OUR BODIES,

OUR RIGHTS!
ADDRESSING SEXUAL AND REPRODUCTIVE
HEALTH AND RIGHTS AND GENDER-BASED
VIOLENCE FOR WOMEN AND YOUNG
PEOPLE WITH DISABILITIES
A Virtual Workshop Curriculum for
Organizations of Persons with Disabilities
OUR BODIES, OUR RIGHTS!

© November 2023

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OUR BODIES,
OUR RIGHTS!
ADDRESSING SEXUAL AND REPRODUCTIVE
HEALTH AND RIGHTS AND GENDER-BASED
VIOLENCE FOR WOMEN AND YOUNG
PEOPLE WITH DISABILITIES
A Virtual Workshop Curriculum for
Organizations of Persons with Disabilities
OUR BODIES, OUR RIGHTS!

TABLE OF CONTENTS
INTRODUCTION .......................................................................................................................................................4
WORKSHOP AGENDA.........................................................................................................................................6
WORKSHOP OVERVIEW...................................................................................................................................9
Purpose................................................................................................................................................................................9
Participants .....................................................................................................................................................................9
Using this Document............................................................................................................................................. 12
Workshop Facilitators ......................................................................................................................................... 12
Approach.......................................................................................................................................................................... 15
Preparing for the Workshop............................................................................................................................ 15
Technology Requirements............................................................................................................................... 16
Timing and Breaks ................................................................................................................................................. 17
Workshop Roles ....................................................................................................................................................... 18
Breakout Groups....................................................................................................................................................... 20
Ensuring an Accessible Environment ................................................................................................... 21
Ensuring a Safe and Supportive Environment .............................................................................. 25
Preparing Participants Prior to the Workshop............................................................................... 26
Appendix Resources ............................................................................................................................................ 31
SESSION 1: OVERVIEW, INTRODUCTION & A RIGHTS-BASED
MODEL OF DISABILITY.................................................................................................................................. 33
Activity 1A: Welcoming Remarks, Facilitator Introductions, Workshop
Overview & Group Agreements.................................................................................................................... 34
Activity 1B: “Have you ever…?” A game to start to get to know the range of
experiences among us........................................................................................................................................ 37
Activity 1C: Understanding the Rights-Based Model of Disability................................ 41
SESSION 2: WHAT ARE SEXUAL AND REPRODUCTIVE HEALTH
AND RIGHTS (SRHR)?...................................................................................................................................... 47
Activity 2A: What Are Sexual and Reproductive Health and Rights (SRHR)?..... 48
Activity 2B: Sexual and Reproductive Health Rights Key Concepts Quiz............... 54
Activity 2C: Quality of Care and Informed Consent Case Studies................................ 61
SESSION 3: ACCESSING SEXUAL AND REPRODUCTIVE
HEALTH SERVICES............................................................................................................................................. 67
Activity 3A: Sexual and Reproductive Health Services .......................................................... 68
Activity 3B: Ensuring Services are Available, Accessible, Acceptable, and Good
Quality ............................................................................................................................................................................... 74

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OUR BODIES, OUR RIGHTS!

SESSION 4: GENDER-BASED VIOLENCE (GBV) – WHAT IS IT? ........................ 81

Activity 4A: Understanding Gender Norms: “The Ideal Man”
and “The Ideal Woman” ..................................................................................................................................... 83
Activity 4B: Power and Gender Roles..................................................................................................... 86
Gender equality requires the empowerment of women and people from
marginalized genders, with a focus on identifying and redressing power
imbalances, and giving every person autonomy to manage their own lives...... 88
Activity 4C: What is Gender-Based Violence (GBV)?................................................................ 89
SESSION 5: GENDER-BASED VIOLENCE AND DISABILITY:
DEEPENING OUR UNDERSTANDING AND ACCESS TO SERVICES................ 95
Activity 5A: Gender-Based Violence (GBV) and Disability.................................................... 96
Activity 5B: The Survivor’s Journey – Barriers to accessing services ................... 100
Activity 5C: Improving Access to Gender-Based Violence (GBV) Services ..... 105
SESSION 6: Q&A WITH SERVICE PROVIDER AND CLOSING ............................. 111
Activity 6A: Q&A with Service Provider................................................................................................ 112
Activity 6B: Workshop Review ...................................................................................................................114
Activity 6C: Evaluation, Reflection, and Closing ......................................................................... 117

APPENDICES...........................................................................................................................................................120
Appendix 1: Example of a Sexual and Reproductive Health Referrals and
Gender-Based Violence Referrals and Support document .............................................. 121
Appendix 2: Glossary: List of Key Terms and Definitions ................................................. 125
Appendix 3: Key Resources .........................................................................................................................131
Appendix 4: Pre-Workshop Survey Example ................................................................................ 133
Appendix 5: Post-Workshop Survey Example ............................................................................. 134
Appendix 6: Google Doc Index....................................................................................................................136
Appendix 7: Completion Certificate Example............................................................................... 137
NOTES.............................................................................................................................................................................138

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OUR BODIES, OUR RIGHTS!

INTRODUCTION
This virtual workshop curriculum for organizations of persons with
disabilities — Our Bodies, Our Rights! Addressing Sexual and Reproductive
Health and Rights and Gender-Based Violence for Women and Young
Persons with Disabilities – was designed for facilitators with disabilities to
provide information and experiential learning for women and young persons
with disabilities to deepen their expertise on sexual and reproductive health
and rights (SRHR) and the right to be free from gender-based violence (GBV).
The goal of the workshop is to provide participants with the SRHR and GBV
knowledge foundation needed to enable them to advocate for their rights
to access available, accessible, acceptable, and good quality sexual and
reproductive health and gender-based violence services.

In 2018, the United Nations Population Fund (UNFPA) and Women Enabled
International (WEI) launched “Women and Young People with Disabilities:
Guidelines for Providing Rights-Based and Gender-Responsive Services to
Address Gender-Based Violence and Sexual and Reproductive Health and
Rights Services.” This document was created for service providers and other
stakeholders to learn how to improve access to sexual and reproductive
health and gender-based violence services for women and young people with
disabilities.

Based on feedback from Organizations of Persons with Disabilities (OPDs)

and UNFPA Country Offices, UNFPA and WEI identified a need to support
OPDs in further deepening their members’ understanding of SRHR and GBV
and their systemic engagement with SRHR and GBV service providers.

In 2021, UNFPA and WEI, in partnership with UNFPA’s China Country Office,
the Shanghai Youren Foundation, and One Plus One Disability Group,
developed and piloted a virtual Train-the-Trainer (ToT) curriculum and
workshop in China. The following year, UNFPA’s Botswana Country Office
and the Young People with Disabilities Network piloted the virtual training
package and an in-person workshop curriculum in Botswana.

Based on learning and feedback from OPDs and workshop participants in

these two countries, WEI and UNFPA refined and finalized these two curricula
in 2023 to be shared and utilized widely.

UNFPA and WEI would like to acknowledge that these curricula were
prepared by WEI. Anastasia Holoboff, Senior Legal Advisor, was the primary
author. WEI consultants Alexandra Teixeira, He Jinglin, and Lizzie Kiama
helped to write and pilot the curricula. Jane Buchanan, also a consultant,

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OUR BODIES, OUR RIGHTS!

assisted with finalization, copy editing, and production of the curricula. Sofía
Minieri, Legal Advisor, provided expert input at various stages.

This publication was coordinated by UNFPA's Gender and Human Rights

Branch/Technical Division, under the leadership of Leyla Sharafi, Senior
Gender Advisor, and support of Nathaly Guzman, Technical Specialist
on Gender and Disability, and Virpi Mesiaislehto, consultant on disability
inclusion. Expert inputs were also provided by staff from UNFPA’s Gender and
Human Rights Branch/Technical Division, and the Sexual and Reproductive
Health Branch/Technical Division. This publication was produced by
UNFPA with the financial support of the Spanish Agency for International
Development Cooperation (AECID) and Rehabilitation International in China.

Following or in tandem with this workshop, participants are encouraged to

review the Guidelines.

This curriculum is specially designed to be used virtually. If facilitators wish

to conduct this curriculum in-person rather than virtually, they can refer to the
In-Person Facilitation Guide available at: https://womenenabled.org/reports/
our-bodies-our-rights-in-person-workshop-curriculum. It is not advised to
conduct a hybrid workshop with in-person and virtual participants at the
same time.

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OUR BODIES, OUR RIGHTS!

WORKSHOP AGENDA
This workshop is designed to be delivered sequentially, with each session
building upon the other. Each session is 180 minutes. This is not inclusive
of breaks which should be added in regularly. In an online workshop, breaks
should be offered every 60 to 90 minutes. The pacing of the sessions is best
determined by the facilitator, depending on the needs and schedule of the
group. The ideal workshop length is between 6 to 15 days.

Sessions can be broken up as determined best for the group and workshop
needs. For example, Day 1: Session 1: Activities 1A and 1B; Day 2: Session
1: Activity 1C. It is not advised to shorten the duration of the workshop. It
is not advised to change the order of the sessions, although the SRHR and
GBV sections can be swapped. There are two optional activities listed. These
activities are valuable for reinforcing the substantive information learned
in the SRHR and the GBV sessions. However, if the group is particularly
experienced or has limited time, these activities can be skipped.

Below are some suggestions for how the workshop is best delivered:

1. Six-Day Workshop:

z Day 1: Session 1
z Day 2: Session 2
z Day 3: Session 3
z Day 4: Session 4
z Day 5: Session 5
z Day 6: Session 6 (If scheduling Monday to Friday, this session can take
place after the weekend).

2. Twelve-Day Workshop: In this case, additional review sessions should

occur at the start of each new day.

z Day 1: Session 1: Activity 1A and 1B

z Day 2: Session 1: Activity 1C
z Day 3: Session 2: Activity 2A and 2B
z Day 4: Session 2: Activity 2C
z Day 5: Session 3: Activity 3A
z Day 6: Session 3: Activity 3B
z Day 7: Session 4: Activity 4A
z Day 8: Session 4: Activity 4B and 4C
z Day 9: Session 5: Activity 5A and 5B
z Day 10: Session 5: Activity 5C

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OUR BODIES, OUR RIGHTS!

z Day 11: Session 6: Activity 6A

z Day 12: Session 6: Activity 6B and 6C

3. Fifteen-Day Workshop: In this case, additional review sessions should

occur at the start of each new day.

z Day 1: Session 1: Activity 1A and 1B

z Day 2: Session 1: Activity 1C
z Day 3: Session 2: Activity 2A
z Day 4: Session 2: Activity 2B
z Day 5: Session 2: Activity 2C
z Day 6: Session 3: Activity 3A
z Day 7: Session 3: Activity 3B
z Day 8: Session 4: Activity 4A
z Day 9: Session 4: Activity 4B
z Day 10: Session 4: Activity 4C
z Day 11: Session 5: Activity 5A
z Day 12: Session 5: Activity 5B
z Day 13: Session 5: Activity 5C
z Day 14: Session 6: Activity 6A
z Day 15: Session 6: Activity 6B and 6C

Alternatively, it would be suitable to limit the workshop to only one of

the subject areas (SRHR or GBV) and limit the duration accordingly. For
instance, for a workshop focused on SRHR, the agenda could be:

z Day 1: Session 1
z Day 2: Session 2
z Day 3: Session 3
z Day 4: Session 6

The following is an overview of the workshop agenda:

Session 1: Overview, Introduction and The Rights-Based Model of Disability

30 min Activity 1A: Welcome, Introductions, and Group Agreements
60 min Activity 1B: “Have you ever…?” A game to start to get to know the range of
experiences among us.
90 min Activity 1C: The Rights-Based Model of Disability

Session 2: What are Sexual and Reproductive Health and Rights (SRHR)?
15 min Question and Answer (Q&A)/Reflections from Prior Session(s)
30 min Activity 2A: What are Sexual and Reproductive Health and Rights (SRHR)?
75 min Activity 2B: SRHR Key Concepts Quiz (Optional)
60 min Activity 2C: Quality of Care and Informed Consent Case Studies

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OUR BODIES, OUR RIGHTS!

Session 3: Accessing Sexual and Reproductive Health Services

15 min Q&A/Reflections from Prior Session(s)
90 min Activity 3A: Sexual and Reproductive Health Services
75 min Activity 3B: Ensuring Services are Available, Accessible, Acceptable, and
Good Quality

Session 4: Gender-Based Violence (GBV): What is it?

15 min Q&A/Reflections from Prior Session(s)
60 min Activity 4A: Understanding Gender Norms: “The Ideal Man” and “The Ideal
Woman”
45 min Activity 4B: Power and Gender Roles
60 min Activity 4C: What is Gender-Based Violence (GBV)?

Session 5: Gender-Based Violence and Disability: Deepening our Understanding and

Access to Services
15 min Q&A/Reflections from Prior Session(s)
45 min Activity 5A: Gender-Based Violence (GBV) and Disability
60 min Activity 5B: The Survivor’s Journey – Barriers to Accessing Services (Optional)
60 min Activity 5C: Improving Access to Gender-Based Violence (GBV) Services

Session 6: Q&A with Service Provider and Closing

90 min Activity 6A: Q&A with Medical Provider and Disability Activist
45 min Activity 6B: Workshop Review
45 min Activity 6C: Evaluation, Reflection, and Closing

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OUR BODIES, OUR RIGHTS!

WORKSHOP OVERVIEW

PURPOSE
This workshop is designed to be a foundational training for organizations
of persons with disabilities (OPDs) to support members to understand and
become champions of accessible and inclusive sexual and reproductive
health and rights (SRHR) and gender-based violence (GBV) services. It is
designed to introduce people with disabilities to key SRHR and GBV topics,
language, and concepts but does not go into detail on any one topic. This
curriculum is not a Comprehensive Sexuality Education (CSE) curriculum nor
a comprehensive gender-based violence curriculum.

It is intended to be delivered by two people, at least one of whom should be

a person with lived experience of disability. At least one of the facilitators
should have experience facilitating workshops on SRHR and GBV or be
a prior workshop participant who have had the opportunity to practice
workshop facilitation through a Train-the-Trainer Model. More information
about facilitators can be found below, under “Using this Document” and
“Workshop Facilitators.”

Below, in “Workshop Facilitators,” and “Additional Resources,” there are

a number of helpful resources which can be used to develop facilitation and
training skills for those who would like to deliver this training and require
more skills in those areas.

This document and accompanying PowerPoint slides detail the curriculum

for the virtual workshop. This document is designed to explain to facilitators
how to effectively deliver the Our Bodies, Our Rights! Addressing Sexual and
Reproductive Health and Rights and Gender-Based Violence for Women
and Young Persons with Disabilities virtual workshop for organizations of
persons with disabilities.

PARTICIPANTS
This workshop is designed for eight participants (plus participants’ support
persons, should they request a support person to be present them). To
ensure the effectiveness of the workshop, we do not recommend proceeding
without a minimum of four participants or over 12 participants (plus support
persons/personal assistants, who are people who offer necessary support to

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OUR BODIES, OUR RIGHTS!

an individual, as directed by the individual, to ensure their participation on an

equal basis with others).

Workshop participants should be made up of persons with disabilities who

meet the following criteria:

Future trainers

As a Train-the-Trainer workshop, this curriculum is designed to be taken by

participants who have an interest in becoming workshop trainers themselves
in the future. Participants who wish to become future trainers should either
have experience facilitating virtual workshops on SRHR and GBV for people
with disabilities, or be interested in committing to becoming facilitators by
conducting future trainings with the support of an experienced facilitator.
However, this workshop is also appropriate for people who are only interested
in learning the material and not in becoming trainers.

Participants with basic human rights knowledge

This workshop is designed for people with disabilities who have a basic
understanding of their human rights. Unfortunately, many people with
disabilities have been denied the chance to understand their basic human
rights fully or to see themselves as rights holders. This workshop is
not appropriate for them. Ideally, participants should also have a basic
understanding of their sexual and reproductive health and rights, and gender-
based violence towards women and others but have not necessarily had any
formal training on these subjects.

People with disabilities

This curriculum has been designed for participants with all types of
disabilities. However, facilitators should think carefully and consult with
OPD members to determine the accessibility needs of participants,
especially in a virtual setting, and assess if members with similar disabilities/
access needs would prefer to participate in a workshop with their peers
or in a wider diversified disability group. For example, adaptations to the
curriculum materials will be needed to ensure accessibility for deaf-blind
participants.

This curriculum has not yet been made accessible for people with intellectual
disabilities; to tailor the curriculum to this community we recommend
partnering with OPD members with intellectual disabilities to identify how to
make the available curriculum accessible through supplementary support

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OUR BODIES, OUR RIGHTS!

and materials or to adapt the current curriculum to create a localized

curriculum for OPD members with intellectual disabilities.1

If a participant requests that someone attend as their support person, that

person should be welcomed and included in all future communication as
requested by the participant. However, participants should be recognized as
the primary participant in the workshop. Support people should not speak
on the participant’s behalf or participate unless requested by the participant
for accessibility purposes. This should be emphasized in all communication
about the workshop.

Do consider diversity in selecting participants with disabilities, recognizing the

intersectional impact of discrimination and marginalization. It is important to
ensure that participants from marginalized disability communities are often
excluded from capacity-building spaces and SRHR and GBV conversations.
They may especially benefit from this workshop.

Women, young people, and gender-diverse people

Because the principal content of this workshop is focused on women and

young people2 with disabilities and addresses topics that can be taboo
or sensitive to discuss, it is strongly recommended that only women,
young people, and gender-diverse people with disabilities participate in
this workshop.3 This is so that they can feel freer and safer to share their
experiences, thoughts, and feelings about relationships, sexuality, and
reproductive health care.

When selecting participants to invite, consider the make-up of the group and
the most effective mix of backgrounds and identities to foster a safe and
comfortable atmosphere for sharing and learning about sensitive topics. For
example, ensure separated break-out discussions and tailoring of activities to
enable particular cohorts or groups to have the opportunity to engage more
directly with people with shared identities. Possible configurations could be:

1 For further guidance on adapting the curriculum for people with intellectual disabilities, please refer to: Inclusion
International and Down Syndrome International, Listen, Include, Respect: International Guidelines to Inclusive
Participation, https://www.listenincluderespect.com/.
2 “Young people” refers to women, men, and those with other gender identities between the ages of 18 and 24.
3 It should be communicated clearly that this training is not for spouses, family members, adult men, or people
without disabilities unless explicitly requested and discussed with participant with the disability and for
accessibility purposes. Since in many communities, adult men with disabilities have also been excluded from
SRHR, facilitators should use their judgment if there are older men who would be appropriate to join the group
and how to organize activities and groups accordingly. For example, a 30-year-old male OPD member who
is a strong advocate of SRHR and women’s rights; who would greatly benefit from this information; would be
sensitive to material being discussed; and whom other members of the group would feel comfortable around,
could be considered.

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OUR BODIES, OUR RIGHTS!

z Young women
z Young women and young men
z Gender-diverse people
z Mixed-age women
z Women over 30 (or whatever age is no longer considered a youth in your
community)

USING THIS DOCUMENT

While the workshop is for people with disabilities, this document is for
facilitators with disabilities who will be teaching the workshop to their peers
with disabilities. It is expected that there will be at least two lead facilitators.

Alternating facilitators helps to keep participant and facilitator energy at

the levels required for learning and mutual trust to flourish. It also allows
for facilitators to back each other up, partner together to read the group
dynamics, and offer a wider range of skills and knowledge. Moreover, it
enables effective management of access needs in a virtual setting and allows
for support during break-out discussions, which is especially needed given
the sensitivity of the curriculum subject matter.

This document contains guidance on how facilitators should go about

implementing this virtual workshop curriculum and instructions for
each session’s content and activities. Accompanying this document is
a PowerPoint slide deck. Facilitators should read these documents in full
before organizing a workshop.

WORKSHOP FACILITATORS
This curriculum was designed ideally for facilitators who meet the
following criteria:

z Have experience with facilitation, with an understanding of group

dynamics, and adult learning principles.

z Have experience delivering trainings virtually.

z Are knowledgeable about and/or have direct lived experience as a person

with a disability and the rights of people with disabilities. Ideally, all
facilitators should have disabilities. However, if this is not possible, at
least one facilitator MUST be a person with a disability. This curriculum

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OUR BODIES, OUR RIGHTS!

should NOT be delivered by a facilitator who does not have a meaningful

understanding of the lived reality of people with disabilities.

z Are knowledgeable about SRHR, including the experiences of persons with

disabilities and realizing their SRHR. (This experience can be gained from
taking this course previously.)

z Are knowledgeable about GBV, including the experiences of persons with

disabilities and GBV. (This experience can be gained from taking this
course previously.)

z For workshops for women with disabilities, at least one of the facilitators
should be someone who identifies as a woman.

z For workshops for young people with disabilities, at least one of the
facilitators should be someone who identifies as a young person. If
the workshop is divided by gender, it is strongly recommended that the
facilitator be a person of the same gender.

The above criteria are recommended but not required for all facilitators.
Given that many facilitators may not meet all the listed criteria, facilitators
should try to work with a partner who has the experience they are lacking, so
that together they have the experience required. Additionally, for facilitators
who are missing areas of experience, they can seek to improve their
understanding of that topic through advanced reading and preparation. For
example, one facilitator may be an inexperienced facilitator who previously
took this workshop and is a respected member of the OPD community. In
this situation, the two facilitators should set aside time in advance of the
workshop to work closely together to prepare, to practice facilitation skills,
and to seek out additional learning opportunities and resources.

Globally, many people with disabilities have been denied the opportunity
to develop facilitation skills. Therefore, we recommend OPDs and other
stakeholders – for instance, the organization supporting the workshop –
invest in one or more of the following training programs to support OPD
members to develop the skills to facilitate this curriculum, or, develop their
own training session(s):

z Training on facilitation and/or Training-of-Trainers. See:

y International Disability Alliance (IDA), Bridge CRPD-SDGs Training

Initiative Training of Trainers

y Mobility International USA (MIUSA), Loud, Proud and Passionate! An

Innovative Rights-Based Facilitator’s Guide for Leadership Training of
Women with Disabilities

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OUR BODIES, OUR RIGHTS!

y Ipas, Effective Training in Reproductive Health: Course Design and

Delivery. Reference Manual

y Training for Change, Training Tools

y Council of Europe, Compass: Manual for Human Rights Education for

Young People

y This Ability, Digital Dada Program

z A training or mentored practice on virtual facilitation. See:

y LaVant Consulting, ‘Digital Accessibility’ Live Training Event [Recorded]

y Training for Change, Online Training Tools

y Rooted in Rights, How to Make your Virtual Meetings and Events

Accessible to the Disability Community

z Studying key resources on sexual and reproductive health and rights and
gender-based violence and clarifying any questions they have about the
content with a subject matter expert. See:

y UNFPA and WEI, Women and Young Persons with Disabilities Guidelines
for Providing Rights-Based and Gender-Responsive Services to Address
Gender-Based Violence and Sexual and Reproductive Health and Rights
for Women and Young Persons with Disabilities

y UNFPA, Young Persons with Disabilities: Global Study on Ending Gender-

Based Violence and Realizing Sexual and Reproductive Health and Rights

y World Health Organization (WHO) and UNFPA, Promoting Sexual and

Reproductive Health for Persons with Disabilities

y UNFPA, UN Women, WHO, United Nations Development Programme

(UNDP) and United Nations Office on Drugs and Crime (UNODC),
Essential Services Package for Women and Girls Subject to Violence

y WEI, Fact Sheet: Sexual and Reproductive Health and Rights of Women
and Girls with Disabilities

y WEI, Fact Sheet: The Right of Women and Girls with Disabilities to be
Free from Gender-Based Violence

y The Inclusive Generation Equality Collective, Feminist Accessibility Protocol

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OUR BODIES, OUR RIGHTS!

y Contact Women Enabled International or your local UNFPA Regional or

Country Office for further resources in accessible formats.

APPROACH
This workshop curriculum is designed to make the concepts of sexual and
reproductive health and rights (SRHR) and gender-based violence (GBV)
tangible and accessible to women and young persons with disabilities to
build participants’ confidence to conduct advocacy in these areas.

This curriculum aims to create a supportive process for achieving the

workshop goal by intentionally:

z Breaking down the concept of "rights" and making it relatable to

participants’ lives.

z Explaining and reinforcing the rights-based model of disability throughout

the workshop.

z Strengthening participants’ understanding of sexual and reproductive

health and rights (SRHR).

z Strengthening participants’ understanding of gender-based violence (GBV).

z Creating opportunities for participants to connect to one another and

build enough trust as a group that they can surface vulnerable issues and
questions.

z Creating enough safety throughout the workshop that participants feel

free to ask questions that help them make meaning of the content in the
context of their lives.

PREPARING FOR THE WORKSHOP

Facilitators should take the following steps to prepare to give this workshop
to participants:

1. R
 eview this document at least once in its entirety. Then, identify areas
where you need further clarity. This could include:

z The content of SRHR, GBV, or any of the concepts presented in this

curriculum.

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OUR BODIES, OUR RIGHTS!

z The methodology or activities for delivering the content.

z Any technology being used in a session (for example, PowerPoint;

video).

z Availability and funds for transportation, facilities, and accessibility

mechanisms necessary for the workshop.

z Availability of accessible support services, or appropriate alternatives,

to refer participants who have experienced violence, harm, or adverse
sexual and reproductive health outcomes.

2. M
 ake a plan for clarifying anything you don’t understand by consulting
with subject matter experts or experienced virtual facilitators in your
organization or community, or by reaching out to Women Enabled
International or your local UNFPA Regional or Country Office.

3. P
 ractice and gain confidence with the technology planforms that will be
used during the activities. For example, practice using breakout rooms,
pinning a sign-language interpreter video, and editing a Google Document
(Google Doc).

4. P
 repare for each session by reviewing each activity and, where necessary,
adapting questions, statements, examples, or case studies to be
more reflective of the realities of your participants. This could include
researching local statistics, surveying local organizations, or asking
participants themselves for examples. It could also include changing
the names of case study characters or locations to better evoke the
local context. Feel free to replace curriculum case studies with local
examples.

TECHNOLOGY REQUIREMENTS
This curriculum is designed for use with the following software and
technology platforms:

z Accompanying Microsoft PowerPoint slide deck

z Zoom or another virtual meeting platform with the following functions:

y Ability to create and send participants into breakout rooms without them
having to click anything.

y Ability to share a screen with PowerPoint Slides.

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OUR BODIES, OUR RIGHTS!

y Ability to pin a sign language interpreter.

y Ability to have concurrent CART (Communication Access in Real Time)

captioning.

Google Docs or another comparable virtual collaboration canvas platform,

if accessible to participants. If any participants have visual-related
access needs, do not use a virtual collaboration platform unless tested
by participants in advance and determined to be accessible. Alternative
activity format suggestions include: Jamboard; Zoom Whiteboard; Microsoft
Whiteboard; or Microsoft Word, using screen share and verbal inputs.

TIMING AND BREAKS

When selecting the timing and duration of your workshop, keep in mind the
accessibility and practical needs of participants. For example, avoid starting
in the early morning if participants require assistance with their morning
routines or need to travel to access a computer or the internet. Also consider
your intended participants’ schedules. For example, do your participants work
during traditional working hours or have childcare responsibilities?

Breaks are essential to ensuring sustained engagement and learning, as

well as the overall accessibility of the workshop. It is suggested to include
breaks in the agenda every 60 to 90 minutes. If you have a 90-minute activity,
consider offering a 5- or 10-minute break during a natural stopping point.
Keep to time in the agenda, as participants may have planned their bathroom,
rest, or medication breaks around the pre-circulated schedule. Inform
participants that they may leave or turn their camera off when necessary to
address their needs. Allocate additional time for coffee and lunch breaks.
For example, consider 30-minute breaks instead of 15 minutes, or 75-minute
lunches instead of 60 minutes. Avoid very early start times and late ending
times when possible.

Depending on the needs, group size, and make-up of the participants,

facilitators should adjust, shorten, and extend the breaks and the agenda
accordingly, with engagement from participants. For example, if you have
a group without accessibility needs that require breaks, then you may wish
to agree collectively to shorten breaks. However, if you have a group with
mixed accessibility needs and multiple interpreters, you may need to build in
more breaks to accommodate the needs of participants and interpreters. It
is advised to include a question about break and lunch break lengths in the
pre-workshop survey (see below). It is acceptable to extend the workshop
duration to accommodate extended or additional breaks.

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OUR BODIES, OUR RIGHTS!

WORKSHOP ROLES
We recommend that each workshop has designated point people in the
following roles. Having enough facilitators and support people is critical to both
creating an effective learning environment online but also ensuring accessibility
and safety.

Two lead facilitators

We strongly recommend having two lead facilitators to deliver the workshop.

The co-facilitator team can be made up of two highly experienced facilitators
or one experienced facilitator and one developing facilitator. The two
facilitators should both be responsible for — and where appropriate divide
up — the following responsibilities in ways that work for each unique co-
facilitation team:

z Both facilitators should be engaged and prepared to facilitate all sessions.

z Prepare and adapt activities to best suit the anticipated workshop

audience.

z Prepare and adapt the session guide for each activity and review it with the
production manager in advance.

z Set the tone for the workshop by being warm and open with participants
and respecting participants’ time.

z Identify ways to adapt the workshop from session to session in response

to participant needs and feedback.

z Connect themes across the workshop sessions.

z Be prepared to step in if one facilitator loses their connection.

z Be prepared to step in if something unexpected arises with your co-

facilitator that prevents them from participating.

Production manager

The production manager is critical for the success of a virtual workshop. The
person in this role should be highly familiar with the technology platforms
being used for the workshop. This includes having knowledge of how to
manage technology difficulties that inevitably come up in each virtual
workshop. The production manager will:

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OUR BODIES, OUR RIGHTS!

z Lead the pre-workshop technology session (see below).

z Support facilitators with the preparation of the technical environment to

ensure the workshop is accessible and user-friendly for participants.

z Manage accessibility-related technology components such as: the

set up for sign language interpretation; captioning; manually turning
people’s microphones on; manually moving participants into breakout
rooms, etc.

z Ensure the technological environment is conducive to an effective

workshop by providing simple and clear instructions for using key tools,
rehearsing the “choreography” of the session so that screen sharing,
sending participants into breakout rooms, and the overall visual, auditory,
and sensory experience of the workshop is as smooth as possible.

z Create and initiate breakout rooms according to the facilitators’ session

plan as described in the production guide.

z Share the screen when needed.

z Monitor the chat box for participant questions and contributions.

z Support participants with technical issues.

Support facilitators

Preferably, there should be three to four additional support facilitators who

can play a support role in breakout groups. These should be OPD members or
members of the organization hosting the workshop (providing the latter will
not negatively affect the group dynamics). The number of support facilitators
needed depends on the size of the group. Ideally, there should be enough
support facilitators so that every breakout group has a facilitator with them.
Their role is not to facilitate content or discussions but rather to serve as
a notetaker, support any technical challenges in the breakout groups and
generally support accessibility. They can also serve as back-up and support
the production manager as needed.

On standby: social worker, psychologist, or other trained

GBV counselor

If possible, workshop organizers should budget for and arrange to have

a trained GBV counselor, social worker, or psychologist on standby to
provide support for any participant who has experienced GBV. Ideally, this

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OUR BODIES, OUR RIGHTS!

person should be trained or experienced in providing support for persons

with disabilities and have access to confidential interpretation services. At
a minimum, workshop organizers should provide participants with a list of
available and accessible resources to provide support to participants who
may need it. See Appendix 1: Sexual and Reproductive Health and Gender-
Based Violence Referrals and Support document example.

BREAKOUT GROUPS
Breakout groups are used throughout the workshop curriculum to enable
participants to have smaller conversations that give more people an
opportunity to contribute and participate in what may be a more comfortable
environment than in a larger group. While an important tool for the virtual
setting, they require both technical practice in advance and preparation to
ensure they run smoothly. Accordingly, the following steps should be taken
for sessions involving breakout groups:

 ractice the technological aspects of the breakout rooms with all

1. P
facilitators in advance of the workshop.

 re-arrange breakout group members and change the make-up of groups

2. P
as much as possible for different sessions. While Zoom does offer the
option to randomly assign breakout groups, this is not advised as it can
lead to inaccessible spaces.

 nsure that participants' access needs in the breakout groups are

3. E
considered and planned for in advance, such as sign language
interpreters, verbal language translators, captioning, and other
accessibility needs.

 or workshops with mixed-gender young people, consider whether to

4. F
segment people of different genders into separate breakout groups.

 ssign a facilitator to each group and ensure each facilitator is prepared

5. A
with the instructions and materials needed to support the breakout group
in their discussion or activity. Limit your breakout groups to the number of
available facilitators.

 hare both your screen and any instructions in the chat box in the
6. S
breakout rooms and not just in the main room, as necessary.

7. If participants are having trouble beginning their activities in the breakout
room, consider assigning a leader or a person to go first by picking
a random criterion. For example, “the person in the group whose birthday

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OUR BODIES, OUR RIGHTS!

is coming up next is the leader of the group” or “the person who has the
most pets goes first.”

ENSURING AN ACCESSIBLE
ENVIRONMENT
Meaningful accessibility is key to the success of this workshop. To
ensure accessibility for both the individual participants and the workshop
environment, the following steps are required:

1. Ensure all text is accessible (for example invitation text,

PowerPoint text, activity instructions, questions, handouts)

z Use clear language. Do not use jargon, avoid acronyms or spell them
out, and use plain, simplified language.

z Send out all workshop information, documents, and presentations

in accessible formats. If sending out something that may not be
accessible to everyone (for example, a PDF document), offer alternative
accessible formats (for example, Word).

z Send out all workshop information, documents, and presentations in

advance and as early as possible. Identify the best way to deliver this
information. For example, for some groups, WhatsApp may be better
than email. Some participants may need longer to read documents.
Some participants’ disabilities may limit their ability to read a document
received during a workshop. Other participants may need to arrange
assistance to support their review of the materials.

z Formatting: Use size 12- to 18-point typeface, use sans-serif fonts, and
ensure adequate spacing between lines. For greater readability, use
bold rather than italics or uppercase text, use left-justified text rather
than fully justified text, and use high contrast colors, such as black on
white.

2. Accommodate access needs (provide reasonable accommodations)

z Prioritize, budget, and plan for participants’ reasonable

accommodations or access needs.4 Access needs may include funds

4 Reasonable accommodations are individual accessibility needs. Reasonable accommodations are requested,
while accessibility measures are put in place automatically to ensure general access and communicate that
a space is inclusive. For more information, see Committee on the Rights of Persons with Disabilities, General
Comment No. 2 (2014) Article 9: Accessibility, paras. 25-26, U.N. Doc. CRPD/C/GC/3, https://bit.ly/2YGof90.

21
OUR BODIES, OUR RIGHTS!

to hire a support person or an interpreter; sign language interpretation;

CART captioning; additional breaks; note taking; assistive devices.

y Be transparent about the workshop budget and its limitations. If you

are unable to provide reasonable accommodations, discuss it with
the participant and be creative in how to address the access need
within your constraints. Do not rescind the invitation or request the
person attend without their required reasonable accommodations.

z Ask participants if they have any access needs well in advance of the
workshop and throughout the workshop.

y Solicit access needs as part of the initial invitation and ensure

participants know how to make such requests. Include contact
information for participants to request further information on
accessibility and to request reasonable accommodations. For
example, “For questions about accessibility and to request
reasonable accommodations, please contact...”

y At the start of each new workshop day, give participants an

opportunity to share any changes in their access needs. For example,
“Before we get started for the day, I want to take a moment to ask if
anyone has any access needs they would like to share to make today
more accessible to them.” Participants should be able to make such
requests privately with the facilitators, if they prefer.

3. Offer language translation, as needed

Budget for and provide verbal language and/or sign language and/or
captioning language translation as required.

4. Provide economic support, when possible

Offer participants stipends to cover costs related to their time, internet

access, childcare needs, and/or access needs (such as a support person).

z Ensure all facilitators, organizers, interpreters, and participants engage

respectfully. All participants, regardless of their disability, should be
treated as entirely capable of autonomous decision-making and making
valuable contributions to the workshop.

z Communicate directly with the participant, and not their support person
or interpreter.

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OUR BODIES, OUR RIGHTS!

z Work with both sign and verbal language interpreters in advance

to ensure they are using respectful language and have respectful
attitudes.

z Do not make assumptions about a participant’s capabilities or

intellectual capacity.

6. Adapt your facilitation to create an accessible environment

Consider and prepare to implement the following recommended practices

to ensure accessibility as needed: 5

z Visual Access:

y Encourage participants with visual impairments to attend the

Technology Session or schedule a one-on-one consultation with
them to test out the workshop technology and their screen reader
technology and access needs. Adapt the agenda accordingly.

y Read and describe everything that takes place on the screen. Instead
of referring to a photo, a chart, or an object on the slides as “this” or
“that,” name it and describe the content. For example, the left photo is
an empty chair, and the right photo is a bucket of red apples.

y Only use videos with audio descriptions.

y Enter all questions asked of participants into the chat box.

y Ensure the chat box is accessible to all participants with visual

impairments or that they are comfortable having the chat box read
out loud. Confirm that participants using screen readers are able
to disable the chat box so that it is not interrupting them during the
workshop. If this is not possible, then do not use the chat box in your
workshop.

y If using the chat box, read out loud any message or comment
made in the chat at regular intervals. Assign your co-facilitator or
production manager to monitor the chat box.

y If using the chat box, when multiple questions are asked or statements
are pasted in the chat box at one time, divide the sentences with

5 Adapted from Loud, Proud and Passionate!: An Innovative Rights-based Facilitator’s Guide for Leadership Training
of Women with Disabilities, Mobility International USA (MIUSA) (2016), https://www.miusa.org/resource/
books-and-journals/lppfaciliatorsguide. See also Women Enabled International (WEI), Access: Good Practices
International Meeting Checklist (2020), https://www.miusa.org/resource/books-and-journals/lppfaciliatorsguide/.

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OUR BODIES, OUR RIGHTS!

++++++++ symbols before and after the question or statement for

visual accessibility.

y When participants react visually, describe what is happening (for

example, how many people are raising their hands, multiple group
members shaking their heads to mean “no”).

y Encourage and remind participants to say their names when

speaking, which can help all participants know each other by
remembering their names and/or voices.

z Auditory Access:

y Ensure that quality sign language interpreters are available, if needed.

Hire at least two interpreters to ensure that interpreters are getting
regular breaks throughout a session.

y If using an interpreter, be sure to pin the video on the screen so that

participants who require it can always see the interpreter.

y Ensure that quality CART captioning is available, if needed.

y Make sure presenters’ videos are well-lit and lips visible to

participants. Ask presenters to wear bright colors with minimal
patterns.

y If you plan to use a video or film, ensure that it has audio

descriptions, is captioned, includes a sign language interpreter, or
that the CART captioner can interpret concurrently.

y Send the video in advance to sign and verbal language interpreters.

While the video is playing ensure that you pin the interpreter.

y Wait until sign language interpreters or captioners are ready

before speaking and check in with sign language interpreters and
participants to ensure that the pace of your communication meets
their needs.

y Organize breakout groups in advance and coordinate with sign-

interpreters to ensure that breakout groups that require interpretation
are not delayed, or without interpretation.

z Verbal Access:

y Ensure that all presenters speak slowly and leave time to repeat
themselves as needed.

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OUR BODIES, OUR RIGHTS!

y If a person’s speech is hard to understand, do not hesitate to

politely let a participant know that you don’t understand what they
are saying and allow them the opportunity to repeat themselves
or communicate in writing if they prefer. Give more time to allow
the participant to express themselves. Do not try to finish the
participant’s sentences.

z Learning Access:

y Provide the content of your presentation ahead of time so that the

participants can review before the workshop.

y Regularly offer to repeat things if needed and offer participants a way

to request a concept be repeated or explained in a different way.

z Sensory Access: Avoid flashing lights or unexpected loud or high-

pitched noises.

ENSURING A SAFE AND SUPPORTIVE

ENVIRONMENT
As this workshop pertains to sensitive topics, it is essential to create an
environment where all participants feel safe and comfortable sharing. To do
so, ensure the following steps are taken:

1. C
 onversations about SRHR and GBV may bring up traumatic memories
or lead to a participant identifying an experience as a violation for the first
time. A safe environment requires ensuring participants have access to
disability-inclusive counseling in such instances. If possible, budget for
and arrange to have a trained counselor, social worker, or psychologist
on standby, as noted above. Prepare in advance a list of local counseling
resources, as well as resources to report gender-based or sexual violence
or other rights violations, to refer participants to as needed. See Appendix
1 for an example of such a list.

Consider the accessibility of each resource, if available. Recognizing that

many services are inaccessible, consider identifying any OPD or related
programs that can support a person accessing services. Distribute this
list in advance and remind participants each day of the availability of this
resource, particularly in a session that has brought up difficult subjects.

2. E
 stablish a group agreement of confidentiality/privacy that assures
participants that what they say will remain confidential (see Session 1).

25
OUR BODIES, OUR RIGHTS!

Participants may want to consider agreeing to keep the names of fellow

participants private. Remind participants of their group agreement at the
start of each new workshop day.

3. R
 emind participants regularly that they do not have to share any personal
information that they do not wish to disclose with the group. Encourage
participants to turn their videos off if they feel more comfortable or need
a break.

4. E
 nsure that images and videos used throughout the workshop feature
a diverse group of people in terms of race, age, gender, disability, etc.

PREPARING PARTICIPANTS PRIOR

TO THE WORKSHOP
To create an effective learning environment, we recommend taking the
following steps to prepare participants for the experience:

1. Prioritize accessibility

z Ensure that participants know that their disability-related needs will

be accommodated and that they feel empowered to ask for what they
need to fully participate in the workshop is essential to the success of
the workshop.

z It is critical that people with diverse disabilities are engaged from the
planning stage and that disability access needs are prioritized and
included in the budget.

2. Clearly communicate the criteria for participation in this workshop:

z A basic understanding of their rights.

z Access to and familiarity using a computer with video and headset, or

another high-quality microphone.

z Access to (with support if needed) the technology platforms that will be

used for the workshop installed on their computer and are familiar with
how to use them.

z Sufficient internet bandwidth to participate in a virtual meeting, ideally

with video, or can travel to a place with enough bandwidth.

26
OUR BODIES, OUR RIGHTS!

z Access to a private space where they will feel free to talk about
sensitive topics.

z Commitment to participate in all workshop sessions.

z Commitment, to the fullest extent possible, to refrain from doing other

work or activities during workshop sessions in ways that would divert
their attention away from the workshop.

3. Identify and recruit a service provider(s) for Session 6

The last session in this curriculum features a Q&A session with a local
service provider or providers. This culminating activity is an opportunity
for participants to apply and deepen their awareness of SRHR and/or GBV.
It’s also an opportunity for participants to have a positive experience with
a service provider and to engage in a dialogue about accessible services
to benefit both the provider(s) and the participants. To serve this purpose,
the service provider(s) selected should be existing champions of disability
inclusion or better yet, a provider with a disability.

If this type of service provider isn’t readily available, it could also work
to find someone with an openness to learning and who is interested in
becoming a disability inclusion champion. In this case, the Q&A can be
more of a mutual learning session where the provider brings SRHR and/
or GBV knowledge and expertise, and the participants bring expertise on
the lived experience of people with disabilities to share with the provider. If
this is the profile of the participating provider, be sure to share information
on disability rights and accessible services with the provider in advance.

4. Send out invitations to the workshop and reminders in advance

z Send out invitations to confirm the participant list at least two to three
weeks in advance of the workshop, if possible.

z Send out corresponding calendar invitations and reminders in the

most effective way for the group, such as via email, messaging (such
as WhatsApp; Text, Facebook Messenger), social media, or in other
accessible ways.

z In invitations and reminders closer to the time of the workshop,

encourage participants to arrive 5 to 10 minutes before the workshop
so that they have time to resolve any technical issues and enable
everyone to start on time.

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OUR BODIES, OUR RIGHTS!

z Remind participants that we have made every effort to make this

workshop as substantive as possible in a relatively short amount of
time, so every minute will count!

5. P
 rovide funding, as needed, for technology needs to maximize
participation and attendance

Use budget lines usually allocated to travel and catering for in-person
workshops to ensure participants have the technology they need to fully
participate in the virtual workshop including funds for:

z Transport to and from the workshop.

z Accommodation. Even if a workshop is in a participant's hometown,

they may require accommodation at the venue to be able to participate
fully, for example due to inaccessible transport.

z Support persons for participants with disabilities. They will require their
own plane tickets, meals, possibly a separate hotel room, etc.

z Budget for and plan for reasonable accommodations. For example,

printed materials in large font; accessible hotel rooms; accessible
transportation.

z Budget and plan for interpretation. If a participant requires sign

language interpretation, two interpreters must be provided in the type
of sign language the participant uses. It is never acceptable to only hire
one sign language interpreter for meetings lasting longer than one hour.

z If budget allows, consider offering an honorarium for workshop

attendance.

6. S
 end out a pre-workshop survey two to three weeks prior to the
workshop

An example pre-workshop survey form can be found in Appendix

4. The purpose of the pre-workshop survey is to provide facilitators
with a baseline sense of the participant’s access needs, knowledge,
attitudes, hopes, and hesitations about the workshop, so that they can be
accommodated, considered, and recognized in the workshop.

The survey should also serve as a baseline assessment for comparison

against the post-workshop survey to demonstrate whether the workshop
has achieved its intended goals. This workshop survey should be
administered virtually using a survey application such as Google forms or
via email in a Word document. You can also offer to accept answers by

28
OUR BODIES, OUR RIGHTS!

phone with someone who will not be a facilitator or production manager

in the workshop and to accept the survey submitted by support person or
trusted individual.

7. C
 onduct a pre-workshop technology session the week prior to the
workshop

Workshop organizers should offer an hour-long optional pre-workshop

technology session for participants who wish to practice using the online
platform and the tools that will be used in the workshop. Workshop
organizers should provide support, instructions, and/or resources for
downloading the appropriate platforms in advance of the session. Any
technology session should also include accessibility mechanisms that will
be used during the session. This will ensure equitable participation and
that the limited programming time will be focused on content and not on
resolving technical issues. Among other things, the technology session
should provide participants with practice doing the following in Zoom:

z Using the reaction buttons in the meeting platform

z Joining and leaving breakout rooms

z Using the chat box

z Muting and unmuting the microphone to talk

z Turning their video on and off

z Uploading a photo to personalize their video tile when their video is off

z Using the “Rename” function to ensure the name that shows up in the
participant list and on their video tile is the name they want to be called
in the workshop

z How to manage the views in Zoom including:

y Gallery view
y Speaker view

z How to adjust the Zoom environment when someone is screen sharing

so that they can make the screenshare area larger or smaller and the
view of participant video tiles broader or narrower through adjusting the
bar between the screenshare content and the video tiles.

z Pinning the sign language interpreter video and switching pinned videos
when the interpreters change.

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OUR BODIES, OUR RIGHTS!

8. C
 onsider creating a WhatsApp Group (or equivalent) for the facilitators
and production manager to have an alternate means of communication
during the workshop

This method of communication should only be used if it is accessible. It

can be used to troubleshoot or send messages between facilitators and
the production manager or to support facilitators who are in breakout
rooms, for example if there need to be any adjustments or people need
a reminder to return from a break.

9. P
 lan for follow-up and administer a post-workshop survey and
evaluation form in the last session

An example post-workshop survey and evaluation form can be found in

Appendix 5. Follow-up after the workshop provides valuable closure and
learning opportunities for both participants and the workshop facilitators
and hosts. The post-workshop survey can be compared with the pre-
workshop survey responses to evaluate learning objectives and the
evaluation provides feedback to the workshop hosts and facilitators that
can be used for continuous improvement.

Prior to the workshop, schedule with participants who will need to fill
out the survey and evaluation by proxy/interview so that you don’t lose
momentum after the workshop trying to schedule with people.

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OUR BODIES, OUR RIGHTS!

APPENDIX RESOURCES
The following materials, available in the Appendices, may serve as resources
for you and the participants as needed.

1. Sexual and Reproductive Health and Gender-Based Violence Referrals

and Support Document Example

2. Glossary: List of Key Terms and Definitions

3. List of Key Resources

4. Pre-Workshop Survey Example

5. Post-Workshop Survey and Evaluation Example

6. Google Documents (Google Docs) Index

7. Certificate of Completion Example

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OUR BODIES, OUR RIGHTS!

SESSION 1

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OUR BODIES, OUR RIGHTS!

OVERVIEW,
INTRODUCTION &
A RIGHTS-BASED
MODEL OF DISABILITY

Session Purpose

The opening session is an opportunity to set a welcoming tone, provide

participants with an overview of the workshop, and build opportunities for
connection and trust amongst participants so that they can participate
meaningfully and safely in the activities to come. Along with a review of
the purpose and agenda for this workshop, this session also provides an
overview of the rights-based model of disability which serves as a key
foundation for the workshop.

Session Objectives

By the end of this session, participants will have:

z An understanding of the purpose of the workshop

z A familiarity with one another and the environment

z A shared understanding of the social and rights-based models of disability

Session Outline

Session 1: Overview, Introduction & A Rights Based Model of Disability

30 min Activity 1A: Welcome, Introductions, and Group Agreements
60 min Activity 1B: “Have you ever…?” A game to start to get to know the
range of experiences among us
90 min Activity 1C: Rights-Based Model of Disability

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OUR BODIES, OUR RIGHTS!

ACTIVITY 1A: WELCOMING REMARKS,

FACILITATOR INTRODUCTIONS, WORKSHOP
OVERVIEW & GROUP AGREEMENTS

Duration

30 minutes

As this is the first session of the workshop, open the online room a full
30 minutes in advance of the start of the workshop to allow participants to
resolve any technology issues and get comfortable with the platform.

Supporting Materials

z PowerPoint slides 1 to 7

Advance Preparation

z Review and adapt the PowerPoint slides for this session as needed.
You should also feel empowered not to use a PowerPoint if that is more
accessible to you.

z Practice editing the PowerPoint slides.

Instructions

1. You may choose to have some calmly energizing local music playing as
participants enter the online room. Slide 1.

2. Facilitators greet participants, if possible, by name, as they enter

the online room. As each participant joins, encourage participants
to “Rename” themselves in their video tile, so that facilitators and
participants can easily identify each other by their preferred name.

3. Facilitators introduce themselves and ask if anyone has any access

needs. You should ask this at the start of each day. Slide 2.

Sample script on access needs: "To ensure that this workshop is fully
accessible to everyone, we are going to start each day by checking in
on any new access needs anyone has to participate as best they can in
the workshop. This may be related to your disability, or it may not. For

34
OUR BODIES, OUR RIGHTS!

example, you may be having challenges with your eyesight today and
require extra-large font, or for text to be read out loud to you today, or you
may have a childcare issue and need to keep your camera off."

4. Invite the host organization representative or facilitator to formally

welcome participants and provide a few opening remarks about why
they are hosting this workshop. Facilitators should explicitly state that
comments should last no longer than two minutes. Keep comments
limited to avoid losing the momentum of the workshop.

5. Facilitators share the purpose of the workshop using either the

description below or their own words. Slide 3.

Purpose of the Workshop

The purpose of this workshop is to explore topics related to our bodies,

relationships, sex, pregnancy, and violence. Many of the topics we will
discuss can be considered sensitive or taboo, and this will be a space
to explore them safely and without judgment. As we know, many people
with disabilities are denied their basic rights when it comes to their
sexual and reproductive health, and freedom from violence. Through
this workshop, we seek to help you gain the knowledge you need to
feel confident in understanding your rights under international law and
advocating for your rights and your communities’ rights in your country.

We want to support you in building your confidence to engage in

advocacy to improve sexual and reproductive healthcare — like maternal
health or family planning services — and gender-based violence services
— like rape crisis centers or the police. These services are critical to
realizing our rights as people with disabilities, and we hope that through
this workshop you will gain the knowledge and confidence you need to
be able to advocate for making these services more accessible to people
with disabilities.

6. Review the agenda for the workshop and the day and explain the referral
list. Ask if participants have any clarifying questions about the purpose or
the agenda. Slides 4 and 5.

7. Invite participants to introduce themselves by answering the following

questions. Slide 6.

z What is your name?

z Describe yourself and your background.
z What is your affiliation?
z What is your favorite food and why?

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OUR BODIES, OUR RIGHTS!

8. Transition now to developing group agreements. Explain that for this

workshop to be successful, we will need to create a safe and supportive
learning environment. Edit, or ask your co-facilitator to edit, the
PowerPoint slide with the agreements. Present one to three of these pre-
determined suggestions to begin. Slide 7.

z Keep what we learn about each other confidential. Explain that

participants are free to share the general information that they learn
in this workshop with others, but that they should keep any personal
information and stories shared confidential.

z Challenge yourself to participate and share. Explain that the

success of the workshop depends on the participants’ participation
and sharing. Each participant is enriched by hearing about and
learning from other participants’ opinions and experiences. Expect
that all participants are committed to creating a safe and inclusive
environment and equal participation.

z Listen attentively and respond non-judgmentally. It is critical for all

participants to pay attention to what others say and express during
the workshop without being judgmental. It is also equally important to
respect each other’s opinions and respond with decency even when
you disagree strongly.

z Keep the camera on as much as possible. This will help us feel

connected to each other and help us get to know each other.

z Ask for help if you need it. Explain to participants that if one person
is having trouble understanding a new concept, others in the group
may be too. Asking questions can help ensure that everyone fully
understands the information that is being covered in the workshop.
Explain, too, that the material may also bring up feelings or remind
participants of past experiences. Share that you have a list of
resources that you will share in the chat and explain that you will also
share the list over email and at the start of each day.

9. Ask participants: What other agreements do you recommend for

making this a safe and supportive learning environment?

10. Add participant contributions to the PowerPoint slide. After you

have a satisfactory list, confirm whether everyone consents to these
agreements. Also ask if there are any agreements anyone feels they
cannot agree to. If there are, refine or delete the agreement. Thank
participants for working together to create a safe and supportive learning
environment.

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OUR BODIES, OUR RIGHTS!

ACTIVITY 1B: “HAVE YOU EVER…?” A GAME

TO START TO GET TO KNOW THE RANGE OF
EXPERIENCES AMONG US.

Duration

60 minutes

Supporting Materials

z PowerPoint slides 18 to 19
z Facilitator Tool: “Have you ever?” Potential Questions (See below)

Advance Preparation

z Think creatively to determine the most appropriate and accessible way for
the participants in your workshop to answer Yes or No to the “Have you
ever…?” questions. Some possible options include:

y Ask participants to type in the chat box: Yes or No, or Y for Yes, and N
for No.

y Ask participants to raise their hands or shake their heads. For

accessibility, have everyone do that and describe how many people are
making the yes or no gesture (about half, a quarter, three people, etc.) so
that participants with visual impairments have a sense of the collective
response.

z Prepare a list of four to six questions. Review the potential questions

in the Facilitator Tool (below) and consider whether you need to adapt
some of the questions to be more appropriate to your audience and local
context. Make sure that any adapted statements still link directly to the key
messages and objectives of this activity.

z Think in advance about which questions you will cut if you are running
short on time. For example, choose your three priority questions from the
list provided so that you are sure to focus on them if you don’t have time
for all of them.

z Assign the production manager, the co-facilitator, or both to the task of

tallying yes and no responses to each question and sharing back the
results with the group at the designated times.

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OUR BODIES, OUR RIGHTS!

Instructions

1. Introduce the activity to participants by explaining that the purpose

of this activity is to start to get to know each other and the range of
experiences we have, collectively, on the topics of this workshop.
Emphasize that this is not a quiz and there are no “right” or “wrong”
answers. Encourage participants to share honestly, even if sometimes
it may feel a little uncomfortable. Remind them that everything that
is shared here is confidential and that you can help them access
professional support and resources as needed. Slide 8.

2. Explain that you will read a series of Yes or No questions, and that
participants should answer Yes or No. Clarify that there is no other
answer, such as maybe, or sometimes, in this activity.

3. Describe how participants should share their answers and explain how
you are ensuring accessibility (for example, by reading the chat, by
describing the gestures on the screen).

4. Ask participants to remain silent as they determine their answer unless

they need clarification or do not understand the question that is read.

5. 
Slides 9 to 18: Start by giving participants a straightforward question,
such as: Have you ever been given information about how to prevent
pregnancy?

z Ask the question and invite all participants to reflect and then answer
in silence in the chat or by moving a body part.

z Share back the number of people who answered Yes and the number
who answered No.

z Invite participants to notice how they feel about their answer. If there
was a sizeable minority, ask participants to think to themselves about
how it feels to be in the minority group and how it feels to be in the
majority group.

z Next, ask for one to two volunteer(s) who answered Yes to share
a little bit about why they answered Yes. Let participants know this
isn’t a discussion and we will just listen and appreciate the volunteers’
answers.

z Next, ask for a volunteer who did not raise their hand to share a little
bit about why they did not.

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OUR BODIES, OUR RIGHTS!

z As you go through the list of questions vary whether you start asking
for volunteers who answered Yes and those who answered No.

z If at any point someone is alone in answering Yes or No, acknowledge

that they are brave to be the only one and ask if they would be willing
to share how it feels to be the only person who had that answer.

6. If you start to notice that you will not have time to go through all of your
prepared questions, decide which you want to prioritize and which you
will cut.

7. 
Debrief: Invite participants to discuss the activity using the following
prompts to guide your conversation:

z How did it feel to participate in this activity?

z Were there times where you felt pressure to answer Yes or No? How
did you handle that pressure?

z What does this activity tell us about how people with disabilities in
our community access information and services relating to their
bodies, sexuality, and reproduction?

8. Close this activity by asking if participants have any other questions,

comments, or concerns. Share the following key messages and link them
as much as possible to some of what participants shared. Slide 19.

z As people with disabilities, we often receive negative messages and

are excluded from conversations about relationships, having children,
and sexuality.

z Everyone, including people with disabilities, has a right to decide

for themselves whether to get married and have children; to access
sexual health services and information about sexuality; and everyone
has a right to be free from violence.

z In this workshop, we will explore these topics together, learn from

each other, and correct some of the inaccurate information you may
have heard and offer information you may not have received.

Facilitator Tool: “Have you ever?” Questions

Please answer Yes or No to the following questions:

1. Have you ever been given information about how to prevent

a pregnancy?

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OUR BODIES, OUR RIGHTS!

2. Has someone ever made a decision for you relating to your health that
you did not want them to make?

3. Have you ever been made to feel that dating or marriage was not an
option for you?

4. Has someone ever given you help that you did not want, without asking
you about it first?

5. Have you been given information about how to have a healthy intimate
relationship?

6. Have you ever felt shy to ask for birth control information?

7. Have you ever heard someone question a woman with a disability who
decided to become pregnant?

8. Do you know anyone with a disability who has experienced violence from
a boyfriend/girlfriend/husband or wife?

9. If you had a friend with a disability who experienced violence, would you
know where to go to get help for them?

Facilitators may wish to consider doing a “Values clarification for action

and transformation” (VCAT) exercise also at this point to encourage
participants to explore their assumptions about abortion (where legal) and
improve participants’ knowledge about safe abortion care. VCAT can also
be used across other areas, on sensitive or stigmatized topics, to improve
individual's awareness of their own biases and prejudices and how these
limit access to sexual and reproductive health and rights. There is specific
programming relevant to people with disabilities.6

6 Ipas, “Abortion values clarification for action and transformation (VCAT), https://www.ipas.org/our-work/
abortion-values-clarification-for-action-and-transformation-vcat/.

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OUR BODIES, OUR RIGHTS!

ACTIVITY 1C: UNDERSTANDING THE

RIGHTS-BASED MODEL OF DISABILITY

Duration

90 minutes

Supporting Materials

z PowerPoint slides 20 to 28

Advance Preparation

z Determine if a video is a good option for your participants. If you decide

it is useful, preview the video on Slide 21 so that you are familiar with it.
“People with Disability Australia, The Social Model of Disability”:
https://www.youtube.com/watch?v=s6wavnGIR3w

z Consider whether to create pre-assigned breakout groups to ensure

maximum accessibility for participating in the activity. If you decide to pre-
assign the groups, also consider whether to divide the groups by gender
and/or age.

z Research if the country where you are doing the workshop has ratified the
CRPD.

Instructions

1. Transition from Activity 1B into this activity by sharing that you are now
going to explore a model, or way of thinking about disability, that may be
familiar to some and new to others.7 Slide 20.

7 Adapted from Ipas, “Disability Inclusion in Reproductive Health Programs,” 2021, https://www.ipas.org/wp-
content/uploads/2021/06/VCATDSE21-Disability-inclusion-in-reproductive-health-programs.pdf.

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OUR BODIES, OUR RIGHTS!

2. If you are using the video on Slide 21:

Play the video: https://www.youtube.com/watch?v=s6wavnGIR3w

z Lead a full group discussion of the video:

y What are your reactions to this video?

y What models of disability do you see reflected in your community?

3. If you are not using the video, lead a full discussion using the following
questions:

z Has anyone ever heard of the medical model or the charity model of
disability? If yes, can you explain your understanding of the model
to the group? It doesn’t have to be a perfect answer. We are learning
together.

z Has anyone ever heard of the social model or the rights-based

model of disability? If yes, can you explain?

z Which model makes the most sense to you?

4. Presentation of the Two Models: Present the medical and charity models
of disability and then contrast them with the social and rights-based
models of disability. Explain that the medial/charity models and the
social/rights-based models are each combined here for the purposes of
simplification and because they often occur at the same time, but they
are slightly different.

z Medical and charity models of disability: Slide 22.

y Focus: The individual and their impairment.

y Attitude: People with disabilities need support and care as an act of

charity. Disability is a medical problem that should be treated as other
medical problems and eradicated when possible.

y Goal: Cure or improve the individual and help them fit into society.

z Social and rights-based models of disability: Slide 23.

y Focus: Society and the built and social environments

y Attitude: Social practices and built environments are disabling. People

are disabled by society’s denial of their rights, access, and opportunities.

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OUR BODIES, OUR RIGHTS!

y Goal: Identifying and removing attitudinal, environmental, and

institutional barriers to inclusion.

5. Explain, as needed:

z The medical and charity models of disability are old and often harmful
ways of thinking about disability. However, they are still the main way
of thinking of disability in most communities. The medical/charity
model orientation sees the person with the disability as the “problem,”
and thus the focus is on adapting the individual to fit the existing
environment and social norms. For example, if a person is born with
a hearing impairment, the focus on that individual and the money
spent by the government goes mostly towards “fixing” the impairment
through hearing aids and devices, and research on preventing hearing
impairments. The goal is, therefore, to cure or improve the individual
and help them fit into society by normalizing their bodies and minds
as much as possible.

z A rights orientation rightfully focuses on how a person is disabled

by the environment they interact with rather than on the individual
themselves. This means the focus shifts to addressing how social
practices, including stigmatizing attitudes and policies, and the
built environments are disabling, and how people are disabled by
society’s denial of their rights, access, and opportunities rather than
on the person with a disability needing to change. For example,
a person born with a hearing impairment is offered information about
hearing aids and devices, but not pressured to use one, and is also
offered the opportunity to learn sign language and engage with the
Deaf community. Relatedly, the State government invests in strong
accessibility mechanisms and requirements, such as captioning,
sign language, and visual aids. The goal is, therefore, to identify
and remove attitudinal, environmental, and institutional barriers to
inclusion with a focus on how it is everyone's responsibility to remove
access barriers.

6. Explain that the Convention on the Rights of Persons with Disabilities

(CRPD) reflects the rights-based model of disability. Slides 24 and 25.

z The CRPD is a United Nations international agreement between

countries where the parties agree to respect and ensure the rights in
the document. This means if your country has ratified it, they have an
obligation to translate the rights in the CRPD into your local laws and
policies.

z The CRPD is the first international treaty on the rights of persons with
disabilities. It was adopted in 2006.

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OUR BODIES, OUR RIGHTS!

z It includes articles protecting many intersecting rights, including:

Article 6: Women and Girls with Disabilities; Article 16: Freedom from
Exploitation, Violence, and Abuse (which includes gender-based
violence); and Article 25: Health (which includes the right to sexual and
reproductive health).

7. Ask participants if they have any clarifying questions about the models
and take some time to answer or discuss their questions.

8. Explain that we will now practice applying the model. Let’s consider how
different models are reflected in the following example. Slides 26 and 27.

Fatima is a 24-year-old woman from a big city. Fatima has a visual

impairment. She has decided that she wants to stop using condoms with
her long-term boyfriend. She does not need to use condoms for sexually
transmitted infection [STI] and HIV prevention, as she is in a monogamous
relationship, and she and her boyfriend have both been tested for STIs.
She wants to learn about other forms of birth control. She visits the
local women’s health center as she heard they can help with getting
contraceptives.

When she arrives, Fatima cannot figure out which floor the office is on
because there were no auditory, digital, or braille directions. She has to
ask the male security guard where to go. When she arrives at the office,
the receptionist tells her that there is a disability services office down the
road. Although Fatima explains that she knows she is in the right place,
the receptionist refuses to allow her to see a nurse. After she explains her
reason for being there, the nurse asks her if she should be having sex,
and if she had ever considered sterilization. Fatima felt so defeated by the
experience that she left.

9. After the example has been read, ask the group:

z What are your reactions to this example?

z What different models can you see reflected in this example?

z Additional prompt questions, as required:

y What model can we see reflected in the physical barriers she

experienced? How would a rights-based approach change this
physical space?

y What model can we see reflected in the attitudinal barriers she

experienced? How would a rights-based approach change her
access to the health center?

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OUR BODIES, OUR RIGHTS!

Close this activity and this session with the key messages below. As
always, try to link the key messages to the contributions participants made
throughout this session. Slide 28.

z This workshop is based on the rights-based model of disability.

z As we discuss the topics of this workshop, we will approach these

discussions with the rights model in mind.

z What are the barriers, how are they created by the medical/charity model,
and how can we think about dismantling them using the social/rights-
based model?

We will encourage each other to focus on how society and services can
be more accessible, not on how individuals can better fit into inaccessible
situations and environments.

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OUR BODIES, OUR RIGHTS!

SESSION 2

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OUR BODIES, OUR RIGHTS!

WHAT ARE SEXUAL

AND REPRODUCTIVE
HEALTH AND RIGHTS
(SRHR)?
Session Purpose

The purpose of this session is to deepen participants’ understanding of

sexual and reproductive health and rights.

Session Objectives

By the end of this session, participants will have:

z A shared understanding of sexual and reproductive health and rights

z An increased comfort level discussing and recognizing that people with

disabilities have sex and are entitled to the same SRHR as people without
disabilities

z A strengthened understanding of what informed consent looks like in practice

Session Outline

Session 2: What are Sexual and Reproductive Health and Rights (SRHR)?
15 min Q&A/Reflections from Prior Session(s)
30 min Activity 2A: What are Sexual and Reproductive Health and Rights
(SRHR)?
75 min Activity 2B: SRHR Key Concepts Quiz (Optional)
60 min Activity 2C: Quality of Care and Informed Consent Case Studies

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OUR BODIES, OUR RIGHTS!

Open the Session: Ask participants if they have any questions or

reflections from the last session that they would like to share. Try to
limit this dialogue to 10 minutes. If there are pressing topics that require
clarification, let participants know that you will make a plan for revisiting that
topic or share further information via email. (15 minutes)

ACTIVITY 2A: WHAT ARE SEXUAL AND

REPRODUCTIVE HEALTH AND RIGHTS
(SRHR)?

Duration

30 minutes

Supporting Materials

z PowerPoint slides 29 to 40

z Women Enabled International, Sexual and Reproductive Health and Rights

Factsheet

z UNFPA and WEI, Women and Young Persons with Disabilities: Guidelines,
pages 91 to 98

z UNFPA and WHO, Promoting Sexual and Reproductive Health for Persons
with Disabilities

z Sexual and Reproductive Health and Gender-Based Violence Referrals and

Support document. See Appendix 1 for an example.

Advance Preparation

z Anticipate some of the questions participants may have after being

presented with this content and think about how you will answer those
questions.

z Consult with a trusted colleague who has expertise in sexual and

reproductive health and rights about any questions you, yourself, may
have. Ask this person if they would be willing to help you answer any
questions you may not be able to answer during the workshop. This way,

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OUR BODIES, OUR RIGHTS!

you can let participants know that, if you don’t have the answer to their
questions, you will follow up and get more information to share in later
sessions.

z Either the co-facilitator or the production manager should be prepared

to document participants’ questions during the Q&A portion of the
presentation.

z Update the Sexual and Reproductive Health and Gender-Based Violence

Referrals and Support document to include local resources and
organizations.

Instructions

1. Share with participants that the focus of this session is to build

a collective understanding of sexual and reproductive health and rights.
Acknowledge again that talking about sexuality can feel uncomfortable
or taboo. Emphasize that sexuality is a key part of the human experience
and that it is important to be able to talk about it. Slide 30.

2. Remind participants that they received via email the Sexual and
Reproductive Health and Gender-Based Violence Referrals and Support
document. Clarify that this list contains local sexual and reproductive
health and rights service providers, including counselors, in case
any of the topics in this and the following sessions raise any sexual
and reproductive health and rights issues or concerns for any of the
participants or leads them to want to seek services.

3. Explain that you will start with a short presentation on the rights that
people with disabilities have related to their bodies, sex, relationships, and
pregnancy. Start by first asking the group, and then use the conversation
to lead into the presentation: What do you think about when you think
about sexual and reproductive health and rights? Slide 30.

4. Share the slides and walk participants through the information taking no
more than 15 minutes total to do so. Allow participants to respond to the
opening question and frame the concept around their responses. Slides
31 to 34.

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OUR BODIES, OUR RIGHTS!

What are Sexual and Reproductive Health and Rights (SRHR)?

Introduce the definition of sexual and reproductive health and rights as

defined in international law and by the World Health Organization. Slide 31.

In short, sexual and reproductive health and rights refers to people's rights to:

z Complete physical, mental, and social wellbeing in all matters relating

to their reproductive system

z A satisfying and safe sex life

z The freedom to decide if, when, with whom, and how often to
reproduce (to have children)

Provide these definitions, which are more detailed. Slides 32 to 34.

z Reproductive health is a state of complete physical, mental, and

social well-being and not merely the absence of illness, in all matters
relating to the reproductive system and to its functions and processes.

z Reproductive rights are the rights of all people to decide freely and
responsibly on the number, spacing, and timing of their children and
to have the information and means to do so, and the right to attain the
highest standard of sexual and reproductive health.

z Sexual health is a state of complete physical, mental, and social well-

being in relation to sexuality, not merely the absence of illness. It
requires a positive and respectful approach to sexuality and sexual
relationships, as well as pleasurable and safe sexual experiences, free
of coercion, discrimination, and violence.

z Sexual rights are the rights of all people to attain the highest
attainable standard of sexual health free of coercion, violence, and
discrimination of any kind; to pursue a satisfying, safe, and pleasurable
sexual life; to have control over and decide freely and consensually, on
matters related to their sexuality, reproduction, bodily integrity, choice,
and gender identity; and to accessible services, education, and
information necessary to do so.

z Bodily autonomy means being able to determine one’s life and future,
and having the information, services, and means to do so free from
discrimination, coercion, and violence. It is the power to make basic
decisions about one’s own body and health, such as whether to have
sex, use contraception, or seek health care.

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OUR BODIES, OUR RIGHTS!

z Self-determination means having the freedom and support to make

choices about one’s own life and requires the knowledge and skills to
advocate for oneself.

z Informed consent is the process of communication between a service

provider and a service recipient. The service provider gives accurate,
comprehensive, clear information about the services available,
benefits, risks, and alternatives to the service recipient in a manner
and form that they understand, and with support as requested and
directed by the service recipient, without threats, intimidation, or
inducements. The service recipient themselves, then voluntarily
consents to services or declines them, based on this information.

Sexual and Reproductive Health: Key Interventions

Explain that realization of SRHR includes a lot of different types of health

care information, goods, and services that are related to our bodies,
sex, relationships, and being pregnant. These include the following key
interventions. These are also discussed in more detail in Session 3.
Slides 35 and 36.

z Comprehensive sexuality education and information: understanding

anatomy, sexual orientation, healthy relationships, and more!

z Information, counseling, and services for a range of modern

contraceptives.

z Prenatal, childbirth and postnatal care, including emergency obstetric

and newborn care.

z Safe abortion services (where legal) and treatment of the

complications of unsafe abortion.

z Information, prevention, testing, and treatment of HIV infection and

other sexually transmitted infections [STIs].

z Prevention of, detection of, immediate services for, and referrals for
cases of sexual and gender-based violence.

z Prevention, detection and management of reproductive cancers,

especially cervical cancer.

z Information, counselling, and services for subfertility and infertility.

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OUR BODIES, OUR RIGHTS!

z Information, counselling, and services for sexual health and well-being,

including routine health services such as pelvic exams, pap smears,
mammograms, and cancer screenings.

z Adolescent and youth-tailored services.

Explain that women and young people with disabilities encounter many
violations of their SRHR. Slide 37.

z Harmful stereotypes and assumptions about persons with disabilities.

z Inaccessible information about SRHR.

z Lack of access to sexual and reproductive health services due to

a variety of factors, such as physical or communication barriers.

z Compounded harms due to, for example, lack of diagnosis or

screening.

z Heightened rates of medical procedures without informed consent,

such as forced sterilization, forced abortion, and forced contraception.

z Disrespectful and abusive treatment.

Data and evidence on sexual and reproductive health and disabilities

data. Slides 38 and 39.

z Studies have shown that young people with disabilities are as sexually
active and have the same concerns about sexuality, relationships, and
identity as their peers without disabilities.

z In one study of 426 young people with disabilities in Ethiopia, over 50%
believed that sexual and reproductive health services were unavailable
to people with disabilities. (UNFPA ESA Situational Analysis)

z A study in Uganda found that 77% of surveyed young women with

disabilities between 15 and 25 years old had never used any form of
contraception. (UNFPA Global Study)

z In one study in India, only 22% of women with physical disabilities

reported having had regular gynecologic visits. (UNFPA Global Study)

5. After you are finished with the presentation, take at least 10 minutes
to answer any questions participants may have about what you’ve
presented. If there isn’t time to answer all of the questions or you don’t
know some of the answers, let them know that your co-facilitator or the

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OUR BODIES, OUR RIGHTS!

production manager is documenting all of the questions and offer to

make time to answer them in a later session. Alternatively, share your
email for participants to ask their questions privately.

6. Emphasize the following key messages throughout your presentation

and question session: Slide 40.

z The right to sexual and reproductive health means that people have
the right to: complete physical, mental, and social well-being in all
matters relating to their reproductive system; a satisfying and safe sex
life; and the freedom to decide if, when, with whom and how often to
reproduce (to have children).

z People with disabilities have the same rights to sexual and

reproductive health as everyone else. This includes the right to make
our own choices about our bodies, intimate relationships, how we
express our sexuality, and whether to have children.

z Sexual and reproductive health and rights includes the right to access
information, services, and goods necessary to exercise this right.

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OUR BODIES, OUR RIGHTS!

ACTIVITY 2B: SEXUAL AND REPRODUCTIVE

HEALTH RIGHTS KEY CONCEPTS QUIZ

This activity is optional and can be skipped if needed for the group or timing
demands.

Duration

75 minutes

Supporting Materials

z PowerPoint slides 41 to 58

z WEI, Sexual and Reproductive Health and Rights Factsheet

z UNFPA and WEI, Women and Young Persons with Disabilities: Guidelines

z UNFPA, Young Persons with Disabilities: Global Study on Ending Gender-

Based Violence and Realizing Sexual and Reproductive Health and Rights

Advance Preparation

z Review the quiz questions and answers, below. Edit as needed for the
workshop participants to make sure the questions are relevant to the local
context and participants’ experience with SRHR topics.

z If it is accessible to your group from a disability and technology

perspective, you could consider translating this activity into a Zoom Quiz
for a different experience.

Instructions

1. Explain to participants that we will now answer some questions together

to practice our understanding of what we just talked about and learn
some key terms and ideas that are important to understanding SRHR.
Emphasize that this is not a test, and it is understandable if they do
not feel they know all of the answers. Explain that it is another learning
activity, and we are all learning together. Slide 41.

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OUR BODIES, OUR RIGHTS!

2. Describe to the participants that the first question is on the screen

and that you will be reading each question and then asking for
a volunteer to share their answer. Share that there are six questions,
and that participants are encouraged to ask questions afterward if
they need further explanation. Slides 42 to 54.

3. Ask the first question and offer to read it again for anyone who
requires it. If using the chat function, have the production manager or
your co-facilitator enter the question in the chat. Ask for volunteers to
answer by either raising their hand, using the hand raise function in
Zoom, or typing in the chat box (or other accessible ways as required
by the group). After one answer (even if it is the wrong answer), go
to the answer. Read the answer out loud and ask if there are any
questions (limit discussion to 10 minutes per question). After each
slide, ask participants if they have any reactions to the information on
the slide or have anything to add.

4. Repeat Step 3 for each question.

Quiz:

Question 1: Sexual and reproductive health and rights includes which

of the following?

a) C
 omplete physical, mental, and social well-being in all matters
related to the reproductive system.

b) A satisfying and safe sex life.

c) Freedom to decide if, when, with whom, and how often to reproduce.

d) A
 ll of the above.

Answer: D. All of the Above. The World Health Organization defines

sexual and reproductive health to include all of these facets:

z The complete physical, mental, and social well-being (not merely

the absence of disease, dysfunction, or infirmity).

z A safe and satisfying sex life (including the ability to develop

healthy relationships).

z The freedom to decide if, when, with whom, and how often to
reproduce (including the information and means to do so).

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OUR BODIES, OUR RIGHTS!

To ensure this last point, a person must be free to make self-

determined decisions through:

z Respect for legal capacity around reproductive decision-making,

including decisions to retain fertility and/or become a parent (and
necessary safeguards against forced sterilization, forced abortion,
and forced contraception).

z Information related to sexual and reproductive health, including

information on a range of contraceptive methods, that is available
in accessible and alternative forms and formats.

Question 2: Sexual and reproductive rights are explicitly recognized in

which of the following international treaties from the United Nations?

a) C
 onvention on the Elimination of All Forms of Discrimination
against Women (CEDAW)

b) Convention on the Rights of Persons with Disabilities (CRPD)

c) International Covenant on Civil and Political Rights (ICCPR)

d) C
 onvention on the Rights of the Child (CRC)

Answer: B. The Convention on the Rights of Persons with Disabilities

(CRPD). The CRPD is the only international treaty that expressly
mentions sexual and reproductive health. Article 25 requires that
governments “Provide persons with disabilities with the same
range, quality and standard of free or affordable health care and
programmes as provided to other persons, including in the area of
sexual and reproductive health and population-based public health
programmes.”

Question 3: True or False: Women with disabilities have the same

right as women without disabilities to become parents.

Answer: A. True. Women with disabilities have the same right as

women without disabilities to decide if they want to become parents
and to have access to the information and means to determine the
number and spacing of their children. Despite this right, stereotypes
that women with disabilities should not become parents can
contribute to substandard care, including discrimination, abusive
treatment, and heightened rates of medically unnecessary cesarean
sections, for women with disabilities who try to access maternal and

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OUR BODIES, OUR RIGHTS!

newborn health services. Such negative treatment can deter them

from seeking prenatal health care. Materials about maternal and
newborn health are not regularly available in accessible formats.

Question 4: True or False: A parent can give permission for a medical

procedure for their 45-year-old child with a disability without
consulting their child.

Answer: B. False. Every patient has the right to informed consent

before receiving medical services, although informed consent is
not consistently guaranteed, especially for people with disabilities.
Informed consent is the process of communication between
a service provider and a service recipient. The service provider gives
to the service recipient accurate, comprehensive, clear information
about the services available, benefits, risks, and alternatives in
a manner and form that they understand, and with support as
requested and directed by the service recipient, without threats,
intimidation, or inducements. The service recipient themselves
voluntarily consents to services or declines them, based on this
information.

*Be sure that this answer is fully accurate in your country's context. If
the country you are presenting in has a formal guardianship system,
there could be circumstances under which a parent can legally give
permission if they are the person’s legal guardian. However, these
circumstances are usually very limited and still require the person
with the disability to be consulted.

Question 5: True or False: Teaching young people with disabilities

sexuality education promotes sexual activity among young people.

Answer: B. False. Comprehensive sexuality education (known as

CSE) actually contributes to delayed onset of sex, increased use of
contraceptives, fewer sexual partners, and a reduction in adolescent
pregnancy and STIs and HIV. Women and young people with
disabilities have the same rights as women and young people without
disabilities to access CSE. Yet harmful stereotypes about disability
and sexuality can prevent women and young people with disabilities
from accessing this important information. These include:

z Stereotypes that women with disabilities, particularly women

with intellectual disabilities, will become hypersexual if they are
provided information about sexuality and sex.

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OUR BODIES, OUR RIGHTS!

z Stereotypes that women with disabilities are asexual and do not

need such information.

Question 6: Bodily autonomy means:

a) B
 eing able to utilize all of your limbs without the use of
assistive devices.

b) The medical term for a human body.

c) Y
 our body is for you, and your body is your own to have the
power to make choices about in a dignified way.

d) An individual body.

Answer: C. Bodily autonomy means being able to determine one’s life

and future, and having the information, services, and means to do
so free from discrimination, coercion, and violence. It is the power
to make basic decisions about one’s own body and health, such
as whether to have sex, use contraception, or seek health care.
The power to make decisions about sexuality and reproduction is
fundamental to women’s and people with disabilities' empowerment
overall. When societies do not equip persons with disabilities with
the means to control whether, when, and with whom to have sex and
whether, when, with whom, and how often to become pregnant, they
are denying large numbers of people of their right to bodily autonomy.

5. E
 nd this activity with the key messages for the session and thank
participants for their engagement. Slides 55 to 58.

z The topics we discussed in this game represent the range of

subjects covered under sexual and reproductive health and rights.

z In many communities around the world, the topic of sexuality is

thought to be a private subject and talking about it in the open like
this can be hard. This is especially true for people with disabilities
and other groups of people such as young people or gender-
nonconforming people.

z Sexuality and sexual health are key parts of being human and
there is nothing to be ashamed about. When we have access
to accurate, unbiased, and evidence-based information about

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OUR BODIES, OUR RIGHTS!

sexuality and sexual health, we can feel empowered, make healthy

decisions, and enjoy healthy intimate relationships.

z In this activity we have learned about some key concepts that may be
new to you, they are:

y Reproductive health is a state of complete physical, mental,

and social well-being and not merely the absence of illness, in all
matters relating to the reproductive system and to its functions and
processes.

y Reproductive rights are the right of all people to decide freely and
responsibly on the number, spacing and timing of their children and
to have the information and means to do so, and the right to attain
the highest standard of sexual and reproductive health.

y Sexual health is a state of complete physical, mental and

social well-being in relation to sexuality, not merely the absence of
illness. It requires a positive and respectful approach to sexuality
and sexual relationships, as well as pleasurable and safe sexual
experiences, free of coercion, discrimination, and violence.

y Sexual rights are the rights of all people to attain the highest
attainable standard of sexual health free of coercion, violence,
and discrimination of any kind; to pursue a satisfying, safe,
and pleasurable sexual life; to have control over and decide
freely and consensually, on matters related to their sexuality,
reproduction, bodily integrity, choice, and gender identity; and
to accessible services, education, and information, necessary to
do so.

y Self-determination means having the freedom and support to make

choices about one’s own life and requires the knowledge and skills
to advocate for oneself.

y Informed consent is the process of communication between

a service provider and a service recipient. The service provider gives
accurate, comprehensive, clear information about the services
available, benefits, risks, and alternatives to the service recipient
in a manner and form that they understand, and with support as
requested and directed by the service recipient, without threats,
intimidation, or inducements. The service recipient themselves
voluntarily consents to services or declines them, based on this
information.

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OUR BODIES, OUR RIGHTS!

y Bodily autonomy means being able to determine one’s life and

future, and having the information, services, and means to do so
free from discrimination, coercion, and violence. It is the power to
make basic decisions about one’s own body and health, such as
whether to have sex, use contraception or seek health care.

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OUR BODIES, OUR RIGHTS!

ACTIVITY 2C: QUALITY OF CARE AND

INFORMED CONSENT CASE STUDIES

Duration

60 minutes

Supporting Materials

z PowerPoint slides 59 to 63

z UNFPA and WHO, Promoting Sexual and Reproductive Health for Persons
with Disabilities

z Sexual and Reproductive Health and Gender-Based Violence Referrals and

Support document. See Appendix 1 for an example.

Advance Preparation

z Select two participants to ask to read the case studies aloud during the
activity. Share the text with them in advance and answer any questions.

z Share the case study text with any interpreters.

Instructions

1. Explain to the group that we will now be doing an exercise to help us

better understand more key SRHR concepts. These are what quality
sexual and reproductive health care should look like and the process of
informed consent. Explain that we will be discussing two different case
studies that are based on two women’s real-life experiences in Australia.
Slide 59.

2. Invite participants to share their understanding of: What does it

mean to receive quality care? Remind participants that this is
a safe learning space. Share the following definition again if needed:
Informed consent in an SRHR setting is the process of communication
between a service provider and a service recipient that results in the
service recipient providing consent voluntarily and without threats,
intimidation, or inducements, for a service, referral, or dissemination
of the person’s private information. The service recipient must receive

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OUR BODIES, OUR RIGHTS!

counselling about the services available, risks, and benefits, and potential
alternatives in a language and form that is understandable to the service
recipient.

3. Ask your pre-selected participant to read the first case study. Share with
the group that the person will be reading the case study and the text will
also be available on the screen.

Slide 60. Case Study 1: “I am a blind woman who, on becoming

pregnant with my first child, was referred to a highly respected professor
of obstetrics. At each visit, the professor would welcome us with
“How’s Roxanne today?” Roxanne was my guide dog. Then he would
ask my husband, “And how’s Mrs. Smith?” I felt that I was just the baby
carrier. Naturally, I answered all his questions. On our subsequent visits,
my husband would often say, “My wife is the one having the baby. Ask
her.”

At my final visit, my baby wasn’t moving and had a faint heartbeat.
Without consulting me first, the professor told the registrar that I would
be admitted immediately, induced the following morning, and have an
epidural for the delivery.” -Frida (name changed)

4. Open up the discussion for reflections using the following prompts:

z What are your thoughts on Frida’s experience?

z Was Frida able to provide informed consent in this example?

z What barriers to providing informed consent did Frida face?

z Does this case study reflect your or other people you know
experience in medical settings?

5.  sk your pre-selected participant to read the second case study. Share

A
with the group that the person will be reading the case study and the text
will also be available on the screen.

Slide 61. Case Study 2: “Finding the right option for birth control
[contraception] was a tricky experience for me. I manage complex
chronic health conditions and found that many birth control options led
to unwanted side effects that made managing my health too difficult.
I was particularly prone to severe nausea and bleeding from options
including pill varieties and the Implanon [Implanon is a contraceptive
implant].

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OUR BODIES, OUR RIGHTS!

I have received sexual and reproductive healthcare from a sexual

health community doctor, and later was referred to a gynecologist. My
experience was long, but I was happy with the treatment I received. The
doctors were friendly, welcoming, and inclusive of my conditions. What
was good about this service was that they took a holistic approach and
consulted with my other specialists and GP [general practitioner]. The
doctors were clear with communication, enabling me to make informed
decisions. They valued my right to control my fertility and worked with
me to overcome the obstacles of my other health conditions.” -Kate, 25

6. Open up the room for reflections, using the following prompts:

z What are your thoughts on Kate’s experience?

z Was Kate able to provide informed consent in this example?

z What made it possible for Kate to provide informed consent?

z Does this case study reflect your or other people you know
experience in medical settings?

z What are some good practices you can take from this activity on
how doctors should seek informed consent from patients with
disabilities?

7. C
 lose by summarizing the following key messages. Slides 62 and 63.

z Quality services mean a sexual and reproductive health service must be:

y Evidence-based

y Scientifically approved and appropriate

y Medically appropriate

y Culturally appropriate

y Consistent with human rights

y Comprehensive

y Include a full range of modern service options paired with accurate

information about those options and a person’s rights.

z Informed consent is the process of communication between a service

provider and a service recipient. The service provider gives the

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OUR BODIES, OUR RIGHTS!

service recipient accurate, comprehensive, clear information about

the services available, benefits risks, and alternatives in a manner
and form that they understand, and with support as requested and
directed by the service recipient, without threats, intimidation, or
inducements.

The service recipient must receive counseling about the services

available, benefits, risks, and potential alternatives in a language and
form that is understandable to the service recipient.

The service recipient themselves voluntarily consents to services or

declines them, based on this information.

z People with disabilities are often denied these rights or have these
rights violated.

z People with disabilities have the right to informed consent for any
medical procedure or medication and to receive respectful and
dignified treatment from care providers.

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OUR BODIES, OUR RIGHTS!

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OUR BODIES, OUR RIGHTS!

SESSION 3

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ACCESSING SEXUAL
AND REPRODUCTIVE
HEALTH SERVICES

Session Purpose

The purpose of this session is to deepen participants’ understanding of how

key concepts relating to sexual and reproductive health and rights apply to
accessing relevant sexual and reproductive health services.

Session Objectives

By the end of this session, participants will have:

z An introduction to the Available, Accessible, Acceptable, and Quality

Framework (AAAQ or “triple A Q” framework)

z An understanding of the twin-track approach and how it applies to services

z An opportunity to assess some of the barriers to SRHR for women and

young people with disabilities

Session Outline

Session 3: Accessing Sexual and Reproductive Health Services

15 min Q&A/Reflections from Prior Session(s)
90 min Activity 3A: Sexual and Reproductive Health Services
75 min Activity 3B: Ensuring Services are Available, Accessible,
Acceptable, and Good Quality

Open the Session: Ask participants if they have any questions or

reflections from the last session that they would like to share. Try to
limit this dialogue to 10 minutes. If there are pressing topics that require
clarification, let participants know that you will make a plan for revisiting that
topic or share further information via email. (15 minutes)

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OUR BODIES, OUR RIGHTS!

ACTIVITY 3A: SEXUAL AND REPRODUCTIVE

HEALTH SERVICES

Duration

90 minutes

Supporting Materials

z PowerPoint slides 65 to 71

z Appendix 6: Google Doc for Activity 3A, or equivalent, if using

z UNFPA APRO, Respect, Recognise, Engage: Making Life-Saving

Information Accessible for Persons with Disabilities

Advance Preparation

z Familiarize yourself with the sexual and reproductive health key service
areas and be prepared to explain each of the service areas with examples.

z Review the sexual and reproductive health referral document so that you
know the available services in the area.

z Review and share the video with all participants at least 24 hours in
advance.

z Share the video with any interpreters present in advance.

z Prepare the online document for note taking, if using.

z If using, prepare the online document with two columns: Mainstream and
Disability-Specific

Instructions

1. Explain that we are now going to focus on applying what we learned to

real-life situations when we need to access sexual or reproductive health
services. Slide 65.

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OUR BODIES, OUR RIGHTS!

2. Start by asking the group: What sexual or reproductive health services

can you name?

z Consider using an online document for your co-facilitator to transcribe

answers and read aloud as they write.

z If people are struggling, explore with the group why the answer is
challenging. Is it because people are still uncomfortable talking about
this topic? Is it because they have never heard of these services?
Is it because they’ve never thought of these services as sexual and
reproductive health services?

z After 10 to 15 minutes of discussion, share the slide with the SRHR

Key Service Areas. Review each area briefly and ask if there are any
questions about what each of these services includes. Share local
examples of service providers if available. Slides 66 and 67.

Sexual and Reproductive Health Key Service Areas

z Comprehensive sexuality education and information: understanding

anatomy, sexual orientation, healthy relationships, and more.

z Information, counseling, and services for a range of modern

contraceptives.

z Prenatal, childbirth and postnatal care, including emergency obstetric

and newborn care.

z Safe abortion services (where legal) and treatment of the

complications of unsafe abortion.

z Information, prevention, testing, and treatment of HIV infection and

other STIs.

z Prevention of, detection of, immediate services for, and referrals for
cases of sexual and gender-based violence.

z Prevention, detection and management of reproductive cancers,

especially cervical cancer.

z Information, counselling, and services for subfertility and infertility.

z Information, counselling, and services for sexual health and well-being,

including routine health services such as pelvic exams, pap smears,
mammograms, and cancer screenings.

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OUR BODIES, OUR RIGHTS!

z Adolescent and youth-tailored services.

3. Share with the group that we are now going to do an activity to help
us think about how a person’s disability impacts their access to sexual
and reproductive health services and how those needs should be met.
Describe how we will have a short discussion afterwards based on the
examples in the video. Play the video. Video Link: https://www.youtube.
com/watch?v=mlDLlJwwiUA Slide 68.

Lead a short discussion using the following prompts:

z What stands out to you from this video?

For example, in the video, Sarnai and Altan are initially told that they
“cannot safely raise a child.” However, they go on to get another
opinion and eventually start a family of their own. The biases of the
first gynecologist were a barrier to their right to decide whether to start
a family. What was the difference with the second provider?

z If you were asked by a maternal and newborn health care provider

how to make their services more accessible, what would you
suggest?

z As participants answer, follow up by asking them if they think that is

a mainstream need or a disability-specific action. For example, “Sign
language interpretation. Do we think this is a mainstream action or
a disability-specific action?” Clarify that things that can be classified
as mainstream will be parts of the program that everyone benefits
from and that disability-specific actions are ones that are required by
a person because of their disability. Emphasize that both are equally
important and necessary to make a service accessible.

z Explain that as people share their answers, your co-facilitator will

be transcribing their answers onto the document on the screen that
has two columns – one that says “Mainstream” and one that says
“Disability-Specific.” Read aloud as the answers are transcribed and
categorized.

4. Conclude the activity by explaining that you are now going to share an
approach with them that may be helpful for thinking about accessible
services, especially in advocacy moving forward. Provide an explanation
of the twin-track approach using the following explanation. Open the
floor for questions. Slide 69.

z The twin-track approach means:

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OUR BODIES, OUR RIGHTS!

y Systematic mainstreaming of the interests of people with

disabilities across all plans, strategies, and policies, and

y Taking targeted and monitored action specifically for people with

disabilities.

z Using the example of a maternity healthcare service, this would mean:

i. T
 he program is available to all community members, including
people with all types of disabilities, and

y It includes requirements that all program staff receive training on

disability inclusion and combatting bias.

y All program staff are trained in adapting outreach services for

different disabilities.

y All program staff know which clinics for referrals are disability
inclusive.

y It is staffed by people with and without disabilities.

ii. S
 pecific parts of the program are developed and funded for people
with disabilities, such as:

y An additional outreach program developed specifically for people

with disabilities and staffed by people with disabilities. These staff
people accompany the mainstream program on outreach visits
and conduct separate visits as needed.

y Disaggregated data collection on who receives services, including

disaggregation by disability.

y A monitoring program designed to ensure disability inclusion.

y Sign language interpreters.

y Braille materials.

y Large-print materials.

y Electronic materials readable by screen readers.

y Easy-read or simplified materials.

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OUR BODIES, OUR RIGHTS!

y All program staff have access to a referral list for disability-specific

services not directly to reproductive health, such as community-
based rehabilitation.

y Offering services through only one approach will not provide

women and young persons with disabilities with the range of
services, involvement, and inclusion necessary to realize their
rights.

y Service providers do not necessarily need to be responsible for

offering both types of services but should understand the key
referral points and be able to make effective referrals.

5. Ask if there are any questions or reflections. Allow space for discussion
and reflection on current community services.

6. Conclude with the following key messages for the session. Adapt to
reflect the conversation that has taken place throughout the activity.
Slides 70 to 71.

z Fundamental sexual and reproductive health services which people

with disabilities should have access include:

y Comprehensive sexuality education and information: understanding

anatomy, sexual orientation, healthy relationships, and more!

y Information, counseling, and services for a range of modern

contraceptives.

y Prenatal, childbirth and postnatal care, including emergency

obstetric and newborn care.

y Safe abortion services (where legal) and treatment of the

complications of unsafe abortion.

y Information, prevention, testing, and treatment of HIV infection and

other STIs.

y Prevention of, detection of, immediate services for, and referrals for
cases of sexual and gender-based violence.

y Prevention, detection and management of reproductive cancers,

especially cervical cancer.

y Information, counselling, and services for subfertility and infertility.

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OUR BODIES, OUR RIGHTS!

y Information, counselling, and services for sexual health and well-

being, including routine health services such as pelvic exams, pap
smears, mammograms, and cancer screenings.

y Adolescent and youth-tailored services.

z All people with disabilities have the right to access services that are
available to the rest of the community. People with disabilities also
have the right to have disability-related requirements met. This is
sometimes referred to as the twin-track approach.

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OUR BODIES, OUR RIGHTS!

ACTIVITY 3B: ENSURING SERVICES ARE

AVAILABLE, ACCESSIBLE, ACCEPTABLE,
AND GOOD QUALITY

Duration

75 minutes

Supporting Materials

z PowerPoint slides 72 to 81

z Sexual and Reproductive Health and Gender-Based Violence Referrals and

Support document. See Appendix 1 for an example.

Advance Preparation

z Review the Sexual and Reproductive Health Referral document so that

you know the available services in the area, particularly the contraceptive
services available locally.

z Ensure you have a good understanding of the AAAQ or “triple A Q”

framework and examples of each category.

z Pre-assign breakout rooms, being considerate of which rooms require

interpretation or other accessibility services.

z Share Slide 74 on the AAAQ Framework in the body of an email or as an

attachment at least 24 hours in advance for participants to refer to during
this session.

z Practice using multiple breakout rooms with the facilitation team in

advance and determine how facilitators will circulate between the rooms
during the activity.

Instructions

1. Explain that in this final SRHR activity, we are going to learn a final
concept and apply all that we have learned to an example from our own
community.

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OUR BODIES, OUR RIGHTS!

2. Ask participants to take a few minutes of silent reflection to think of

a time you or a friend wanted to access contraceptive (or family
planning) services in your community. Did you or your friend face any
barriers? If not, what made these services accessible? Slide 73.

3. After the five minutes are up, ask if anyone wishes to share any
immediate reflections that came to mind. Limit the discussion to 15
minutes.

4. Explain that you will now share a concept that can help us understand
our rights to comprehensive sexual and reproductive health services.
Explain the AAAQ Framework using the following explanation. Slide 74.

z United Nations human rights bodies have identified four essential

and related standards which are necessary to have good healthcare
that upholds your right to health, including sexual and reproductive
health. Health care education, information, goods, and services must
be available, accessible (including affordable), acceptable and of good
quality. This is known as the AAAQ framework.

z Available means that information, goods, and services are available

in sufficient quantity across a country. This includes having enough
trained service providers and appropriate healthcare facilities.
Examples of increasing availability include: Slide 75.

y Services that are based in communities, not concentrated in larger

towns or cities.

y Mobile, accessible outreach services by trained staff, including

people with and without disabilities, are periodically conducted
to reach women and young persons who live in isolated areas
or residential institutions or who otherwise may not be able to
reach services. Services are adapted to meet people’s specific
requirements.

y A wide variety of modern contraceptive methods are available and

in sufficient supply in healthcare facilities and other community
spaces, both in urban and rural and/or remote areas.

z Accessible means the information, goods, and services are accessible

to all people, including people with disabilities. The requirement of
accessibility includes physical accessibility, economic accessibility,
and information accessibility. For example, services are accessible
when: Slide 76

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OUR BODIES, OUR RIGHTS!

y Free or subsidized transportation is available to women and young

persons with disabilities and their personal assistants or support
persons so they can reach services.

y Where resources allow, goods and services are subsidized so they

are free or at a low-cost for all low-income women and young
persons, regardless of age, marital status, or disability.

y Information about services and communication with service

providers is available in a wide variety of accessible formats,
including Braille; large print; audio; digital formats, compatible with
screen readers; Sign language with an interpreter of a preferred
gender; captioning; simplified formats (for example, plain language,
easy read); pictorial guides; and local language interpretation,
among others.

y There are no barriers to entering healthcare facilities or accessing

different floors of the facilities, such as uneven pathways, narrow
entrances, or stairs. Doors are wide enough and light enough to
push. Counters are low enough to accommodate someone in
a wheelchair. There is sufficient room in examination or labor and
delivery rooms for a wheelchair to turn around. Facilities’ furniture
and equipment (such as hospital beds and exam tables) and
procedures are physically accessible. For instance, alternative
birthing positions and supports are offered to women with physical
disabilities.

z Acceptable means that health information, goods, and services

conform to ethical standards, are culturally respectful, sensitive to the
gender and disability requirements of the individual, and respectful
of a person’s privacy and confidentiality. For example, services are
acceptable when: Slide 77.

y Providers and staff are trained on the rights of persons with

disabilities, including to respect the will and preferences of women
and young persons with disabilities, to respect their reasonable
accommodation requirements and to empower them to direct their
treatment and ask for assistance when necessary.

y Service providers speak directly to the person with a disability and

not to the person’s accompanying family member or caregiver.

y During a physical exam, a person with a physical disability directs

the transfer to the examination bed and their body’s positioning.

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OUR BODIES, OUR RIGHTS!

y Intercultural approaches to the provision of sexual and reproductive

health services are promoted and used.

z Quality means that health information, goods, and services are

scientifically and medically appropriate and delivered by trained
personnel. For example, services are of good quality when: Slide 78.

y Service providers and support staff are trained to understand

the informed consent process for adults with different types
of disabilities, including those with high support requirements.
Feedback mechanisms are in place to collect feedback on the
quality of sexual and reproductive health services from the end
users themselves to inform future programming.

Example. Slide 79 As part of the Australian Government’s

Transformative Agenda for Women, Adolescents, and Youth in the
Pacific, in 2022, the Fiji Ministry of Health and Medical Services,
the Fiji Disabled People's Federation (FDPF), Medical Services
Pacific, the Pacific Disability Forum, UNFPA, and Women Enabled
International partnered to design and implement a Community-
Based Sexual and Reproductive Health Officers program.

Under the program, OPDs hire women and young people with
disabilities, who are trained as sexual and reproductive health
outreach officers. They also train service providers on disability
rights and disability inclusion. The outreach officers and service
providers travel to different communities across Fiji, including
remote areas, to conduct two-day educational sessions for
women and young people with and without disabilities. They
cover SRHR and explain which SRH and GBV services are
available as well as how to access these services, from an
intersectional and disability-inclusive approach.

5.  mphasize that you are sharing this concept in case it is helpful for
E
understanding the type of services people with disabilities have a right
to receive. But explain that if this feels too complicated that it is not
essential to understand to advocate for you and your communities’
rights. Ask if there are any questions.

6.  hare that you are going to now divide the group into groups of 2 using
S
pre-assigned break-out rooms for some small group reflection. Explain
that each person will receive a prompt to go into a breakout room where
another participant will also be. Explain that the facilitators can move you
manually if this is a challenge for you. Slide 80.

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OUR BODIES, OUR RIGHTS!

z Describe how each breakout room will have the reflection question
on their screen and in the chat and each pair will have 15 minutes
to brainstorm. Also clarify that you will put the text of the AAAQ
framework in the chat box as well and that facilitators will be dropping
into each room to answer questions.

z Read the following question and ask if anyone has any clarifying
questions: Using the AAAQ framework to guide you, how can you
improve the contraceptive service in your community that you
reflected on earlier?

7.  fter 15 minutes, close the breakout rooms. Ask three groups to share
A
their brainstorming on how to improve the service they selected. Limit
discussion to 15 minutes.

8. Summarize the activity with the following key messages: Slide 81.

z Sexual and reproductive health services should be available where

you can reach them.

z They should be accessible to you no matter where you live, your

disability, or how much money you have.

z They should be provided in an acceptable way, which means they are

respectful and confidential; and they should be of good quality.

z This is sometimes referred to as the AAAQ or “triple A Q” framework.

9.  onclude by asking if there are any questions about anything that you’ve
C
covered in the past sessions on sexual and reproductive health and
rights (SRHR) and explain that the next section of the workshop will be
about gender-based violence (GBV).

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OUR BODIES, OUR RIGHTS!

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OUR BODIES, OUR RIGHTS!

SESSION 4

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OUR BODIES, OUR RIGHTS!

GENDER-BASED
VIOLENCE (GBV) –
WHAT IS IT?

Session Purpose

The purpose of this session is to deepen participants’ understanding of

gender norms and link gender norms to the types of violence that people with
disabilities, particularly women and young people with disabilities, encounter.
This session builds up to an understanding of gender-based violence and
provides participants with key terms for understanding such violence.

Throughout this session, it is essential that you regularly remind

participants about, and have easily available, the Sexual and Reproductive
Health and Gender-Based Violence Referrals and Support document. See
Appendix 1 for an example.

Session Objectives

By the end of this session, participants will have:

z A shared understanding of gender norms and how violence against those

who do not conform to gender expectations is itself a gender norm.

z An introduction to the power dynamics that contribute to gender-based

violence.

z An understanding of key terms related to violence including terms for

those involved in violence and terms to describe the types of violence
someone may face.

z An understanding of what is meant by the term gender-based violence

(GBV).

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OUR BODIES, OUR RIGHTS!

Session Outline

Session 4: Gender-Based Violence (GBV): What is it?

15 min Q&A/Reflections from Prior Session(s)
60 min Activity 4A: Understanding Gender Norms: “The Ideal Man” and
“The Ideal Woman”
45 min Activity 4B: Power and Gender Roles
60 min Activity 4C: What is Gender-Based Violence (GBV)?

Open the Session: Ask participants if they have any questions or

reflections from the last session that they would like to share. Try to
limit this dialogue to 10 minutes. If there are pressing topics that require
clarification, let participants know that you will make a plan for revisiting that
topic or share further information via email. (15 minutes)

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OUR BODIES, OUR RIGHTS!

ACTIVITY 4A: UNDERSTANDING GENDER

NORMS: “THE IDEAL MAN” AND “THE IDEAL
WOMAN”

Duration

60 minutes

Supporting Materials

z PowerPoint slides 83 to 86

z UNFPA, How Changing Social Norms is Crucial in Achieving Gender

Equality

z Sexual and Reproductive Health and Gender-Based Violence Referrals and

Support document. See Appendix 1 for an example.

z Appendix 6: Google Doc for Activity 4A, if using

Advance Preparation

z Think about or gather a few examples of “the ideal man” or “the ideal
woman” in the community context where you will be leading the workshop.

z Memorize in your own words the definitions for sex and gender and how to
describe the differences using the definitions provided in this activity.

z Determine if you plan to use the Google Doc for Activity 4A for note-
taking or an alternative way to document the conversation and prepare
accordingly.

Instructions

1. Share that for the next two sessions we will be focusing on the topic of
gender-based violence (GBV). Explain that to understand GBV, we’re first
going to explore the concept of gender. Slide 83.

2. Remind participants about the group agreements, particularly the

confidentiality agreement, and the Sexual and Reproductive Health
and Gender-Based Violence Referrals and Support document. Remind

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OUR BODIES, OUR RIGHTS!

participants that they do not have to share anything they are not
comfortable sharing, and they can take a break at any time.

3. Ask if anyone can explain the difference between sex and gender. If no
one volunteers, assure them that this can be confusing and present the
following definitions using the additional notes. Slide 84:

z Biological sex is the physical body a person is born with (internal and/
or external anatomical sexual characteristics). Some people are born
with male characteristics, some with female characteristics, and some
are born with mixed male and female characteristics (referred to as
‘intersex’).

z Gender refers to the characteristics of women, men, girls, and boys

that are socially constructed. This includes norms, behaviors and
roles associated with being a woman, man, girl or boy, as well as
relationships with each other. As a social construct, gender varies
from society to society and can change over time.

z Gender and sex are related to but different from gender identity.
Gender identity refers to a person’s deeply felt, internal and individual
experience of gender, which may or may not correspond to the
person’s physiology or designated sex at birth.8

z Ask if there are any questions and allow time for discussion.

4. Share that we’re now going to use this information to discuss how the
ideal man and the ideal woman are viewed in our communities.

5. Share the Google Doc link, if using, and explain that your co-facilitator will
be taking notes on the document as the discussion takes place. Explain
that you will read the notations on the document as they are written
down for those who cannot read it.

6. Ask participants to brainstorm: What characteristics does your

community use to define “an ideal man” and “an ideal woman”? Slide 85.

z Share the PowerPoint slide or copy the question into the chat box,
if using.

z Explain that the exercise is not about who they personally view as an
ideal man or woman to them but, more generally, what characteristics
are valued in their society.

8 On gender and gender identity, see World Health Organization (WHO), “Gender and Health,” https://www.who.int/
health-topics/gender#tab=tab_1.

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z If needed, prompt them by asking things like: What do “the ideal

man” and “ideal woman” look like? How do they behave? Who are
they attracted to? What roles do they play in the community? In the
home? Does this include having a disability? What about a physical
disability rather than an auditory disability?

7. After you have robust lists, use the following questions to lead a group
discussion. Enter each new question into the chat, if using, and read it
out loud. Keep the image of the man and woman with the characteristics
on the screen. (15 minutes)

1. What are the attitudes of our society towards men and women who
do not have these characteristics?

2. How do these “ideals” impact people with disabilities?

3. How do these “ideals” impact women with disabilities in particular?

8. Close this activity with the following key messages. Slide 86.

z Sex is biological, and gender is created by society and can vary across
cultures or change over time.

z Gender identity refers to a person’s deeply felt, internal, and individual

experience of gender.

z Gender norms lead to myths about what is and is not possible for
people.

z These myths can fuel harm and violence.

z We can work together to challenge these harmful norms and

stereotypes.

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ACTIVITY 4B: POWER AND GENDER ROLES

Duration

45 minutes

Supporting Materials

z PowerPoint slides 87 and 88

z Friends of UNFPA, What is Gender-Based Violence (GBV)?

z UNFPA and WEI, Women and Young Persons with Disabilities: Guidelines,
pages 49-51

z Sexual and Reproductive Health and Gender-Based Violence Referrals and

Support document. See Appendix 1 for an example.

Advance Preparation

z Review the supporting materials and any additional materials you need to
understand the power dynamics that may be discussed during the session
or that you want to bring out to communicate the key messages.9

z Familiarize yourself with and ensure that the Sexual and Reproductive
Health and Gender-Based Violence Referrals and Support document is
accurate and that all facilitators are prepared to share it with participants
and assist them with accessing the services listed, if needed.

Instructions

1. Explain to participants that we are now going to discuss another key

element of gender-based violence (GBV) which is power and the abuse of
power.

2. Prepare participants that this session involves personal reflection

and remind participants about the Group Agreements, particularly the
confidentiality agreement, and the Sexual and Reproductive Health

9 Partially adapted from Pacific Disability Forum and Fiji Disabled People’s Federation, Toolkit on Eliminating
Violence against Women and Girls with Disabilities in Fiji (2014), https://pacificdisability.org/wp-content/
uploads/2022/09/Toolkit-on-Eliminating-Violence-Against-Women-And-Girls-With-Disabilities-In-Fiji-_1_-1-1.pdf,
pages 74-75.

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and Gender-Based Violence Referrals and Support document. Remind

participants that they do not have to share anything they are not
comfortable sharing, that they can turn off their camera, and that they
can take a break at any time.

3. Tell participants that we are going to begin with a period of internal

reflection and invite participants to turn their cameras off during this time
if they would like. When participants are ready, ask them to think about
the word “power” and what it means to them.

4. After two minutes to think, invite participants to turn their cameras back
on and explain that we are now going to have a group conversation
about what we perceive and understand as power in our communities?
Remind participants again that they do not have to share and about the
Sexual and Reproductive Health and Gender-Based Violence Referrals
and Support document. Use the following questions to prompt the
conversation:

z What is power?

z Who has power in your life? You, your family members, people you
work with, community members?

z How do these people use their power?

5. Explain that they are going to have another few minutes to reflect by
themselves and invite participants to turn their cameras off during this
time if they would like. When participants are ready, ask them to think
about a situation where they felt powerful and a situation when they
felt powerless.

6. After two minutes to think, invite participants to turn their cameras back
on. Remind participants again that they do not have to share, and also
remind them about the Sexual and Reproductive Health and Gender-
Based Violence Referrals and Support document. Ask for a few volunteers
to explain when they have felt like they had power and when they have
not had power. Use the following questions to prompt the conversation:

z What has made you feel empowered?

z What has made you feel powerless?

z Did your gender play a role when you felt either powerful or
powerless?

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z Did your disability play a role when you felt either powerful or
powerless?

z How can people be supported to feel empowered?

6. Close this activity with the following key messages. Slide 88.

z Power can be used for good purposes or bad. We can use the kind of
power we have to make positive changes in our communities.

z Gender-based power relations within society put many women, girls,

and people who don’t fit into community gender norms at risk of
violence.

z Disability-related power imbalances can place people with disabilities

at risk of violence.

Gender equality requires the empowerment of women and people from

marginalized genders, with a focus on identifying and redressing power
imbalances, and giving every person autonomy to manage their own lives.

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ACTIVITY 4C: WHAT IS GENDER-BASED

VIOLENCE (GBV)?

Duration

60 minutes

Supporting Materials

z PowerPoint slides 89 to 94

z Friends of UNFPA, What is Gender-Based Violence (GBV)?

z UNFPA and WEI, Women and Young Persons with Disabilities: Guidelines,
pages 49-55

z SafeLives, Spotlight Report # HiddenVictim. Disabled Survivors Too:

Disabled People and Domestic Abuse

z UNFPA Asia and Pacific Regional Office, Measuring Prevalence of Violence

against Women: Key Terminology

z Sexual and Reproductive Health and Gender-Based Violence Referrals and

Support document. See Appendix 1 for an example.

Advance Preparation

z Anticipate some of the questions participants may have after being

presented with this content and think about how you will answer those
questions.

z Consult with a trusted colleague who has expertise in GBV to get support
with answering any questions you yourself may have. Ask this person if
they would be willing to help you answer any questions you may not be
able to answer during the workshop. This way, you can let participants
know that if you don’t have the answer to their question that you will
follow-up and get more information to share with them via email, on the
phone or in later sessions.

z Familiarize yourself with and ensure that the Sexual and Reproductive
Health and Gender-Based Violence Referrals and Support document is

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accurate and that all facilitators are prepared to share it with participants
and assist them with accessing the services listed, if needed.

z Share the case study the day before this activity with participants and
interpreters.

Instructions

1. Explain to participants that we are now going to get into understanding

the specifics of how we can define gender-based Violence. Remind
participants of the referral sheet. Go through the following points, stopping
to answer questions and provide examples as needed. Slides 90 and 91.

z Gender-based violence (GBV) is an umbrella term for any acts of or

threats of violence that are perpetrated against people on the basis of
their gender or their perceived gender. It disproportionately impacts
women, girls, and gender non-conforming people (Refer back to
Activity 4A and the gender role myths that were discussed).

z People with disabilities must be able to live their lives free from
gender-based violence. (Emphasize how, despite often being excluded
from dialogues around GBV, people with disabilities are entitled to
the same right as people without disabilities to live free from gender-
based violence, and that women, girls, and gender non-conforming
people with disabilities are disproportionately impacted by GBV).

z GBV takes several forms — physical, emotional, psychological, sexual,

and economic. Offer examples of each category.

z These acts can occur in public or in private. Violence committed by

intimate partners is a form of GBV, but perpetrators can also be strangers,
caretakers, family members, support staff. Emphasize that this means
that the government has an obligation to prevent and address violence
from intimate partners, family members, caretakers, and support staff
even when it happens in private, online, at a hospital, etc.

z GBV is also sometimes also used to describe violence against men

or people who do not identify as one gender. Explain how, since
gender-based violence is violence based on socially ascribed (i.e.
gender) differences between males and females, any violence that
is motivated by this is considered GBV. For example, a young male is
physically attacked because his peers think he acts too feminine, or
a non-binary person is sexually assaulted by a man who insists they
should be sexually attracted to men because they present as female.

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2. Open the floor for questions. If multiple people have questions, take three
to four questions, answer them, and address any overarching areas of
confusion.

3. Next, share that we are going to discuss a case study to practice what
we just learned. Ask for a volunteer or read the following case study
aloud. Slide 92.

This is a real example adapted from Stay Safe East in the United Kingdom, an
organization run by people with disabilities to support people with disabilities
who experience violence:

Maria is a disabled woman. Her partner refuses to allow her to see the
specialist nurse for her condition or to have handrails installed in their home.
He stops Maria from using a walking stick, and when Maria tries to walk
without it, he mocks her walking and tells her to stand up straight, knowing
she will fall and hurt herself. Her partner has pushed and shoved Maria but
never hit her. The falls Maria has had over many years were put down to
‘accidents’ due to her impairment. Maria’s partner controls her money, and
Maria cannot leave the house without her partner’s help, as accessibility in
their community is poor.10

4. Group Discussion (20 minutes): Ask participants to share their

thoughts on the case study and use the following prompts to guide the
conversation:

z Does Maria’s experience meet our definition of gender-based

violence? If so, how? (consider returning to the definition slide)

z How does Maria’s gender affect the violence she experienced?

z How does Maria’s disability affect the violence she experienced?

z If Maria sought help from the police, how do you think they might
respond?

5. Close the discussion by asking if there are any further clarifying

questions and reminding participants about the Sexual and Reproductive
Health and Gender-Based Violence Referrals and Support document.

10 SafeLives, “Spotlight Report # HiddenVictims. Disabled Survivors Too: Disabled people and domestic abuse,”
2017, https://safelives.org.uk/sites/default/files/resources/Disabled_Survivors_Too_Report.pdf.

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6. Summarize the main points of the discussion, emphasizing the following

key messages. Slides 93 and 94.

z Gender-based violence (GBV) is violence that targets people on the

basis of their gender. It is rooted in gender inequality, the abuse of
power, and harmful gender norms.

z It can affect anyone, including people with disabilities.

z We can work to stop gender-based violence by learning to identify it

in all its forms. This includes recognizing that GBV happens to people
with disabilities. Naming it as a wrong action can be the first step in
efforts to prevent or respond appropriately to the problem.

z Gender-based violence can take several forms such as physical,

psychological, emotional, sexual, and economic forms. It can take
place in private, in public, online, or at work.

z Perpetrators can be intimate partners but also strangers, caretakers,

family members, support staff, and health workers.

z The term gender-based violence is also used to describe any form

of gendered violence, including violence against men or gender
minorities when the violence is driven by gender roles and stereotypes.

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SESSION 5

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GENDER-BASED
VIOLENCE AND
DISABILITY:
DEEPENING OUR
UNDERSTANDING AND
ACCESS TO SERVICES
Session Purpose

The purpose of this session is to gain a deeper understanding of the gender-

based violence (GBV) experiences of all people with disabilities, especially
women and young people with disabilities, and the barriers they face to
accessing services.
Throughout this session, it is essential that you regularly remind participants
about and have easily available the Sexual and Reproductive Health and
Gender-Based Violence Referrals and Support document. See Appendix 1
for an example.

Session Objectives

By the end of this session, participants will have:

z A deepened awareness of the intersection of gender-based violence and

disability.

z A shared understanding of the barriers to accessing services that people

with disabilities who experience gender-based violence face.

z Greater awareness of local resources for support with gender-based

violence and areas of advocacy.

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Session Outline

Session 5: Gender-Based Violence and Disability: Deepening our

Understanding and Access to Services
15 min Q&A/Reflections from Prior Session(s)
45 min Activity 5A: Gender-Based Violence (GBV) and Disability
60 min Activity 5B: The Survivor’s Journey – Barriers to Accessing
Services (Optional)
60 min Activity 5C: Improving Access to Gender-Based Violence (GBV)
Services

Open the Session: Ask participants if they have any questions or

reflections from the last session that they would like to share. Try to
limit this dialogue to 10 minutes. If there are pressing topics that require
clarification, let participants know that you will make a plan for revisiting that
topic or share further information via email. (15 minutes)

ACTIVITY 5A: GENDER-BASED VIOLENCE

(GBV) AND DISABILITY

Duration:

45 minutes

Supporting Materials

z PowerPoint slides 95 to 107

z Appendix 6: Google Doc for Activity 5A, if using

z WEI, Gender-Based Violence Factsheet

z UN Special Rapporteur on Violence Against Women Rashida Manjoo,

Report of the Special Rapporteur on Violence against Women, Its Causes
and Consequences: Women with Disabilities

z UNFPA, Young Persons with Disabilities: Global Study on Ending Gender-

based Violence and Realizing Sexual and Reproductive Health and Rights,
pages 25-37

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z Sexual and Reproductive Health and Gender-Based Violence Referrals and

Support document. See Appendix 1 for an example.

Advance Preparation

z Brainstorm sample examples of general and disability-specific forms of

violence that people with disabilities experience to insert into the table in
case participants are having trouble with examples.

z Decide if you are using and if so, practice annotating the Google Doc for
Activity 5A.

Instructions

1. Introduce participants to the new session on Gender-Based Violence

and Disability: Deepening our Understanding and Access to Services.11
Explain that in this session, we will be focusing on strengthening our
understanding of how a person’s disability relates to their experience of
gender-based violence (GBV) and the gender-based violence services to
which every person is entitled. Slide 95.

2. Begin by asking the group: How do you think a person’s disability impacts
their experience of gender-based violence? Utilize the following prompts as
needed to facilitate a conversation on disability and GBV. Slides 97 and 98.

z People with disabilities have similar experiences of gender-based

violence as people without disabilities. Sometimes a person’s disability
may not be an influential factor in a person’s experience. Provide
examples.

z People with disabilities also experience unique forms of gender-based

violence due to their disabilities. Provide examples.

z Sometimes other characteristics, such as race, indigeneity, sexual

orientation or gender identity, age, immigration or refugee status, can
make it even more likely for people with disabilities to experience GBV.

z People with disabilities seldom receive information about gender-

based violence, which can make it harder to identify such violence and
recognize it as a rights violation.

11 This activity is partially adapted from Asian-Pacific Resource & Research Centre for Women (ARROW), Sreshtha
Das, “Reclaiming SRHR of Women and Girls with Disabilities, Module 8: Abuse and Violence,” 2021,
https://arrow.org.my/publication/reclaiming-srhr-of-women-and-girls-with-disabilities/

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z These factors, combined with inaccessible services and other barriers,

can make it hard for people with disabilities to get help or stop the
violence.

z Because of harmful stereotypes, people with disabilities are often

excluded from gender-based violence related advocacy discussions.

3. Review the Gender-Based Violence Data and Evidence slide and connect
the intersections of disability and gender. Slide 99.

z People with disabilities are three times more likely to experience

physical violence, sexual violence, and emotional violence than people
without disabilities.

z Women with disabilities are estimated to be up to 10 times more likely

to experience sexual violence.

z Boys and men with disabilities are twice as likely as boys and men
without disabilities to be sexually abused in their lifetime.

4. Group Discussion (30 minutes): Explain that using what we learned in

the last session, we are going to discuss some of the specific ways that
people with disabilities experience violence to help us better understand
the experiences of our communities, particularly people who may have
different disabilities from our own. Emphasize that we are doing this
because often violence against people with disabilities is ignored, or not
recognized as gender-based violence and therefore is not part of the
efforts to end GBV.

Explain that by the end of this exercise, we want to have a full picture of
the needs of our communities so we can fully assess if they are being
met by GBV providers in the community. Remind participants that they
can excuse themselves from this activity or take a break anytime. Read
each question aloud and share on the screen if helpful. Invite participants
to turn on their microphone or raise their hand to answer. As participants
answer, ask your co-facilitator to annotate the Google Doc, while you
verbally narrate what is being written and where. Use PowerPoint slides
with discussion questions as needed. Slides 100 to 105.

z What are examples of violence that women/young people with

disabilities experience? (For example, physical, verbal, emotional/
psychological, economic, or sexual).

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z In what areas of our lives does this violence occur? (For example,
family, community, health systems, institutions, hospitals).

z What are some of the factors that increase the risk of GBV for
people with disabilities? (For example, disempowerment, exclusion
from school, and inaccessible police services).

5. Conclude by asking for any final reflections or questions. Remind

participants again of the Sexual and Reproductive Health and Gender-
Based Violence Referrals and Support document.

6. Summarize the main points of the discussion, emphasizing where

possible the following key messages. Slides 106 and 107:

z People with disabilities face an increased risk of all forms of GBV.

z People with disabilities face the same forms of GBV as people without
disabilities, as well as unique forms of GBV due to their disabilities.

z GBV against people with disabilities can take place in private and in
public, including in facilities that are responsible for taking care of
people with disabilities’ needs.

z People with disabilities who also have additional marginalized

characteristics, for example, race, indigeneity, sexual orientation
or gender identity, age, immigration or refugee status, can face an
increased risk of GBV.

z People with disabilities seldom receive information about GBV.

z Because of harmful stereotypes, people with disabilities are often

excluded from GBV-related advocacy discussions.

z These factors—combined with inaccessible services and other barriers

— can make it hard for people with disabilities to get help or stop the
violence.

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ACTIVITY 5B: THE SURVIVOR’S JOURNEY –

BARRIERS TO ACCESSING SERVICES
This activity is optional and can be skipped if needed for the group or timing
demands.

Duration

60 minutes

Supporting Materials

z PowerPoint slides 108 and 109

z Survivor’s Journey Hypothetical Script

z UNFPA and WEI, Women and Young Persons with Disabilities: Guidelines,
pages 49-90

z Sexual and Reproductive Health and Gender-Based Violence Referrals and

Support document. See Appendix 1 for an example.

Advance Preparation

z Carefully review the survivor’s journey hypothetical script and brainstorm

how to facilitate the discussion at key points.

z Share the hypothetical script at least 24 hours in advance with participants

and ask them to review it before the session to have time to reflect. Include
the Sexual and Reproductive Health and Gender-Based Violence Referrals
and Support document in the communication. Consider whether assigning
roles in advance would be best for your group.

z Familiarize yourself with and ensure that the Sexual and Reproductive
Health and Gender-Based Violence Referrals and Support document is
accurate and that all facilitators are prepared to share it with participants
and assist them with accessing the services listed, if needed.

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OUR BODIES, OUR RIGHTS!

Instructions

1. Explain that this next group exercise is a role play enacting a survivor’s
journey and the constraints and barriers she faces when trying to access
different services. The key objective of the exercise is to highlight the
multiple needs of survivors, the complications and obstacles that inhibit
access to timely services, and the value of coordinated approaches
to service provision. If time allows, the exercise should be followed by
15 minutes of reflection and Q&A to allow participants to share their
experience in their sector and in their setting.

2. Prepare participants that this session involves personal reflection

and remind participants about the group agreements, particularly the
confidentiality agreement, and the Sexual and Reproductive Health
and Gender-Based Violence Referrals and Support document. Remind
participants that they do not have to share anything they are not
comfortable sharing, that they can turn off their camera, and that they
can take a break at any time.

3. Ask for five volunteers. Encourage participation but be prepared with

team members if no one volunteers. Amongst volunteers, randomly
assign parts in the survivor’s journey script. Tell each person to turn on
their microphone when it is time for their part. Parts:

z Narrator

z Survivor

z Community Health Worker

z Doctor

z Police

Identify the volunteers who have received the narrator and the survivor roles
and ask them to begin.

Survivor: My name is Sara; I am an 18-year-old girl with cerebral palsy, and

I use a wheelchair. I love hanging out with my friends and painting. I just
started going to college and I love the new-found freedom. I commute to
college every day from home. I have a support person who assists with my
hygiene needs daily. Yesterday, he sexually assaulted me. I am not sure
what to do but I heard that the community health center can help women
who have experienced sexual assault. I heard they have a virtual hotline, so
I’m trying to connect.

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Narrator: Sara calls the community health center. She is kept on hold for 60
minutes before she connects with a volunteer.

Survivor: Um, hello, my name is Sara. I’m looking for help. I was raped by
the person who helps me out with things I cannot do myself because of my
disability.

Community Health Volunteer: I don’t know what a support person is but I’m
pretty sure we don’t help with situations like that. You should see a doctor as
this is a case of sexual assault and only a trained medical officer can handle
such cases, especially involving people with disabilities.

Narrator: Sara looks up a doctor who has virtual visits. She gets an
appointment for the next day.

Survivor: My name is Sara. I’m looking for help, and I was told I needed to
speak with a doctor. I was raped by my support person.

Doctor: Sorry, I can’t hear you; the connection isn’t clear.

Narrator: The doctor’s office hangs up. Sara decides to try calling the police
station.

Survivor: Hello, I was looking for help. I was raped by the person who helps
me with things I need help with because of my disability. He forced himself
on me.

Police Station Operator: Oh, well if you need that much help maybe you
should feel grateful that someone wanted to have sex with you given that you
are disabled. Why would you want to file a case against him? Anyways, I don’t
think you can file a case against a support person.

Narrator: However, Sara insists. A police officer interviews her and says
he will investigate but explains that before he can open a case, he needs a
medical certificate from the doctor. Sara calls the doctor again and explains.
This time she is able to connect.

Doctor: Ok, I understand you need the exam, but I can see you use a
wheelchair and we do not have any accessible examination beds that will
work for you. You will have to travel to a medical office four hours away.

Narrator: Sara cannot make it to the other medical office before it closes, so
she must go the next day. That evening the support person came over and
threatened Sara because he’s heard that she has been talking to the police.
This ends our exercise today.

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4. To conclude the role play:

z Ask the survivor to express how he or she felt going to all these people
for help and their responses.

z Ask any other participants for their reflections.

z Ask the group to reflect on how many times the survivor had to tell her
story. How much time, energy, and possible resources did the survivor
have to use?

z Ask the group to reflect on how the survivor’s disability impacted the
experience?

5. Offer a break if people need it.

6. When people are ready, lead a group discussion using the following
questions:

z Remind participants about the Sexual and Reproductive Health and

Gender-Based Violence Referrals and Support document.

z Ask participants to imagine if this survivor arrived at their office or

got in touch with them. She is upset about what she experienced and
wants your help to advocate for change. Think about the services and
advocacy tools we have discussed:

z How can we advocate for the survivor to get help faster and to
reduce the number of points she has to go to? (for example, referral
mechanism, data sharing, case management, integrated services)

z How can we address the disability-related discrimination she

experienced?

z Have you seen any good practices to address the problem we saw
today?

7. Thank participants for engaging in the group discussion. Summarize the

main points of the discussion, emphasizing where possible the following
key messages. Slide 109.

z People with disabilities face heightened barriers to seeking out GBV

services.

z Learning from the experiences of people with disabilities who have

sought services is essential to improving access to services.

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z GBV services should be available to everyone, including people with all

different types of disabilities.

z When required, disability-specific services are important and should

be available in addition to mainstream services (recall the twin-track
approach).

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ACTIVITY 5C: IMPROVING ACCESS TO

GENDER-BASED VIOLENCE (GBV) SERVICES

Duration

60 minutes

Supporting Materials

z PowerPoint Slides 110 to 112

z Appendix 6: Google Doc for Activity 5C, if using

Advance Preparation

z Read UNFPA and WEI, Women and Young Persons with Disabilities:
Guidelines, pages 49-91

z See also: UNFPA, Essential Services Package for Women and Girls
Subjected to Violence

z Decide if you will use the Google Doc for Activity 5C and practice editing

Instructions

1. Explain that we are now going to discuss what gender-based violence

(GBV) services are essential to protecting, respecting, and fulfilling the
rights of people with disabilities to be free from violence. Ask for people
to unmute themselves or raise their hands and share: Name a type of
GBV service and share in a sentence or two what that service does.

2. After a brief discussion, go through the essential GBV services using the
PowerPoint slide and remind participants about the AAAQ or “triple A Q”
framework and the twin-track approach, if useful. Share each service area
and connect to earlier examples shared by the group. After each service
area, ask participants if they can name a local service provider that
offers this service and inquire if that service is accessible. Slide 111.

z Gender-based violence prevention services, including, for example,

programs to support, educate, and provide respite care for families
and caregivers.

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z Health services to provide medical services and documentation of

violence for medico-legal evidence.

z Justice mechanisms, such as accessible investigative procedures and

judicial proceedings.

z Policing, such as accessible police stations and victim-centered

approaches.

z Social services, such as help lines, safe accommodations, legal rights

information, help recovering or replacing identity documents.

3. Explain to the participants that we are now going to work through

dismantling common barriers to services and identifying solutions.
Ask participants to brainstorm common barriers GBV survivors
experience and potential solutions. Explain that you or your co-
facilitator will be writing their answers in the Google Form and share the
screen. Describe what is on the screen. Emphasize that you will read
everything that is written down aloud.

z Share the following example to get started.

y Barrier: The community health worker is skeptical that Sara

experienced violence.

y Solution: Training for community health workers about GBV and

people with disabilities and connecting survivors with services.

Use the following barriers and solutions to help guide the conversation.

Potential barriers and potential solutions to bring out in discussion:

z Service providers are not prepared for victims/survivors or witnesses

with disabilities. Solution: Training and support for providers such
as disability-inclusion training taught by community members with
disabilities.

z Service locations are physically inaccessible. Solution: Accessibility

audit by local OPD to identify barriers and solutions.

z Information is often inaccessible and unavailable in alternative

formats, such as Braille, plain language, easy read, or text-to-speech.
Solution: Funding for accessible information materials developed in
consultation with OPDs.

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z Women with disabilities may fear losing custody of their children

if they report violence, particularly as courts may enforce the
discriminatory stereotype that a non-disabled partner must be a more
competent parent. Solution: Survivor-support programs trained to
support parents with disabilities and work with the justice system.

z Healthcare providers may not seek informed consent or know how

to provide respectful care to a person with a disability. Solution:
Disability-inclusive informed consent protocols for healthcare
providers and relevant training.

z Impunity for violence against women with disabilities can embolden

perpetrators who know that there are few services and judicial
mechanisms available and accessible to people with disabilities.
Solution: Accessible complaint and judicial mechanisms.
Disaggregated data by gender and disability on GBV prosecutions
and services.

4. Summarize the main points of the discussion, emphasizing where

possible the following key messages. Slide 112.

z People with disabilities have all the same rights as persons without
disabilities to be free from violence, and to access GBV services
needed to realize this right.

z People with disabilities are often denied access to GBV services

because of legal and policy barriers; programmatic barriers; and
access barriers (physical, social, economic, and attitudinal).

z People with disabilities have a right to be free from violence. Fulfilling

this right includes access to comprehensive GBV services that
address both their general and disability-specific needs.

z You are the expert on how best to dismantle current barriers to

services in the community.

5. Close by offering a preview of the final session:

z Explain that in Session 6 we will be joined by a service provider.

z Conduct a high-level review of the workshop to date.

z Give participants two to three minutes to reflect on questions that they

might want to ask the service provider.

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z For homework, ask each participant to reflect on what they’ve learned

in the workshop and prepare one to two questions for the closing
session. Ask participants to email or share their questions with you on
the WhatsApp group in advance of the next session.

6. Close by reminding participants again of the Sexual and Reproductive

Health and Gender-Based Violence Referrals and Support document.

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SESSION 6

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Q&A WITH SERVICE

PROVIDER AND CLOSING
Session Purpose

The purpose of this session is to provide participants with an opportunity

to apply and deepen new knowledge and skills gained in the workshop by
engaging with a local service provider. It is an opportunity for participants to
ask questions and deepen their awareness of sexual and reproductive health
and rights and/or gender-based violence and apply their learnings from the
workshop to assess the accessibility of the service and consider solutions.
It’s also an opportunity for participants to have a positive experience with a
service provider and to engage in a dialogue about accessible services to the
benefit of both the provider and the participants.

Session Objectives

By the end of this session, participants will have:

z An opportunity to have any lingering questions about SRHR and/or GBV

answered or know where to seek further information.

z Experienced a positive interaction with a service provider(s).

z Had the opportunity to engage in dialogue with a service provider about

inclusive services and areas of improvement.

z A chance to review the key messages from the workshop.

z Provided feedback on the workshop curriculum.

Session Outline

Session 6: Q&A with Service Provider and Closing

90 min Activity 6A: Q&A with Medical Provider and Disability Activist
45 min Activity 6B: Workshop Review
45 min Activity 6C: Evaluation, Reflection, and Closing

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ACTIVITY 6A: Q&A WITH SERVICE PROVIDER

Duration

90 minutes or a half-day visit to the provider’s office.

Advance Preparation

z As far in advance as possible, identify one local sexual and reproductive

health or gender-based violence service provider who has experience
providing services to people with disabilities and/or is open to improving
the disability-inclusiveness of their service. Invite them to attend the online
workshop session to engage in a dialogue with participants about what
they do and how they make their services accessible (or to host a site visit
for participants).

z If arranging a site visit, ensure accessible transport is booked, and

accessibility needs are discussed in advance with the provider.

z Prepare some questions in advance for speakers as backup questions. For

example:

y Does your organization track how many people with disabilities use your
service?

y How are your services accessible to people with disabilities?

y How do you manage stigma and stereotypes that may impact delivery of
services to people with disabilities?

y What are the biggest challenges you face in providing services to people
with disabilities?

y How can local organizations of people with disabilities support you in

making your services more disability inclusive?

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Instructions

1. Let participants know that for this next session, they will be meeting with
a local sexual and reproductive health or gender-based violence service
provider for a Q&A session. Prior to their joining, the group will review
the topics and concepts discussed to date, so that they can refresh their
memories and reflect on any additional questions they might have for the
provider.

2. Conduct a high-level brief overview of the workshop to date (10 to 15

minutes)

z Ask participants to share any thoughts after reviewing each day/block

of activities.

z Remind participants about Frida’s and Sara’s experiences – recalling

the barriers and solutions.

z Offer a quick refresher on the AAAQ framework and twin-track

approach as needed.

3. Give participants five minutes to write out any additional questions they
have which they can enter in the chat box or share on the WhatsApp
Group or email chain.

4. If time allows, engage participants in a short conversation on effective

and respectful advocacy techniques to help them prepare should the
conversation lead to identifying areas of inaccessibility in the provider’s
current service provision areas.

5. Once the time is up, let the provider into the online room and introduce
them. Begin the Q & A session (45 minutes). Have some pre-prepared
questions in case there is additional time left, or if the group has a limited
number of questions.

6. Close the activity by thanking the provider for their time and for all that
they do to support women and girls and people with disabilities.

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ACTIVITY 6B: WORKSHOP REVIEW

Duration

45 minutes

Supporting Materials

z PowerPoint slides 114 to 128

Advance Preparation

z Prepare six to eight review questions and type them into PowerPoint slide

z Practice revealing the questions with the PowerPoint slide

z Pre-assign two breakout groups

Instructions

1. Explain that we will now review what we’ve learned in the workshop by
breaking into two groups to answer review questions. Explain that each
team will have 15 minutes to answer as many review questions as they can.
After the 15 minutes are done, we’ll review all of the questions together.

2. Send participants into two breakout rooms with a facilitator for 15

minutes and share the PowerPoint screen with each room. Ask each
group to go through the questions and try and answer. The co-facilitator
should reveal the answers when the group is ready and keep track of the
number of right answers or questions that led to a lot of discussions.
Slides 114 to 128.

3. When 15 minutes are up, bring participants back to the main room and
discuss the questions as a group, especially any confusing issues.

4. After reviewing all of the questions, ask which team got the most
answers correct and give them a round of applause. Open the floor to
any additional questions participants have on any of the topics covered
throughout this workshop.

5. Conclude with appreciation and praise for everyone for making it to the
end of the workshop.

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Sample Questions

Select approximately six to eight of the questions below (depending on how

much time you want to allocate to review) and edit the PowerPoint slides
accordingly.

1. What is one new insight you gained from this workshop?

2. 
True or False? The social model of disability focuses on the barriers
created by the environment (rather than by bodily impairment), including
in physical, information, and communication contexts; the attitudes and
prejudices of society; policies and practices of governments; and the often-
exclusionary structures of health, welfare, education, and other systems.

Answer: True.

3. When people say “CRPD” they are referring to …

A. A type of contraceptive
B. The Convention on the Rights of Persons with Disabilities
C. The Committee of Racial Prejudice Discrimination
D. Gender-based violence counseling formats

Answer: B.

4. Sexual and reproductive health includes which of the following?

A. C
 omplete physical, mental, and social well-being in all matters related
to the reproductive system
B. Satisfying and safe sex life
C. Freedom to decide if, when, with whom, and how often to reproduce
D. All of the above

Answer: D. All of the above.

5.  rue or False? Women with disabilities have the same rights as women
T
without disabilities to become parents.

Answer: True.

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6. Gender-based violence is rooted in which of the following:

A. Gender inequality
B. The abuse of power
C. Harmful gender norms
D. All of the above

Answer: D. All of the Above.

7. Gender-based violence includes which of the following? (Select all that

apply)

A. Physical violence by a husband against his wife

B. Forced abortion
C. Robbery
D. Sexual abuse by a caregiver

Answers: A, B, and D.

8. What are some of the barriers to ending the cycle of violence for women
with disabilities?

A. Fear of institutionalization
B. Emotional, financial, caregiving or physical dependence on the abuser
C. Inaccessible shelters
D. Not being recognized as a victim or survivor

Answer: All of the above and more.

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ACTIVITY 6C: EVALUATION, REFLECTION,

AND CLOSING

Duration

45 minutes

Supporting Materials

z PowerPoint slides 129 and 130

z Post-workshop survey and evaluation.

Advance Preparation

z Create the post-workshop survey and evaluation. See Appendix 5 for an

example.

z The day before this session, email participants the post-workshop survey
and evaluation as a Word document and a Google Form link.

Instructions

1. Remind participants that they received the post-workshop survey and

evaluation yesterday and ask them to find the documents.

2. Let participants know they will now have 10 minutes to complete

the survey and evaluation. However, if they cannot complete the
documents now, they should feel free to take a 10-minute break and
complete it at a later point. Once 10 minutes have passed, ask if
participants need more time.

3. Once participants have completed the survey and evaluation, let

them know that we will be moving into our final closing activity. Let
participants know that for this final activity they will be writing a letter
or email to themselves, and they should choose the most accessible
format for them. In this letter, they can write about anything that they felt
was meaningful to them from the workshop or they can use the prompts
listed on PowerPoint slide. Read the prompts out loud. Encourage them
to write about one thing that they plan to use from this workshop in the
future. Slide 129.

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z One thing I have appreciated about this workshop has been….

z One question I still really want answered is…
z This workshop has helped me to…
z As a result of this workshop, I will….

4. Share that often after a workshop ends, the next day we feel very
energized, and we talk about the workshop with our colleagues and
friends. After one week, we may still reflect on some of the things we
shared and learned, and after a few weeks, the workshop may feel like
a distant memory. Let them know that once they have written their
letters, to email or text it to themselves with the subject line “Open in One
Month.” The purpose of this letter is that when the workshop learnings
and energy start to fade, they can open the message in one month and
remind themselves of what they were most energized about, or things
they wanted to continue to reflect on.

5. After everyone has finished their messages, ask if there are any
thoughts or comments anyone would like to share from their letter or
about the workshop in general.

6. Share appreciation for co-facilitators and participants: Slide 130.

z Facilitators share appreciation for participants and for co-facilitators,

production managers, interpreters, and others.

z Participants: Is there anyone who would like to share an appreciation

out loud?

7. Before ending, ask participants to think of one positive word to describe

how they have felt about the workshop. At your prompt, ask everyone to
say that one word out loud at the same time so that the final workshop
moment is filled with positivity!

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APPENDICES

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APPENDIX 1: EXAMPLE OF A SEXUAL AND

REPRODUCTIVE HEALTH REFERRALS AND
GENDER-BASED VIOLENCE REFERRALS AND
SUPPORT DOCUMENT

Sexual and Reproductive Health and Gender-Based Violence

Resources

Our Bodies, Our Rights! Virtual Workshop on Addressing Sexual

and Reproductive Health and Rights and Gender-Based Violence
Pilot: 3-7; 10-14 October 2022

GENDER-BASED VIOLENCE SERVICES

Need help? Access all organizations offering GBV services in Botswana-

download the AME app on Google play https://www.bgbvc.org.bw/index.php/
ame-app

Botswana Gender Based Violence Prevention and Support Centre

(BGBVPSC)

Physical Address: Plot 6062/3 Extension 19 Broadhurst, Gaborone

Postal Address: Private Bag X046, Gaborone Botswana
Telephone: +267 3907659
Mobile: +267 74 265 081
Fax number: +267 3908691
Website: https://www.bgbvc.org.bw/

Send HELP to 16510/ 74265081/73659641

Women Against Rape Trust (WAR)

Physical Address: Plot 517, Moeti Road
Postal Address: Box 779, Maun, Botswana
Telephone: + 267 68 60 865
Fax: + 267 68 63 058

Website: www.womenagainstrape.org.bw

Tollfree number: 6860243

73437147/ 73437187

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Stepping Stones International (SSI)

Private Bag 00421, Gaborone, Botswana
Telephone: +267 573 9858
Fax: +267 573 9898
[email protected]
Website: https://www.steppingstonesintl.org/

Botswana Substance Abuse Support Network (BOSASNet)

Physical Address: Plot 5346, Okavango Road, Gaborone
Phone: +267 3959119/3913490
Email address: [email protected]/ [email protected]
Website: http://bosasnet.com/

Men and Boys for Gender Equality

Address Plot 6213, Morubisi Road, Extension 19 Tshimotharo., Gaborone
Telephone: 267395776/ 74711845
Website: www.menandboys.org.bw

Emang Basadi
Address. Plot 551, South Ring Rd, Dilalelo Ext 4, Gaborone, Botswana;
Telephone: +267 3909335 +267 3911421
Fax. +267 3909335.

Childline Botswana
Tollfree number: 11611
Contact number: 72300901

SEXUAL AND REPRODUCTIVE HEALTH SERVICES

Botswana Family Welfare Association (BOFWA)

Gaborone clinic
Private Bag 00100, Gaborone.
Phase 4, Plot No. 23769
Next to Sedibeng Lodge
[email protected]
Telephone: 3165129

Kanye clinic
P.O. BOX M1050, Kanye
Kgwatlheng, Next to Ntebogang CJSS
Telephone: 540 3086

Maun clinic
Private Bag 341, Maun
Riverside ward
Telephone: 6864718

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Mochudi clinic
P.O. BOX 2067, Mochudi
Plot 2067, Raserura ward
Telephone: 572 9990

Kasane Clinic
Private Bag K7, Kasane
Plot 382, Botshabelo ward
Behind the new bus rank
Telephone: 6352253
Website: http://bofwa.org.bw/

SRHR AIDS Trust

Plot 605, Extension 4, Gaborone
Telephone: 3700675/7
Website: https://www.srhrafricatrust.org/

TEBELOPELE
Unit 4 Plot 39, Gaborone International Commerce Park
Gaborone
Telephone: 267 395 8014/15 & 267 395 8022
Website: https://www.tebelopele.org.bw/

Men for Health & Gender Justice

Head of Office
Plot 37257 Bogogobo Crescent, Block 8, Gaborone
P.O.BOX 382 AAD, Gaborone
Telephone: 3901767
Email: [email protected]

Palapye Male Health Centre

Telephone: 4920148

Maun Male Health Centre

Telephone: 6862081
Website: https://www.menforhealth.org/

SENTEBALE
Physical: Sentebale Botswana
Ground Floor, Moroja Mews 1St Floor
CBD Gaborone
Postal: Private Bag 13, Poso House
Gaborone
Email: [email protected]
Telephone: +267 318 4777
Website: https://sentebale.org/

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BOTSWANA-BAYLOR
1836 Hospital Way
Gaborone, Botswana
[email protected]
Telephone: +267 319 0083
Telephone: +267 319 0079
Website: https://www.botswanabaylor.org/
Opening Hours: Monday-Friday - 7:30 - 16:30, Saturday and Sunday – Closed

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APPENDIX 2: GLOSSARY: LIST OF KEY

TERMS AND DEFINITIONS

Our Bodies, Our Rights!

Workshop on Addressing Sexual and Reproductive Health and

Rights and Gender-Based Violence

GLOSSARY

Adolescents are boys and girls between the ages of 10 and 19 years old.
The period is defined by the physical, cognitive, behavioral, and psychosocial
changes taking place during the period and illustrated by increased sense of
self, confidence, and independence.12

Comprehensive sexuality education (CSE) refers to sexuality education

that is rights-based and assists people with obtaining accurate and age-
appropriate information about all aspects of sexual and reproductive health
and rights; healthy exploration of sexuality; empowerment; and positive
thinking about sexuality and sexual and reproductive health and rights. CSE
also supports the development of positive life skills and relationships.13

Economic violence involves denying a person access to and control over

basic financial resources.14 Since many people with disabilities are not given
responsibility over their finances, people with disabilities can be at risk of this
form of violence.

Justice system refers to both formal and informal justice systems. Formal
justice systems involve the State and its agents administering justice
through the enforcement and application of laws. Mechanisms include law
enforcement, criminal justice systems, and courts and judges.15 Informal
justice systems refer to the range of mechanisms varying in formality
involved in access to justice and rule of law, but that exist outside of the

12 UNFPA and Save the Children USA, “Adolescent Sexual and Reproductive Health Toolkit for Humanitarian
Settings: A Companion to the Inter-Agency Field Manual on Reproductive Health in Humanitarian Settings,” 2009,
http://www.unfpa.org/publications/adolescent-sexual-and-reproductive-health-toolkit-humanitarian-settings.
13 UNFPA, “UNFPA Operational Guidance for Comprehensive Sexuality Education: A Focus on Human Rights and
Gender,” 2014, http://www.unfpa.org/sites/default/files/pub-pdf/UNFPA_OperationalGuidance_WEB3.pdf.
14 U.N. Secretary-General, “In-depth Study on All Forms of Violence Against Women: Report of the Secretary
General,” U.N. Doc.A/61/122/Add.1 (July 6, 2006), paras.111-113, https://documents-dds-ny.un.org/doc/
UNDOC/GEN/N06/419/74/PDF/N0641974.pdf?OpenElement.
15 United Nations Population Fund (UNFPA), UN Women, World Health Organization (WHO), United Nations
Development Programme (UNDP), and United Nations Office on Drugs and Crime (UNODC), “Essential Services
for Women and Girls Subject to Violence (Module 1),” 2015, http://www.unfpa.org/publications/essential-
services-package-women-and-girls-subject-violence.

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traditional State justice structure. Informal justice systems may or may not
be connected or recognized by the State. Mechanisms include systems
involved in the “resolution of disputes and the regulation of conduct by
adjudication or the assistance of a neutral third party that [] is not a part of
the judiciary as established by law and/or whose substantive, procedural or
structural foundation is not primarily based on statutory law”.16

Gender-based violence (GBV) refers to acts of or threats of violence that

are perpetrated against people on the basis of their gender or their perceived
gender, biological sex, as well as social and gender norms. GBV can refer to
acts that “results in, or is likely to result in, physical, sexual or mental harm
or suffering to women, including threats of such acts, coercion or arbitrary
deprivation of liberty, whether occurring in public or in private life”.17

Gender-based violence can take a variety of forms — physical, emotional,

psychological, sexual, economic — and can include violence perpetrated
by intimate partners, family members, caregivers, medical or other service
providers, law enforcement, military personnel, educators, employers, and
strangers.18 This violence can be against women and girls, who are and
have historically been victimized by harmful gender roles. It can also be
experienced by people of gender minorities, such as transgender, nonbinary,
and gender nonconforming persons and men, if the violence is motivated by
“socially ascribed (i.e. gender) differences between males and females”.19

Healthcare service providers offer healthcare services in a systemic way.

Examples include doctors, midwives, nurses, community health workers, and
other individuals trained to provide health services.20

Health system is defined by the World Health Organization as “all the

activities whose primary purpose is to promote, restore and/or maintain
health” and “the people, institutions and resources, arranged together in
accordance with established policies, to improve the health of the population
they serve”.21

16 UNDP, UNICEF, and UN Women, “Informal Justice Systems: Charting a Course for Human Rights-Based
Engagement,” 2012, http://www.unwomen.org/-/media/headquarters/attachments/sections/library/
publications/2013/1/informal-justice-systems-charting-a-course-for-human-rights-based-engagement.
pdf?la=en&vs=5500.
17 WHO, “Health Topics: Violence against Women,” https://www.who.int/news-room/fact-sheets/detail/violence-
against-women.
18 Declaration on the Elimination of Violence Against Women, G.A. Res. 48/104, U.N. Doc. A/RES/48/104 (Dec. 20,
1993), art. 2.
19 Inter-Agency Standing Committee (IASC), “Guidelines for Integrating Gender-based Violence Interventions
in Humanitarian Action: Reducing Risk, Promoting Resilience and Aiding Recovery, 2015, https://
interagencystandingcommittee.org/system/files/2015-iasc-gender-based-violence-guidelines_lo-res.pdf.
20 WHO, “Responding to Intimate Partner Violence and Sexual Violence against Women: WHO Clinical and Policy
Guidelines, 2013, http://apps.who.int/iris/bitstream/10665/85240/1/9789241548595_eng.pdf.
21 WHO, “Health System Strengthening: Glossary,” 2011, www.who.int/healthsystems/Glossary_January2011.pdf.

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Informed consent is the process of communication between a service

provider and a service recipient. The service provider gives accurate,
comprehensive, clear information about the services available, benefits
risks, and alternatives to the service recipient in a manner and form that
they understand, and with support as requested and directed by the service
recipient, without threats, intimidation, or inducements. The service recipient
themselves voluntarily consents to services or declines them, based on this
information.

Legal capacity refers to the right of people with disabilities to recognition

everywhere as people before the law. Under international human rights law,
people with disabilities have a right to legal capacity, which is distinct and
independent from mental capacity, on an equal basis with individuals without
disabilities. Supported decision-making mechanisms may be necessary to
empower people with disabilities to exercise their right to legal capacity.22

Person with a disability is the person-first language used by the Convention

on the Rights of Persons with Disabilities to refer to a “person who has some
type of physical, intellectual, mental, cognitive, or sensory impairment that
in interaction with various barriers may hinder his or her full participation in
society on an equal basis with others”.23

Psychological violence refers to behavior that is controlling, isolating,

humiliating, or embarrassing and which causes the person upon who it is
perpetrated psychological distress.24

Reasonable accommodation is defined by the CRPD as “necessary and

appropriate modification and adjustments not imposing a disproportionate
or undue burden, where needed in a particular case, to ensure to people with
disabilities the enjoyment or exercise on an equal basis with others of all
human rights and fundamental freedoms”.25

Reproductive health refers to a person’s complete physical, mental, and

social well-being, not only the absence of disease or illness, in all matters
relating to the reproductive system and to its functions and processes.
Reproductive health includes the ability to enjoy a satisfying and safe sex life
and the freedom and legal capacity to decide if, when, with whom, and how
often to do so. For women and young people with disabilities, this means the
right to be free from forced sterilization, contraceptives, and abortion (where
legal); access to accessible information about reproductive health and safe,

22 Committee on the Rights of Persons with Disabilities (CRPD Committee), “General Comment No. 1, Article 12:
Equal Recognition Before the Law,” U.N. Doc. CRPD/C/GC/1 (May 2014), para. 39.
23 CRPD, art. 1.
24 U.N. Secretary-General, “In-depth Study on All Forms of Violence Against Women,” para.113.
25 CRPD, art. 2.

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effective, affordable, and acceptable methods of family planning; and the

right to access quality accessible maternal and newborn health services.

Reproductive rights are human rights recognized in national laws,

international laws, and international human rights documents that uphold the
rights of all people to decide freely and responsibly on the number, spacing
and timing of their children and to have the information and means to do so,
and the right to attain the highest standard of sexual and reproductive health.
Women and young people with disabilities, as with all rights-holders, must be
free to make these decisions free of discrimination, coercion, or violence.26

Sexual health is defined as “a state of physical, emotional, mental, and social

well-being in relation to sexuality; it is not merely the absence of disease,
dysfunction, or infirmity. Sexual health requires a positive and respectful
approach to sexuality and sexual relationships, as well as the possibility
of having pleasurable and safe sexual experiences, free of coercion,
discrimination, and violence”.27

Sexual rights are the rights of all people to attain the highest attainable
standard of sexual health free of coercion, violence, and discrimination of
any kind; to pursue a satisfying, safe, and pleasurable sexual life; to have
control over and decide freely and consensually, on matters related to their
sexuality, reproduction, bodily integrity, choice, and gender identity; and
to accessible services, education, and information, necessary to do so.

Sexual violence refers to abusive sexual contact, making a person engage

in a sexual act without consent, and attempted or completed sex acts with a
person who is unable to consent to sexual contact. It can take many forms,
including any unintended or non-consensual sexual act, sexual harassment,
and violent acts. A person may be unable to consent due to their disability
(however, having a disability does not mean a person is automatically unable
to consent to voluntary sexual conduct). Other reasons a person may be
unable to consent include that the person is asleep, unconscious, ill, under
pressure, or under the influence of drugs or alcohol.28

Supported decision-making refers to regimes that replace substitute

decision-making models, such as guardianship. Supported decision-making
“comprises various support options which give primacy to a person’s will and
preferences, and respect human rights norms. It should provide protection for
all rights, including those related to autonomy (right to legal capacity, right to
equal recognition before the law, right to choose where to live, etc.), and rights
related to freedom from abuse and ill-treatment (right to life, right to physical

26 CRPD, art. 23(1).

27 WHO, “Sexual and Reproductive Health: Defining Sexual Health,” 2017, http://www.who.int/reproductivehealth/
topics/sexual_health/sh_definitions/en/.
28 UNFPA, et al., “Essential Services for Women and Girls Subject to Violence (Module 1).”

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integrity, etc.)”.29 Substituted decision-making models perpetuate power

imbalances, which can make women and young people with disabilities
especially vulnerable to gender-based violence and other forms of abuse and
ill-treatment.30

Survivor-centered services are those that “prioritize the rights, needs, dignity
and choices of the survivor—including the survivor’s choice as to whether or
not to access legal and judicial services”.31

Twin-track approach has been defined by the Committee on the Rights of

Persons with Disabilities as: “systematically mainstreaming the interests and
rights of women and girls with disabilities across all national action plans,
strategies and policies concerning women, childhood and disability, as well
as in sectoral plans concerning, for example, gender equality, health, violence,
education, political participation, employment, access to justice and social
protection” and “targeted and monitored action aimed specifically at women
with disabilities”.32

Victim/survivor is a person who has experienced or is currently experiencing

gender-based violence. There has been debate about the use of the terms
victim and survivor. The UN Secretary-General’s “In-Depth Study on Violence
Against Women” explains that for some, “the term ‘victim’ should be avoided
because it implies passivity, weakness and inherent vulnerability and fails
to recognize the reality of women’s resilience and agency. For others, the
term ‘survivor’ is problematic because it denies the sense of victimization
experienced by women who have been the target of violent crime”.33

Violence against women is defined as “any act of gender-based violence

that results in, or is likely to result in, physical, sexual, or psychological harm
or suffering to women, including threats of such acts, coercion, or arbitrary
deprivation of liberty, whether occurring in public or in private life”.34 This
definition includes the many forms violence against women with disabilities
can take, including intimate partner violence, caregiver violence, medical
violence (e.g. forced sterilizations and other procedures, forced medication or
overmedication), sexual violence, psychological violence, economic violence,
institutional violence, and violence during emergencies.

29 CRPD Committee, General Comment No. 1.

30 Office of the United Nations High Commissioner for Human Rights (OHCHR), “Thematic Study on the Issue of
Violence Against Women and Girls and Disability,” U.N. Doc. A/HRC/20/, 2012, para. 16, http://www2.ohchr.org/
english/issues/women/docs/A.HRC.20.5.pdf.
31 IASC, “Guidelines for Integrating Gender-based Violence Interventions in Humanitarian Action: Reducing Risk,
Promoting Resilience and Aiding Recovery.”
32 CRPD Committee, General Comment No. 3 Article 6: Women and Girls with Disabilities, U.N. Doc. CRPD/C/GC/3
(2016), para. 27.
33 U.N. Secretary-General, “In-depth Study on All Forms of Violence Against Women,” para. 21.
34 Declaration on the Elimination of Violence Against Women, art. 1.

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Violence, non-partner is violence committed by a caregiver (non-partner),

family member, friend, acquaintance, neighbor, work colleague, or stranger.
Frequently, non-partner violence is committed by a person familiar to the
victim/survivor. For people with disabilities, offenders can serve in a caregiver
role for the person either in the person’s home or in an institutional setting.

Violence, intimate partner refers to the range of sexual, psychological,

and physical acts that can be used against women and young people with
disabilities by a current or former intimate partner, without that person’s
consent. For people with disabilities, intimate partner violence is regularly
perpetrated by partners who are also caregivers for that person, which can
often prevent such violence being identified.

Young people refers to girls, boys, young women, and young men from
age 10 to 24 years old, encompassing the globally accepted definitions of
adolescents (an age range of 10 to 19) and youth (age range of 15 to 24).35

Youth refers to people ages 15 to 24.36

35 UNFPA, “Girlhood, Not Motherhood: Preventing Adolescent Pregnancy,” 2015, https://www.unfpa.org/sites/

default/files/pub-pdf/Girlhood_not_motherhood_final_web.pdf.
36 UNFPA, “Girlhood, Not Motherhood: Preventing Adolescent Pregnancy.”

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APPENDIX 3: KEY RESOURCES

LEADERSHIP AND FACILITATION TRAINING PROGRAMS:

z International Disability Alliance (IDA), Bridge CRPD-SDGs Training Initiative

Training of Trainers (free program but restricted availability)

z Mobility International USA (MIUSA), Loud, Proud and Passionate!: An

Innovative Rights-based Facilitator’s Guide for Leadership Training of
Women with Disabilities. (fee)

z IPAS, Effective training in reproductive health: Course design and delivery.

Reference manual. (free)

z Training for Change, Training Tools (free and fee-based trainings)

z Council of Europe, Compass: Manual for Human Rights Education for

Young People (free)

z This Ability, Digital Dada Program (free program but restricted availability)

z LaVant Consulting, ‘DIGITAL ACCESSIBILITY’ LIVE TRAINING EVENT

[RECORDED]

ACCESSIBILITY RESOURCES:

z WEI, Access: Good Practices International Meeting Checklist

z The Inclusive Generation Equality Collective, Feminist Accessibility

Protocol

z Inclusion International and Down Syndrome International’s Listen, Include,

Respect: International Guidelines to Inclusive Participation

z Rooted in Rights, How to Make your Virtual Meetings and Events

Accessible to the Disability Community

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SEXUAL AND REPRODUCTIVE HEALTH AND RIGHTS AND GENDER-

BASED VIOLENCE RESOURCES:

z WHO & UNFPA, Promoting Sexual and Reproductive Health for Persons
with Disabilities

z UNFPA, UN Women, WHO, UNDP & UNODC, Essential Services Package for
Women and Girls Subject to Violence

z UNFPA & WEI, Women and Young Persons with Disabilities Guidelines
for Providing Rights-Based and Gender-Responsive Services to Address
Gender-Based Violence and Sexual and Reproductive Health and Rights for
Women and Young Persons with Disabilities

z UNFPA, Young Persons with Disabilities: Global Study on Ending Gender-

based Violence and Realizing Sexual and Reproductive Health and Rights

z WEI, Fact Sheet: Sexual and Reproductive Health and Rights of Women
and Girls with Disabilities

z WEI, Fact Sheet: The Right of Women and Girls with Disabilities to be Free
from Gender-Based Violence

z UNFPA, My Body is My Own: Claiming the Right to Autonomy and Self-

Determination

z Asian-Pacific Resource & Research Centre for Women (ARROW), Sreshtha

Das, Reclaiming SRHR of Women and Girls with Disabilities: A Training of
Trainers Manual on Disability Rights, Gender, and SRHR

z SafeLives, Spotlight Report # HiddenVictims. Disabled Survivors Too:

Disabled people and domestic abuse

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APPENDIX 4: PRE-WORKSHOP SURVEY

EXAMPLE
PRE-WORKSHOP SURVEY

Our Bodies, Our Rights! In-Person Workshop on Addressing Sexual and

Reproductive Health and Rights and Gender-Based Violence

Please return to: [insert email] by October 2nd

Name (optional):
Email (optional):
Phone number (optional):

1. How would you describe your knowledge of human rights? Check one:
Very knowledgeable
Basic knowledge
Not very knowledgeable yet

2. How would you describe your knowledge of sexual and reproductive

health and rights? Check one:
Very knowledgeable
Basic knowledge
Not very knowledgeable yet

3. How would you describe your knowledge of gender-based violence?

Check one:
Very knowledgeable
Basic knowledge
Not very knowledgeable yet

4. Have you ever facilitated a virtual workshop for your peers before?

5. What are you most concerned about relating to this workshop?

6. What are you most looking forward to about this workshop?

7. What are your goals for this workshop?

8. How do you expect to use the learnings of this workshop into practice?

9. Is there anything you would like the organizers of this workshop to
know?

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APPENDIX 5: POST-WORKSHOP SURVEY

EXAMPLE
POST-WORKSHOP SURVEY

Our Bodies, Our Rights! In-Person Workshop on Addressing Sexual and

Reproductive Health and Rights and Gender-Based Violence

Please return to: [insert email] by October 12th 2022

Name (optional):
Email (optional):
Phone number (optional):

1. The goal for this workshop was to provide you with basic information
about sexual and reproductive health and rights and gender-based
violence to enable you to advocate for your own and your community’s
rights to access available, accessible, acceptable, and good quality
SRHR and GBV services. Do you think this was achieved? If not, why
not?

2. How would you describe your knowledge of sexual and reproductive

health and rights and related services AFTER this workshop? Check
one:

Very knowledgeable.
Basic knowledge.
Not very knowledgeable yet.

3. How would you describe your knowledge of gender-based violence and

related services AFTER this workshop? Check one:

Very knowledgeable.
Basic knowledge.
Not very knowledgeable yet.

4. How do you see yourself using the learnings of this workshop in

practice?

5. Has this workshop made you more comfortable with advocating for
the sexual and reproductive health rights and gender-based violence-
related rights of persons with disabilities? Please explain.

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6. Would you feel comfortable facilitating this virtual workshop to your

peers?

Yes
No

7. Please explain why you feel comfortable facilitating or why not?

8. In your opinion, what was the most successful activity and why?

9. In your opinion, which was the least successful activity and why?

10. How accessible was this workshop and the related communication for
you, and how can we improve?

11. If you could change one thing about this workshop, what would it be?

12. Is there anything you would like the organizers of this workshop to
know?

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APPENDIX 6: GOOGLE DOC INDEX

The following is a list of the links to the Google Documents to accompany
curriculum activities, if they are useful and accessible to your group. These
can be adapted and used as you see best:

Activity 3A: Sexual and Reproductive Health Services. Link: https://docs.

google.com/document/d/1YhGWFS52XXsLJiBaBfWVTYZGkAAbk73PeZPaN
mWhlAM/edit?usp=sharing

Activity 4A: Understanding Gender Norms: “The Ideal Man” and “The
Ideal Woman.” Link: https://docs.google.com/document/d/1EVLGgxte_
jRePkRxT4w1YHDwbGuJrcez1y9ORF74T9Y/edit?usp=sharing

Activity 5A: Gender-Based Violence and Disability. Link: https://docs.google.

com/document/d/1Ydoo-C9i0ZJvQF30NQZ8jqPJrxO3F0j8MjCHF7Qhxkc/
edit?usp=sharing

Activity 5C: Improving Access to Gender-Based Violence Services.

Link: https://docs.google.com/document/d/1azs3aArtc0FtSKc63Rjmvd_
zsOzkJy59Ki-1GT7Tpzk/edit?usp=sharing

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APPENDIX 7: COMPLETION CERTIFICATE

EXAMPLE
Appendix 6: Completion Certificate Example

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NOTES

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