Information about corona virus (COVID) - what it is, how it is transmitted and the UK government policies.
Adivice is given on the approach to supporting people with a learning disability and people with autism when providing treatment for COVID-19
Published at the same time as the Inter-Agency Standing Committee (IASC) Guidelines on Inclusion of Persons with Disabilities in Humanitarian Action, this report aims to support their uptake and promote learning by example. This report presents 39 short case studies on inclusive practices for persons with disabilities in humanitarian action and disaster risk reduction (DRR). It is designed for humanitarian stakeholders with limited experience of working with and for persons with disabilities, as well as for organizations of persons with disabilities (OPDs) planning to engage in humanitarian action and DRR. The report draws lessons from field practices, but does not provide technical guidance. The IASC Guidelines are the reference document to seek in-depth theoretical and technical information
The case studies focus on:
- Inclusive disaster risk reduction and preparedness
- Collecting and using disability disaggregated data for assessments and programming.
- Participation of persons with disabilities and their representative organizations in humanitarian response and recovery
- Removing barriers to access humanitarian assistance and protection.
- Influencing coordination mechanisms and resource mobilization to be inclusive
The evidence presented in this report was identified in 2017-2018 through a desk review of publicly available reports and internal documents on projects implemented by CBM, HI and IDA members, as well as their partners and affiliate members. Field visits to Lebanon, Jordan, Kenya, Nepal, and the Philippines conducted in 2018 also informed the case-study collection and documentation
A summary overview of the findings of a study led by LIGHT FOR THE WORLD with its partners, supported by the Early Childhood Program of the Open Society Foundations. The aim of the study was to uncover the trends in aid for inclusive Early Child Development (ECD) for 2017. It further identified strategic commitments to ECD, as reflected in policy documents up until 2019. The research examined donors’ spending and commitments in three key areas: early childhood development; inclusive early education and pre-primary; and disability-inclusive early childhood development investments in the sectors of health, nutrition, education and sanitation.
This study presents a baseline on donor investment in ECD services in low- and middle-income countries for the children who are traditionally left behind. It draws lessons from six bilateral donor countries – Belgium, Canada, France, Germany, the United Kingdom (UK) and the United States (US) – as well as the Global Partnership for Education (GPE), European Union (EU) Institutions, the United Nations Children’s Fund (UNICEF) and the World Bank. Donor advocacy briefs for each of these donors are provided.
The study focuses on donor contributions to scaling up ECD services in four African countries: Burkina Faso, Mozambique, Zambia and Zimbabwe
This paper was developed by the World Bank in partnership with Leonard Cheshire and Inclusion International. It is an attempt to add knowledge to the current understanding of the importance of learning achievements, with a focus on children with disabilities. While the premise is that inclusive education refers to the inclusion of all children, the focus of this paper is on children with disabilities.
The aim of the paper is to:
- Provide an evidence-based review of educational participation of children with disabilities.
- Establish a case for focusing on learning achievements for students with disabilities.
- Take stock of current mechanisms of measurement of learning outcomes and review their inclusivity.
- Explore evidence of practice and systems which promote disability-inclusive learning for all.
Four case studies are provided - from Pakistan, South Africa, Canada and UK.
This Collection is a joint initiative of the European Network on Independent Living (ENIL) and the European Disability Forum (EDF). It features examples from different EU Member States, which to a different extent facilitate the right to live independently in the community.
The examples are divided into four areas, presented in different chapters:
- Legislation and funding: State Funded Peer-Counselling – Estonia; Direct Payments – Ireland.
- Community-based support: Peer-Counselling for women with disabilities – Austria; Supported living for adults with intellectual disabilities – Croatia; Supported Decision-Making – The Czech Republic; Mobile Mental Health Units – Greece; Personal Assistance for People with Complex Disabilities – Sweden .
- Involvement of disabled people: Co-Production in Social Care – United Kingdom; Participation of Organisations of People with Disabilities – Italy
- Self-advocacy: Self-Advocacy of Disabled People – Romania
This UK based report examines the challenges and barriers facing disabled people throughout their working journey, as well as considering solutions to some of the key issues. Through our own research survey and interviews we look at the impact on disabled people where they cannot access adequate support as well as what works in improving their employment prospects
Topics discussed include: conditions of employment; preparing for work; falling out of work; and the performance of government based programmes.
ComRes interviewed in 2018 online 1,647 disabled adults in the UK, aged between 18 and 65, and in 2017 they interviewed 1,609 disabled adults. ComRes interviewed 503 UK line managers responsible for or involved in the recruitment process in 2018 and in 2017. Between 1 December 2018 – 20 January 2019, Leonard Cheshire conducted in-depth telephone interviews with seven disabled people of working age about their experiences of employment.
Recommendations are made throughout.
A graduate student textbook offered in 39 chapters, each with different authors and subjects. Abstracts, test questions and citations are freely available on-line. Full text is charged for. The book surveys rehabilitation and vocational programs aiding persons with disabilities in remote and developing areas in the U.S. and abroad. Contributors discuss longstanding challenges to these communities, most notably economic and environmental obstacles and ongoing barriers to service delivery, as well as their resilience and strengths. Considerations are largely of the US but there is a chapter on each of Asia and Pacific region, Australasia, Canada, Mexico, India, Turkey, Colombia and the UK.
Research papers in this journal issue are:
- Anticipated Barriers to Implementation of Community-Based Rehabilitation in Ribeirão Preto, Brazil
- Parental Perceptions, Attitudes and Involvement in Interventions for Autism Spectrum Disorders in Sarawak, Malaysia
- Utilisation and Satisfaction with Health Services among Persons with Disabilities in Accra, Ghana
Brief reports are:
- Predictors in the Selection of an AAC system: An Evidence-based Report on Overcoming Challenges
- Negotiating Future Uncertainty: Concerns of Mothers of Children with Down Syndrome in Kashmir, India
- Competencies of Students with Visual Impairment in using the White Cane in their Learning Environment: a Case Study at Wenchi Senior High in Ghana
- Teacher Trainees’ Perceptions of Inclusion of and its Challenges
A brief introduction is provided about being a person with disabilities and a student in the UK. Information is given on rights, University’s office for disabled students, adjustments and scholarships and loans.
Resources are given to help event planners (exhibitions, conferences and social events) to ensure their events are inclusive for attendees with disabilites.
This special issue of the Journal of Poverty & Social Justice has two aims. Firstly to provide new evidence on the implementation and impacts of conditionality for disabled benefits claimants in order to provide an empirical foundation for the contested claims on both sides of this debate and secondly to prompt further research in this area.
Article titles in this issue are:
- Benefits conditionality for disabled people: stylised facts from a review of international evidence and practice
- Does sanctioning disabled claimants of unemployment insurance increase labour market inactivity? An analysis of 346 British local authorities between 2009 and 2014
- Consequences of activation policy targeting young adults with health-related problems in Sweden and Denmark
- Assessment of work ability in competing strands of social insurance: the German case
- Welfare conditionality and disabled people in the UK: claimants' perspectives
- The bedroom tax in the Supreme Court: implications of the judgment
"Being disabled in Britain is a review into disability inequality in Great Britain. It builds on the Equality and Human Rights Commission’s statutory five-yearly report on equality and human rights progress in England, Scotland and Wales, Is Britain Fairer?.
We want this report to be used by UK and devolved governments to make improvements to law and policies, by local government to ensure services meet the needs of disabled people, and by disability groups to strengthen their case for change.
The report includes chapters on six areas of life, including education, work, health, justice and participation in politics, looking at where there has been progress and where there are still serious issues to be tackled. It also looks the experiences of those with different impairments and how these impact on people’s life chances"
The report encourages UK higher education providers (HEPs) to look at how they can support and offer the best environment for disabled students. It considers the requirement to provide ‘reasonable adjustments’ under the UK Equality Act 2010, and suggests actions to mitigate risks associated with that. It has been produced by the Disabled Student Sector Leadership Group, a sector-led group.
This action plan sets out the steps that the UK Department for International Development (DFID) will take to promote, provide and make use of their own development and humanitarian programme data which can be disaggregated on the basis of sex, age, disability status and geography (in the short term). It also has the objective to build the culture within DFID on disaggregated data, and to work with others to change the international development system on disaggregated data. A review is scheduled for 2020. Working with partners, influencing, capacity building and management information, research, analysis and reporting are outlined. Trailblazer country programmes with Bangladesh, Nepal, Zimbabwe and Rwanda are reported.
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.
Guidance and resources from the UK Department for Work and Pensions about employing disabled people and about the Disability Confident employer scheme. Contents include: becoming a Disability Confident employer; guidance on employing disabled people and people with health conditions; aims and objectives; case studies; promotional material and inclusive communications. Updated following first publication July 2014.
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)
The views and experiences of people with learning disabilities and autism living within one UK unitary authority (Medway, Kent) were explored. Aspects investigated were: how many people victimisation affects; who is affected by victimisation; what type of things happen to them; and the impact of victimisation on their quality of life. The focus groups were: 7 groups with people with intellectual disability and autism (31 people); 4 groups with family and paid carers (33 people). A survey was completed by: people with intellectual disabilities and autism (220 surveys) and family or paid carers (35 surveys). 27 individual interviews were carried out.
The committee considered whether the UK Equality Act 2010, a legislative framework, adequately supports the fight against disability discrimination and how it can be made to work better for disabled people. Aspects covered include: the Red Tape Challenge; the Public Sector Equality Duty; leisure facilities and housing; access to justice; the restoration of the Equality and Human Rights helpline and conciliation service; and communication. Major issues identified were the need to include disabled people in the planning of services and buildings and communication concerning this, the need to be proactive rather than reactive or process driven and the importance of enforceable rights. Statistics concerning disabled people living in the UK are presented. The development of the Equality Act, and it's relationship with the UNCRPD and with EU law are outlined.
Source e-bulletin on Disability and Inclusion