Th is document provides a ready to use form for businesses to sign to join the disability champions network creating an agenda for action.
This document translates disability-confident principles into a practical checklist for HR and recruitment specialists. The checklist works to best-practice principles. Much of this guidance goes beyond compliance with any disability discrimination legislation.
A step-by-step guide to undertaking an accessibility audit in the workplace.
This document provides a guide to improving accessible communications in the workplace. Demonstrating you don’t need to be an expert in digital accessibility – the basic principles are easy to understand and apply.
This document gives an introduction for recruiters’ regarding reasonable adjustments in the workplace.
This accessibility standards and audit pack is a toolkit designed to improve the accessibility of buildings in low and middle income settings.
This document gives employers practical tips for interviewing candidates with disabilities.
This document gives methods to amplify the impact of your corporate social responsibility strategy and how it is possible to influence labour markets to be more inclusive for persons with disabilities.
This guide is designed to help businesses and business leaders to build their Disability Confidence by learning directly from and with people with disabilities.
This document provides a model for business to support a successful targeted recruitment project.
Findings from this report show evidence that some persons with disabilities face multiple types of jeopardy during Covid-19: they are at an increased risk of violence and are suffering a dramatic loss in household earnings. They are also taking action: many plan to adapt their livelihood and are mobilising resources for their communities. Persons with disabilities ask government and NGOs to do more and to be more inclusive in their response to the crisis.
● Three of four respondents report increased risk of violence since the pandemic began. 77% of women and 80% of men report an increase in economic, physical, psychological and/or sexual violence after Covid-19.
● One in three women respondents report experiencing an increased risk of physical and/or sexual violence.
● Livelihood support could reduce violence risk. Three in four (76%) of respondents say livelihood support, such as start up capital for small business, would be very or extremely useful to them in order to reduce their risk of experiencing violence during Covid-19.
● Respondents report losing 64% of their monthly household income since the outbreak. After adjusting for purchase power parity, this is the equivalent of falling from 181 GBP to 65 GBP per month.
● Covid-19 support is unequal and insufficient for many. Where support has been distributed, one in two report that they do not receive the same protection support (ie PPE) as others; one in four report that they do not receive the same Covid-19 survival support (ie food); one in three report they do not receive the same Covid-19 information; and one in three say that support does not meet need.
● Most respondents will try something new. 59% indicate that they will start something new to make ends meet if the situation continues.
● OPDs are obtaining food support through lobbying, providing vital psychosocial support and information.
● Some OPDs are not able to respond because they are capacity-constrained.
● Government and NGOs can do more.
From these interviews and findings, some recommendations emerge for government and NGOs:
● Support livelihood to reduce violence risk and increase survival strategies.
● Increase access to capital.
● Meaningfully engage persons with disabilities and their respective organisations in response planning and implementation.
● Ensure distribution of support reaches persons with disabilities, more specifically the underrepresented groups.
● Change attitudes toward and increase knowledge about persons with disabilities.
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
This newsletter, shares court cases and resources with anyone interested in disability rights. There is also information about webinars, news and job opportunities. It is mostly based in Europe.
Due to the rising linguistic heterogeneity in schools, the inclusion of pupils with a first language other than the language of instruction is one of the major challenges of education systems all over the world. In this paper, attitudes of in-service teachers, pre-service teachers and parents towards the inclusion of pupils with a first language other than the language of instruction are examined. Additionally, as the paper focused on how the participants perceive the development of this pupils in different school settings (fully included, partly included, fully segregated).
Data from 1501 participants were investigated. Descriptive results showed that pre-service teachers’ attitudes towards the inclusive schooling of pupils with different language skills in composite classes were rather positive, while attitudes of in-service teachers and parents rather tend to be neutral. Regarding the results concerning the participants’ attitudes towards the pupils’ development in different school settings, all three sub-groups belief that pupils with German as first language would develop in a more positive way, compared to pupils without German as first language. Moreover, the migration background of pre-service teachers and parents had a positive influence on the participants’ attitudes.
Here you can find all documents in one zipfile that relate to the disability-confident employers’ toolkit: a unique portfolio of practical guides, checklists, case studies and resources that make it easier for any business to be disability confident.
The Special Rapporteur on the rights of persons with disabilities, Catalina Devandas-Aguilar, examines the importance of international cooperation to support the implementation of the rights of persons with disabilities and provides guidance to States on how to ensure that international cooperation is inclusive of and accessible to persons with disabilities.
In preparing the report, the Special Rapporteur analysed 40 responses to a questionnaire sent to Member States, national human rights institutions and civil society organizations, including organizations of persons with disabilities. She also commissioned a study to assess the extent to which international cooperation was inclusive of and accessible to persons with disabilities, which included surveys and interviews with 26 bilateral and multilateral agencies and 10 private donors
The aim of this article is to advance knowledge on how Swedish primary schools organise education and what strategies they deploy to ensure inclusion and attainment of newly arrived migrant students. The article is based on semi-structured interviews with 30 teachers and school administrators, and one-year of fieldwork undertaken in two multicultural urban primary schools in the Stockholm region. One of the schools initially places students in separate classes, while the other one places them directly into mainstream classes. Both are evoking inclusion and attainment as a reason for using their respective models. As such, do both ‘get it right’? Using inclusion as the theoretical and conceptual framework this article addresses the broader question: How is the meaning of inclusion constructed in the processes of its practical implementation in these two schools? The results show the ambitious tale of inclusion in both schools was, in the process of the construction of its meaning and implementation, reduced to some of its aspects. Teachers and school administrators are allowed to include or leave out of their model whatever they deem necessary, obsolete, expensive or unrealistic and still fitting under the umbrella of inclusion. Sometimes it works, sometimes it does not, and both schools ‘get it right’ and ‘wrong’ in some aspects.
This article presents a review of qualitative research on interprofessional cooperation between regular teachers and special educators published from 2005 to 2019. The aim of the review was to gain knowledge about how different forms of cooperation take shape and about factors at multiple levels that facilitate or constrain cooperation as a means of achieving inclusion. In total, 25 studies were selected. The results are discussed in relation to Thomas Skrtic’s theory of bureaucracies within the school organisation in order to compare and analyse different forms of interprofessional cooperation and schools’ organisations of special educational work. Cooperative teaching, special educational consultations and mixed forms of cooperation were found to entail different benefits and challenges related to communication and the cooperating actors’ roles. Facilitating factors included personal chemistry, an equal distribution of power and responsibilities and support from the school management through provision of professional development and adequate planning time. In several studies, a flexible cooperation was argued to be hindered by curricular constraints and standardised testing. Education policy is therefore emphasised in this review as important for understanding the conditions under which school staff are responsible for inclusion.
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
The World Blind Union (WBU) and CBM Global Disability Inclusion have developed Accessibility GO! A Guide to Action. The guide provides practical support on how to deliver a wholistic organisational approach towards accessibility. It describes how to progressively achieve seven core accessibility commitments across built environments, information and communications, procurement of goods and services, training and capacity development, programmes, meetings and events, recruitment, and human resource (HR) management. The guide offers pathways to progressively realise accessibility in various contexts and organisations; recognising that users of the guide will be diverse.
Source e-bulletin on Disability and Inclusion