook towards people with disability. The person with disability has always been considered as an outcast as evidenced by the episodes of the hidden child or member of the family, and the attitude of, “not worth investing in”. The parents in most areas of Bugembe, will educate their child with the expectation of gain, once this child is gainfully employed in adulthood.

4.4 Analysis of findings on strategies to minimize the challenges WWDs from participating in developmental programmes

This section of the study identifies and presents the various strategies to minimize the challenges that confront WWDs participation in development initiatives in the studied community. The WWD respondents were asked to identify the recommendations that increase their involvement in community development projects. The responses were analyzed and are presented below;

Majority of the respondents (85%) mentioned that persons with disability and their families are expected to take the leading role in determining the key objectives of their rehabilitation process. For example, in identifying the problems faced by the WWD, the professionals’ role would be one of guiding the process and teaching the family and client, simple and appropriate technologies for coping with disability. Strategies may include;

Furthermore, 65% of the respondents indicated that promoting the participation of Women with disabilities in the process of economic and social development. Here, the government can create policies to involve women with disabilities in the activities of economic and social development.

In addition, 55% of the study respondents indicated that promoting the self-representation of people with disabilities in all public decision-making structures. The government should provide more ministries of women with disability; this would open more gaps to involve People with Disabilities in decision making processes.

Findings indicate that most respondents (45%) said ensuring and improving access to rehabilitation, education, training, employments, sports, the cultural and physical environment. The government and NGOs should increase resources to ensure that women with disabilities can access services.

Other respondents (30%) mentioned promoting and protecting disability rights as human rights. Various organizations should not only promote but also protect them so that women with disabilities are able to live a normal life and be able to participate in any program in the community.

Few respondents (25%) mentioned that in order to support the development and strengthen PWD organizations; there is need to promote the integration and inclusion of WWDs in education initiatives. This can be done by designing policies to include programs in all university.

From findings only 15% of the respondents said that there is need to formulate and implemente national policies, programmes and legislation to promote the full and equal participation of women with disabilities in all community development programmes.

CHAPTER FIVE

DISCUSSION OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

5.0 Introduction

The chapter discusses the findings analysed in chapter four on the challenges faced by women with disabilities in participating in community development programmes. The findings were analyzed using description and percentages. The discussion is based on study objectives.

5.1. Discussion of findings

5.1.1 Discussion on community development programmes in Bugembe town council

According to study findings, most of the programmes were well known to the people, NAADs with 100%. Most participants had also knowledge of SACCOs in the community with 96%. About 90% said that youth livelihood programmes have been instrument in Bugembe in community development not only to abled youths but also to those with disabilities. These programmes have supported many youths in the community by providing 78% of the respondents had knowledge of the existence of education programmes in the community.

Study findings revealed that most of the programmes were well known to the people, NAADs with 100%, study findings indicate that NAADS has contributed in the following ways in improving PWDs income; PWDs income after getting involved in NAADS programmes increased, there was increase in output through the various support services provided by NAADS such as giving of seeds, training of farmers (PWDs) on better methods of farming. This has also helped in increasing PWDs income in Bugembe. The findings of this study are in line with MAAIF (2000) who asserted that the NAADS program was initially designed to build the capacity of farmers to form and operate farmer associations in Bugembe, demand advisory services and adopt improved agricultural technologies and practices through demonstration of the technologies by model farmers in the community

Study findings also revealed that there are various SACCOs in Bugembe with 96%. SACCOs offer a safe place for young people with disabilities to save money and access youth-run microenterprises. They provide a structure and a forum for young men and women with disabilities to take action and improve their lives, develop new leadership skills, promote transparent decision-making, prioritize key issues, and emerge as positive forces for change in their communities. The findings are in line with Lewis (2004) who argued that the idea of providing better access to microfinance services for persons with disabilities is not new. Several projects have been initiated, but most have provided persons with disabilities with a combination of training and subsidized credit from non-financially-specialized organizations like Community Based Organizations (CBOs) or People with disabilities’s Organizations (DPOs). The results from these efforts have been mixed. In some cases, the results for persons with disabilities have been positive, but very few approaches have been sustainable. Thus, when the donor support ends, the provision of services is discontinued.

Youth livelihood programmes with 91% also exist in Bugembe sub county. Youths with Disability are engaged in projects that include farming, hiring of tents, tailoring and others are jobless because of lack of education but none of them received a single coin under the Programme to boast their income in Bugembe. However, there is inequality in the communities because PWDs are excluded even in other programs such as Community Driven Development, President Museveni Youth Cattle Project and other Development Programmes.

There was also education programmes with 78%. People with disabilities are able to access education within an inclusive setting of the regular schools in Bugembe. Study findings are in line with MoE&S (2005), who stated Uganda has implemented a twin track approach in promoting education of PWDs.  That is inclusive education alongside special needs education. In its official records, all the 21,000 schools in Uganda practice Inclusive Education by admitting learners with special education needs. In addition, there are 138 special education units in the country (49 for those with Hearing Impairments, 38 for those with Mental/intellectual impairments, 8 for those with physical impairments and 43 for learners with visual impairments).

There are several programmes that target PWDs in Bugembe, if they are well funded, they would reach all PWDs in Bugembe. However, increase in CDPs in the community that target PWDs would improve their standard of living if their management is good.

5.1.2 Discussion of findings on factors that influence the involvement of women with disabilities in community development process in Bugembe town council

According to table 4.6 in chapter four, the major factors found by the study to influence WWDs involvement in community development were personal health or impairment with 100%, economic well-being or livelihood of WWDs with 100%, level of literacy or education with 90%, and socio-cultural factors with 80%. From the focus group discussion, the educated WWDs were relatively employed and hence more involved in community development activities. Moreover, socio cultural factors like ethnicity, gender and family status influenced the involvement of WWDs in community development. For instance, the WWDs of high status and males were relatively more active participants of community development activities. These finding are consistent with Fakades (1994) enumeration of them as barriers to community involvement or participation.

According to Table 14 in chapter four, the major five challenges to WWDs involvement in community development activities in the studied communities in their order of ranking are education with 100%, unemployment with 95%, health with 90%, social exclusion with 80% and wealth with 60%. The finding of education, health and unemployment as major barriers to community participation is consistent with Fakade (1994) who indicates that participation cannot be possible for people who have been dispossessed and do not have access to natural, economic and financial resources. WWDs in the studied area with high level of education, good health and employed were found to be relatively more involved in community development. Generally, WWDs are relatively marginalized and hence excluded from community developmental activities.

5.1.3 Discussion of findings on strategies to minimize the challenges WWDs from participating in developmental programmes

According to study findings, the major strategies that can be adopted to increase involvement of WWDs in developmental programmes include promote the integration and inclusion of WWDs in education initiatives, formulate and implement national policies, programmes and legislation to promote the full and equal participation of women with disabilities, promote the participation of Women with disabilities in the process of economic and social development, promote the self-representation of People with Disabilities in all public decision-making structures, enhance support services for disabled persons, mobilize resources, ensure and improve access to rehabilitation, education, training, employments, sports, the cultural and physical environment. The findings are in line with UN (2013) who stated that the links between disability and poverty are strong, and there is evidence that these links run in both directions. Disability fosters poverty by decreasing the functional capabilities of people with disabilities and limiting their access to healthcare, nutrition and social and economic opportunities, particularly education and employment.

5.2 Conclusion

The major findings of the study are summarized in sections below based on the objectives of the study.

Participation means being actively engaged in community life and achieving a sense of belonging to the community. The first objective was to identify community development programmes for WWDs and the findings showed that there were NAADs, various SACCOs, Youth livelihood programmes and education programmes.

The major factors found by the study to influence WWDs involvement in community development were personal health or impairment, level of literacy or education, economic well-being or livelihood of WWDs, and socio-cultural factors.

The five major challenges to WWDs involvement in community development activities in the studied communities in their order of ranking are education, health, unemployment, social exclusion and wealth.

The major strategies to increase participation of WWDs in community development programmes were promote the integration and inclusion of WWDs in education initiatives, formulate and implement national policies, programmes and legislation to promote the full and equal participation of women with disabilities, promote the participation of Women with disabilities in the process of economic and social development, promote the self-representation of People with Disabilities in all public decision-making structures, enhance support services for disabled persons, mobilize resources.

5.3 Recommendations

The law is there and so are numerous regulations that seek to ensure WWDs are always given due recognition and equal right in accessing public facilities, but the most important thing is how the society perceives them and caters to their needs. This is about setting in process a turnaround in mindsets, so that the people with disability in our midst do not feel left out or held down by their disabilities.

The most important is that, the government should go beyond enactment of legislations on employment of WWDs through intensifying awareness raising efforts towards disability policies and legislations to public and private sector’s employers as an attempt to encourage them employ people with disabilities.

WWDs should be encouraged to apply for formal employment opportunities and that there should gender equality.

All working barriers such as lack of lifts and ramps in office buildings, equipments, and reliable transport to and from the office should be removed and companies should be sensitized to have disability policies and legislations in workplaces that oversee the employment of WWDs and penalties for those who do not comply with them must be formed. Media should be in a frontline on this.

The society too should realize that WWDs are part of the society; they also can contribute the same or even more in the society development if given opportunity to education and empowered to work.

REFERENCES

Asamoah-Gyimah and Duodu, K. F. (2006). Introduction to Research Methods in Education, Institute of Educational Development and Extension.

Cohen, J. (1985). Participation’s place in Rural Development. Seeking Clarity through Specificity.World Development, pp 188.

DeJong, G., & Hughes, J. (1982). Independent living: Methodology for measuring long term Outcomes. Archives of Physical Medicine & Rehabilitation, 63, 68-73.

DFID (2000). Sustainable livelihoods Guidance Sheets. Department for International Development, pp12.

Emmanuel Sarpong (2004). Community participation in the development and management of Basic Schools (Unpublished).

Fekade, Wubalem (1994). Local Determinants of Development Sustainability. A case study of Development Projects in Tanzania. Spring Research Series, No. 7, Spring Canter, Dortmund, Germany.

Oslon, Mancur (1971). The Logic of Collective Action: Public Goods and the Theory of Groups, (Revised Edition), New York, Schhocken Books.

Rifkin, S.B. (1985). Health Planning and Community Participation: Case Studies in Southeast Asia, Croom Helm.

Susan B. Rifkin, Maria Kangere (1988). CBR a Participatory Strategy in Africapp 43.

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APPENDICES

APPENDIX I: INTERVIEW GUIDE FOR LOCAL LEADERS AND COMMUNITY DEVELOPMENT OFFICER

Dear Respondent:

My name is Mabula Anne, a student of Kyambogo University pursuing a Bachelor degree in Community Based Rehabilitation. I am carrying out research on “factors hindering participation of women with disabilities in community development programmes in Bugembe town council as part of the requirements by the University for this Award. I humbly request you to take part by answering in these questions below. All information was treated with confidentiality and used for academic purposes.

Section A.  Bio data

1. Gender……………………………………………………………………
2. Age of Respondents………………………………………………………….
3. Occupation……………………………………………………………………
4. Are you a member of any social group or organization? ……………………
5. If yes, what role do you play? …………………………………………………………………..

Section B: Community development programmes participated in by Women with Disability

1. What community development programmes are in the town council that target the
2. How are these programmes involving women with disabilities?
3. What mechanisms are in place in the town council for involving WWDs in decision making?
4. Are there disability-specific or disability-relevant activities/projects in this community?
5. If yes what are these disability specific activities/projects?
6. How are you involved in planning and implementation?
7. Which agencies in this town council have WWDs as leaders?
8. How regular does the community organise meetings on disability related activities?

Section C: Factors hindering the involvement of WWDs in Community Development prpgrames

7. What factors promote participation of WWD in community development programmes in this town council?
8. As a person with disability what do you feel has been the biggest barrier to your participation in community development?

Section D: Strategies to minimize the challenges WWDs from participating in developmental programmes

9. What do you recommend should be done to increase participation of WWDs in participating in developmental programmes?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

THANK YOU FOR YOUR COOPERATION

APPENDIX II: FOCUS GROUP DISCUSSIONS FOR WWDS

1. What community development programmes are in the town council that target the
2. How are these programmes involving women with disabilities?
3. What mechanisms are in place in the town council for involving WWDs in decision making?
4. Are there disability-specific or disability-relevant activities/projects in this community?
5. If yes what are these disability specific activities/projects?
6. How are you involved in planning and implementation?
7. Which agencies in this town council have WWDs as leaders?
8. How regular does the community organise meetings on disability related activities?
9. What factors promote participation of WWD in community development programmes in this town council?
10. As a person with disability what do you feel has been the biggest barrier to your participation in community development?
11. What do you recommend should be done to increase participation of WWDs in participating in developmental programmes?

THANK YOU FOR YOUR COOPERATION