Transcript for Inclusion 101

The video starts with a yellow screen with a title card in a black font that says, “Miracle Balogun is 17 years old. He was born Deaf and with low vision. He has struggled in mainstream schools because of a lack of accessible learning materials and a lack of teachers trained in communicating with DeadBlind students.” Melancholy guitar instrumental plays.

Another title card fades in: “His mother did not wish to appear on camera.” Voiceover of a woman, Miracle Balogun’s mother, says, “His education has been eclectic.” Melancholy guitar instrumental volume decreases.

Cut to an adolescent boy wearing a blue, white, black, and turquoise shirt. He is Miracle Balogun. He is standing in front of a room with a sign that says “LIBRARY” above the door. The building walls are painted pink. He is smiling. He proceeds to hold an index finger up. Voiceover of Balogun’s mother continues, “Most schools, they don’t understand him. I’ll put it that way.”

Cut to Balogun standing with a woman in a black and beige dress. He is wearing black sandals. They are conversing in sign language. There is grass to the right. An adolescent boy steps out of a room behind them, past a black gated door. Voiceover Balogun’s mother continues, “Or, they lack the ability to cope with such a child. I don’t know how to….”

Cut to Balogun drinking from a big bottle of water. He turns his head and looks to the right. Voiceover of his mother continues, “Because he has been in one class for six years. Ever since we put him in the school, they refuse to promote him.”

Cut to Balogun resting his hand on a pink wall with the other hand behind his back. There is a brown bench to the left and windows to the right. Voiceover of his mother says, “I now took it upon myself to start teaching him on my own.”

Cut to a yellow screen with a title card in a black font that says, “Article 24 of the Convention on the Rights of Persons with Disabilities, which Nigeria ratified in 2010, and UN Sustainable Development Goals 4 and 10 guarantee equal opportunities for all learners, including those with disabilities.” Melancholy guitar instrumental volume increases. Another title card fades in, “However, students with DeafBlindness in Nigeria are deprived of these fundamental rights, forcing many to drop out of school or to enroll in residential programs.”

Cut to a man wearing a lime green button-down shirt and black tie. He has a pair of headphones around his neck. He is conversing in sign language with a woman wearing a white shirt with blue, red, and yellow designs. She is wearing a watch. The man is holding the woman’s hands. They are standing in front of a black gate with its pedestrian door open.

Cut to the same man. In this shot, he is wearing a dark blue button-down shirt and a black tie. There is a laptop on a table to the right. He is seated on an orange chair in front of a large cabinet full of notepads and other stationery items. The cabinet and the wall behind him are painted pink. His name and title appear on screen: “Solomon Olakunle Okelola, Executive Director, LALIF [Lionheart Ability Leaders International Foundation]” Okelola says, “The major challenge which individuals with DeadBlindness face in Nigeria arise as a result of their inability to communicate and socialize with people.”

Cut to a close-up of Okelola conversing with a woman in sign language. Cut to Okelola saying, “Teachers in most schools do not know there are ways they can teach and that they can communicate with people with DeafBlindness.” Cut to Okelola conversing with a woman in American Sign Language and English, “International Commission for Persons with…” Cut to Okelola saying, “In the recent survey, we just concluded here in Lagos State, most individuals with DeadBlindness are out of school.” His black belt and black trousers are seen in the frame.

Cut to a close-up of Miracle Balogun with his back leaning against a pink wall. He turns his head to the left. Okelola continues, “And unable to access education. The few of them who manage to attend school cannot easily access learning like their counterparts.”

Cut to a close-up of a person reading Braille from a book. Cut to Okelola saying, “The educational needs of individuals with DeafBlindness are not being provided for by the government in terms of policy-making and by the teachers in terms of implementation of teaching, learning, activity, that can meet the unique need of this individual.” Cut to Miracle Balogun signing to the camera.

Cut to a woman wearing a white and pink dress. She has on a light gray head wrap and gold hoop earrings. She is conversing with someone off-screen. A person off-screen says, “He cannot hear, yes.” To the right is an adolescent boy wearing a green and blue shirt and sitting on a yellow chair. He is Ayodeji Lawal. To the adolescent boy’s right is another man in a white and blue striped shirt. They are seated in front of a black wall.

Cut to a yellow screen with a title card in a black font that says, “Ayodeji Lawal is also DeafBlind. He is out of school after his mother discovered problems with his residential placement.” Synth instrumental starts.

Cut to close up of the same woman wearing a pink and white dress. Her name and title “Balikis Adebola Lawal, Ayodeji’s mother” appears on the screen. Lawal says, “He couldn’t walk, he couldn’t talk until he was three years. He started crawling with his chest. He couldn’t sit on his own. We support him with a pillow, this that, to make him sit up. Problems started at the early stage of his life. [Inaudible] we didn’t notice it on time.”

Cut to Balikis Adebola Lawal with her son Ayodeji Lawal who is drinking from a can. The second man in a blue and white striped shirt remains seated close to Ayodeji Lawal. “Discovered that he’s highly interested in education, so I enrolled him in a normal school, not knowing that he’s supposed to go to special school.

Cut to close up of Balikis Adebola Lawal. She says, “I met a schoolmate, Michael. That one led special education in Oyo. So he was teaching in one of the special schools.” Cut to Lawal and her son. Man in a white and blue striped shirt gets up and picks something off the floor with his other arm around Adodeji Lawal’s neck. Balikis Adebola Lawal continues, “It got into a stage, the owner of the school, the mama that owns the school doesn’t have much time. I just discovered that they didn’t care for them. To my own satisfaction.”

Cut to a yellow screen with a title card in a black font that says, “There are multiple ways to communicate with someone who is DeafBlind.”

Cut to Okelola in front of a pink cabinet and wall. He is wearing a lime green shirt and a black tie. An HP laptop is placed in front of him. Okelola says, “Sometimes sign language basically involves the use of the usual American Sign Language, the only difference being the fact that an individual with DeadBlindness read the sign with the hands instead of with the eyes, at least in the general case.”

Cut to Okelola sitting across from a woman wearing a red dress and gold earrings. Okelola is wearing a white shirt and has a pair of black headphones around his neck. The woman is interpreting something to Okelola in American Sign Language. He is holding her hands. She leans to her right to listen to audio coming from a red and black device. There are few people near them around a table and plastic chairs.

Cut to Okelola, “If an interpreter is signing, I can put my hands on the hand of the interpreter to read what he or she is signing.” Cut to Okelola in the same scene as described above. This time, he is conversing with a woman in a brown and white striped shirt. The woman wearing a red dress leans against a blue table to listen to the device once again. A third woman wearing a white shirt is seated at another table.

Cut to Okelola. He says, “Another way of communication involve the use of big, bold letterings.” Cut to a shot of an alphabet chart on a pink wall. On the left, there is a green wall and a window. Both walls have other items stuck to them. Cut to a close-up of the alphabet chart, focusing on the letters “E”, “F”, and “G” with the words and images of “eggs,” “fish,” and “grapes” near the letters, respectively.

Cut to Okelola, who says, “Individuals with DeadBlindness can also be able to learn Braille.” Cut to an adolescent girl seated on a green chair and reading Braille from a book. She is wearing a black hijab and red shirt with red, black, and white designs. Okelola continues, “There is an application that can convert speech to Braille so that a DeadBlind can make use of it the same way as a person with visual impair.” Cut to a close-up of the adolescent girl reading Braille. Synth instrumental volume increases.

Cut to a yellow screen with a title card in a black font that says, “Individuals with DeafBlindess.” The words fade out downwards. The following phrases fade in and out, respectively: “may be completely Deaf but with residual vision,” “completely blind with residual hearing,” “have low vision and residual hearing,” “or completely Deaf and completely blind.” Other phrases continue to fade in and out, respectively, “To ensure an inclusive education for students who are DeafBlind, the following steps must be taken: Government officials, policymakers, and the disability community must recognize that people who are DeafBlind have distinct needs that are different from those who are blind or Deaf.”

Title cards with transitions continue, “Laws need to be passed to protect individuals with DeafBlindness and ensure equal access to education, employment, medical care, and more.” “More data needs to be collected on the number of people living with DeafBlindness in Nigeria.” “Teachers need to learn how to communicate with students who are DeafBlind. Otherwise, these students could be cut off from one of the key pathways to fully participating in society throughout their lives.”

Fade to black and title cards highlighted in yellow on a black screen that says, “Copyright – @2022 Lionheart Ability Leaders International Foundation. All rights reserved.” Synth music fades out. Screen fades to black. Cut to Copyright- @2022. Lionheart Ability Leaders International Foundation. All rights reserved.

Transcript for Ending Stigma Together

The video starts with gentle background music and a montage showing three Ugandan women. They are Esther Suubi, Dorothy Nakato Mubezi, and Gorret Namwanje. In the montage, Dorothy is smiling and walking through a doorway onto a porch. Gorret sits with Esther on a wood bench in a sunny yard.

Cut to an interview with Gorret sitting on a chair alone in the yard.

Gorret says, “We’ve got the witch doctors, hospitals, asking for some help, but realizing at the end it was psychosocial disability.”

Cut to Gorret and Esther walking and talking in the yard. Cut to an interview with Esther sitting in a blue chair alone in the yard.

Esther says, “I was in high school and I broke down mentally.”

Cut to Dorothy talking with another woman on the porch. Then cut to an interview with Dorothy sitting in a blue chair.

Dorothy says, “It came when I was at school, so for me I didn’t know about it until when I was brought back home.”

Cut to black words on a yellow screen that say, “Psychological disability remains one of the most challenging and misunderstood areas of disability. Discrimination in education, employment, and more deprive persons with psychosocial disabilities of their legal capacity and liberty.”

The video cuts back to Gorret’s interview. A yellow title with black words appears and reads, “Gorret Namwanje, Self Advocate at Triumph Mental Health Support.”

Gorret says, “There is an English teacher, that woman she could just end in class and maybe the sickness comes, she tells the fellow pupils to take you out. The next time say ‘Ahh, I don’t want to see you in my class so just move out. That you can’t stay now her class when you’re having a sickness.’”

Cut to Gorret and Esther talking on the bench in the yard. Then cut to Esther’s interview. A yellow title with black words appears that says, “Esther Suubi, Peer educator at Triumph Uganda Mental Health Support.”

Esther says, “It came as a shock to me, and also to my friends. I did have a lot of friends, but when I went back home and I came back to school it was like a whole new environment.”

Cut to Esther coloring in a colorful book in the yard. The image has the words, “I Am Enough” written on it.

Cut to Dorothy’s interview. A yellow title with black words appears that say, “Dorothy Nakato Mubezi, Fellow at International Disability Alliance.”

Dorothy says, “I stayed in the hospital for almost two weeks but I didn’t know what was really – I couldn’t remember what is happening.”

Cut to Dorothy braiding and styling another woman’s hair. Cut back to Dorothy’s interview.

Dorothy says, “They know that home is a challenging one. Get clothes, you can’t; there are always troubles, something like that.”

Cut to Gorret standing outside and speaking into a microphone at a conference. A caption with yellow letters reads, “Gorret raising awareness about abuse among girls with disabilities (Credit: Creative Action Institute).”

Gorret says into the microphone, “I’ve learned that we should give care, respect, and show love to persons with disabilities, especially those having psychosocial disability, mental disability, and intellectual disability.”

Cut to a montage of photos. The first is a photo of Gorret crafting with another woman. Next are two photos of Triumph Uganda Mental Health Support classes. In each photo, students sit in a circle around a teacher.

Cut to Gorett’s interview. Gorett says, “Even in our village, the nearby neighbors, they told their children to stop coming near me. That I will spread the disease to them also.”

Cut to Gorett holding a phone and standing in the yard. Esther walks into the frame. Cut to Esther’s interview.

Esther says, “It was a whole new environment for me. I had like three friends who stood by my side.”

As Esther speaks, a photograph appears showing Esther in a classroom with other students.

Cut back to Esther’s interview. Esther continues, “But these other friends that I thought were friends didn’t want to sit next to me.”

Cut to Esther coloring in a coloring book with the same image that reads, “I Am Enough.”

Cut to Dorothy’s interview. Dorothy says, “Like we go for meetings and you want to stand up and talk, somebody’s saying, they may not give you a chance quickly.”

Cut to a photo of Dorothy wearing a name tag and standing next to a bright yellow wall. Dorothy is pointing to a white sign on the wall that has colorful words. The words read, “How can we get ready to access SRHRs? Sexual Reproductive Health Rights.”

Cut back to Dorothy’s interview. Dorothy continues, “They think your contribution may not be in line with what they are discussing, which is not that true.”

Cut to Gorett and Esther walking in the yard. Then cut to Gorett’s interview.

Gorett says, “I felt very bad. Never happy. Because it hurts when they do something like that to you. I missed the lessons of English but the good thing I did it better than other subjects in my primary.”

Cut to Esther reading a book in the yard. The book is called “Mental Health Beyond Madness.”

Cut to Esther’s interview. Esther says, “Most of my friends feared me. They thought that if they just had a small connection of my skin to theirs, I would affect them, or infect them, with a illness that I’m having. It was very tough. Very tough.”

A photo appears on the screen showing Esther in a classroom smiling at the camera.

Cut to Dorothy’s interview. Dorothy says, “So you are prevented from participating in society. In many other areas. Because of the misconceptions that people have about persons with psychosocial disabilities.”

The video cuts to a montage of photos showing Triumph workshops. The first one shows a group of people smiling and posing for the camera. The second shows people sitting in a chair and listening to a speaker in a purple dress. The third shows a speaker in a yellow dress addressing a group. The third photo shows people standing outside in a circle doing a group activity.

Cut to Dorothy’s interview. Dorothy says, “The advice I have for persons with psychosocial disabilities that have been stigmatized is for them to know who they are, to know they have value and treasure what they have.”

Cut to Gorret’s interview. Gorett says, “The first thing is to pray to God. Because God hears every person’s voice and prayers. The second thing: going for medication at the hospital. Like I joined Atenekontola in Bugembe Health Center. So I just go every month for medication.”

The video cuts again to Dorothy styling the woman’s hair. Then it cuts to Dorothy’s interview.

Dorothy says, “We are supposed to show the world our potential. I advise persons with psychosocial disabilities, where possible with enough support to do their best.”

Cut to a photo of two women talking at a Triumph workshop.

Cut to Esther’s interview. Esther says, “When I got to meet the executive director who is my mentor of Triumph Mental Health Support.”

The video cuts to a photo of Robinah Alumbuya. At the bottom of the photo, a black title with yellow words reads, “Robinah Alambuya, Triumph Executive Director.” The photo shows Robinah wearing a blue outfit, kneeling on the ground, and writing on a protest sign. The video cuts to a second photo of Robinah standing with another person, smiling into the camera.

Cut back to Esther’s interview. Esther continues, “I got to realize that I am not the only person going through this. We are many.”

A photo appears of Robinah in the same blue outfit, now holding a sign that reads, “#Stop sexual abuse!”

Cut to Gorret’s interview. Gorret says, “Listening to what my parents said to me. Guiding me, counseling what I should avoid, prevent like peer groups. Even since I joined Triumph Uganda, they’ve been helping me in very many things.”

Cut to Gorret speaking at the conference again. Gorret says into the microphone, “I as Namwanje Gorrett, a Ugandan from Jinja district, from an organization called Triumph Uganda Mental Health Support, I’ve learned that we should give care, respect, and show love to persons with disabilities, especially those having psychosocial disability, mental disability, and intellectual disability.”

The video cuts again to Gorret and Esther sitting on the bench in the yard laughing together. Then it cuts to Esther’s interview.

Esther says, “So I decided that I’m going to become a voice for the voiceless so that we can speak up, you know, to tell the world that we too are human beings. Yes, we do have special needs, but we are equal. We have the same blood.”

Cut to a montage of three photos that show Esther spending time with other Triumph members. In one photo, she wears an orange shirt with the words SRHRs, which stands for Sexual Reproductive Health Rights. In another she is leaning over a table with two other people, smiling as they all write on papers. In the third, she is sitting and smiling with another woman in a red dress.

Cut to Dorothy’s interview. Dorothy says, “I advise them to take care, safe care, that when you take care of yourself, you reduce on the relapses.”

Cut to several photos of people in Triumph workshops. In the first photo, a group of people sit outside under an awning. The table is covered in Triumph Uganda banners that advocate for sexual reproductive health rights. One banner reads, “Triumph Uganda promotes Sexual Reproductive Health and Rights of Adolescent Girls and Young Women with Psycosocial Disabilities.” A second photo shows two people sitting at a table writing on protest signs.

A voice over by Gorret speaks over the photos, and then we cut to Gorret’s interview. Gorret says, “Village leaders, community leaders, and the police officers to hear the voice of persons with disabilities. Because one can be raped, takes the statement to police and they don’t follow it. Because they could just say ‘Hey, you are disabled. How can we help you?’ They should hear their voices also because they’re also human beings, like others.”

Cut to a photo of Triumph members standing in a half-circle and posing for the camera.

Cut to Esther’s interview. Esther says, “There are people out there who wish they could speak up but because they don’t have the courage, they’re not able to speak up so I said, ‘I’m going to do this for them.’”

Cut to a close up of Esther, who is standing in front of a Triumph organization sign. Esther says, “I am Suubi Esther Deborah, a Triumph self advocate and a university student.”

Cut to Dorothy’s interview. Dorothy says, “They should participate. This helps you to know your right and know how you fight for your right and advocate for others.”

Cut to a photo of a woman holding a sign that reads, “Why not affirmative action also in elections?”

Cut to Esther’s interview. Esther says, “I believe that stigma can be eradicated from our society, from our community, if we join together and fight this. Remember there is no health without mental health; my health is your health and your health is my health.”

Cut to a yellow screen with black words that say, “Together we can end stigma!”

The screen fades to black with a yellow title at the center that reads, “Copyright – @2022 TRIUMPH Uganda. All rights reserved.”

Transcript for Overcoming Barriers to Health Care

The video begins Steven Jjemba, a man with a physical disability walking. His hands are on his feet. He is wearing a black shirt and black pants with orange designs. He has items in his shirt pocket. Melancholic piano instrumental starts.

Cut to Maria Lukundo, a woman who is blind, walking with a man. She has long black braids and is wearing a blue headband. She is wearing a white, purple, red, and brown flowery dress. She is wearing a brown coat over her dress. She is using a white cane. The man is wearing a purple shirt with a white Irish cap. They are holding hands. They are both wearing face masks under their noses. There are two women behind both of them. One of the women briskly walks by. There are some bricks and other construction materials behind Lukundo.

Cut to a man sitting in an office. His name is Edward Muwanga. He is the coordinator of psychosocial & community work at The AIDS Support Organization (TASO) in Uganda. He is wearing a purple and white striped button-down shirt. He is also wearing a blue surgical mask. There is a bulletin board behind him with multiple papers pinned to it. He says, “TASO clients, especially those with a disability, most of them are not employed.”

Cut to Jjemba sitting with a man. They are having a conversation. Both men are smiling. The man is wearing bright orange pants with neon green, red, and blue designs. He is also wearing a gray shirt. He has on a watch and a necklace. Jjemba and the man hold a black sandal. Cut to close-up of Jjemba repairing the black sandal. Muwanga’s voiceover continues, “Keeping clinic visits call for support in form of transport.” Cut to Muwanga. He is seated at a desk with papers on it. He says, “Some people are isolated from the main roads.”

Cut to drone shot of a small village in the middle of a forest. Muwanga continues, “They need to pay some money so that they can reach the treatment center, yet these people are not employed.” Cut to Muwanga. He is holding a blue pen. He continues saying, “Some of them are living without caretakers. They don’t have relatives. TASO as a clinic does not provide transport.” Cut to point-of-view shot of person driving a car around the streets of Uganda. “We only provide treatment.” Cut to Muwanga. He says, “So, people with disability find it very challenging to connect from their places of residence to the treatment center.”

Cut to white building and a parking lot full of cars. There is a white tent to the right of the building with some people standing at it. Cut to a sign of “THE AIDS SUPPORT ORGANISATION (TASO) – UGANDA” in blue font. TASO’s logo, in blue, black, and white, is to the left of the blue letters. The sign also states “HEAD OFFICE & TASO MULAGO – MULAGO HOSPITAL COMPLEX” underneath the blue letters. The overall sign is placed under a tree. The leaves on the tree are gently swaying in the wind.

Cut to a crowd of people sitting on benches. There is chatter in the background. Cut to a close-up of a Ugandan man with short hair. A person with a white and black head covering is seated next to him. “That is TASO. That poses a very big challenge,” says Muwanga.

Cut to Maria Lukundo. She is seated with an orange handbag hanging on the chair. She has on a blue face mask under her chin. Lukundo says [speaking in Luganda], “I live in Bulayi, Masaka City. I became blind in 2015, and I take ARVs that I pick up from TASO.” Cut to Maria Lukundo walking with a man wearing a purple shirt and a white Irish cap on. They both walk past a white gate and up a hill. Cut to a group in a sitting area. Each of them shifts forward to occupy an empty spot along the bench.

Cut to Lukundo. She says, “I face challenges when I’m coming from the village and thus transport is my biggest problem to move to the hospital.” Brief cut to a hallway with people seated on chairs. One man is standing. He is wearing a blue, white, and red jacket. He is also wearing light brown pants and is carrying a brown crossbody bag. He has an orange cap on. Cut to close-up shot of a woman wearing a pink shirt. There are people sitting next to her, on the left.

Cut to Jjemba. He says [speaking in Luganda], “Transport is my biggest challenge because if you don’t have money, it’s difficult to pick medicine from the hospital.” Cut to people in white coats walking past the left side of the frame. Two people are wearing white coats. One woman is wearing white and green shirt, and another is wearing a purple and gold dress.

Cut to Jjemba saying, “It’s important to get means of transport. That’s the biggest challenge, but if you get a person to lend you money, and you get it, you can pay it back.” Cut to Jjemba arranging his blue tool box.

Cut to Jjemba saying, “Right now, in my situation, during the pandemic, motorcycles were not allowed to carry passengers.” Cut to Steven Jjemba sitting with another man. They are having a conversation. Both men are smiling. The man is wearing bright orange pants with neon green, red, and blue designs. He is also wearing a gray shirt. He has on a watch and a necklace. The man hands Jjemba some cash. He picks up a pair of black sandals with minor red designs. They shake hands. Brief transition to Jjemba at his work station. “There were police officers who could stop motorcycles from taking me. I could explain to them that I am disabled, but they could not understand. Motorcycles were being stopped from carrying passengers. I could explain to them that I have to get something to eat. If I stay home, I won’t be able to eat.”

Cut to black screen with yellow words that say, “Steven is a cobbler who makes less than two to three U.S. dollars a day.”

Cut to Jjemba arranging and sharpening his tools. He continues, “Still, some could try to stop me. But still, I found some that were genuine and could understand.” Cut to close-up shot of Jjemba sharpening a tool. “One day I was tempted to go to the District Residence Commissioner. When I reached there, he said unless someone does not understand that your situation is self-explanatory, he assured me that I should continue using motorcycles: ‘In case you get arrested, refer back to me.’” Cut to Jjemba pounding something with a small hammer. There is a person in beige pants, light green shirt, and black and white Nike slippers seated next to him

Cut to Jjemba interacting with the same man wearing beige pants, light green shirt with white words on it, and a white hat. Jjemba continues, “He could understand, but I kindly request the government to sensitize its workers about the requirements of people with special needs, as our disability is visible.”

Cut to a reception area full of women. There are two women at the reception desk. Cut to close-up of one receptionist wearing a brown blouse and a white hijab. She is sorting some papers on a desk while holding a pen. The second receptionist, in a white shirt, appears to give directions to a guest.

Cut to close-up shot of a person using a black pen to fill out a form. There is an orange folder next to them, on a table. Edward Muwanga voiceover says, “We make follow-ups.”

Cut to a poster of the Ugandan flag and a U.S. flag joined together with a big red ribbon on a door. The words “President’s Emergency Plan for AIDS Relief” are underneath the flag in black font. There is another door to the right with a sign that says, “PLEASE USE NEXT DOOR 102.” Edward Muwanga says, “We term that as-home care where we visit patients with special needs.”

Cut to Edward Muwanga speaking. He is seated on a black chair. There is a red, purple, and white curtain behind him. “We come back on at-home care where we visit patients with special needs. At their homes. And, the major purpose of doing this, one is to give them home-based treatment. We can choose to treat them from home. Secondly, to assess the home environment,” says Muwanga.

Cut to close-up of Maria Lukundo. Muwanga voiceover continues, “We’re looking at hygiene – who is providing the basic needs. Yes, we look at the community support.” Cut to Lukundo walking with a man. She is wearing a brown coat over her dress. The man is wearing a purple shirt with a white Irish cap. They are holding hands. They are both wearing face masks under their noses. There are two women behind both. There are some bricks and other construction materials behind Lukundo.

Cut to Muwanga. He says, “First of all, give them empowerment counseling. We make them realize the opportunities around them. We make them realize the resources that they may take to their advantage.”

Cut to a man in a white coat. He is wearing a gray button-down shirt and black pants. He examines a woman’s arm with a pair of white disposable gloves on. The patient is wearing a white dress with black designs. There is medical equipment behind the man. Cut to a close-up of the medical professional. He briefly looks to the left. Cut to a close-up of another patient. She has blue earrings on. Cut to a close-up of the medical professional injecting a needle in the patient’s skin.

Another cut to a woman wearing a dark brown shirt with the sleeves rolled up. She presses a cotton swab on an injection site on her arm. She has short hair and is wearing blue earrings. “We provide them with adherence counseling concerned with how best can they take the treatment and how can this treatment be of help to you,” says Muwanga.

Cut to Maria Lukundo holding a book. There is a yellow box with black words on it that say, “A book showing how a patient can best use their ARVs and when they are expected to report back for further medical checkups.”

Cut to Edward Muwanga saying, “We go ahead to provide family counseling.” Cut to two women speaking to each other on a bench outside. There is foliage and grass behind them. One woman’s back is turned back to the camera; she has reddish brown braids tied in a ponytail and is wearing a green shirt with another lace black shirt over it. She has on gold hoop earrings. The woman she is speaking to has on a black shirt with a black and white shirt over it. She has short black hair. Cut to close-up of a woman with short hair speaking to a woman with braids. Muwanga says, “Because we have had cases of discrimination, family members can choose to neglect that person.”

Cut to Muwanga explaining, “So there, TASO… intervenes and talk to the family members, making them realize the value, the worth, of this person living with HIV and disability.” Cut to a close-up of the woman with the white and black shirt making hand gestures. Cut to the two women speaking to each other on a bench. There is a covered walkway behind them.

Cut to Muwanga saying, “Instances where people with disability have been abandoned, we talk to the family members, and we see how we can reunite them.”

Cut to Maria Lukundo walking with a man wearing a purple shirt and a white Irish cap on. They both walk past a white gate. Muwanga says, “We talk to the family members, and we see how we can reunite them.” Cut to Muwanga. “So, that kind of family counseling, to the families, where we have a person on treatment, and this person is living with HIV is very much emphasized. That family counseling.” Cut to close-up of Muwanga at his desk. He is looking downward. “We provide HIV preventive counseling to the people with disability so that they don’t get HIV,” he says. “Because the person with a disability has a right to enjoy the sexual rights, have sexual partners, you know?”

Cut to close up of Lukundo holding two white pill bottles of ARV drugs. There are black words written on the pill bottles. She is seated on her brown coat on a red and white mat. Her orange handbag is next to her. There is a yellow box with black words that say, “A client holding ARV drugs.”

Cut to two people sitting at a table. Papers are hanging on light blue walls around the room. Two men with white coats are in the room. One of them walks across the room. Melancholic piano instrumental transitions to melancholic guitar instrumental.

Cut to four men and one woman standing near each other. They are all wearing white coats except for one man in a yellow shirt. The woman is holding a green pen. Some of them smile and laugh in conversation.

Cut to Steven Jjemba saying [in Luganda], “First of all, most especially those people in the government positions, they have to consider that people with disabilities are like other people.”

Cut to a dimly lit reception area. Two people are seated behind a desk while one woman with a white shirt on stands at the desk with her hands resting on her face. The woman’s arm is resting on the reception desk. A security guard in a blue uniform and hat walks past the reception desk.

Cut to Jjemba. He say, “Because in case someone goes to the hospital and explains to the officials that I have a disability, I kindly request that they should allow me to use the motorcycle to receive my medication.”

Cut to a point-of-view shot of a person as a passenger on a motorcycle ride. The sun is setting.

Cut to Jjemba. He says, “And I leave as early as I can to do other things, as it’s not allowed and yet you have requested them and he can visibly see it.” Cut to a room with hospital beds. People are occupying the beds on the left side of the frame. There are blue mosquito nets above the beds. A man with a white coat on walks down the room and past the frame. He has a black stethoscope around his neck and is wearing a red and white button-down shirt with black pants. He has a small white book in his hands.

Cut to close up of Jjemba walking. Cut to Jjemba speaking [in Luganda], “As our disability can’t be hidden but you request them and they instantly refuse but honestly can see it.”

Cut to the outside of a white and light blue building. One van is parked on the left. A blue car on the right drives off. Two men walk in opposite directions.

Cut to Edward Muwanga. There is a brown shelf to the left stacked with black binders with white labels on them. Underneath the shelf is a brown cabinet with a blue plastic water bottle and other items. There is a calendar behind Muwanga and a brown door to the right. He says, “Once a person living with HIV and a person is having a disability, once confirmed HIV positive, it is important that you accept the serostatus status: ‘I am HIV positive.’ Yes, you accept and look at the way forward.”

Cut to Lukundo standing in front of construction materials outside. There is a woman in what appears to be a blue and white dress behind her. Brief transition to Jjemba smiling. Muwanga says, “Because after accepting, you can make good treatment plan. But if you deny the test results, you cannot come up and make good treatment plan.”

Cut to a woman with a pink blouse and a white coat on. Her hair is in a high bun. She is assembling medication. There is another person wearing a white coat to her left. They are doing the same thing. Brief transition of a close-up of someone sorting pills with a gold-colored tool.

Cut to a man wearing a white coat speaking with a woman in a red and white shirt at a kiosk. There is a person wearing a black-and-red shirt with black pants, waiting behind her. The man hands the woman at the front of the kiosk a piece of paper.

Cut to Edward Muwanga saying, “And work with a support team, work with a team of counselors, work with a team of peer educators.” Cut to a room full of people conversing with one another at a table. There is a stethoscope and papers on the table. “Make a plan for the positive living: ‘How do I live with HIV and disability?’” Cut to Muwanga saying, “Of course, life will go on, as somebody’s on treatment.”

Cut to black screen with a title card in a yellow font that says, “It’s important to note that we are all potential victims of disabilities through diseases like HIV, accidents, wars, and natural calamities. Creating an inclusive environment for people with disabilities makes accessibility easier for other people and prepares for those incoming uncertainties. Let us work on not leaving anyone behind.”

Melancholic guitar instrumental fades out. Screen fades to black. Cut to Copyright- @2022. MADIPHA. All rights reserved.

Transcript for ‘Put Words into Action!’

The video begins with a piano instrumental playing and a black screen with yellow words. A woman narrator reads the words, “Malawi Accessibility Challenges.”

Video cuts to a driveway, where Bernadetta Vazi, a woman in a wheelchair, is moving toward a curtained doorway. As she disappears into the doorway, a girl with a green shirt begins to run across the driveway but shyly stops when she sees the camera.

Video cuts to another driveway, where Derrick Kumwenda, a man in a wheelchair, is being pushed by another man up a steep ramp to a doorway. The ramp is blocked by a rolled-up rug, and the wheelchair is unable to get past it.

Cut to a yellow screen with black words. The narrator reads the words, which say, “12 years since Malawi ratified the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD).”

The screen transitions to brown with white and yellow words that the woman continues to read, “It is 10 years into Malawi Disability Act.”

The video cuts to Sekerani Kufakwina, who is a government human resource officer and disability advocate. Sekerani is Deaf. He wears a red and white shirt with tan khakis and is sitting in a chair outside. A phone is on his lap. A sign language interpreter appears on the bottom-right corner of the screen and interprets for the remainder of the video.

Sekerani signs as the narrator interpret, “Malawi ratified the UNCRPD in 2009. A lot was just signed on paper with no implementation. The policyholders and general public have a poor understanding on issues of accessibility. Physical access and access to information is still a challenge.”

The screen cuts to a yellow background with black words. The narrator reads, “Poor accessibility continues to deny persons with disabilities independence, posing a safety and security threat.”

The screen cuts to Derrick again as he gets out of a white car, assisted by the same man as before. After shutting the car door, Derrick neatly stacks a folder with white papers on his lap as he is wheeled toward the ramp, which we see if blocked by the rug.

The screen cuts to an interview with Derrick sitting in his wheelchair outside a white stucco building. He is wearing a purple and white striped shirt, black pants, and white sports shoes. He introduces himself: “My name is Derrick Kumwenda. I’m paraplegic, I have what is spinal cord injury. And currently, I’m a credit analyst working for National Economic Empowerment Fund.”

The video cuts to a newspaper headline that says “Make ATMs user friendly.”

Derrick continues, “I‘ve had challenges in accessibility, mostly to the public sector buildings and services.” Cut to a photo of a wheelchair-inaccessible “NB Moneycard” ATM. “I cannot go to the market because the places are not accessible for someone who is disabled, mostly on a wheelchair.” The video cuts to a point-of-view shot of an “NB Moneycard” branch from inside a car. Because of the way the ramps are constructed, I cannot do it on my own,” says Derrick. The video cuts to a steep inaccessible wheelchair ramp entrance to a building. “I have to rely on someone to push me on the wheelchair. So, sometimes you find that the person who is pushing you is not experienced enough and they can even push you away from the ramps.”

The video cuts to Derrick being pushed up the blocked ramp again. The man pushing him is unable to get the wheelchair past the rug and has to move it out of the way.

Derrick continues, “The workspace is not that friendly because the workstations that are there are not accessible enough for someone on a wheelchair. Because this problem, I’m forced either to come out of the office to visit nearby places whereby I can access the toilets, or sometimes I’m forced to work from home.”

The video cuts to a headline that says, “People with disabilities struggle in Malawi’s cities.” The sub-headline says, “How can the Sustainable Development Goals help children with disabilities in Malawi’s cities?

Derrick continues, “In my opinion government is giving a blind eye to the whole situation because each and every year the budget passes by.”

The video cuts to another headline that says, “Malawian school children with disability struggle to access drinking water and toilets.”

Derrick continues, “We are even given an example of the Ministry of Disability whereby I would have thought that that would have been the most friendly place.”

The video cuts to a photo of several people sitting in the wing of the Disability Ministry.

Derrick continues, “You find that to access the wing of the Disability [Ministry]; it’s on the second floor, and most of the times the lifts to the place are broken down. Newly constructed buildings.”

The video cuts to a man walking up a ramp to get to the wing of the Disability Ministry. A caption reads, “The ramp is too steep.” Then the video cuts to a photo of another steep ramp.

Derrick continues, “Newly constructed buildings, they easily pass by the city assemblies and the city councils whereby they are supposed to be rejected because most of the buildings are not disabled-friendly.” Cut to another photo of a steep ramp.

The video cuts to Bernadetta as she negotiates a steep hill in her wheelchair. Cut to an interview with Bernadetta. She is wearing a black shirt, pants, and shoes. She sits in her wheelchair in a shaded grove of trees. Bernadetta [speaking in Chichewa] says, “Bernadetta Vazi, Executive Director of Joy Abilities Empowerment. As the director of JAE, I’m quite often called to meetings in different hotels.”

The video cuts to a photo of Bernadetta holding a microphone and speaking in a hotel lobby. Cut to another photo of Bernadetta sitting with colleagues at a hotel conference table. Bernadetta continues, “However, I fail to concentrate on the meeting’s agenda, as I keep thinking of how I access the different facilities.”

The video cuts to a photo of a hotel bathroom. A caption reads, “Wheelchair-inaccessible bathroom design.”

Bernadetta says, “I switch my focus to how I will maneuver whilst my colleagues, physically able-bodied, are relaxed.”

The video cuts to Bernadetta pushing down a dirt road in a wheelchair.

The video cuts to a yellow screen with black words, and the narrator reads, “A fundamental human right is for disabled people to gain access and participation on an equal level with others, regardless of our impairments.”

The video transitions to another yellow screen with black words and the narrator reads, “Article 9, paragraphs 2 (d) and (e) of the UNCRPD, provide that buildings and other places open to the public should have signage in Braille and in easy-to-read and understandable form.”

“And that live assistance and intermediaries, including guides, readers and professional sign-language interpreters should be provided to facilitate accessibility.”

The video cuts to Sekerani’s interview again. He signs, “Government should try to find sign language interpreter trainings.”

The video cuts to vaccine footage by Reuters of Malawian officials displaying COVID vaccines. Several people wear masks with a crowd around them.

Sekerani continues, “Because of the language barrier, Deaf persons in the country have inadequate information on COVID and its updates.” The video cuts to two doses of the COVID vaccine on a red table. A brief cut to multiple COVID vaccines in a cardboard box. “Like vaccination and information on the recently discovered variant,” he says.

The video cuts to shots of the Kamuzu Central Hospital.

Sekerani continues, “This information is broadcasted on TV on daily basis, but it is in a language that a Deaf person can’t understand.”

Cut to a yellow screen with black letters. The narrator reads, “Currently, there are less than 10 professional sign language interpreters in Malawi. The national media house has two interpreters restricted to news, which is 1 to 3 percent of national coverage. With this, not even the presidential national address on COVID is covered.”

Cut to a newspaper headline that reads, “Malawi government shows little interest in improving access to information.”

The video cuts to a woman, Martha Chambalo, wearing a flowing purple skirt and red blouse walking barefoot around the corner of a building. Cut to Martha Chambalo sitting on a chair in front of the bumper of a red van.

Martha [speaking in Chichewa] says, “I’m Martha Chambalo, popularly known as Mrs. Kainga. I am a visually impaired lady. I’m the teacher at the Nanthenje Primary School. I became visually impaired at a young age.”

The video cuts to Martha indoors, arranging furniture in a living room.

Martha says, “Growing up, I encountered several challenges. In class when given assignments, I couldn’t read on the chalkboard. I relied on classmates to read it out for me but some denied to help.”

The video cuts to Martha straightening a tablecloth in a living room.

She continues, “I could stay behind to copy notes. Books were scarce at school, even at the teacher training college, which made it hard for me to learn.

The video cuts to another shot of Martha straightening a tablecloth in a living room.

She continues, “ It is by God’s grace and my hard work that I completed school.”

Video cuts to Martha seated behind a red van. She says, “Going to the borehole, people in the community laughed at me, saying I can’t draw water as I was blind. ‘Why does she bother to go to school? She can’t succeed. Even if she succeeds, who would employ a person who is visually impaired?’”

The video cuts to Martha arranging items in a living room. She says, “I see grace that I’m working and supporting even those that laughed at me. Working with the Minister of Education as a teacher, we are challenged with lack of teachers and learners with books that are in Braille.”

The video cuts to a shot of Martha collecting a book and placing it on a table in a living room.

Martha continues, “The Minister says it’s expensive, hence teachers with visual impairment fail to effectively deliver as fellow sighted colleagues do. Even writing materials like Perkins Brailler, stylus, and Marburg [Braille instrument setting] are not available. We just use our experience to teach. We ask colleagues to help read out tomorrow’s classwork. Some don’t offer to help, saying they don‘t share our salary.”

Cut to Martha reading a textbook in Braille as she sits in her living room. “In class, we use more intelligent pupils to identify those lacking behind and other class management methods like group work I employed.”

The screen cuts to a yellow screen with black words. The narrator says, “Accessibility is a civil right, a human rights principle running through the UNCRPD. Inaccessibility is discrimination, a violation of the right to equality, freedom of movement, or independent living.”

“Human rights are indivisible, interdependent, and interrelated. There is a cascading effect when just one right is denied.”

The video cuts to Martha sitting on the bumper of the red car, saying, “I feel government just wants to be perceived as thinking of us as people, persons with disabilities. but no tangible action. They are failing.

The video cuts to a slow-motion shot of Martha and her fingers reading Braille. “They say our Braille materials are expensive, why is government failing to buy Braille materials?” she asks. “This affects employment opportunities for the disabled. But yet the same government is able to buy books for other people, printers, which are equally expensive. Persons with disabilities are restricted to teaching because of accessibilities issues yet they can deliver beyond teaching. We are capable of being employed in various ministries. Disability should not be a barrier. I have never seen government giving assisted devices like white canes to the blind or wheelchairs to people with mobility challenges. Only non-government organizations intervene.”

The video cuts back to Sekerani’s interview. He signs, “I have few words. This is time to act. For years it has been a song and a lot has been signed. But this is a time to act. The 2018 Disability Act Agenda must be adapted. We have to act now. Paperwork time is over. Laws are provided. They must be followed and enforced.”

The video cuts to Derrick saying, “I think the government needs to really to think seriously about the Disability Act because it’s affecting most of the disabled people in the country. Economically, socially, they’ve been affected.”

The video cuts to Bernadetta moving outside in a wheelchair towards Julie-Marie Chibekete, another woman who is also in a wheelchair. Julie-Marie is holding a phone with a laptop on her lap. Derrick continues, “Because it doesn’t really necessarily require the government to push in money. There are some other issues that just need policy direction.”

The video cuts to a yellow background with black words. The narrator reads the words, which are all quotes from Sekerani, Martha, Derrick, and Bernadetta.

“Everyone, irrespective of disability, needs access to buildings and information. This is time to act!” – Sekerani Kufakwina

“Poor accessibility is a serious violation of our human rights. Accessible Language Now!” – Martha Chimbalo

“When I travel beyond Malawi I feel at home. I am more independent. We need an accessible Malawi now!” – Derrick Kumwenda

“Accessible buildings are essential for equal participation. Accessibility by Universal Design Now!” – Bernadetta Vazi

A title card says “Copyright @2022 SIAM All Rights Reserved.”