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Improving social inclusion and empowerment for people with disabilities in low- and middle-income countries: why does it matter and what works?

WHITE, Howard
SARAN, Ashrita
POLLOCK, Sarah
KUPER, Hannah
July 2018

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The aim of the Rapid Evidence Assessment (REA) is to provide an assessment of the effectiveness of interventions to improve social inclusion and empowerment for people with disabilities in low- and middle-income countries (LMICs). The studies included in this REA are taken from the Disability EGM prepared by the Campbell Collaboration for DFID under the auspices of the Centre for Excellence for Development Impact and Learning (CEDIL). Eligible studies included systematic reviews and impact evaluations published in English from 2000 onwards that assessed the effectiveness of interventions for people with disabilities in LMICs. The REA focused on studies identified by the EGM process that included ‘social inclusion’ or ‘empowerment’ as study outcomes and used the World Health Organization CBR matrix as a framework to categorise the different interventions and outcomes considered by the studies available. Evidence limitations and gaps were identified. 

There were 16 eligible primary studies, including studies conducted in 12 countries: Bangladesh (two studies), Brazil, Chile, China (two studies), Ethiopia, India (three studies), Kenya (two studies), Malaysia, Thailand, Turkey, Uganda, and Vietnam (two studies). Five of the studies concern interventions for people with physical or sensory impairments, nine for people with mental health or neurological conditions, and two for all disability types.

Disability and inclusive education - A stocktake of education sector plans and GPE-funded grants

BANHAM, Louise
PAPAKOSTI, Elena
et al
March 2018

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This report was commissioned by the Global Partnership for Education’s Secretariat to take stock of how disability and inclusive education are included in education sector plans in 51 countries, including GPE-funded programs, such as education sector program implementation grants, program documents, implementation progress reports education sector analysis, if applicable, and other relevant GPE program documents.

This report documents progress and highlights the need to step up support to GPE partner countries on disability and inclusive education, to improve consideration of issues around disability and inclusion in education sector analysis and sector planning processes to better promote the achievement of GPE 2020 strategic goal 2, and to fulfill the transformative vision of Agenda 2030

Disability, CBR and inclusive development (DCID) - Vol 27, No 4 (2016)

THOMAS, Maya
Ed
2016

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"Disability, CBR and Inclusive Development aim to enhance knowledge in the field of disability, addressing the needs of practitioners in the field (particularly those from developing countries), policy makers, disabled persons’ organizations and the scientific community. The journal encourages publication of information that is evidence-based, to improve current knowledge and programmes implementation, and will be openly and freely accessible to all readers" ”Published four times a year, previously published two times per year
Free

Disability inclusion : topic guide

ROHWERDER, Brigitte
November 2015

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This topic guide summarises evidence on the key debates and challenges of disability inclusion in development and humanitarian response. Disability does not necessary imply limited wellbeing and poverty. Yet there is growing evidence that the estimated one billion people with disabilities face attitudinal, physical and institutional barriers that result in multi-dimensional poverty, exclusion and marginalisation. Disability inclusion could increase earnings, tax revenues, and individual and societal wellbeing. It need not be costly or complicated. Inclusive approaches are more cost-effective than piecemeal disability interventions. GSDRC Topic Guides aim to provide a clear, concise and objective report on findings from rigorous research on critical areas of development policy. Their purpose is to inform policymakers and practitioners of the key debates and evidence on the topic of focus, to support informed decision-making

Available in both pdf and online versions

Making it work : good practices for disability-inclusive development and humanitarian action

ADAMS, Lisa
GUY, Michael
LAST, Ulrike
2015

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“This practical guide outlines the Making it Work methodology. Making it Work aims to mobilise a group of organisations around a specific issue, document good examples of good practices and then support specific target groups to replicate or scale-up these practices...It provides a straightforward and flexible methodology that can be adapted to different organisations, topics, settings, strategies and available resources” 

Dialogues on sustainable development : a disability-inclusive perspective

KEOGH Mary
2015

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“This publication, with contributions from civil society, UN agencies and EU institutions as well as disability and development organisations…highlights the many commonalities between disability-inclusive development and a range of overarching development themes. It is structured around the three basic elements of sustainable development – economic, social and environmental sustainability – and discusses a range of sub topics relevant to these areas” 

 

Note: easy-to-read version is provided as a related resource link

Making sure people with disabilities everywhere can have a better future

CHRISTOFFEL BLINDENMISSION (CBM)
2015

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“This easy-to-read version outlines countries’ development plans looking at how all people in the world can have a better life. The plans involve jobs and money, having a say, women and girls, making cities easier to live in, being clean and safe, coping when big problems happen and having access to information. A case study is also provided

Disabled children and disabling childhoods in the global South

BURMAN, Erica
GREENSTEIN, Anat
KUMAR, Manasi
Eds
2015

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This resource provides a link to the articles of the Disability and the Global South journal’s Special Issue on disabled children within the Global South. This special issue features a variety of topics such as rehabilitation, inclusion, child sexual abuse, and the disabling effects of education systems within the Global South

 

Disability and the Global South (DGS), Vol 2, Issue 2

Mental illness, poverty and stigma in India : a case-control study

TRANI, J F
BAKHSHI, P
KUHLBERG, J
NARAYANAN, S S
VENKATARAMAN, H
MISHRA, N N
GROCE, N
JADHAV, S
DESHPANDE, S
January 2015

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The effect of experienced stigma on depth of multidimensional poverty of persons with severe mental illness (PSMI) in Delhi, India, controlling for gender, age and caste was assessed. A case–control study was conducted from November 2011 to June 2012. 647 cases diagnosed with schizophrenia or affective disorders were recruited and 647 individuals of same age, sex and location of residence were matched as controls at a ratio of 1:2:1. Conclusions: Public stigma and multidimensional poverty linked to SMI are pervasive and intertwined. In particular for low caste and women, it is a strong predictor of poverty. Exclusion from employment linked to negative attitudes and lack of income are the highest contributors to multidimensional poverty, increasing the burden for the family.

Conduct an accessibility audit in low and middle income countries

NOUVELLET, Hugues
June 2014

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This guide aims to assist professionals in conducting an accessibility audit, and is aimed at Handicap International professionals who have responsibility for developing, implementing or analysing accessibility activities. Within the framework of inclusive local development, an accessibility audit is a complex, substantial and technical process to implement involving a large number of different stakeholders, increase time preparation and technical specialised skills for making recommendations to remove barriers. An accessibility audit is a participatory democracy exercise which can be used as the basis to form relationships between stakeholders in a municipality accessibility commission or even a municipality commission for inclusive development, who will have responsibility for suggesting, studying, organising and implementing actions to improve accessibility

The disability and vulnerability focal points (DVFP)

AURENCHE, Benoit
et al
May 2014

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Disability and Vulnerability Focal Points (DVFPs) are one of the ways in which Handicap International addresses the need to take effective, concrete action on behalf of those made vulnerable – including people with disabilities – in emergencies. DVFPs are organised as a network including DVFP structures and almost always mobile teams, whose role is making sure that aid reaches vulnerable people, rather than waiting for vulnerable people to reach the aid. This guide is intended as a practical tool for setting up a complete DVFP mechanism

Guidelines for assisting people with disabilities during emergencies, crises and disasters : European and Mediterranean major hazards agreement

ALEXANDER, David
SAGRAMOLA, Sivlo
January 2014

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This set of guidelines is intended to ensure that national governments, and their counterparts at regional and local level, civil society organisations and relevant offices in both the public and private sector obtain a clear idea of how to proceed with the provision of disaster risk reduction for people with disabilities. It begins with a set of working definitions and then considers the requirements of good preparedness during all the phases of crisis management: mitigation and planning (disaster risk reduction), alert, emergency action, and recovery. The care of people with disabilities needs to be considered with respect to all of these phases

AP/CAT (2013) 11

Making education a priority in the post-2015 development agenda : report of the global thematic consultation on education in the post-2015 development agenda

SAYED, Yusuf
September 2013

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"The message is clear: Quality education and lifelong learning are key to sustainable development. The report offers a summary of the main themes and messages that have emerged from the wide-ranging contributions to the consultation featuring voices of people from around the world. The report draws from a variety of platforms and in-person consultations including an online education platform and e-discussions with the voices and participation of over 21,000 people from over 100 countries...The result of these discussions includes a look at what has been achieved since the launch of the Millennium Development Goals in 2000, the gaps and priorities needed to address what young people need to learn and recommendations for 2015 and beyond"

The provision of wheeled mobility and positioning devices

GARTON, Francesca
June 2013

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This policy paper describes Handicap International’s mandate and values in operational terms as applied to the theme of provision of wheeled mobility and positioning devices. It presents the approaches and references for Handicap International’s actions, choices and commitments. It aims to ensure coherence in terms of practices whilst taking into account different contexts. Essentially this is a guidance document for programme staff which defines the topic and outlines the target populations, methods of intervention (expected results, activities) and indicators for monitoring and evaluation. This policy aims to ensure that all projects carried out by Handicap International programmes are consistent with the methods of intervention presented
PP 09

Disability associated with exposure to traumatic events : results from a cross-sectional community survey in South Sudan

AYAZI, Touraj
et al
May 2013

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"There is a general lack of knowledge regarding disability and especially factors that are associated with disability in low-income countries. We aimed to study the overall and gender-specific prevalence of disability, and the association between exposure to traumatic events and disability in a post-conflict setting. We conducted a cross-sectional community based study of four Greater Bahr el Ghazal States, South Sudan (n = 1200). The Harvard Trauma Questionnaire (HTQ) was applied to investigate exposure to trauma events. Disability was measured using the Washington Group Short Measurement Set on Disability, which is an activity based scale derived from the WHO’s International Classification of Disability, Functioning and Health. The estimated prevalence of disability (with severe difficulty) was 3.6% and 13.4% for disability with moderate difficulties. No gender differences were found in disability prevalence. Almost all participants reported exposure to at least one war-related traumatic event. The result of a hierarchical regression analysis showed that, for both men and women, exposure to traumatic events, older age and living in a polygamous marriage increased the likelihood of having a disability. The finding of association between traumatic experience and disability underlines the precariousness of the human rights situation for individuals with disability in low-income countries. It also has possible implications for the construction of disability services and for the provision of health services to individuals exposed to traumatic events"
BMC Public Health, 13:469

Differences in HIV knowledge and sexual practices of learners with intellectual disabilities and non-disabled learners in Nigeria

ADEEMI, Toyin
PILLAY, Basil
ESTERRHUIZEN, Tonya
February 2013

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"This study sought to compare the HIV knowledge and sexual practices of learners with mild/moderate intellectual disabilities and non-disabled learners (NDL) in Nigeria. Findings could help in the development of HIV interventions that are accessible to Nigerian learners with intellectual impairments"
Journal of the International AIDS Society, Vol 16

Disability and diversity

INTERNATIONAL CENTRE FOR EYE HEALTH
2013

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This resource provides practical advice for eye care professionals in low and middle income countries on how to how to make eye care inclusive and accessible and engage with people with different impairments
Community Eye Health Journal, Vol 26, No 81

A million voices : the world we want|A sustainable future with dignity for all

UNDG MILLENNIUM DEVELOPMENT GOALS TASK FORCE
2013

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"This report by the United Nations Development Group (UNDG) collects the perspectives on the 'world we want' from over 1 million people around the globe. For almost one year, people have engaged energetically in 88 national consultations, 11 thematic dialogues, and through the MY World global survey...The findings of this global conversation contain important messages for governments as they seek to agree on a new development agenda that can build on the successes of the Millennium Development Goals (MDGs)"

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