 Hello everyone, I would like to start the session now. So first I would like to thank you all for joining the Inclusive Humanitarian Response, Gender and Disability session. And I would like to introduce myself first. This is Sabrina Dweeb, Inclusion Specialist working with H.I. and the Global Protection and Cluster, my colleague. Hello everyone, thank you for joining. My name is Hanan Zelloun, I'm Senior Gender Advisor with JNCAP. So Emma will provide you with some instructions before we start the session. Please, Emma. Thank you everyone, good afternoon. This is just to let you know that this space has translation enabled function Arabic speakers. So if you would like to go to the three dots at the top of your screen and click on more and then select language and speech. You can choose language interpretation and you can choose whether you would like this to be in French or in Arabic. Please also note that this session will be recorded. Okay, thank you, Sabrina, over to you. Thank you so much. Let's start with the first slide, please. Yeah, so I would like first to go through the session today and the agenda. So today we are aiming to introduce specific concepts around gender and disability. We will go through the analysis of gender and disability through the humanitarian cycle, program cycle. And we will look at why it's important to do this analysis for gender and disability. We are going to look to some of the methods and tools and frameworks that are available for you. Also, we are going to share with you a lot of resources as a secondary tools and material that you can use in your field. We will look to the gender analysis matrix and analytical approach on aiming on how to use the data and the importance of using the data. Also, we will go through some concrete recommendations from several operations that me and Hannah worked with. Just one highlight, I would like to give you the chance that during our presentation, it will be a participatory approach. So please just raise your hand to come in through the discussion and to raise any highlights that you want to talk about. It's not a presentation that just for me and Hannah to talk. It's also giving you the chance to share your insight and input. Thank you so much. So, Hannah, we'll start with the first slide, please. Thank you, Sabreen. Hello, everyone. We will start by defining what is gender and why we are working on gender, disability and inclusion. So, I'm sharing with you two charts. One is talking about the gender if we take it as a silos. And how can we use intersectionality in our operation and how this would contribute for better results. So, what is gender? Gender is the biological sex and gender orientation and gender identity. How I was born, how do I look at myself and how people look at me from a sex perspective. However, if we want to talk about intersectionality and this is how do we recommend when talking about gender and when we identify gender. So gender is in addition to the biological and the orientation and identity of sex. It's adding to that we will talk about age. So if, for example, we are talking about women, who is this woman? In which age? In which religion? So we cannot separate the religion from the sex or from the identity of this person. The social status. Is she married? Is she divorced? Is she widowed, for example? If the woman is widowed, she has some implications in the society and the society is looking at her in a different way. Resources, who can access to resources, who owns the resources? The schooling. It's not only the education. Like how I was raised, what I have learned since I was young. Location. Taking the same example when we are talking about women. Who is this woman? Where does she live? Is she living in a camp? Is she living in rural area? Is she living in city? Is she educated? Is she young? Is she old? Even we will talk about ethnicities because some of the ethnicities in some context, they are very vulnerable. And why we are talking in intersectional or why we are encouraging intersectional approaches in addition to the sex? Because it would impact and it would affect the different elements. It would affect the division of labour. It would affect the rules and responsibilities. If the community say that I'm a woman, some communities would say you cannot drive a car because you are a woman. Or you cannot do this and that because you are a woman. Access to resources. If I'm disabled and Sabreen will come in a few minutes and would give us the context of disability. Like if I'm disabled, what type of disability that I have and how can I access to resources? Decision making. Some ethnicities, they don't have the access to decision making. If I'm a woman, I don't have access to decision maker in some context. If I'm from different religion, I cannot access to decision making. One of the main issues that we also cover when we talk about the assessment. We are looking for the opportunities. Who has the opportunities? What available opportunities for each and single member of the community? Power, roles and dynamic. We can look at the family household and we can go out to the community. Who has the power? Who can distribute the roles? Who has like the role of doing what? So by taking the intersectional approach in doing the gender analysis, it would give us like a comprehensive approach and it would lead to better results. Next please. As Sabreen was saying, we are taking the program cycle or the humanitarian program cycle as an approach. And we found that the most important part of this cycle is the gender analysis, which includes six age and disability. Sabreen also will talk in details about people with disabilities and will talk about inclusion. So what is sad? Six age and disability. When we are talking about sad in the analysis, we are looking on the impact. What is the different impacts affecting the lives of boys, girls, men and women? From the different ethnicities, vulnerabilities, disabilities and even the disabilities are different from person to person and from disability to another. Also we are looking for the needs. And when we are looking for the needs, we are looking for the practical needs, strategic needs and immediate needs. And there are some differences between those needs. So the practical needs are the actual conditions and the actual needs related to the role of some people. For example, for women they need some different non-food items than men, than elderly, than children. For example, we need diapers, we need formula for some children. We need strategic needs that are adding some empowerment and some long-term resilience elements. If we are looking for immediate needs, the things that keeping people alive, that sometimes it's the same and sometimes in other contexts are different. Next please. So when we are talking about the analysis, we will give more attention to that this phase because we rely on the analysis to be able to build our response. For example, why we are required to have proper analysis regarding, for example, for persons with disabilities? It's an estimated that 1.3 billion people around the world that they have experienced disability, which means it's around 16% of the world population. If we are going through this general analysis without any deep information of what does that mean or how we can use this type of information, it means that we are unable to build a variety that support inter-communalities. For example, in this data we can find that 1.5 are women with disabilities while 1.8 are children with disabilities. While 4.5 live in the poorest countries and 2.3 are women with the poorest population. So we will go through this process or this session to ensure that even with having secondary data it's not enough for which steps and further steps that we should take to be able to build proper analysis to be able to respond to that immediate need or strategy that Hannah was mentioning. Next slide. Why we are putting sport on the gender and disability? When that intersectionality comes with gender and disability and with gender and disability inter-academic discrimination multiplies. For women with disability experiencing multi-paced forms of discrimination and negative stereotypes and attitudes in every domain of life. As I mentioned, it's one in five women around the world are excluded from fully participating in society, family and work life. They are facing more barriers compared with women without disabilities or compared with men. So it means that women with disability may face discrimination based on that intersect identities such as religion, race, age, sexual orientation or gender identity. That's what is required not to look to the general information of having only one in five women in the world are women with disabilities but we need to look through how these factors also intersect to be able to understand how these women are facing or experiencing disabilities within their communities in a very clear and detailed way to be able to respond to their needs and to be able to respond with an inclusive approach. Next slide. Emma, next slide. So, building on what Sabrin was talking about. By understanding the details or looking in the underlying causes of the issues. I was saying like one in five women are disabled around the world. How they became disabled? What is the community mechanisms are offered to those women? How can the community support those women? How the community looks at those women? And what are the root causes of such issues? For example, if there is an inequality or those one in five women are like excluded why in which space? So we need to understand the underlying causes of each barrier or each issue. The risk. We need first to understand the risk, a component of this intersectional part. For example, if the woman is disabled, what is the risk that she's put in? If there is a risk, if there is no risk. And if I'm doing a program, what is the risk that my program would add? So I need to understand all of the risks behind the intervention and what is the risk combined with the vulnerability or with the person, the individual. And also when we are looking at a sad or the gender age and disability analysis, we should look at the empowerment. Next, what is available in the community as empowerment for the different groups for women, men, boys and girls, youth. Sometimes youth are really marginalized in many communities. So what's available empowerment tools, mechanisms, programs, policies are available at the community. On the other hand, while conducting the exercise of the analysis, we should empower the community. Like we should not exclude them or building on assumptions, including or engaging people in our analysis would really empower the results and would give more comprehensive and accepted approaches. Access, how the vulnerability or how the different groups have access to resources and opportunities. And also what opportunities are available for the members and what opportunities are available for us as a humanitarian workers to support the community and building on what is existing. Next, we remind that please if you have any of my lines, just raise your hand and you can come in. You have any point that you would like to clarify or to add. So please just feel free to raise your hand. Any question? Any comment? So going back to the risk, like why we are really taking to consideration the gender dynamic or the gender age and disability with the risk and resilience. Like as a humanitarian, we are not trying to support dependence like we are not creating dependence on humanitarian assistance. The contrary, while even we are giving the assistance, we are trying to create an independent community and like a community that is part of the response at all levels. We are creating resilience. We are creating a kind of dignity. Like when we are looking at the disaster impact, we should see the risk at the different vulnerable groups, the exposure, the vulnerability if the risk is increasing the vulnerability of those groups, reducing my intervention. Does it increase or decrease the risk? Are we prepared? For example, we have when we had the earthquake in the Northwest Syria, there was a kind of lack of preparedness at the community and it was something in you that they never witnessed. So it created kind of panic and it increased the vulnerability of the vulnerable groups. For example, when we were talking to people with disabilities, there was a woman with her daughter that was disabled. The lady was saying that I am living at the second floor and I saw the other buildings collapsing around me. So the only thing that I was able to do because I was not able to go downstairs, I started to close down to the gate, the main gate of the house. So if the house was collapsed, so the people would find my body. So this has increased the vulnerability of those people. What are the coping capacities of the community? And like when we saw the earthquake response, we found that there is youth capacity in the area while also the humanitarian workers were also affected, but we found them standing from the first moment responding to the earthquake. So also we want to see the disaster impact, but also we will see where are the areas of gender inequalities? Who are the most disadvantaged group? What are the contributors of the inequalities? Is it from the society? Is it from the hazard itself? And then we should come up with disaster risk management plan or integrate risk management in our response and plan. Next please. So let me just highlight before starting, we will have a question first before I start. So please, Yashid. Yashid, please come in. Yes, good. Can you hear me? Yes. Thank you very much. I'm listening to you from Ethiopia. It is a very interesting session. My question is that do the humanitarian aid sector have monitoring experience, monitoring of how gender is treated, how inclusion is treated and address it, especially on the perspective of the multi, the intersectional approach that you explained. It is new to me if you have that experience, the monitoring experience. If it needs to be planned, it needs to be implemented, then it needs to be monitored, then it needs to be driven and the correction is to be taken. Corrective action is to be taken in the humanitarian aid sector. So how does the experience look like? Thank you very much. This is a great question. Maybe we can answer your question later because we will go through the how. Now we are talking about what and then we will move to the how in a few minutes. If you allow me, Yashid. Thank you very much. It's good. Thank you. Thank you. Yeah, so before starting to define risks facing persons with disabilities, I will go back to one step to define disability. So the disability based on the right based approach, it's a evolving concept that it comes or result from the interaction between a person's impairment and barrier, which lead to increase the risks and increase the risk of vulnerability in the community for people who are experienced these barriers. So as a concept, it means that if a person with a long term impairment facing these barriers, which we can also use the word the threat in the definition of barriers, they are facing these barriers in their community. The risks will be increased that they are unable to access a humanitarian services due to these barriers. So to be able to eliminate these risks, we need to look to how we are able to deal and overcome with barriers. So how we are able to increase the enabler factors for people who are experienced disability to be able to reach to resilience and improve their ability and safety and protection. What does that mean? That means that, for example, if I'm defining the risk facing persons with disabilities, I should understand how the interact happened between the persons with different type of impairment, whatever that is. It's a visual impairment, hearing impairment, intellectual impairment, physical impairment, and how this person or individual experience these barriers in their communities. And how that when Hanan was mentioning how this impact this experience, how this impact the ability to access to services or prevent access to services, how this is impact equal opportunities in the communities compared with persons without disabilities. Next slide. So as I mentioned that when we are defining disabilities, we rely on the UNCRBG, the UN Convention of the Rights of Persons with Disabilities. So we need to understand the types of these barriers and how these barriers lead to denial of rights to humanitarian services. So for example, when we are talking about attitudinal barrier, which means the perception and how people are perceiving persons with disabilities in specific communities. This might lead to the denial of rights to humanitarian services, or lead to bullying, discrimination, exploitation, abuse. And this will link to the denial of rights to independence, health, and safety. In several situations, and I will give that example in Syria, there was some people with disabilities that they were sharing, sometimes that they were dropping opportunities with the humanitarian services due to the attitude of the humanitarian field this stuff. And sometimes we use attitude barriers, but we don't specify. So we need to understand the roots of what does that mean. Some people, they might feel that they are different and they are targeted in a way that the support is overprotected to them. And some people, they might be avoid dealing with persons with disabilities. Due to the perception that maybe persons with disabilities, they need a lot of supervision, or maybe persons with disabilities are unable to perform in some of the opportunities in the community. So when we are looking to define these barriers and understand that we need to have a deep analysis, what does that mean, and not to keep it as a general as we are using here as an attitudinal barrier. For example, a lot of children with disabilities at school, they were in high risk of bullying and being discriminated from other children. So how we are able to address and understand how these children experience this disability and how the interaction with these types of attitudinal barriers and how we are able to ensure we are working to address these barriers within, for example, the school environment. While communication barriers lead to denial of rights to humanitarian services, for example, informed consent or safety in time of emergencies. For example, one of the ways that we are using these days is that using a lot of websites to share information, we are using online information, how we are ensuring that this information is accessible that persons with disabilities are able to use. I will address it here. So, for example, it's also to ensure that we are able to use several approach of sharing information to be able to overcome communication barriers. While physical barriers, it's lead to denial of rights to humanitarian services when there is, for example, no action are taken to do any adaptation or improve access to specific services or locations. For example, if we are using that persons are unable to access to a latrine that might lead to a lot of complication of the skin, a lot of complication to chest infections. So, and this will increase the risk of having a lot of complication of health, complication that requires long-term treatment and people might lose some of the dignity when they are relying on others to take care of them due to the unaccess to latrine. When we are talking about institutional barriers and one of the examples also is the data and having information, it's the denial of the rights of access to humanitarian services and compounded inequalities and increased risk of negative coping strategies. For example, lack of data about needs of persons with disabilities, about information and how people are experienced disabilities might lead that people are taking negative coping mechanism like bagging, trafficking, so they are in a higher risk of protection concerns or protection risk and they increase the vulnerability and prevent them from accessing the humanitarian services. Sorry, there is some highlights in the chat. Let me just look at it before going through. Yes, to be honest, when we are talking about attitudinal barriers, even sometimes people are using in a way a positive words like describing persons with disabilities that they are heroes, they are super powerful people. And this is always putting people in a way that they are different. So yes, there is a lot of wording that might be used in the communities to describe persons with disabilities even giving nicknames like deaf people, some Arabic even more that can give families names as nicknames and some type of impairment. So this is how sometimes that even describing persons with disabilities is a way of discrimination even if sometimes we thought that the wording is a positive wording. I see Stefanie, please comment. Thank you. Sorry, I just have technical issues. No, I just wanted to mention and thank you for organizing this. Realizing now also being in Ukraine that and I include myself in this that among humanitarians, I feel that attitudinal barriers are so, so high. I've had several workshops and trainings and you always see we're working on language, which is an important part. But even despite this, how patronizing it is, how we assume person with disabilities cannot do certain things, we only focus on the disability. So I do feel and I think, Sabrina, you've raised the in the attitudinal barriers and Syria as well know that we are a key part that we need to work with. Thank you. Thank you so much. I totally agree. Thank you, Stefanie. Also, there is a point about age will also have a further influence or impact on how the person will experience disability in the community. Totally agree. Thank you for raising this. Yeah, 60% of older persons might experience disabilities. Also, it's applicable to look to how persons or different age groups also might experience disabilities in the communities. I know that also there is a lot of perception toward older persons and that sometimes we still type people in specific categories when we are talking about even their age or their type of disabilities. For example, I know if we are talking about persons with intellectual disabilities, they are one of the highest people who are facing discrimination and being in a high risk of protection concerned when we are looking for different types of disabilities. So also among types of disabilities, we need to understand the differences of how people are experiencing these barriers within their communities. Hadja, please go ahead. Thank you very much, Hanan and Sabreen. This is a very important subject and we think that it only covers about 10 to 15% of the population, which is also very substantive. But it's also a responsibility of not leaving anyone behind and understanding the diverse needs to which we need to respond during a humanitarian crisis. There's no such thing as a blanket response. It has to be tailored so that we don't perpetuate the power imbalances, discrimination, the exclusion as we move along. In this slide, I was actually in 2019, I was in Syria working with UNARWA as a disability advisor with Norcap and I saw that, I mean, my mind was opened to the first UN disability inclusion strategy, which is something that all agencies are supposed to report upon on an annual basis. And then also in 2019 came the IASC Disability Inclusion Guidelines. Do you think that they are adequately socialized? And I feel as if the Gencap and other exclusion mechanisms don't really converge to talk about it in a combined way. Do you think that that is something that you would advocate for? Thank you. Thank you so much. I know even I admit I didn't mention in one of the slide into as written, even though there is a lot of policies might talk about disability, but we still lacking the inclusive humanitarian response. That's why, to be honest, we have experienced me and Hanan in Syria. When we are talking about, yeah, sometimes if you are talking about disability, people will think, yeah, it's only a person has a disability without looking to the gender or age or to the socioeconomic situation. That's why based on our experience that we find out, let's let's manage and try to keep advocating that when you are talking and analyzing gender or disability or age, please be sure that you are taking into account all of these intersect sector factors when you are planning your intervention. And we will go to the how because there is concrete actions that we should take into account to be able to build a tailored and inclusive response without leaving anyone behind. If I might add also indignified, this is very important principle that we have to focus on the dignity of people and the resilience. Even those people with disability, we should treat them in a dignity and resilience manner. If there is no further highlights, we can move to the next slide, please. Yeah, so. Yes. So we will talk about the importance of the sex, age and disability information or why we are focusing on doing gender analysis in each intervention. Like as we said that gender analysis should come along with any need assessment or the rapid analysis with gap analysis, we should include the sun. We should focus on a number of persons affected but in which group, in which area, in which ethnicity and in all of these details. So what why it's important we identify the social and structural barriers, the barriers that Sabrin was talking about in details and the level of barriers and the drivers of any any problem. Like if we are talking about like disability barriers. So those barriers, if we want to see in which level of like community, how much for example, if we take the Syrian, the Northwest Syria. There are almost 29% of the community have disability. If we look at the elderly at Northwest 90% of the elderly have disability. So what are the drivers of those disabilities and the conflict contributed a lot to making those people disabled. Moreover, like we have some, for example, some boys and girls are going to seek some recycling materials to sell for surviving and they be attacked by land mines. So we need to understand where is the problem exactly in order to response. It helps in providing effective and efficient equal resilience programming that is built in equality and equity. Determine whether specific measures are needed to ensure equitable results for women and girls. Sabrin maybe can add, for example, if we are having a community with disability, maybe you can give an example about what measures we need. We need in that community as part of our response. Yeah, for example, we just when we're talking about values. So really to define the barriers in the community, we need to define which measures that we're going to take. So if we understand that in this community like in Northwest in a specific reports, then we are mentioning that the higher prevalence is among persons with disabilities. So I'm wondering how many of them responded in during the epic week they were using adopted modules, not only for in people to be able to recognize that there is people under this maybe buildings that they have hearing impairments. So this is also when we are understanding not only the prevalence of disability, but also which type of disabilities that people are experienced and how they are able to adapt the the measures to be able to to save and to protect people. Yeah, adding to what Sabrin was saying by considering all of that will contribute for equality results. And which is our mandate. We are working as a humanitarian. We are not leaving anyone behind. We are targeting all of the community without any discrimination. And this is our own mandate. And this is why we have to look at the difference needs or the different needs of the different groups. And addressing underlying causes and help long term programming when we understand what are the issues we will like save money, save efforts, save human resources. And also, when engaging the community in our response and in our analysis and we know where and how and why we have these inequalities, we can have accepted solutions that came from the community itself. Like talking to children, they are coming with brilliant ideas about their livelihood and about their needs they need to play, where to play, what to play, what do they need to study and where and how. So listening to elderly understanding what are their needs. For example, we did the gender analysis recently, and we found that almost 94% of the person, the older persons, they mentioned that their needs are never being met. While they are not consulted in the response, so why we dropped the consultation of those people, we dropped them assuming that they are elderly and those are their needs, they need food, they need medicine. While they came up with a number of other issues, for example, they asked for mental health support, they asked for, they feel lonely and they are, because everyone is busy with a number of issues, for example, at home, at work. So those people are having mental issues. They need someone to listen to them, someone to talk to them. Next, please. So maybe due to the time, I know that this topic is very interesting and we hope that we have more time, but of course maybe we have another opportunity. So we will talk about the disability assessment very quickly, but we will move to the how, while maybe there is some slides talking about the tools and available material then it can be shared with you after the session. So in the disability assessment, just to highlight that ensure the meaningful participation of persons with disabilities, they can be part of doing the data collection and defining the barriers themselves is not us assuming or collecting the data about persons with disabilities. It's required to respond to diverse needs and define different values without discrimination and one of the gaps defining the response is toward persons with mental health or intellectual disabilities. It's also, there is also to understand that rules and capacities is very important to compare how persons with disabilities are experienced. So not to generalize that all persons with physical disabilities, they have the same experience of barriers in their community. While accountability and commitment need to ensure monitoring of how this and report and track the progress of inclusion of persons with disabilities and the implementation of relevant commitment based on the participation of persons with disabilities. So we are committed toward reporting on the change of their quality of life on the way that we are also asking persons with disabilities on the whole site. Not only consultation, they are part of the whole site of the program to look through some of the adaptation and required changes that might be taken to ensure that inclusion actions are improving that quality of life of persons with disabilities. One of the gaps is that we need to strengthen the evidence base and how we are addressing disabilities and share this and learn. Sometimes there is a lack of coordination to share this and learn and to share information and this is what might put us in a risk that we are taking the same action and the plan of services without addressing the concrete chain of actions for persons with disabilities. So on the how, maybe this is one of the how slides. So on the how we found strengthening the inclusion of persons with disabilities taking into account the course, the gender integrated throughout the whole program cycle within the humanitarian program cycle. So if we are looking for the need assessment monitoring of risk protection analysis that will lead to HNO and HRB and then the strategy and decision and funding. We need to define through these steps that the immediate needs of people and the underlying causes and then the long term strategy needs. We need to look to the risk prevent and empower opportunities and avoid harm while what are the needs and how to define these needs based on several actions that we can take. Is it true to focus the group discussion consultation of persons with disabilities collecting secondary data or sometimes using some of the existing tools like the displaced tracking matrix that there is some available tools that you can use to be able to consult and discuss with persons with disabilities. While through the monitoring of threats, look to the context and the stress to population, how the threats is affecting and impact on these threats and existing capacities of the population and how people are coping with these threats. So you are not proposing the intervention but you are listening on how people were able to cope with these effects. Well, it's why I mentioned protection analysis here, because protection of persons with disabilities and taking into account the gender and age is not the responsibility of the protection class. Only this responsibility as a first talking for all of the humanitarian actors to ensure and protect people. So how the interstate of gender, age and disability interact with the context and how these protection risks might be faced by specific groups. This if we will be able to do the first part and having all the information, we will come out with a more detailed and deep analysis within our HRO that can lead to a proper and tailored response in our HRP. So we can summarize analysis of protection issues impacting persons with disabilities and put some strategic intervention and programming, The thing meaning that capacities and the resilience of the population not having the short or immediate lead response, Then thinking that strategic goals and evidence by sharing also and showing and measuring how these inclusion actions they were implemented and for sure that inclusive funding and allocation and priorities of protection activities should be taken into account. It's, it's required, as I said that the gender integrated through all the program cycle data collection, gender sensitivity, methods of sampling, analysis and improve the program and policy to gender sensitivity and indicators. So we are not only relying on only having this one stage, but we are going through the whole cycle to ensure that we are able to monitor the tailored information. Next slide. Maybe we can use that this is the last slide because we can give some recommendation after we will do that. So on the how we need to ensure the participation and empower and prevent burdens. So meeting the immediate needs and we are looking to that how we are ensuring the participation of people so people are not passive to receive services, but they are contributing effectively and actively to build the response. One example, for example, looking to the percentage of families who value education for their daughters with disabilities in the emergency situation. While empowering and looking to the barrier to the service level, looking to the percentage of schools that are accessible, and I don't mean that it's only accessible in the physical accessibility. We can also look into the community and the discrimination in all discrimination in the schools and in the preventive burden we are looking to that people are being trained and sensitized on gender identity inclusion. There are a number of reasonable accommodation that tailored support for individuals to be able to participate equally on learning, for example, opportunities if you are talking about education and a number of assistant teachers that provide support individual needs. So this is one example within the educational intervention but can be applied to several thematic areas. Maybe because of time we would like to give some general recommendation and please feel free also to put in the chat any concrete example or any concrete recommendation you would like to highlight. So, as we mentioned in this example, it's ensuring that we build the capacity and incentivize the team to understand disability and inclusion analysis within the preparedness phase of any program. It's also that any inclusive response plan would help to operate and identify this and ensure the protection of persons with disabilities. Yes, please, you can remove that. And I can remove that as well. I'm sharing some recommendations. Be sure that you are also involving affected people when you are taking decisions and considering the intersectionality factors. And be sure that also engaging donors when you are discussing intersectional factors, because sometimes we were facing that people were not thinking about these elements. Suddenly when they will start to operate, they find out that they were unable to respond to a lot of needs in the community. So also that engage inclusion focal points within the response is a key to ensure that there is people who are dedicated to support improving understanding and as my colleague said, there is a different need towards language especially and attitudes. Be sure to involve CSOs and OPDs of persons with disabilities in your response. And monitoring of inclusion is very important because analysis and the response without monitoring how this influence the community is keen to ensure that we are ensuring monitoring and ensuring that the participation of persons with disabilities in the monitoring process is keen. When the last one is empowerment, please be sure that empowering people to be able to carry and to have the resources and the capacities to be part of the humanitarian program cycle and that they understand the right to raise their voices and to share their experience without discrimination. If there is any highlight, please raise your hand and come in. We are sorry for that one. I know that this is something that we can talk about for several days and months. And also we shared in the PowerPoint presentation and as you said, the time is an issue. We shared some frameworks for gender analysis and for inclusion analysis. So I think the presentation will be shared and you can benefit from those frameworks. Some of them are like, depends on your purpose of conducting the analysis. You can find one for equality, one for GBV, one for inclusion. Some of them are mainstreamed. Like you can find frameworks, you can mainstream within your need analysis. So we will share the presentation and you can benefit from those experience. And you can access to all of the tools through the DPC website also that you can access through their sources. So we're very close. Thank you so much. Thank you. You stay through the end of this session. So I really appreciate it. We are really appreciate your time and see you another opportunity. Take care and thank you so much. Thank you very much and thanks for the organizers. Thank you all. Thank you. Have a good day. Thank you. Thank you so much. You too. Thank you. Bye-bye.