ERIC Number: ED340184
Record Type: Non-Journal
Publication Date: 1991
Reference Count: N/A
Guide to Community-Based Rehabilitation Services. Guides for Special Education No. 8.
O'Toole, Brian John
This booklet is intended as an introductory guide to community-based rehabilitation (CBR) services in developing nations. The first section examines the magnitude of the problem; the failure of existing services to meet this challenge; and the need for a model appropriate to developing countries. The second section briefly describes the CBR process which stresses the use of home visitors and returning responsibility to the individual, family, and community. Provided in the third section are examples of CBR in practice including programs in Zimbabwe, Kenya, Mexico, Zambia, Philippines, Malaysia, and Guyana. Stressed are the following principles: rehabilitation in response to a locally felt need; acceptance of the concept of simplified rehabilitation; partnership with family members; community involvement; an appropriate infrastructure; and recruitment of volunteers from the community. CBR effectiveness is discussed next showing that the greatest gains came when mothers worked with community volunteers. The fourth section looks at limitations of CBR. Recommendations cover: methods of introducing the innovation; ingredients to help establish sound programs; the need for ongoing training; the role of the home visitor and of professionals; curriculum elements; establishment of parent associations; and the relationship between CBR and institutional-based rehabilitation services. An appendix briefly describes nine programs. Includes 18 references. (DB)
Descriptors: Children, Community Programs, Demonstration Programs, Developing Nations, Disabilities, Family Programs, Home Visits, Models, Program Evaluation, Program Implementation, Rehabilitation, Volunteers
Special Education, UNESCO, 7 Place de Fontenoy, Paris 75700, France.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Policymakers; Administrators; Practitioners
Authoring Institution: United Nations Educational, Scientific, and Cultural Organization, Paris (France).