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Translating disability-inclusive WASH policies into practice: lessons from Cambodia and Bangladesh: Study details and reports

LONDON SCHOOL OF HYGIENE AND TROPICAL MEDICINE (LSHTM)
WILBUR, Jane
2022

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This is a collaborative study between the LSHTM and WaterAid, funded by the Australian Government’s Water for Women Fund. It aims to improve disability-inclusive WASH policymaking in low and middle-income countries through policy and practice guidance for governments wishing to mainstream disability-inclusive WASH at scale. Using Cambodia and Bangladesh as case studies, we answered these research questions:

  • How do Cambodia and Bangladesh’s national WASH policy and guidance incorporate disability?
  • To what extent do sub-national government officials and service providers implement these commitments to disability inclusion?
  • How does this implementation impact the WASH experiences of people with disabilities and their caregivers?

Resources available

This poster gives an overview of the study.

We conducted a policy analysis of Cambodia and Bangladesh’s WASH policies and guidance documents to explore the inclusion of disability. We published a journal article and an accessible briefing note that summarised the article.

We carried out qualitative research in Cambodia and Bangladesh that explored the implementation of commitments to disability inclusion in national policies at the sub-national level. This journal article captures our research in Cambodia, which is summarised in this briefing note. We worked with Epic Arts (an inclusive arts organisation based in Cambodia that uses art to empower and bring people with disabilities together) to develop a performance and two short films about the findings related to 'independence' and 'caregivers'. 

We wrote a research report capturing findings from Bangladesh, which is supplemented by this poster.      

We produced the Disability-Inclusive WASH Checklist for government officials and service providers to support the meaningful inclusion of people with disabilities and caregivers in national policies, guidance documents, and interventions. The Disability-Inclusive WASH Checklist is based on our study findings and co-developed recommendations. Three films introduce the checklist, give an overview of it and show how to complete it. Each film has transcripts (film 1, film 2, film 3).    

Finally, we wrote a Learning Brief, Foundations of success: driving change through successful research collaborations. This brief documents the process the Principal Investigator followed to support and mentor the research team in Cambodia remotely. The Brief captures the strengths and limitations of approaches and learning gained. It includes recommendations for organisations that remotely support non-academics to conduct ethical research in low-and middle-income countries.

Philosophy, disability and social change conference (9-11 Dec 2020)

December 2020

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The Philosophy, Disability and Social Change online conference comprises presentations by disabled philosophers whose cutting-edge research challenges members of the philosophical community to:

  1. think more critically about the metaphysical and epistemological status of disability;
  2. closely examine how philosophy of disability is related to the tradition and discipline of philosophy;
  3. acknowledge the continuing exclusion of disabled philosophers from the profession of philosophy;
  4. seriously consider how philosophy and philosophers contribute to the pervasive inequality and subordination that disabled people confront throughout society;
  5. develop mechanisms designed to transform the current professional and institutional position of disabled philosophers in particular and the economic, political and social position of disabled people more generally.

The presentations will highlight the diversity and range of approaches to critical philosophical work on disability and showcase the heterogeneity with respect to race, gender, nationality, sexuality, gender identity, culture, age and class of the community of disabled philosophers.

This conference is organised as part of the Alfred Landecker Programme at the Blavatnik School of Government.

Session titles: 

  • Unmaking disability: Philosophy and social change
  • African communitarian philosophy and disability in African contexts
  • Dis/ableist inheritance
  • Ageism, ableism and the power of the double bind
  • Philosophy, the apparatus of disability, and the nursing-home industrial complex
  • Neurodiversity and the pathology paradigm
  • A neurodiversity paradigm for moral responsibility
  • Cheap talk: Stuttering, trolls and talking heads
  • Vulnerability to COVID-19 and the moral perniciousness of congregate care
  • Captivity, carceral logics, and disposability
  • Chronic fatigue as adversity under capitalism
  • Phenomenologies of debilitation and questions of volition
  • 'He's not worth it': The deleterious character of the disabled Black male
  • COVID-19 as crisis
  • Risking ourselves: The politics and persons of risk

2020 Harkin International Disability Employment Summit. Realising the value of inclusion

THE HARKIN INSTITUTE
December 2020

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The 2020 Harkin Summit will explore the value of disability inclusion, particularly for businesses and employers. The challenges and opportunities before us today are clear. We must immediately build back the jobs that were lost or put at risk during the COVID-19 pandemic. As we look to the future, we must permanently fix the system so that disability inclusion moves from an aspirational goal to one that is an accepted and valued component of the business strategy.

This year, The Harkin Institute is proud to partner in offering this Summit with Caroline Casey and her organization, The Valuable 500, a business-to-business initiative catalyzing the influence of large private sector corporations in national and international markets.

Intersectionality between disability and Black Lives Matter

INTERNATIONAL LABOUR ORGANISATION (ILO)
November 2020

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The ILO Global Business and Disability Network in partnership with Ruh Global IMPACT organized a webinar on the Intersectionality between Disability and Black Lives Matter which was hold on November 12th, 2020.

We are witnessing unprecedented changes in society and these changes are impacting businesses and employers. Understanding the complexities of movements like #BlackLivesMatter and the intersectionalities of other inclusion efforts such as disability inclusion is critical. Inequalities and exclusion not only negatively impact on business, they can negatively impact your brand, your employees, your customers, and have other unexpected socioeconomic consequences.

This recording features Firehiwot Siyum Tadese, LaMondre Pough, Heather Dowdy and Kimberlee Archibald on a discussion on their professional experience as a person of colour in relation with disability.

Legal remedies through litigation for the rights of disabled people

DISABILITY RIGHTS DEFENDERS
EUROPEAN NETWORK ON INDEPENDENT LIVING
ARTICLE 19 AS A TOOL
November 2020

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Even though most countries have ratified the CRPD, the rights of disabled people get violated daily all over the world. In almost every country there are national laws and international agreements which should assure the same rights for disabled people. The main problem is that the laws are widely unenforced, that is why remedies are needed. There is a need for deeper discussions on tools for strategic litigation, including effectiveness of legal and injunctive remedies, different forms of compensation for violations of human rights and procedural strategies for impact, as important tools to fight against violations of disability rights. Thereby, every law system and country has different ways and possibilities to redress violations. In this webinar we want to look at the need for better remedies, access to justice and strategic litigation. We learn from the experience of international experts with strategic litigation and remedies and discuss what kind of changes we would like to see in the remedies available or what kind of new remedies are needed. How can we establish an exchange of international experience and cooperation between organizations in the work towards better remedies?

 

The following speakers shared their expertise:

Paul Lappalainen, Swedish/US lawyer, European Equality Law Network: Access to justice / Access to remedies
Mari Siilsalu, lawyer at Article 19 as a tool, Independent Living Institute: Survey on legal remedies
Ann Campbell, Co Executive Director at Validity Foundation: Looking beyond compensation: innovative remedies for women with disabilities
Stellan Gärde, Swedish lawyer and author: A human right - The right to legal aid
Timothy Hodgson, legal advisor at ICJ, lecturer at University of Pretoria: Economic and social rights litigation

 

The webinar was moderated by Ola Linder, Swedish lawyer and project leader of Article 19 as a tool. 

Leaving no one behind in education - A focus on children with disabilities

ADEREMI-IGE, Toyin
KAPUSCINKI DEVELOPMENT LECTURES
November 2020

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This lecture by Dr. Toyin Aderemi-Ige shed light on the educational situation of children with disabilities in low and middle income countries, highlighting how the interaction of multiple discriminatory factors (like gender and disability) results in increased exclusion. The 2030 Agenda sets the commitment to “leave no one behind” and its Sustainable Development Goal 4 calls to ensure inclusive and quality education for all. However, 10 years away from the 2030 deadline, children with disabilities are still significantly excluded from education and, consequently, from life’s opportunities.

 

The event was moderated by Dr. Harlan Koff of the Luxembourg University.

The lecture was followed by a panel discussion with:

  • Catherine Léglu, Vice-rector for Academic Affairs, University of Luxembourg
  • Julia McGeown, Global Education Specialist, Handicap International
  • Graham Lang, Chief of Education at Education Cannot Wait

Ensuring the right to quality inclusive education for persons with disabilities: From commitment to action

UNESCO
November 2020

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The international symposium "Ensuring the right to quality inclusive education for persons with disabilities: From commitment to action", co-organized by UNESCO, the Leonard Cheshire, and the Ministry of Education of Portugal brought together a wide range of stakeholders across the globe to discuss progress, successes achieved and challenges to ensure full participation and access to quality learning opportunities for all learners.

The symposium aims were to:

  • review persisting, as well as new challenges, due to the COVID-19 pandemic that are hindering the fulfilment of the right to inclusive education for learners with disabilities.
  • facilitate the exchange of experiences on factors influencing successful inclusive policies and practices for learners with disabilities and strengthen dialogue and cooperation amongst stakeholders at policy and practice levels.
  • explore how the inclusion of learners with disabilities in inclusive settings can be more effectively addressed by governments with regards to the commitments of Article 24 of the Convention on the Rights of Persons with Disabilities (CRPD), the CRPD General Comment 4 on article 24, and Sustainable Development 4 SDG 4, to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

The programme included:

Opening session - Accelerating efforts towards inclusive education for learners with disabilities. (Video recording: English - French - Spanish)

Session 1 - From legislation to inclusive practices: Re-designing policy frameworks, funding and monitoring arrangements across sectors for inclusive education for learners with disabilities. (Video recording: English - French - Spanish)

Session 2 - Revisiting the teaching and learning process to ensure access and participation of learners with disabilities.

Session 3 - Moving towards inclusive and safe learning environments, including by addressing violence and bullying against learners with disabilities.
 

Closing session - Rebuilding a Stronger Global Disability Inclusive Education System post COVID-19. (Video recording: English - French - Spanish)

COVID-19, Amplifying Voices: Our Lives, Our Say: Learning from COVID-19 through the experiences of blind and partially sighted persons across the world

ZAYED, Yana
et al
August 2020

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The World Blind Union (WBU) conducted a study to examine the extent to which COVID-19 pandemic has exposed some deep structural inequalities in society. Data gathered from the study is evidencing that persons with disabilities, older persons, and persons from lower socioeconomic status backgrounds are among those hardest hit by the pandemic. While this report puts a spotlight on the voices of blind and partially sighted persons, many of the experiences shared strongly resonate with numerous other studies that are also highlighting how marginalised groups have been affected by this crisis. Through this report, WBU hopes to raise awareness on the specifics of what those challenges have meant in reality for its constituents, as well as shed light on what have been effective resilience strategies for them. The study was made possible with the support of CBM Global

To understand the situation of our constituents, the World Blind Union (WBU) conducted a global survey in collaboration with key stakeholders. In April 2020, the WBU launched an open online survey for seven weeks in Spanish, French and English, seeking information from blind and partially sighted persons on how COVID-19 was impacting their day to day life. 853 people participated in the survey. The respondents expressed in their own words how their lives had been and continue to be impacted by the coronavirus pandemic. This report is a compilation of those voices. It depicts the ways in which COVID-19 response measures taken by state and non-state actors have created additional barriers and challenges for blind and partially sighted people. It also includes powerful testimonies on how people have shown resilience in the face of adversity.

 

 

Inclusion and education: All means all. Global Education Monitoring (GEM) report 2020

GLOBAL EDUCATION MONITORING REPORT TEAM
June 2020

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The 2020 GEM Report assesses progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda. The Report also addresses inclusion in education, drawing attention to all those excluded from education, because of background or ability. The Report is motivated by the explicit reference to inclusion in the 2015 Incheon Declaration, and the call to ensure an inclusive and equitable quality education in the formulation of SDG 4, the global goal for education. It reminds us that, no matter what argument may be built to the contrary, we have a moral imperative to ensure every child has a right to an appropriate education of high quality.

The Report also explores the challenges holding us back from achieving this vision and demonstrates concrete policy examples from countries managing to tackle them with success. These include differing understandings of the word inclusion, lack of teacher support, absence of data on those excluded from education, inappropriate infrastructure, persistence of parallel systems and special schools, lack of political will and community support, untargeted finance, uncoordinated governance, multiple but inconsistent laws, and policies that are not being followed through.

Persons with disabilities in armed conflict: Inclusive protection perspectives

UNITED NATIONS MINE ACTION SERVICE (UNMAS)
May 2020

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This virtual side event was held on 28 May 2020, coinciding with the UN Security Council Open Debate on the Protection of Civilians. It focused on the disproportionate challenges facing persons with disabilities in humanitarian, conflict, and post-conflict settings. Chaired by the Special Rapporteur on the Rights of Persons with Disabilities, Ms. Catalina Devandas Aguilar, this discussion shared insights from speakers and panelists from the Governments of Poland and the United Kingdom, the European Union, UNMAS, Humanity & Inclusion (H.I.), the International Disability Alliance (IDA) and others.

 

By presenting the situation in Syria, Humanitarian Policy and Advocacy Manager for HI Syria response Bahia Zrikem highlighted the fundamental role Council Members should play in ensuring that all civilians, including persons with disabilities, are fully protected during hostilities, in line with International Humanitarian Law and Human Rights Law obligations, including the UN Convention on the Rights of Persons with Disabilities (CRPD), and the UNSC Resolution 2475 on protecting persons with disabilities in armed conflict.

 

Disability Inclusion 101. Basic Concepts and Approaches

UNITED NATIONS
2020

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Through a conversation with panelists, the Disability Inclusion 101: Basic Concepts and Approaches webinar seeks to address the following topics:

  • Understanding the concept of disability: who are persons with disabilities? 
  • What is the human rights-based approach to disability? 
  • Universal design, accessibility, and reasonable accommodation 
  • The twin-track approach: combining disability-targeted initiatives with disability inclusion in mainstream initiatives 
  • What is an organization of persons with disabilities and how to engage with them

 

Opening Speaker: USG Ana Maria Menéndez, Senior Advisor on Policy to the Secretary-General

Panelists:

Mr. Facundo Chavez Penillas, Human Rights & Disability Advisor, Office of the United Nations High Commissioner for Human Rights (OHCHR)

Ms. Charlotte Vuyiswa McClain-Nhlapo, Global Disability Advisor, World Bank
Mr. Stefan Tromel, Senior Disability Inclusion Specialist, International Labour Organization (ILO)
Ms. Elham Yussefian, Inclusive Humanitarian and DRR Advisor, International Disability Alliance
 

The webinar was moderated and facilitated by Mr. Gopal Mitra, Senior Social Affairs Officer, and Ms. Georgia Dominik, Social Affairs Officer, Disability Team, Executive Office of the Secretary-General (EOSG).

Global education monitoring report, 2020, Latin America and the Caribbean: inclusion and education: all means all

GLOBAL EDUCATION MONITORING REPORT TEAM
LABORATORY OF EDUCATION RESEARCH AND INNOVATION FOR LATIN AMERICA AND THE CARIBBEAN (SUMMA)
UNESCO OFFICE SANTIAGO AND REGIONAL BUREAU FOR EDUCATION IN LATIN AMERICA AND THE CARIBBEAN (OREALC/UNESCO)
2020

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This regional report on inclusion and education in Latin America and the Caribbean offers a deep dive into the core challenges and key solutions for greater inclusion, in a region characterized for having the largest and most challenging socio-economic inequalities in the world.

In the framework of this report, 29 in-depth case studies from the region covering 8 dimensions of exclusion were prepared. The Report covers access to education of Venezuelan migrants in Colombia and Haitians in Dominican Republic; remoteness in Suriname and Brazil; disability in Nicaragua; girls in Peru and boys in Jamaica; sexual orientation in Mexico and Chile; and youth incarceration in Uruguay. It also explores how the Covid-19 pandemic has further exposed and deepened the disparities that already existed in education.

Chapter 2 analyses the role of legal tools in supporting the development of inclusive education. Chapter 3 addresses governance and finance. Chapter 4 discusses the politically complicated issue of how curricula and learning materials are adapted to the principles of inclusive education. Chapter 5 looks at ways teachers can support the case for inclusion, considers their needs, and examines how well governments help them prepare to meet the inclusion challenge.  Chapter 6 examines school-level factors. Chapter 7 examines communities’ crucial role in achieving inclusive education. After these chapters addressing the main inclusion challenges, Chapter 8 looks at them all through the lens of COVID-19. 

Leave no-one behind: Improving participation in the 2019 Nigerian Elections

BBC MEDIA ACTION
January 2019

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Two wide-reaching communication projects "Media and Communication for Improved Inclusion and Education in Nigeria’s 2019 Elections(MI-VotE)" and "Using Social Media to Strengthen the Political Participation of Young Women and Men in Nigeria" are outlined . There is an emphasis on reaching young people, women, and people with disabilities, through radio, TV and social media content to ensure traditionally marginalised groups are heard.

Sphere guidelines : humanitarian charter and minimum standards in humanitarian response|3rd Ed

THE SPHERE PROJECT
2011

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This handbook establishes shared principles and a set of universal minimum standards in core areas of humanitarian response. It provides a new chapter on protection principles, which considers the protection and safety of populations affected by disaster or armed conflict as an integral part of humanitarian response. It describes core standards for effective and accountable humanitarian response and advocacy, and outlines the minimum standards in the following four technical chapters: water supply, sanitation and hygiene promotion; food security and nutrition; shelter, settlement and non-food items; and health action. Each minimum standard highlights key actions, key indicators and guidance notes
This edition also addresses emerging issues, such as climate change, disaster risk reduction, early recovery of services and livelihoods, cash transfers, and civil-military relations. Understanding and supporting local responses to disaster is a priority reflected in the whole handbook, as is reinforcing the capacity of local actors
This handbook is useful to all working in humanitarian response

Facts for life

UNITED NATIONS CHILDREN'S FUND (UNICEF)
et al
2010

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This resource consists of 14 chapters filled with practical information about how to ensure children’s rights to survival, growth, development and well-being. The topics address pregnancy, childbirth, major childhood illnesses, child development, early learning, parenting, protection, and care and support of children. The messages it contains are based on human rights, particularly the Convention on the Rights of the Child and the Convention on the Elimination of All Forms of Discrimination against Women. The resource aims to provide families and communities with the information they need to save and improve the lives of children. Parents, grandparents, other caregivers and young people can refer to this practical source of information for answers to their questions related to childbearing and getting children off to the best start in life. The website includes a link to an interactive site for posting comments, sharing experiences and materials and discussing relevant issues

The state of the world's children : special edition

BRAZIER, Chris
et al
November 2009

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This report celebrates 20 years of the Convention of the Rights of the Child. Chapters consider the timeless relevance of the convention; offer essays on a number of different perspectives on the convention; and look at the challenges for making the convention a reality in the 21st century. The online pack includes the report, statistics, panels, photo panels, a video and a press centre

EDUCAIDS resources

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
August 2009

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This CD-ROM contains more than 200 supporting documents for the EDUCAIDS Resource Pack including: * 35 technical briefs; * Overviews of practical resources on quality education; content, curriculum and learning materials; educator training and support; policy, management and systems; and entry points, as well as the original reference documents, and * The EDUCAIDS framework for supporting comprehensive education sector responses to HIV and AIDS

Embracing diversity : toolkit for creating inclusive, learning-friendly environments

SHAEFFER, Sheldon
et al
2009

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This updated toolkit consists of 10 booklets each containing tools and activities for self-study to start creating an inclusive, learning-friendly environment (ILFE). Some activities ask readers to reflect on what their school is doing now in terms of creating on ILFE, others guide readers in improving their skills as teachers in diverse classrooms.
The toolkit includes three specialist booklets focusing on including learners with disabilities, positive discipline, and teaching large classes.
The toolkit aims to assist teachers to acknowledge the diverse range of backgrounds amongst students and to build on the strengths of the children. It can be adjusted to the specific needs of each school, classroom and child and should not be read as a 'recipe book'.
The booklets are easy to read and contain tables, illustrations, checklists and examples to illustrate the application of inclusive schools.
Specialized booklet 1: Positive discipline in the inclusive, learning-friendly classroom : a guide for teachers and teacher educators
Specialized booklet 2: Practical tips for teaching large classes: a teacher's guide
Specialized booklet 3: Teaching children with disabilities in inclusive settings
Inrtoduction
Booklet 1: Becoming an inclusive, learning-friendly environment (ILFE)
Booklet 2: Working with families and communities to create an ILFE
Booklet 3: Getting all children in school and learning
Booklet 4: Creating inclusive, learning-friendly classrooms
Booklet 5: Managing inclusive, learning-friendly classrooms
Booklet 6: Creating a healthy and protective ILFE

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