"The present report has been prepared in response to Economic and Social Council resolution 2015/4, in which the Council requested the Secretary-General to submit to the Commission for Social Development, at its fifty-fifth session, a report on the implementation of that resolution, including the Chair’s summary of the discussions and the proposals made during the multi-stakeholder panel discussion on disability at the Commission’s fifty-fourth session. The report provides an overview of the inclusion of disability in existing international development frameworks, as well as of the status of persons with disabilities in social and economic development. It notes that, worldwide, persons with disabilities are still at a disadvantage in many aspects of their participation in development processes, mechanisms and institutions. The report presents the information concerning: (a) the review and follow-up mechanisms of relevant international frameworks on disability-inclusive development; (b) the role of the Commission for Social Development in mainstreaming disability in the development agenda; (c) summary of the multi-stakeholder panel discussion on disability held at the fifty-fourth session of the Commission for Social Development; and (d) conclusions and recommendations"
Database of disability and health information resources
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This publication aims to analyze and disseminate good practices implemented throughout the project called "Improving access to employment for Young people with disabilities in the Greater Casablanca. " To assess the success of this project, it was needed to meet the people with disabilities that benefited from work placement in the companies. The following testimonies come from smiling, dynamic people who, thanks to a stable employment, are able to project into the future.Their disability has become "a detail": for their Colleagues, they are Anouar, Zineb, Mustafa, Anas, Yasmine ... competent staff who as everyone in the company brings an added value. Rabii And Sanaa, who both work as inclusion agents at the AMH Group and in the association called ANAÏS, contributed greatly to these personal and professional achievements. Every day they accompany, advise, facilitate training, prepare disabled young people for the labor market, but they also approach companies and propose nominations. The career paths exposed in this publication are encouraging towards continuing their efforts, along with ANAPEC and the other players at stake in the inclusion sector: not only professional, but also every Moroccan companies and the CGEM, to allow Young people with disabilities to access to stable and rewarding work places. As for the companies, the results speak for themselves: trained human resources departments, formalized action plans to implement disability policies, CSR targets achieved, and skilled employees providing added value to the teams.
This report examines why the European Semester should look further into the employment rates of persons with disabilities and which measures should be taken at national level to improve the current situation. An overview is given on employment and the UN CRPD and its meaning for the European Union (EU). What the EU is currently doing when it comes to developing more inclusive labour markets through its Employment policy and the European Semester process is examined. The assessment of the legal, political and economic arguments why the European Commission should do more in regard to the employment of persons with disabilities are presented. The economic arguments are also presented through a Study developed specifically for this report by Professor Stephen Beyer. Several ideas as to how the European Commission could focus more on this issue, with feasible and pragmatic recommendations are presented. Specific national messages from EASPD members are included on what changes are needed to tackle the significant unemployment rate of persons with disabilities throughout Europe; including in Bulgaria, the Czech Republic, Finland, France, Greece, Ireland, Poland, Portugal, Slovakia and Spain.
Little is known about the interventions required to build the capacity of mental health policy-makers and planners in low- and middle-income countries (LMICs). We conducted a systematic review with the primary aim of identifying and synthesizing the evidence base for building the capacity of policy-makers and planners to strengthen mental health systems in LMICs.
We searched MEDLINE, Embase, PsycINFO, Web of Knowledge, Web of Science, Scopus, CINAHL, LILACS, ScieELO, Google Scholar and Cochrane databases for studies reporting evidence, experience or evaluation of capacity-building of policy-makers, service planners or managers in mental health system strengthening in LMICs. Reports in English, Spanish, Portuguese, French or German were included. Additional papers were identified by hand-searching references and contacting experts and key informants. Database searches yielded 2922 abstracts and 28 additional papers were identified. Following screening, 409 full papers were reviewed, of which 14 fulfilled inclusion criteria for the review. Data were extracted from all included papers and synthesized into a narrative review.
Only a small number of mental health system-related capacity-building interventions for policy-makers and planners in LMICs were described. Most models of capacity-building combined brief training with longer term mentorship, dialogue and/or the establishment of networks of support. However, rigorous research and evaluation methods were largely absent, with studies being of low quality, limiting the potential to separate mental health system strengthening outcomes from the effects of associated contextual factors.
This review demonstrates the need for partnership approaches to building the capacity of mental health policy-makers and planners in LMICs, assessed rigorously against pre-specified conceptual frameworks and hypotheses, utilising longitudinal evaluation and mixed quantitative and qualitative approaches.
The goal of this article is to analyse the intersection between a social gender and disability, and identify differences between both the perceived and attached identities of women with disabilities. Two qualitative research studies on women with disabilities in Lithuania reveal ambiguity in the relationship of women with disabilities, towards factors that form their identities. Disability here is realised on a deeper level: it structures respondents’ self-perception and self-reflection. The research also points to the fact that this part of an individual’s identity is straightforwardly perceived in their society and more profoundly ruminated by the women themselves. The ‘invisibility’ of the womanhood here suggests that this part of an identity is perceived as a ‘natural’, unquestionable aspect, which is beyond criticism. Such an attitude absorbs rather than transforms normative provisions and hinders the development of practises directed at subordination of gendering structures.
From the perspective of a normative subject, disability and womanhood have equal weights, since both these aspects of identity represent deviation from the ‘norm’, as well as other differences and subordination. However, both these aspects have different meanings in the self-perception of women with disabilities. The social model of disability acknowledges various obstacles in the environment, which hinder personal independence or create disability. Gender on the other hand, is often naturalized, and a systemic gender-based discrimination remains unmentioned. Hence, discriminatory structures related to disability are targeted, but gender subordination remains unchallenged.
CBM has joined the Global Network on Disability Inclusive and Accessible Urban Development (DIAUD) consisting of multi-stakeholder partners working on both disability and urban development issues, advocating for the inclusion of women, men, girls and boys with disabilities in the New Urban Agenda and the UN Habitat III process.
On behalf of DIAUD network, CBM and World Enabled have produced an innovative booklet on the Inclusion Imperative: Towards Disability Inclusive and Accessible Urban Development.
The booklet is filled with examples of disability-inclusive urban development, features the voices of people with disabilities claiming their rights as well as key recommendations to help ensure that cities respond to the needs of everyone, including persons with disabilities. The publication also contains a foreword by Catalina Devandas Aguilar, the UN Special Rapporteur on Disability.
The publication will be launched on October 16th, during the high-level forum on disability-inclusive urban development and further disseminated during the conference including stakeholder’s roundtable.
Disability Studies Quarterly (DSQ) is the journal of the Society for Disability Studies (SDS). It is a multidisciplinary and international journal of interest to social scientists, scholars in the humanities, disability rights advocates, creative writers, and others concerned with the issues of people with disabilities. It represents the full range of methods, epistemologies, perspectives, and content that the multidisciplinary field of disability studies embraces. DSQ is committed to developing theoretical and practical knowledge about disability and to promoting the full and equal participation of persons with disabilities in society.
End the Cycle is a community awareness initiative promoting the human rights and empowerment of people with disabilities living in the world’s poorest countries. This website provides background information about the cycle of poverty and disability, highlights personal stories, and provides links to useful publications and related resources. Details are also provided about how to get involved with the initiative
This webpage is aimed to commemorate the 10th anniversary of the Convention. It comprises some brief explanations about the Convention and the role of the Committee on the Rights of Persons with Disabilities.
It also countains a video, that is made out of speeches of the Committee members.
The 2016 Social Forum took place from 3 to 5 October 2016 in Room XX, Palais des Nations, Geneva, Switzerland, in accordance with paragraph 6 of Human Rights Council resolution 29/19 entitled “The Social Forum.”
The Social Forum is an annual three-day meeting convened by the Human Rights Council. It is a unique space for open and interactive dialogue between civil society actors, representatives of Member States, and intergovernmental organizations, on a theme chosen by the Council each year.
The theme of the 2016 session of the Social Forum was the promotion and full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities in the context of the tenth anniversary of the adoption of the Convention on the Rights of Persons with Disabilities (CRPD).
Among other human rights concerns, statistics show that around fifty per cent of persons with disabilities cannot afford appropriate health care; and they are more likely to be unemployed than persons without disabilities. Persons with disabilities have, on average, worse living conditions and less participation rates in public affairs than other groups.
Realizing the right to development of persons with disabilities requires the adoption of a human rights-based approach to disability which respects their active, free and meaningful participation in development, the fair distribution of resulting benefits, and their inclusion in society on an equal basis with others. States parties to the CRPD have agreed to cooperate internationally, including through making development cooperation inclusive and accessible to persons with disabilities (Article 32 CRPD). The Social Forum provides an inclusive platform to continue moving the international human rights agenda in that direction.
"This study suggests that a creative implementation of the ICF during life course to everyone who uses universally accessible healthcare may strengthen the integrative functions of Primary Care, and may be at the heart of the information system of this essential part of the healthcare system. Further research on the complementary use of ICF and ICD-10 is suggested in order to support community-based multisectoral intervention which may be coordinated by Primary Care."
‘Dignity in Mental Health-Psychological & Mental Health First Aid for All’ is designed to enable us to contribute to the goal of taking mental health out of the shadows so that people in general feel more confident in tackling the stigma, isolation and discrimination that continues to plague people with mental health conditions, their families and carers. Key messages concerning Mental Health First Aid include: all members of the public can learn basic skills to help people with mental health problems; we need to aim to have large numbers of people trained throughout the world to be able to provide mental health first aid; parity is needed with the provision of physical first aid.
"The aim of this study was to review peer-reviewed literature on the roles and functions of Disabled Peoples’ Organisations (DPOs) in low and middle-income countries, and their outputs and outcomes for people with disabilities. Online databases were searched without date or language limiters (Medline, CINAHL, Scopus, Embase and Cochrane), using a combination of two key word search strategies. Eleven studies were selected for inclusion in this review on the basis of predetermined inclusion and exclusion criteria. Included studies underwent quality assessment using the Critical Appraisal Skills Programme (CASP) and Downs and Black’s criteria for quality assessment. Data for thematic analysis was then grouped under the broad themes of: participation and factors that facilitate participation; development of partnerships and connections; and self-development and self-help"
Disability, CBR & Inclusive Development, Vol 27, No 3 (2016)
This report contributes to the global discourse on education finance by providing a disability perspective on donor and government investment into inclusive education. The report looks at the benefits of financing disability - inclusive education, the current state of education financing with regard to inclusion, and what needs to change in order for education financing to effectively support the realisation of Sustainable Development Goal 4 and Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (UN CRPD). Representatives of nine leading bilateral and multilateral education donors were surveyed on their agencies’ efforts towards disability inclusive education: DFAT (Australia), DFID (UK), European Union, GIZ (Germany), Global Partnership for Education, Norad (Norway), UNICEF, USAID (USA), and World Bank
Three adaptive apps for mobile phones are briefly introduced. RogerVoice helps the hard of hearing to make phone calls by automatically transcribing speech. The dyslexia key can make the font easier to read and also can enable a sequential keyboard. Be My Eyes enables users to request help from volunteer readers by phone using videolinks
Purpose: This review aimed to identify the practice guidelines/ recommendations for physiotherapy management in acute /post-acute/ chronic/long-term phase of rehabilitation of clients with paraplegia due to traumatic causes.
Methods: Of the 120 articles retrieved, 26 met the inclusion criteria. After quality appraisal, 16 articles were included in the study. Data were extracted under the sub-headings: physiotherapy care in acute, chronic and long-term community stage; expected outcomes; effect of physical interventions; morbidities; wheelchair characteristics and standing.
Results: There is strong evidence in support of strength and fitness training, and gait training. Parameters of strength training (frequency, duration and intensity) vary. There is lack of evidence on passive movements, stretching, bed mobility, transfers and wheelchair propulsion. Preservation of upper limb functions is an important consideration in caring for clients with paraplegia.
Conclusion: Many areas of rehabilitation interventions remain inadequately explored and there is a need for high quality studies on rehabilitation protocols. Client preferences and feasibility are other areas that should be explored.
Limitations: The search criteria of articles in the English language or articles translated in English is a reason for this limitation. Articles related to advanced therapeutic interventions such as robot-assisted training, and transcranial electrical and magnetic stimulation were excluded from the study.
Employment rates amongst disabled people reveal one of the most significant inequalities in the UK today: less than half (48%) of disabled people are in employment compared to 80% of the non-disabled population. Despite a record-breaking labour market, 4.6 million disabled people and people with long-term health conditions are out of work leaving individuals, and some large parts of communities, disconnected from the benefits that work brings. People who are unemployed have higher rates of mortality and a lower quality of life. This green paper sets out the nature of the problem and why change is needed by employers, the welfare system, health and care providers, and all of us. Proposed solutions are set out and views requested. (Consultation now closed)
A Toolkit for women or girls with disabilities to learn more about human rights and how this knowledge can be used to achieve change in their own lives or the lives of others. Following an introduction about why this Toolkit is needed, a brief overview of five key human rights issues that women and girls with disability in Australia have identified as most important to them is provided. Section 3 provides information about what human rights are and also gives a brief overview about Australia’s international human rights obligations. Sections 4 and 5 focus on the Convention on the Rights of Persons with Disabilities (CRPD) and the Convention on the Elimination of all forms of Discrimination Against Women (CEDAW), examining the main ‘Article’ from each, that deals with the important urgent issues that have been identified by women with disability in Australia, which are: Violence; Decision-Making; Participation; Sexual and Reproductive Rights; and, Employment. For each of these issues, the words of the main Article (as it appears in the CRPD and CEDAW) are provided and explained in practical terms, and examples are given of what governments have to know and do. Information from WWDA members and supporters about some of the key changes which need to happen is given. Different ideas of what women and girls with disability can do to help achieve change and promote the rights of all women and girls with disability are given and some sample letters and ‘talking points’ for phone calls to a local Member of Parliament, or a government Minister or advisers are provided.
"International and national laws and policies on disability have historically neglected aspects related to women and girls with disabilities. In turn, laws and policies addressing women have traditionally ignored disability". "Article 6 serves as an interpretation tool to approach the responsibilities of States parties across the Convention, to promote, protect and fulfil the human rights of women and girls with disabilities, from a human rights-based approach and a development perspective". These general comments take the form of an introduction, normative content, states parties’ obligations, the interrelationship of article 6 with other articles of the Convention (perspectives of women with disabilities in CRPD provisions) and national implementation
"States parties must ensure the realisation of the right of persons with disabilities to education through an inclusive education system at all levels, including pre-schools, primary, secondary and tertiary education, vocational training and lifelong learning, extracurricular and social activities, and for all students, including persons with disabilities, without discrimination and on equal terms with others". "The right to inclusive education encompasses a transformation in culture, policy and practice in all formal and informal educational environments to accommodate the differing requirements and identities of individual students, together with a commitment to remove the barriers that impede that possibility". The difference between exclusion, segregation, integration and inclusion is highlighted. Core features of inclusive education are set out. These general comments take the form of an introduction, normative content, states parties’ obligations, relations with other provisions of the Convention and implementation at national level."
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