This is a report of the Expert Group Meeting on Voluntary National Reviews for the HLPF on 15-16 December 2016 at United Nations Headquarters in New York, USA.
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"A 2012 report by the Special Representative of the Secretary-General on Violence against Children1 notes that ‘more than one billion children around the world attend school. Many of these children enjoy their right to be taught in a safe and stimulating environment. For many others, however, schooling does not guarantee such opportunity. These girls and boys are exposed to bullying, sexual and gender-based violence, corporal punishment and other forms of violence… Many are also exposed to schoolyard fighting, gang violence, assault with weapons, and sexual and gender-based violence by their own peers. New manifestations of violence are also affecting children’s lives, notably the phenomenon of cyberbullying via mobile phones, computers, websites and social networking sites. The symposium is one of a series of international meetings UNESCO has organised to address school violence and bullying and it is intended to promote evidence-based action by educators, policy makers, professionals and practitioners in the education, health and other sectors. Consequently, this report aims to provide education sector stakeholders with a framework for planning and implementing effective programmes to prevent and respond to school violence and bullying as part of wider efforts to address violence against children."
Objective To quantify and predict the economic burden of dementia in China for the periods 1990–2010 and 2020–2030, respectively, and discuss the potential implications for national public health policy. Methods Using a societal, prevalence-based, gross cost-of-illness approach and data from multiple sources, we estimated or predicted total annual economic costs of dementia in China. We included direct medical costs in outpatient and inpatient settings, direct non-medical costs – e.g. the costs of transportation – and indirect costs due to loss of productivity. We excluded comorbidity-related costs.
Findings The estimated total annual costs of dementia in China increased from 0.9 billion United States dollars (US$) in 1990 to US$47.2 billion in 2010 and were predicted to reach US$ 69.0 billion in 2020 and US$ 114.2 billion in 2030. The costs of informal care accounted for 94.4%, 92.9% and 81.3% of the total estimated costs in 1990, 2000 and 2010, respectively. In China, population ageing and the increasing prevalence of dementia were the main drivers for the increasing predicted costs of dementia between 2010 and 2020, and population ageing was the major factor contributing to the growth of dementia costs between 2020 and 2030.
Conclusion In China, demographic and epidemiological transitions have driven the growth observed in the economic costs of dementia since the 1990s. If the future costs of dementia are to be reduced, China needs a nationwide dementia action plan to develop an integrated health and social care system and to promote primary and secondary prevention.
Dr Elizabeth Shea is Clinical Psychologist at the Birmingham Food Refusal Service. Elizabeth kindly agreed to be interviewed for Network Autism when she attended the XI Autism-Europe International Congress hosted by the National Autistic Society in 2016.
In this video Elizabeth discusses some of the common eating issues that autistic people may experience. She explores why autistic people may struggle with eating issues and outlines how professionals can best support them.
Individual interview questions
1. Can you tell us how you first became interested in autism?
2. Can you tell us about your current work?
3. What are the most common eating issues that you see for autistic people?
4. Can you highlight some of the reasons why autistic people may develop eating issues?
5. What are the most effective treatments for eating issues for autistic people?
6. What advice would you have for professionals working with autistic people who maybe struggling with eating issues?
The increasing need for quality, affordable rehabilitation services worldwide in a time where there is an ageing population and more people are suffering from chronic illnesses is presented
Refugees, asylum seekers, and other migrants with disabilities are not properly identified and do not enjoy equal access to services in reception centres in Greece. On the basis of research carried out in mainland Greece and on the Greek islands in October 2016 and January 2017, and follow-up phone interviews in December 2016 and January 2017, Human Rights Watch found that asylum seekers and refugees with disabilities are not properly identified in Greece, in part because of a rushed registration process and the need for better guidance for staff. Without an adequate understanding of the scale and needs, aid agencies cannot respond effectively. Problems with equal access to water and sanitation services, food distribution, shelter, and health care including mental health and psychosocial support are reported.
The results of the Zero Project Survey 2016–2017 consisting of 21 questions with a particular focus this year on employment and vocational and educational training are presented. After five years of Social Indicator research, for the first time data trends are published as well as comparisons between world regions. The Social Indicators section also includes analysis of data availability on youth employment with regards to Sustainable Development Goal (SDG) 8, and of the “data gap” of persons with disabilities living in institutions. 56 Innovative Practices have been selected, and 13 common solutions and “threads” have been identified. 11 Innovative Policies have been selected, and 13 ways to create a significant impact have been identified.
This guide provides strategies and recommendations for developing inclusive classrooms and schools. We specifically address the needs of Sub-Saharan African countries, which lack the resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted. Strategies for enhancing existing school and classroom environment and instruction include: modify the physical environment; modify classroom managment strategies; ensure social inclusion; adopt best instructional practices; apply strategies for students with sensory disabilities; and use assistive technologies. Strategies for adopting response to intervention include: tier by tier implementation; individualised education plans; and planning for school wide adoption of inclusive practices and a multilevel system of support.
This report gives a first general insight on barriers people with disabilities are facing when they have to deal with the criminal justice system as accused of having committed a criminal act in the Federal District. Its purpose is to provide a reflection on how the justice system could cope with their special needs in a more appropriate way, to ensure that human rights and access to justice of people with disabilities occur on equal basis with others.
The probability that people with psychosocial disabilities are faced with the criminal justice system is higher than for the rest of the population. This can be explained to a large extent by the existing incomprehension concerning disability, which is even more of an issue when it comes to psychosocial disability as it seems to be one of the less well understood and one of the more stigmatized as well.
In addition to the preconceptions and the lack of capacity building, we may add the existence of a discriminatory penal legislation which keeps on looking at people with disabilities as if they weren’t subject with rights and obligations, but insists on an anachronistic vision that looks at them as objects requiring treatment and cure.
Since the beginning of the Syrian crisis, which is now heading into its sixth year, the WRC has worked with partners on the ground to promote the inclusion of refugees with disabilities—an estimated 22% of the population—in assistance programs and in the decision-making process.
In a protracted and complex crisis, humanitarian actors continue to look for ways to strengthen protection and assistance. Vulnerability considerations have typically determined the design and implementation of humanitarian programs. However, program models are emerging in the Syria response that focus on a resilience-based approach—emphasizing skills, capacities, strengths, and assets.
Recognizing the increased attention to resilience in the Syria response, the WRC undertook a project to examine how vulnerability and resilience-based approaches are supporting the protection and empowerment of Syrian refugee women, children, and youth with disabilities.
The WRC has identified a set of actions that must be taken to ensure that the resilience of diverse populations amongst refugees with disabilities are recognized and fostered in programming. While the findings and recommendations are drawn from the Syria crisis, we believe they have relevance across other humanitarian settings.
"Cerebral palsy is the most common cause of physical disability in children worldwide, and yet in most low resource settings there are few services available to support children with cerebral palsy or their families. Research is required to understand the effectiveness of community and/or home based programmes to address this gap. This 2-year study aimed to evaluate a participatory caregiver training programme called ‘Getting to know cerebral palsy’ in Ghana. The training programme consisted of a monthly half-day support group with training, and a home visit, delivered across eight sites in Ghana over 10 months. A total of 76 families and children were included at baseline and 64 families followed up one year later at endline. Children were aged between 18months and 12 years with a mean of 3.8 years and a range of severity of cerebral palsy. Nearly all (97%) the caregivers were female and the father was absent in 51% of families. The study was a pre-post intervention design using mixed methods to evaluate the impact. A baseline and endline quantitative survey was conducted to assess caregiver quality of life (QoL) and knowledge about cerebral palsy and child feeding, health, and nutrition outcomes. Qualitative data was collected to explore the impact and experiences of the training programme in more depth".
"This report maps the situation of persons with SBH in relation to healthcare access and is a follow up of the CRPD Concluding Observations Art.25. Through a comprehensive survey, IF collected valuable data on the experiences, satisfaction, and perceptions of healthcare coverage of individuals with SBH across Europe. Based on its findings, the financial coverage of treatment and assistive products for patients with SBH is grossly insufficient across the EU. Europe as a whole lacks multidisciplinary care and specialised SBH teams, which translates into long waiting times and insufficient knowledge of the SBH specificities.
Considering these findings, IF urges the EU Member States to adequately support the healthcare needs of persons with SBH, and to invest more substantially into creating multidisciplinary clinics that can help avoid preventable complications 11 and may reduce the overall burden 12 on the patient and the system. In addition, the Member States should actively support creation of the European Reference Networks as a way of improving care for persons with SBH. IF also calls on the European institutions for support in training medical professionals on rights of persons with disabilities."
This special issue follows on from the symposium ‘Disability in the SDGs: Forming Alliances and Building Evidence for the 2030 Agenda’ held in London in 2016. The articles in this special issue consider the evidence base around the inclusion of people with disabilities, particularly with respect to health, poverty and education. The editorial reports that emerging evidence suggests that despite marginal changes in discourse, people with disabilities continue to be left behind in these areas, that large data gaps remain, data collected so far is not always comparable and qualitative research also remains scarce. What it means to ‘include’ and how to go about this is also discussed. Titles of papers in this issue are:
- Entering the SDG era: What do Fijians prioritise as indicators of disability-inclusive education?
- SDGs, Inclusive Health and the path to Universal Health Coverage
- No One Left Behind: A review of social protection and disability at the World Bank
- The capacity of community-based participatory research in relation to disability and the SDGs
- Measuring Disability and Inclusion in relation to the 2030 Agenda on Sustainable Development
Titles of research articles in this issue of the journal are:
- Community Action Research in Disability (CARD): An inclusive research programme in Uganda
- The Impact of Community-Based Rehabilitation in a Post-Conflict Environment of Sri Lanka
- Communication Disability in Fiji: Community Cultural Beliefs and Attitudes
- The Search for Successful Inclusion
- Effect of Music Intervention on the Behaviour Disorders of Children with Intellectual Disability using Strategies from Applied Behaviour Analysis
- The Effects of Severe Burns on Levels of Activity
This short animated video seeks to explain what Art 27 and the right to work and employment means for all people with disabilities, including people with psychosocial disabilities and focuses on the right to reasonable accommodation
The theme for HLPF 2017 (High-Level Political Forum on sustainable development), 10-19 July 2017, is "Eradicating poverty and promoting prosperity in a changing world". The set of goals to be reviewed in depth will be goals 1, 2, 3, 5, 9, 14 and 17.
Key documents for HLPF 2017
Policy Briefs: HLPF 2017
Global Report on the participation of organisations of persons with disabilities (DPOs) in VNR Processes
Accessible Information Communication Technology and Assistive Technologies and Persons with Disabilities
HLPF 2017: Submission Paper by the Stakeholder Group of Persons with Disabilities
"The present report, mandated by the Human Rights Council in resolution 32/18, identifies some of the major challenges faced by users of mental health services, persons with mental health conditions and persons with psychosocial disabilities. These include stigma and discrimination, violations of economic, social and other rights and the denial of autonomy and legal capacity.
In the report, the High Commissioner recommends a number of policy shifts, which would support the full realisation of the human rights of those populations, such as the systematic inclusion of human rights in policy and the recognition of the individual’s autonomy, agency and dignity. Such changes cover measures to improve the quality of mental health service delivery, to put an end to involuntary treatment and institutionalisation and to create a legal and policy environment that is conducive to the realisation of the human rights of persons with mental health conditions and psychosocial disabilities"
Human Rights Council, Thirty-fourth session, 27 February-24 March 2017
The 2030 Agenda for Sustainable Development provides global opportunity and obligation to work towards achieving the Sustainable Development Goals (SDGs) for all women and girls, and address the rights and demands of women with disabilities as a matter of priority. This brief underlines the need to mainstream disability into all efforts to achieve gender equality and women’s empowerment (SDG 5); highlights key issues for ending poverty (SDG 1) and ensuring healthy lives (SDG 3) for women and girls with disabilities; and calls for closing data gaps on gender and disability.
The brief provides the following at a glance facts about women and girls with disabilities:
- One in five women live with a disability globally
- An estimated one in four households has a person with disabilities
- Women are more likely than men to become disabled throughout the course of their lives
- Women comprise up to three-quarters of persons with disabilities in low and middle-income countries
- Prevalence of disability is higher among marginalised populations and people in rural areas.
Results of research into attempts to provide the best of both mainstream and specialist education for autistic children are presented. The ‘satellite class’ model of supported inclusion is where the strengths of a special school education are kept in place for selected autistic pupils as they transfer to dedicated classes within mainstream ‘host schools’. The schools studied were all within the London borough of Tower Hamlets, UK.
A joint declaration of a two year service agreement between six disabled persons support organisations. The agreement is based on the UN CPRD, primarily:
Article 12: Equal recognition before the law
Article 19: Living Independently and being included in the community
Article 24: Education
Article 27: Work and Employment
Source e-bulletin on Disability and Inclusion