The primary aim of this documentation is to provide a deeper understanding of how Save the Children projects have applied more inclusive concepts in not only changing the lives of children with disabilities, those living in poverty or children from ethnic minority populations, their families and communities, but in catalysing changes in policies and practices to the education system to benefit all learners. The stories follow a common structure describing the background of the project, a description of an approach that has worked especially well in the project, followed by stakeholder and partner engagement, participation of children, key milestones and significant challenges, scalability and sustainability, recommendations for replication and contact links for project tools and materials. A selection of practical tools and models have been attached as annexes.
The National Guidelines for the Project for ASEAN Hometown Improvement through DisabilityInclusive Communities Model: A Compilation is a consolidation of policies from 7 ASEAN countries, namely, Cambodia, Indonesia, Malaysia, Myanmar, Philippines, Thailand, and Vietnam, to provide a technical guiding document in the planning and implementation of an inclusive Hometown Improvement process.
Policies for each country are reported and topics covered include: situation of persons with disabilities; disability inclusive governance; accessibility for persons with disabilities; disability inclusive business; hometown improvement model; and partnership amongst ASEAN
The Vietnamese Federation on Disabilities (or “VFD”) comprising of disabled persons' organizations in 22 provinces have jointly prepared this report based on idea and opinion contribution from all member DPOs all over the country with consultation, drafting and finalization activities. The purpose of this report is to provide the perspective of people with disabilities and disabled persons' organizations on the SDGs, towards a constructive contribution to the 2030 Agenda for Sustainable Development.
This report is an attempt to evaluate the situation regarding persons with disabilities in the context of five Goals – relating to Health, Education, Gender Equality, Employment and Climate Change preparedness, in Viet Nam. Through this report, the gaps in relation to the fulfilment of the Goals in relation to all persons with all disabilities will be identified, with areas of recommendation for action.
The 3rd World Disability & Rehabilitation Conference 2018 was held from 12th and 13th November 2018 in Kuala Lumpur, Malaysia. People with disabilities and researchers, practitioners, policy makers, industry experts, university faculty and organizations along with advocates and volunteers working with people with disabilities participated and presented their original and unpublished results of conceptual, constructive, empirical, experimental, experiential or theoretical work through abstract and poster presentation. Total 33 participants presented their abstract and poster throughout this conference. The theme of WDRC 2018 was “Global advocacy and rights of people with disabilities”
Social protection programmes are increasingly being adopted in low- and middle-income countries as a set of strategies for poverty reduction, improving livelihoods and decreasing inequality. Due to high levels of poverty and social exclusion, people with disabilities – who comprise upwards of 15% of the global population – have been identified as a key target group for inclusion in social protection, in both international guidelines and in national strategies. However, there is currently a lack of evidence on whether these programmes are adequately reaching and meeting the needs of people with disabilities.
The aim of this research was to assess the extent to which social protection systems in Nepal and Vietnam address the needs of people with disabilities. This research uses a mixed methods approach, combining a national policy analysis with district-level qualitative and quantitative studies in each country.
This newsletter includes reports on: awareness and support skills training for university students; a workshop on gender and disability; a meeting of the scholarship and mentorship programme; a trading stock company providing favourable conditions for employees with disabilities; training courses on laws and policies to support people with disabilities; and a workshop on equality and inclusion.
This report, produced by the University of Sydney’s Centre for Disability Research and Policy (CDRP),
uses data collected in rounds four and five of UNICEF’s Multiple Indicator Cluster Surveys programme (MICS) to describe the wellbeing of young children with and without developmental delay in six Asian countries. The United Nations Sustainable Development Goals (SDG) were used as a framework for identifying indicators of child wellbeing.
The report, authored by CDRP Disability and Inequity Stream Leader Professor Eric Emerson with Dr Amber Savage of the Family and Disability Studies Initiative, University of Alberta, Canada and CDRP Director Professor Gwynnyth Llewellyn, found that children with Developmental Delay in Bangladesh, Bhutan, Laos, Nepal, Pakistan and Vietnam are more likely than their peers to:
• Be living in poverty (SDG1). In five out the six countries children with developmental delay were more likely to be living in poverty than their peers
• Experience hunger (SDG2). In all six countries children with developmental delay were more likely to have experienced persistent severe hunger than their peers
• Suffer poor health (SDG3). On three indicators (poor peer relationships, diarrhoea and fever) children with developmental delay were more likely to have poor health than their peers. On three indicators (obesity, aggression and acute respiratory infections) there was no systematic difference between children with and without developmental delay.
• Experience barriers to quality education (SDG4). On all four indicators (attendance at early childhood education centre, family support for learning, access to learning materials in the home, maternal level of education) children with developmental delay were more disadvantaged than their peers.
• Experience barriers to clean water and sanitation (SDG6). On two indicators (improved sanitation, place to wash hands) children with developmental delay were more disadvantaged than their peers. On one indicator (improved drinking water) there was no systematic difference between children with and without developmental delay.
The authors noted that “Since the development of the United Nations Convention on the Rights of the Child (UNCRC) in 1998, increased attention has been paid to monitoring the well-being of children. The UN Convention on the Rights of Persons with Disabilities (UNCRPD) and UNCRC both contain explicit provisions regarding the rights of children with disabilities. These impose obligations on governments to act to ensure that children with disabilities enjoy the same rights and opportunities as other children. In order to promote the visibility of children with disabilities, enable better policy, and monitor progress, disaggregation of data related to children’s well-being on the basis of disability is needed."
CBM Australia engages both directly and indirectly with governments. Indirectly, CBM Australia supports other organisations, for instance disabled people’s organisations or civil society organisations to engage with governments. This report looks at the different ways that CBM partners seek influence government and promote sustainability. It considers the different roles and relevance of activism, advocacy, service delivery and advisory approaches.
The cases in this report were identified and gathered through semi-structured interviews with CBM’s Program Officers, Technical Advisors, regional/country office and project staff in-country, as well as drawing on reports and evaluations. The report starts with a section explaining the four different approaches to working with government, followed by a brief introduction to each approach, highlighting what CBM are doing and the key lessons learned. Each section is followed by case studies giving more detailed insight into how CBM are engaging, key achievements, challenges and the lessons learned. Fifteen case studies covering key projects from CBM Australia’s International Programs and the Inclusive Development Team are described in this report.
The commitment to ‘leave no one behind’ has been a key feature of all the discussions on the Sustainable Development Goals (SDGs). Here are three papers setting out the first step to implementing this agenda - the step of identifying marginalised communities. The focus is on two case study countries for each of the three regions, sub-Saharan Africa, Asia, and Latin America and the papers identify gaps in achieving a number of outcomes relating to key SDGs targets for marginalised groups. The paper on Asia highlights people with disabilities in Bangladesh.
This booklet is the gateway for a training kit on personalised social support (PSS). The aim of this training course is to train social facilitators either in the personalised approach only, or in how to carry out a complete PSS process. The aim of this booklet is therefore to impart the methodological and educational components required to use the content of this training course to Handicap International’s (now Humanity and Inclusion) future PSS trainers. It therefore takes another look at the entire content of the PSS training course, explains the educational choices, presents the modules and other teaching tools created, and above all, provides advice/recommendations for future designers and trainers/facilitators on this theme. Throughout this booklet, internet links provide the reader with quick access to the content of training courses and other relevant resources
Patient education concerning HIV and antiretroviral (ARV) medications is important for optimal outcomes. The authors assessed the knowledge and perceptions of HIV-infected patients in an ARV education program in Ho Chi Minh City, Vietnam. The study population’s knowledge of HIV/AIDS and ARV medications, perceived stigmatization, and areas of knowledge deficits underscore the need for effective patient education programs addressing poorly understood issues around HIV/AIDS.
This paper focuses on the experiences of visually and hearing impaired children in Vietnam, a country where lay-based cultural beliefs predominantly shape understanding of any form of disability. The practice of ancestral worship informs a belief that disabilities are a punishment for wrong deeds in past lives, and as a result people with disabilities are often marginalized. Such reactions are sometimes taken to extremes: circumstantial evidence suggests that disabled children are even likely to be killed at birth. Others might simply be hidden away or rejected into the local orphanage. This paper discusses the therapeutic support on offer to children attending two types of educational settings, and explores how the wider school and local community considered and treated such children, examining the chosen forms of intervention in each institution from an ethnographic perspective. The first was a mainstream school with a specialist vocational training unit for visually impaired children, and the second was a specialist school for children who were hearing impaired and who were taught only to lip read and speak.
Disability and the Global South (DGS), 2015, Vol. 2 No. 2
"This guide aims to help CRS and partner education programs prepare teachers to implement successful models of inclusive education at the school level. It builds upon the previous publication while focusing more specifically on issues relating to teacher training and human resource development. Though the Vietnamese experience may not be universally applicable in all country contexts, it is hoped that the examples provided will serve as a reference of core themes that can be tailored to suit individual country needs"
This handbook aims to help health professionals working in Vietnam to make the most of health information that is freely available on the Internet by developing and refining their searching techniques. It takes users through how to access different types of information; finding information on specific topics; finding information for different professional purposes; and how to process the resources accessed
This report looks at how non-governmental organisations (NGOs) can help school systems in developing countries become more inclusive. It shares experience of developing tools and approaches that have improved education for the most excluded children in society. Taking examples from 13 countries around the world it describes case study programmes that: target specific groups of vulnerable children; build inclusive school communities; promote change throughout an education system; and address financial barriers to inclusive education. This report will be of interest to policy-makers, managers and advisers in government, donors and NGOs, and to education students
"This guide is based on the experience of the CRS/Vietnam Inclusive Education program and offers practical suggestions for including children with disabilities in any and all types of education programming"
This document presents examples and case studies from 21 countries. They demonstrate the benefit of cross-sectoral programming to support early childhood development, some building on early child care or education programme
This paper explores patterns in access to multiple basic services, including health and education, among children living in poverty by drawing on a sample of over 8,000 children in four developing countries - Ethiopia, India, Peru and Vietnam - participating in the longitudinal Young Lives project on childhood poverty
In Vietnam there is growing concern about the potential social impact of rapid economic changes. The extent and type of social connectedness, or social capital, may be changing...The Young Lives project in Vietnam allows the examination of the relationship between maternal social capital and child well-being. With a sample of 1,953 mothers of one-year-olds and 954 mothers of eight-year-olds across five provinces, this study examines whether maternal social capital is associated with child health
This paper examines the extent and characteristics of extra classes among eight-year-old children in the Young Lives study conducted in Vietnam. It tests for association between taking extra classes and learning outcomes (numeracy, reading and writing skills)
Source e-bulletin on Disability and Inclusion