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CRPD jurisprudence on Assistive Technologies through Concluding Observations: An analysis from Global South perspectives

INTERNATIONAL DISABILITY ALLIANCE (IDA)
GLOBAL DISABILITY INNOVATION HUB (GDI)
October 2023

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States parties have several obligations with regard to assistive technologies under the CRPD under Article 4, including undertaking and promotion of research and development of or new technologies, incorporating information and communications technologies, mobility aids, devices and assistive technologies that are suitable for persons with disabilities. It also prioritizes technologies at an affordable cost. States are also to provide accessible information to persons with disabilities about mobility aids, devices, and assistive technologies, including new technologies, as well as other forms of assistance, support services and facilities. This obligation is further elaborated in other Articles of the Convention, which may explain why the CRPD Committee has not focused observations around assistive technology related to this Article

The Globalization of the Diabetes Epidemic

BONNEAU, Claire
2021

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As globalization continues to bring everyone and everything closer together, not all of the trade-offs are necessarily positive. As we export our unique cultures and experiences around the globe, we also increase the spread of chronic health problems.

For much of the 20th century, a person’s likelihood of developing a chronic health disease like type II diabetes depended on the wealth of the country they lived in equally as much as their own biology and genetic factors. In wealthy, developed countries, people are much more likely to survive to old age and eventually pass away from diseases of affluence — chronic diseases like cancer, heart disease, and diabetes that primarily impact the ageing population. In contrast, people living in developing nations are much more likely to experience malnourishment, violence, and communicable diseases that have a major impact on their overall health and quality of life.

This distinction has proven to be true across many developed countries, including globalization giants like the United States. Even in the more economically disadvantaged areas of America, hardly anyone dies as a result of communicable diseases like tuberculosis, a disease that is still a serious problem in lesser developed nations. Alternatively, in low to middle-income countries, these types of health concerns are still a going concern. Alongside the increased risk of encountering a communicable disease, people living in these areas are also at a higher risk for developing diseases of affluence such as type II diabetes. In this way, people living in developing nations are more likely to experience cancer while also battling cholera infections, and someone living with diabetes is also more likely to be struggling with chronic malnourishment. This lack of distinction between diseases of affluence and communicable diseases puts people living in developing nations at a disadvantage.

In this new global landscape of health and disease, the impact of diabetes is truly overwhelming. Since 1980, the number of people living with diabetes has almost doubled from 152 million to between 285-347 million (1). As a result of this dramatic increase, health spending and global costs have also had to increase to meet the growing demand for care. In 2019, it is estimated that diabetes caused over 760 billion USD in health expenditures, making up about 10% of all global spending on adults (2).

As the prevalence of diabetes continues to grow around the world, we need to shift our attention to finding global solutions to this invisible epidemic. Understanding the connection between obesity, globalization, and diabetes is a great starting point in order to tackle this ever-growing global health problem.

Frequently Asked Questions: Questions you have about inclusive education but didn’t know whom to ask

INCLUSION INTERNATIONAL
June 2021

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Inclusion International is often asked what we mean by “inclusive education”. Here are the most common questions from our members together with our responses. The responses are based on the United Nations Convention on the Rights of Persons with Disabilities (CRPD) and General Comment 4 issued by the UN CRPD committee, which outlines the implications of the CRPD for inclusive education.

Questions:

  • What is inclusive education?
  • What are the differences between exclusion, segregation, integration and inclusion?
  • What are the key ingredients of an inclusive education system?
  • What are some of the steps toward achieving inclusive education?
  • What is the difference between an inclusive education system, an inclusive school and inclusive classroom/practices?
  • What is meant by the “twin–track” approach to funding inclusive education?
  • What is the difference between accessibility and reasonable accommodation?
  • How can teachers provide equal opportunities for all students within their allocated classrooms?
  • Is transforming special schools into resource centres a good strategy for moving towards an inclusive system?
  • What is sometimes called “inclusive education” but is not?
  • What are the benefits of inclusive education for students with disabilities?
  • Is inclusive education good only for students with disabilities?
  • Is inclusive education more expensive than segregation?

How to talk to kids about disability inclusion

NANYENYA, Godfrey
April 2021

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Godfrey Nanyenya's work as a disability and inclusion specialist, involves community outreaches in the slum communities of Kampala engaging families raising children with disabilities in physiotherapy and inclusive home schooling. He encourages parents to talk to their children about disability as a normal topic. He suggests ways to approach the subject including: 

  • normalise disability
  • be mindful of language
  • keep it value neutral
  • don't shame them for their questions
  • say I don't know
  • point out similarities
  • make it a continuous conversation

Disability inclusive Universal Healthcare

CENTRE FOR INCLUSIVE POLICY
March 2021

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The inclusion of direct medical costs, indirect medical costs and indirect costs incurred by people with disabilities into Universal Healthcare is discussed. The importance of including assistive devices, rehabilitation and extra transportation costs in the system is highlighted. Social protection measures are also highlighted.

Impact of Covid-19 on the education of children with disabilities in Malawi: results from a survey with parents

MBUKWA-NGWIRA, Jenipher
TANEJA JOHANSSON, Shruti
SINGAL, Nidhi
March 2021

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The overall objective of this study was to examine the impact of school closures due to Covid-19 on the education of children with disabilities attending primary schools. Using phone surveys, 99 parents/carers were interviewed to gain insight into the educational experiences of their children, any barriers faced and their main concerns. All the families had at least one child with a disability in the 6-15 years age group, with approximately six families reporting two or more children with disabilities (though not in the same age range)

The Complete Guide to Insomnia - and How You Can Manage It

January 2021

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It shares comprehensive information such as:

  • An in-depth look at insomnia: what causes it, the different kinds of insomnia, and its effects on health and wellbeing.
  • Advice for managing insomnia effectively with stress management and relaxation techniques, proper diet and exercise, good sleeping environment, CBT, and mindfulness meditation.
  • How certain medications and treatments can affect sleep, the importance of routine for good sleep hygiene, and why you should keep a sleep journal.
  • Links to other useful resources and websites to better understand and develop good sleeping habits.

Look to Speak helps people communicate with their eyes

CAVE, Richard
EZEKIEL, Sarah
GOOGLE CREATIVE LAB
December 2020

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A speach and language therapist talks about "Look to Speak", an Android app which enables people to use their eyes to select pre-written phrases on mobile devices and have them spoken aloud. A text and video guide are available.

Accessible to All: Creating learning materials for children with disabilities in Cambodia, Kenya, Rwanda, and Tajikistan

EducationLinks
December 2020

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Examples are outlined of how good practices in the provision of accessible learning materials are being put into practice by USAID in partnership with organisations addressing the education needs of students with disabilities:

  • Expanding access through Universal Design for Learning in Cambodia: All Children Reading
  • Applying a user-centered design approach in Kenya: eKitabu and Deaf-led Sign Language Video Stories
  • Promoting sustainable accessible standards in Rwanda: Soma Umenye
  • Supporting underserved languages in accessible formats: The Global Digital Library
  • Fostering parental involvement in Tajikistan: USAID Read with Me

 

Children with disabilities have a right to quality education

ORSANDER, Martina
December 2020

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Save the Children aims to contribute to more children with disabilities receiving a quality education by both mainstreaming disability into their programmes and offering targeted interventions to them and their families where needed.

Examples are given from their current programmes in Uganda, Rwanda and Kosovo.

The impact of COVID-19 is examined.

WHO launches assistive technology capacity assessment (ATA-C)

WORLD HEALTH ORGANISATION (WHO)
November 2020

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WHO has developed the assistive technology capacity assessment (ATA-C) tool, a system-level tool to evaluate a country’s capacity to finance, regulate, procure and provide assistive technology. The ATA-C tool enables countries to better understand the current status and identify key actions to improve access to assistive technology: it can be used for awareness raising, policy and programme design and ongoing monitoring and evaluation.

The ATA-C is part of the WHO Assistive Technology Assessment (ATA) Toolkit, helping countries to collect effective and relevant data on assistive technology

Empowering Women with Disabilities : moving from charity to right based model

Humanity & Inclusion
2020

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HI Pakistan has recently completed a UN Women funded project ”Empowering women with disabilities (EWwD)” focusing on the social and economic empowerment of the women with disabilities. The project was implemented at Islamabad capital territory (ICT), Peshawar, Nowshera and Karachi. This project has directly benefited more than 600 women with disabilities , whereas about 30 DPOs and a number of public private departments / institutions have also been engaged and benefitted.

 

HI Pakistan collected the stories of project beneficiaries and published to highlight the impact of the project and to integrate the lesson learnt in program cycle management.

Bridge CRPD-SDGs global training on Article 11

FLEURY, Tchaurea
UJAH, Sulayman AbdulMumuni
October 2020

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The IDA-IDDC Bridge CRPD-SDGs Global Training on Article 11 was the first-ever global training initiative on Article 11 of the Convention on the Rights of Persons with Disabilities (CRPD) to bring together Disabled Persons’ Organisations (DPOs) and humanitarian representatives. An outline of the eight day event is given and lessons learnt are reported.

When does disability begin? Identifying the age of onset

MONT, Daniel
October 2020

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Issues are discussed about adding to the Washington Group questions to collect information on the age of disability onset. Issues include:

  1. People may not remember the exact age
  2. The exact age may be difficult to determine
  3. People may have onsets of difficulties in different domains at different times

 

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