This document provides a rapid review of the evidence on disability inclusive approaches to HIV prevention and response. The purpose of this review is to inform DFID’s policy and programming around integrated approaches to HIV, care and treatment. After briefly outlining the methodology in section 2, section 3 provides an overview of the evidence base on disability and HIV programming, and section 4 provides an overview of key barriers to accessing HIV-related services for people with disabilities. Finally, section 5 provides a series of case studies highlighting lessons learned including key enabling factors. This review finds that overall the evidence base on disability inclusive HIV programming is limited, with the majority of evidence from disability-specific interventions targeted at specific groups of people with different impairments
This document provides a rapid review of the evidence on approaches to ensuring people with disabilities are reached through nutrition programming, focusing on children, adolescents, and women of reproductive age in low and middle-income countries (LMICs). The purpose of this review is to support DFID advisers and partners designing and implementing programmes with nutrition components to ensure they are more inclusive of people with disabilities. After outlining the methodology in Section 2, Section 3 includes an overview of available evidence on what works to ensure nutrition programming reaches people with disabilities, as well as an assessment of the strength of the evidence, and highlighting key research gaps. Section 4 provides a summary on factors affecting access for people with disabilities, and Section 5 concludes by drawing a series of considerations for policy and programming to ensure that people with disabilities are not left behind when it comes to government-led and development partner-led programmes to tackle malnutrition. Case studies of approaches are included in annex 1 to give further insights on promising practices and key learnings
Supporting people with disabilities into employment is important not only in providing income, but research in Nepal has shown positive life changes including increased confidence, social status, and acquiring new skills. This document provides a rapid review of the evidence of the types of interventions used to reduce barriers and support people with disabilities into employment, as well as the impact of training programmes on employment and/or livelihood outcomes (Section 4). Case studies are included in Section 5 and Annex 1 to give further details on key learnings.
Case studies outlined are
- Vocational training programme by Madhab Memorial Vocational Training Institute (MMVTI), Bangladesh
- Gaibandha Food Security Project (Bangladesh)
- Self-help groups (Nepal)
- EmployAble programme (Kenya, Rwanda and Ethiopia)
- Economic Empowerment of Youth with Disabilities (Rural Uganda)
- Access to Livelihoods Programme (India, Sri Lanka, Bangladesh, Pakistan, the Philippines, South Africa)
Humanity & Inclusion has created a learning toolkit to improve the collection of quality data on persons with disabilities and improve its use by humanitarian organisations.
Until now, existing guidance on the Washington Group Questions (WGQs) has been specific to national data collection efforts on persons with disabilities. To address the lack of guidance for humanitarian actors, Humanity & Inclusion (HI) is launching a learning toolkit on collecting data in humanitarian action, which includes an e-learning, a training pack for enumerators and various supporting resources that can all be found on the HI website.
Gathering evidence on the use of the WGQs in humanitarian action:
To respond to the need to collect, analyse and use data on persons with disabilities in humanitarian action, HI has been implementing a project, funded by the UK Department for International Development, to test and assess the use of the WGQs in humanitarian action. An action-research was carried out with over 30 humanitarian partners in Jordan, the Democratic Republic of Congo and the Philippines, with the evidence used to develop learning materials.
Development of a learning toolkit for humanitarian actors:
In addition to the findings of the action-research, HI gathered inputs from over 30 humanitarian organisations working in 22 countries to inform the design of the learning toolkit. Specific focus was given to the development of open source materials that would be accessible with screen readers, on mobile phones, and in hard to reach locations. The content was then informed by selected subject matter experts in inclusive humanitarian action and data collection.
What is included in the toolkit?
An e-learning on Collecting Data for the Inclusion of Persons with Disabilities in Humanitarian Action – The Application of the WGQs providing an entry point for humanitarian actors who would like to understand how to plan for and use the WGQs.
A Training Pack for enumerators giving guidance, session plans and activities to deliver training on using the WGQs (developed in collaboration with RedR UK).
Supporting resources providing practical guidance on the application of the WGQs in humanitarian contexts.
Who is this for?
The toolkit is tailored to a full range of humanitarian actors who would like to understand how to use the WGQs in their own work and organisations. The content has also been designed to provide technical guidance for programme and technical staff: with a practical focus on different topics relevant for the use of the WGQs –from the human rights based approach that underpins them, to their planning, use and the analysis of the data produced.
Where is the Toolkit available?
The e-learning is available now on disasterready.com and on Kayaconnect.org (accessible for mobile phones and tablets). Organisations interested in hosting the e-learning are welcome to contact the project team members. Toolkit resources and more information about the project are available for download in the project webpage.
IESA provide a series of short factsheets concerned with inclusive education for children with disabilities including:
- Including a child with a visual impairment in a mainstream setting
- Including a Child with Cerebral Palsy (CP) in a mainstream setting
- The Inclusion of Learners with Down Syndrome in Ordinary Schools
- Special School Resource Centres
- Reasonable Accommodation in Education
Young people with disabilities have the same right to Sexual and Reproductive Health (SRH) as their peers without disabilities, but their needs and rights are often overlooked. This study examines the SRH status of young people with disabilities in China. In particular, the study explored the sexuality-related knowledge, attitudes and behaviour of young people with disabilities as well as their access to sexuality-related information, education and services. The findings of the study are intended to provide evidence to support decision-making by government agencies, educators, development workers and other relevant stakeholders regarding developing and implementing disability-inclusive SRH and sexuality education policies and programmes for young people in China.
The study, using quantitative and qualitative methods, was conducted in 2015 among unmarried young persons aged 12 to 24 living with visual, hearing, physical and intellectual disabilities, in both urban and rural areas. The analysis was based on data collected through 707 completed valid questionnaires, 20 group interviews and 35 individual interviews with young people with disabilities, and individual interviews with 60 parents and teachers, along with one case study.
Articles included are:
- Disability, Decoloniality, and Other-than-Humanist Ethics in Anzaldúan Thought
- Decolonizing Schools: Women Organizing, Disability Advocacy, and Land in Sāmoa
- Adapting an Education Program for Parents of Children with Autism from the United States to Colombia
- Precarious Bodies, Precarious Lives: Framing Disability in Alejandro González Iñárritu’s Cinema
Pacific Disability Forum (PDF) is committed to advancing the rights of people with disabilities living in Pacific Island Countries (PICs). Developing an evidence base to understand more about deaf children and adults’ experiences and priorities will better assist communities, DPOs, organisations and governments to plan inclusive communities, policy and programs.
The development of the design was deliberately planned to be highly collaborative and the team met with 161 people who shared their views. This provided opportunities for deaf people and DPOs to contribute to the design, along with representatives from government, non-government and regional organisations. This collaboration occurred in three countries in the Pacific, namely Solomon Islands, Samoa and Fiji. Within Fiji, the design team met with deaf and DPO representatives of other PIC’s along with regional multi-lateral organisations such as UNICEF and the Pacific Island Forum Secretariat (PIFS). Consultations also occurred remotely with supporting organisations and development workers that are focused on disability inclusion in the Pacific. The design undertook a desk review to learn what is known about deaf children and adults in the Pacific region. Participatory methods ensured the process was highly respectful of the views of deaf people. DPOs, other organisations and governments will be asked to identify to what extent deaf children, adults and their families are participating in services, programs and establishments, and to identify potential supports required to increase deaf people’s participation. A capacity building element has been carefully built into the design. The report is divided into three parts. Part A rationalizes the design, with background information and a brief desk review to collect evidence from and about deaf children and adults in the Pacific. Part B describes the design development process and reports findings. Part C details the design for the situation analysis.
Articles included are:
- A comparison of disability rights in employment: Exploring the potential of the UNCRPD in Uganda and the United States
- Reimagining personal and collective experiences of disability in Africa
- Social participation and inclusion of ex-combatants with disabilities in Colombia
- ‘Inclusive education’ in India largely exclusive of children with a disability
Research articles are:
- Community-Based Rehabilitation Programming for Sex(uality), Sexual Abuse Prevention, and Sexual and Reproductive Health: A Scoping Review
- Access to Social Organisations, Utilisation of Civil Facilities and Participation in Empowerment Groups by People with Disabilities in Amravati district, Maharashtra
- The Arabic Version of Trinity Amputation and Prosthetic Experience Scale - Revised (TAPES-R) for Lower Limb Amputees: Reliability and Validity
- Impact of Parenting a Child with Cerebral Palsy on the Quality of Life of Parents: A Systematic Review of Literature
- Uzbekistan: Case for Inclusion
- Physical Therapy for Diabetic Peripheral Neuropathy: A Narrative Review
- Exploring the Experiences of Students with Visual Impairments at the University of Botswana
The main objective of this study was to assess the knowledge, attitude and stigma of leprosy amongst the community members living in Dhanusha and Parsa districts of Southern Central Nepal. A total of 423 individuals were interviewed using a structured questionnaire in Dhanusha and Parsa districts. Data was analyzed using both descriptive (frequency, percentage, median) and statistical inferences.
This publication draws together research and learning from around the world, in papers which highlight the need for inclusive education and some of the steps being taken to implement it.
The settings brought to life here reveal the work of teachers, leaders and policy makers in geographically and culturally diverse situations. In each of the chapters we see the challenges they face and the significant efforts they make to ensure access to, and engagement with, a quality education for all children. The collection includes 15 case studies:
Special educational needs and disability section:
- Teaching for All: mainstreaming inclusive education in South Africa
- Successful inclusive education starts with teachers: what have we learned? A multi-country case study
- Teaching English as a second language to the visually impaired in disadvantaged contexts: a case study from Chiapas, Mexico
- The Theatre of the Classroom
Displaced populations section
- Teaching on the run: safe learning spaces for internally displaced persons
- Developing resilience through English language teaching in youth centres across Iraq
- Capacity building for inclusive classrooms: the Living Together training
- Integrating Syrian refugee children and their parents into Lebanese early education systems
Gender and inclusion in the classroom section
- A gender equality and social inclusion approach to teaching and learning: lessons from the Girls’ Education Challenge
- Teacher development and gender equality in five Nigerian states
- Creating gender-inclusive schools in Turkey: the ETCEP project in action
- Education, English language, and girls’ development: exploring gender-responsive policies and practices in Nepal
Minority ethnic groups in the classroom
- Social inclusion and the role of English language education: making a transition from school to higher education in India
- Storytelling for diverse voices
- Inclusive education in marginalised contexts: the San and Ovahimba learners in Namibia
This publication reflects back on four co-design processes undertaken by Light for the World’s Disability Inclusion Lab during the past few years. These different journeys in solution development have demonstrated the power of this methodology to create genuine inclusion in livelihood programming while striving to empower persons with disabilities to achieve economic success. In this publication the social innovation lab methodology is described as a unique approach to inclusive programming, highlighting four cases: The Livelihood Improvement Challenge in Uganda, the lab in the EmployAble programme in Ethiopia, the AgriLab in Cambodia, and the InBusiness pilot in Kenya. Lessons learnt are described.
The Vietnamese Federation on Disabilities (or “VFD”) comprising of disabled persons' organizations in 22 provinces have jointly prepared this report based on idea and opinion contribution from all member DPOs all over the country with consultation, drafting and finalization activities. The purpose of this report is to provide the perspective of people with disabilities and disabled persons' organizations on the SDGs, towards a constructive contribution to the 2030 Agenda for Sustainable Development.
This report is an attempt to evaluate the situation regarding persons with disabilities in the context of five Goals – relating to Health, Education, Gender Equality, Employment and Climate Change preparedness, in Viet Nam. Through this report, the gaps in relation to the fulfilment of the Goals in relation to all persons with all disabilities will be identified, with areas of recommendation for action.
Pakistan is committed to fulfilling the vision of 2030 Agenda, and is the first country in the world to localize the SDGs of 2030 Agenda after a unanimous parliamentary resolution was passed on 19 February, 2016. The federal and provincial governments have established SDG units in their respective planning and development departments. This report analyses 6 SDGs and their respective provisions in UNCRPD in Pakistan.
This report selected SDG 01, 03, 04, 08, 11, and 16 and their progress in Pakistan. A participatory methodology was adopted whereby the data was collected through interviews, questionnaires and it focused on group discussions from the Disabled People’s Organizations (DPOs) based in Islamabad, Peshawar, Lahore, Karachi, Quetta, Gilgit-Baltistan, and Azad Jammu and Kashmir. The data was collected in two phases: phase-I involved interviews while phase-II involved focused group discussions.
This report was prepared by a team composed of disabilities experts, academics, representatives of disabilities organizations and other concerned organizations, and volunteers with disabilities. A common methodology was developed with friendly organizations and associations operating in the Kurdistan Region, in accordance with the UN Convention and sustainable development goals, as follows
1- Forming a steering committee consist of the Iraqi gathering of Iraqi Disabled Organizations (IGDO) and other relevant organizations
2- Reviewing national legislations, laws, regulations and strategies related directly and indirectly to the rights of persons with disabilities and their compatibility with the Convention on the Rights of Persons with Disabilities.
3- Making sure that the report addresses all types of disabilities and covers all services, activities and areas without exception.
4- Making all the required efforts to insure that monitoring process includes positive and negative records concerning rights realization and sustainability.
5- Conducting a field survey of all activities of organizations of persons with disabilities.
6- Identifying gaps related to the rights of persons with disabilities.
7- Organizing a number of focus groups for different types of disabilities.
8- Providing the database of (IGDO) with data and information on persons with disabilities.
9- Conducting field visits to institutions and centers working in the area of disabilities.
10 - Making Interviews with experts, activists, representatives of governmental and international institutions and civil society organizations working in the field of disabilities in Iraq.
Research was carried out into progress in relation to eight of the SDGs (1, 3, 4, 5, 8, 11, 16 and 17)
The Uzbekistan government has attempted to provide equal educational opportunities to children with disabilities in mainstream education. Despite these efforts, however, many children with disabilities remain segregated. The total number of children with disabilities under 16 years old in the country is 97,000 (Uzbek Society of Disabled People, 2014). The majority of them either study at specialised educational institutions, or receive home-based education. While limited by the lack of reliable empirical data and research, this article aims to present the current situation in the development of inclusive education in Uzbekistan. It outlines the major legislative documents intended to support inclusive education and identifies some of the current obstacles to inclusive education practices.
Disability, CBR and Inclusive Development, Vol 30, No 1 (2019)
In order to understand the level of preparedness of the University of Botswana towards the academic needs of students with visual impairments, the study sought to examine the academic experiences of students with visual impairments enrolled at the University, as well as their information-seeking needs. The study was informed by the theory of social justice. Data was collected from students with visual impairments and academic staff from different faculties, through document analysis, interviews and observation techniques.
Disability, CBR and Inclusive Development, Vol 30, No 1 (2019)
The programme to enrol hearing impaired pupils in inclusive schools in Lagos State, Nigeria, has been endorsed recently and is at a transitional phase. This study assessed the audiological profile of the enrolled pupils with hearing impairment. After a random selection of 7 designated inclusive primary schools, a two-stage study was conducted. First, a questionnaire documenting audiological history was administered to the pupils with hearing impairment. This was followed by pure tone audiometry.
Disability, CBR & Inclusive Development, [S.l.], v. 30, n. 2, p. 95-103, Oct. 2019
This paper includes four studies which seek to better understand the situation by HIV-related situation of disabled men and women living in West Africa.
Using epidemiological investigation, qualitative interviews and collections of testimonies, these studies offer insight into the vulnerability of people with disabilities in the area of sexual health
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