This position paper states that "only by utilising the UN Convention on the Rights of Persons with Disabilities (CRPD) as a guiding framework in implementing the SDGs, will it be ensured that exclusion and inequality are not created or perpetuated". Proposals are made and background presented on the topics of: the unfinished work of the MDGs; realising, through an enabling environment, the full potential of persons with disabilities; working together to protect our planet; and reaching the farthest behind first
Database of disability and health information resources
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The blog seeks to present a brief history of accessible tourism through reviewing key documents and presenting new research as it is published. Central to the examination of the history of the field and contemporary innovation, is an understanding that accessible tourism is complex, multilayered and involves stakeholders from the commercial, government and the third sectors. Solutions need to be developed through collaboration and understanding stakeholder perspectives.
In the preparation of this study, a questionnaire was sent to Member States, national human rights institutions, agencies of the United Nations system, civil society organizations, and persons with disabilities and their representative organisations. As at 22 December 2015, 144 responses were received. The report covers the participation of persons with disabilities in political and public life (right to vote and be elected, right to access public service and right to participate in the conduct of public affairs). The report also covers participation of persons with disabilities in public decision making (importance of effective and meaningful participation, ensuring the participation of representative organisations of persons with disabilities, promoting consultation and the active involvement of persons with disabilities, and key areas for participation). Recommendations are presented.
This report focuses on reasonable accommodation duties for disabled people in employment. It also addresses the link between reasonable accommodation and accessibility and considers other legal requirements that may be used to enhance the accessibility of workplaces. Legal developments at UN and EU level are examined, together with developments in 31 countries (the 28 EU Member States, Iceland, Liechtenstein and Norway). This study is derived primarily from a series of country specific reports compiled by the national expert members of the European network of legal experts in gender equality and non-discrimination. Two legal instruments are used to provide the evaluative framework for this study – the United Nations Convention on the Rights of Persons with Disabilities (CRPD) and the Employment Equality Directive. The meaning of ‘disability’, for purposes of the Employment Equality Directive, has been the subject of numerous Court of Justice (CJEU) decisions. Inconsistency and lack of clarity are discussed and recommendations are proposed. An annex of country specific information is provided
Background paper for the Oslo Summit on Education for Development July 7th, 2015. This paper covers the four topics of the Oslo Summit: investment in education, quality of learning, education in emergencies and girls’ education. The inclusion of children with disabilities is a moral issue as well as an economic and social issue: the costs of exclusion are significant for both for the individual and for society. Disability inclusion should be mainstreamed in all policies and plans. Accessibility standards should be implemented and supported by international development cooperation. Currently, 1/3 of the 58 million out of school children are children with disabilities. Planning and budgeting by national governments and development partners needs to include children with disabilities. There is an immediate need for inclusive reporting and monitoring, for applying disability specific education indicators as well as a need for systematic collection of disaggregated data on disability, age and gender. Keys to achieving quality disability inclusive education include: requiring minimum standards of accessibility for all schools, including in emergency settings; investment in teacher training; ensuring that learning materials/resources are available in accessible formats and are easily adaptable; investment in assistive technology and devices; ensuring participation of Disabled People’s Organisations in education planning and monitoring.
An overview of the life situations and locations of the world’s most vulnerable children based on results from the SOS Children’s Villages Programme Monitoring Database is presented. Risk factors are outlined and the percentages of each factors are reported. The Child Vulnerability Index (CVI) is given for a large number of countries
This white paper will provide the reader with insight into the role technology plays for the full participation of persons with disabilities and older people in the digital society. The authors consider equal opportunities to participate in all realms of life a human right. The paper will help the reader to understand what the barriers to full digital inclusion for these groups are, how changing scenarios in society should lead to the definition of new goals and how these goals could be reached.
This white paper looks forward and challenges the reader to identify strategies to tackle the digital divide. In the first section, it analyses trends and policy objectives as defined by the international community in 6 different areas relevant to the digital divide:
Disability and participation
Health and social care
The writing of this white paper is the result of a three-year long project funded by the European Commission under the Lifelong Learning Programme. The ENTELIS project has brought together various organisations from different European countries and beyond and has resulted in the establishment of a sustainable network, supported by three European umbrella organisations: EASPD (European Association of Service Providers to Persons with Disabilities), AAATE (Association for the Advancement of Assistive Technology in Europe) and EVBB (European Association of Vocational Training Institutes). For them supporting the network means creating an opportunity for their member organisations and other interested stakeholders to actively engage with technology and technology users with disabilities in education, vocational training and person centred support services. Their common understanding is that ICT and AT can empower people with disabilities, lead to more fulfilled lives and a more inclusive society but that this can only be reached if there is effective collaboration between sectors. Their expectation is that the network will empower their member organisations in making this become reality and this document and in particular the roadmap contained in there might provide good guidance for that.
Symptoms of dengue fever, dengue hemorrhagic fever and dengue hemorrhagic shock are listed. The epidemiology of dengue is outlined and a map shows countries where there is risk of dengue infection worldwide. Precautions to prevent dengue and what to do if you contract dengue whilst travelling are outlined.
This report assesses current trends in global Disaster Risk Management (DRM) including strategies adopted by different countries and associated costs/risks. The report concludes by advising that global DRM is strengthened in a number of areas, including improvements in the global governance structure surrounding DRM, a deepening of the global knowledge about DRM techniques and practices, and the development of more robust accountability and assessment methodologies
“In this Article, the Author argues that the Americans with Disabilities Act (ADA) and the subsequent ADA Amendments Act (ADAAA), have not realized the goal of ensuring equality for people with disabilities. The Author suggests that the Convention on the Rights of People with Disabilities
(CRPD), adopted in 2006 by the United Nations, offers a new approach to realizing the right to equality for people with disabilities”
Drake Law Review, Vol. 63
This paper analyses the current (as of 2012) state of global human rights funding. Through the use of tables, graphs and other methods of data presentation, the International Human Rights Funders Group (IHRFG) outline the largest grants foundations, where and how the money is spent by these foundations, and the causes which these funds are spent on
A webpage from the Foundation Center, which gives hyperlinked access to the funding profiles of various international causes such as disability, access to justice, and gender equality. In addition there are links to the annual Key Findings on Global Foundation Grantmaking reports published by the Center
This advocacy briefing paper presents key information about the inclusion of children with disabilities in the education system. It highlights key facts, gaps in the provision of an equitable education system, the benefits of inclusive education and legal policy and frameworks. It outlines practical steps can be taken by education actors at different levels and suggests ways to measure progress
Advocacy briefing paper
This advocacy briefing paper presents key information about the inclusion of disability in gender policies and programs. It highlights key facts and issues such as women and girls with disabilities facing multiple discrimination, gaps in political and program responses and legal policy and frameworks. It outlines practical steps can be taken by development actors at different levels and suggests ways to measure progress
Advocacy briefing paper
This advocacy briefing paper presents key information about the inclusion of people with disabilities in employment. It highlights key facts, gaps in accessing jobs and livelihood and legal policy and frameworks. It outlines practical steps can be taken by livelihood actors at different levels and suggests ways to measure progress
Advocacy briefing paper
This newsletter contains a variety of articles about inclusive education in several countries around the world. The topics focus mostly on funding, managing and sustaining inclusive education; engaging and empowering beneficiaries in finding solutions; facilitating parental and child involvement and early childhood education
Enabling Education Review, issue 4
“The DFID vision is a world where no one is left behind. A world where people with disabilities have a voice, choice and control over the decisions that affect them. Where they participate in and benefit equitably from everyday life, everywhere. Our first Disability Framework was launched in December 2014. It focused on inspiring their colleagues to do more, with support from civil society partners…This updated Framework reflects lessons they have learned over the past year and outlines the next steps we will take as an organisation to deliver their vision”
The transition from school is an important period. All young people should be supported throughout this time to access options which allow them to meaningfully participate and contribute to our society as adults. Many young people with disability however have extremely poor post school transition experiences.
This report is based on the direct experience of young people with disability. The paper highlights key issues from current research, legislation and consultations with key stakeholders. It explores present and past school transition practices, barriers faced by students with disability and presents recommendations for improving outcomes and options for post school transition of students with disability
This report "outlines relevant international and European standards and reviews national legislation and policies addressing violence against children with disabilities. The report also explores the extent and different causes, settings and forms of such violence, and presents measures and initiatives to prevent it”
Available in easy-read version from the web link provided
A brief history of the Washington Group on Disability Statistics and their development of standard questions for the collection of statistics on disability worldwide is presented. A short set of 6 questions was originally developed and an extended set of 30-35 was finalised in 2009. Two modules have been developed in partnership with UNICEF for children: one for 2-4 year olds and one for 5-17 year olds. A module concerned with inclusive education has also been developed
Source e-bulletin on Disability and Inclusion