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The rapid growth that occurs in the first years of life provides an opportunity to influence and improve developmental outcomes that may impact the entire course of an individual's life. Addressing the developmental needs of children with disabilities during this critical period is essential if they are to survive, flourish, learn, and be empowered (WHO, n.d.). 

Recognizing the importance of addressing all children's unique needs and acknowledging the influence of social stigma and misconceptions about disability that may lead to underdeveloped potential and social exclusion, we seek to advocate for and support the inclusion of young children with disabilities in Early Childhood Development in Emergencies programming. 

The webinar was moderated by Rosangela Berman Bieler, UNICEF’s Global Advisor on Disability, and included presentations on foundational concepts for disabilities-inclusive programming, and alternatives to address young children with disabilities needs in a resourceful, creative manner. 

The paper presents interview data from Malawian government representatives, trade unionists, employers and people with disabilities from the country's largest cities Lilongwe and Blantyre. Findings relate to the gap between the discourse of employers and government officials and that of workers with disabilities. Firstly, we find a policy-based assumption of a formalised workforce that is not representative of the predominantly informal disabled workforce. Secondly, the disruptive, intermittent and oftenreactive nature of non-governmental organisation (NGO ) interventions can limit long-term inclusivity agendas and undermine the work of disabled activists in Malawi. Lastly, we present findings on the stigmatised nature of disability in these urban centres. We find that stigma is economic: Urban workers with disabilities are discriminated against locally by employers, landlords and banks on assumptions they will not produce or earn enough to meet productivity demands, rent or repayment costs.

Journal of International Development, Volume 34, Issue 5

https://doi.org/10.1002/jid.3678

The WHO-UNICEF Global Report on Assistive Technology (AT) reveals that more than 2.5 billion people need one or more assistive products, such as wheelchairs, hearing aids, or apps that support communication and cognition. Yet nearly one billion of them are denied access, particularly in low- and middle-income countries, where access can be as low as 3% of the need for these life-changing products.

The Global Report provides the best available evidence about the barriers currently preventing access, how access can be improved, and how enabling environments and AT can enable persons with disabilities to enjoy their human rights while generating a tremendous return on investment for governments. The report also makes 10 key recommendations for concrete actions that will improve access to AT, for everyone, that needs them. 

Access to assistive technology for children with disabilities is often the first step for childhood development, access to education, participation in sports and civic life, and getting ready for employment like their peers. Children with disabilities have additional challenges due to their growth, which requires frequent adjustments or replacements of their assistive products.

This paper explores the relationship between accessible sanitation and disability-inclusive employment in Bangladesh and Nigeria. Both countries have sanitation and hygiene challenges as well as disability-inclusive employment challenges, but the existing evidence on the intersection of these issues that is focused on Nigeria and Bangladesh is extremely limited. Building on the literature where this complex issue is addressed, this paper presents the findings of a qualitative pilot study undertaken in Nigeria and Bangladesh. It focuses on the need for toilets at work that are easy for people with disabilities to use in poor countries. These are sometimes called accessible toilets. Accessible sanitation is not regarded as a challenge that must be addressed by people with disabilities themselves, but as a challenge that must be addressed by many people working together – including governments, employers, and the community.

This is the first study that comprehensively analyses the challenges, opportunities, and successes in delivering the United Nations children and armed conflict mandate since its inception in 1996. The study presents a short evolution of a unique United Nations instrument that was initially mandated by the General Assembly and subsequently enhanced through 13 Security Council resolutions. Understanding the way in which the mandate grew and how it has been implemented over the years will hopefully assist Member States and the public at large to renew their commitment to the protection of children in armed conflict and the prevention of grave violations. This study explores three time periods in the delivery of the mandate. Moreover, the study explores, among other issues, the background on the establishment of the mandate, its evolution over the past 25 years and the reflections generated by this experience, including through an analysis of the trends of grave violations against children, the modalities in monitoring and reporting and in pursuing engagement with listed and non-listed parties, the efforts made in prevention and the importance of partnerships. When possible, the study also brings to life the experiences of child survivors and child protection experts on the ground, who, after all, are the backbone of the mandate. Lastly, the study attempts to highlight some collective recommendations in the form of a way forward to illuminate the next 25 years in the pursuit of better protection of children in situations of armed conflict worldwide

The manual Reclaiming SRHR of Women and Girls with Disabilities was developed as part of ARROW’s initiative, ‘Defending SRHR of Women and Girls with Disabilities’ with inputs and insights incorporated from regional experts from multiple disciplines whose contributions enriched the content of the manual. The manual aims to equip women and girls with disabilities with necessary SRHR information and knowledge to make informed choices free from coercion, violence, discrimination, and abuse. The Manual, therefore, contains detailed Modules on gender, sexuality, disability, rights, and their interlinkages in the context of addressing sexual and gender-based violence against women and girls with disabilities. Through this, it seeks to provide accessible information and knowledge on SRHR to women and girls with disabilities in various contexts, including in the face of the ongoing Covid-19 pandemic.

A Training of Trainers (ToT) manual on disability rights, gender and SRHR.
 

With support from Save the Children International Nigeria through its partnership with the Inclusive Friends Association (IFA), this situational analysis was commissioned to highlight Nigeria's socio-economic context and the inclusion of persons with disability within social protection programmes in the country. This report helps to gather findings on the extent to which persons with disability are knowledgeable, meaningfully participating, accessing, benefiting and impacted by the social protection policies, programs and processes in Nigeria

This guide is designed to support UNHCR staff, partners and other stakeholders at field level to:

• Recognize the protection concerns and capacities of refugees with disabilities and other persons with disabilities protected and assisted by UNHCR;
• Apply the principles reflected in the UN Convention on the Rights of Persons with Disabilities (UNCRPD) and UNHCR Guidance on Working with Persons with Disabilities to a range of programs and sectors;
• Design immediate and long-term strategies to mitigate protection risks and promote the inclusion of persons with disabilities in UNHCR programming.

The four modules include:

• Introductory module - Organizing an accessible and inclusive workshop (Module 1);
• Promoting a rights-based approach to disability (Module 2);
• Raising awareness about the impact of forced displacement on persons with disabilities (Module 3);
• Learning key strategies to foster inclusion of persons with disabilities in forced displacement (Module 4). 

This package is designed to assist with the training of staff within CBM and its partners. It has been prepared with country and regional advisory staff in mind but will have value for project/ programme management and other staff too. It has been designed for use with small groups of participants (e.g., maximum 10-15).

This training package focuses on inclusive education. It interprets inclusive education in a broad sense as a dual process of bringing about education system change, at all levels of education, to the benefit of all learners; and supporting the needs of individual learners, especially those with disabilities. It is not a training about specific impairments, nor will it show participants how to identify, teach and support learners with specific impairments. Instead the package helps participants to understand better the overarching challenges being faced and the systematic programme and advocacy approaches that CBM, its partners and other similar organisations need to engage with.

This training package consists of the following booklets:

A Inclusive education and CBM

B Inclusive education and the community

C Participation and achievement for all learners

D Education system change