A collection of stories of experiences of young people with deafblindness during COVID-19. There are total 22 stories in this book out of which 9 stories are from India
Background:Sexual and reproductive health (SRH) of young people including those with disabilities is a major public health concern globally. However, available evidence on their use of sexual and reproductive health services (SRHS) is inconsistent.
Objective:This study investigated utilisation of SRHS amongst the in-school young people with disabilities (YPWDs) in Ghana using the healthcare utilisation model.
Methods: Guided by the cross-sectional study design, a questionnaire was used to obtain data from 2114 blind and deaf pupils or students in the age group 10-24 years, sampled from 15 purposively selected special schools for the deaf and the blind in Ghana.
Results: About seven out of every 10 respondents had ever utilised SRHS. The proportion was higher amongst the males (67.8%) compared with the females (62.8%). Young persons with disabilities in the coastal (OR = 0.03, 95% CI = 0.01–0.22) and middle (OR = 0.06, 95% CI = 0.01–0.44) zones were less likely to have ever utilised SRHS compared with those in the northern ecological zone. The blind pupils or students were more likely to have ever utilised SRHS than the deaf (OR = 1.45, 95% CI = 1.26–3.11).
Conclusions: Generally, SRHS utilisation amongst the in-school YPWDs in Ghana is high but significantly associated with some predisposing, need and enabling or disabling factors. This underscores the need for policymakers to consider in-school YPWDs as a heterogeneous group in the design and implementation of SRHS programmes. The Ghana Education Service in collaboration with the Ghana Health Service should adopt appropriate pragmatic measures and targeted interventions in the special schools to address the SRH needs of the pupils or students.
This document gives employers practical tips for interviewing candidates with disabilities.
Purpose: Effective menstrual hygiene management is vital to the health, well- being, dignity, empowerment, mobility and productivity of girls and women. This study was conducted to ascertain menstrual hygiene management challenges and coping strategies of adolescents with disabilities in the Kumasi Metro of Ghana.
Method: An exploratory study design with qualitative approach was employed to select 18 participants. Data was collected through in-depth interviews and focus group discussions, and then transcribed and categorised into specific themes.
Results: Females with visual impairment had difficulty in maintaining good menstrual hygiene because of problems in detecting menstrual blood, inability to fix sanitary pads appropriately and wash underwear properly, and anxiety and stress from not knowing whether their period has started. The problems of those with physical impairment were related to inaccessible washrooms, long hours of being seated on the part of wheelchair-users, and difficulty in fixing sanitary pads for those with upper limb impairment. For those with hearing impairment, the main challenge was the communication barrier between them and their significant others whenever they needed help.
Conclusion: There are common challenges faced by all girls across the globe with regard to menstrual hygiene management. Adolescent females with disability however face additional challenges with regard to MHM. Those with physical disability encounter accessibility challenges, while the main challenge for the deaf and those with speech problems is communication. The visually impaired live in anxiety due to fear of staining their clothes.
People with deafblindness are concerned about having a barrier to access information about the COVID-19 pandemic. Geir Jensen, a man with deafblindness and the President of the World Federation of the Deafblind (WFDB) living in Norway, shares the challenges that he faces. Despite Norway having inclusive policies and high-quality support services for deafblind persons, the COVID-19 pandemic has caused many challenges for them
This is one story as part of the Voices of People with Disabilities during COVID19 Outbreak series
Diversity is a current buzzword in politics, but in the EU, people with disabilities are not achieving the gains made by women and ethnic minorities. This research examined barriers and facilitating factors through a literature review and interviews with politicians and political activists in five European countries. Six categories of barriers and facilitating factors were found: networks, recruitment and mentoring, resources (money, time and energy), the “hierarchy of impairments,” accessibility of political spaces and activities, and laws and policies. Key recommendations include removing access barriers to political participation, from voting to holding office, including physical and procedural barriers in political spaces; ensuring that equalities legislation covers politicians; eliminating barriers imposed by benefits systems; promoting direct support for political activists, candidates and office-holders with disabilities, including access to necessary services and supports; encouraging parties to recruit and mentor disabled people with leadership potential; and considering quotas and job-sharing.
- Not many disabled people are active in politics. In the EU, about 15% of people have an impairment, but only around 1% of politicians do.
- Inclusion at school and in social groups makes it easier to get into political jobs or to try to get elected.
- Some disabled political activists, volunteers, candidates and office-holders don’t get the support they need.
- Political parties can help by finding disabled people, supporting them, and helping them get involved in politics.
- Our article provides several ideas about how to make it easier for disabled people to run for office and work in politics.
Recommendations on inclusive policies from the global deafblind community during the COVID-19 pandemic.
These guidelines were developed to advance understanding of the needs and challenges of persons living with deafblindness and to promote their inclusion in society. The target audience are members of the CBM Federation with particular interest to, among others staff at Regional and Country Offices, Member Associations, co-workers, partners (including governments, education agencies, public and private service providers, and professionals), as well as persons living with deafblindness and their families.
Part One gives an overview of the impact deafblindness can have on an individual’s development and learning. It emphasises the need for a continuum of services and programmes, including early detection, referral, educational input, and family support.
Part Two outlines components of education and rehabilitation programmes. It provides guidelines on communication, holistic assessment procedures, assistive devices, advocacy and self-determination, transition planning, and discusses the importance of on-going regular access to health and therapeutic services.
Part Three considers how to improve and expand existing services through the provision of on-going personnel capacity building, and through networking with key stakeholders, to consider intersecting issues and service expansion. Each section includes an overview of the topic explored, some case studies and considerations for service implementation.
Representing between 0.2% to 2% of the population, persons with deafblindness are a very diverse yet hidden group and are, overall, more likely to be poor and unemployed, and with lower educational outcomes. Because deafblindness is less well-known and often misunderstood, people struggle to obtain the right support, and are often excluded from both development and disability programmes. This initial global report on the situation of persons with deafblindness seeks to start a dialogue between international disability rights and development stakeholders, and is based on research undertaken by the World Federation of the Deafblind (WFDB) combining the largest population-based analysis of persons with deafblindness conducted to date (disaggregation of 22 population-based surveys from low, middle and high-income countries), an academic literature review, two surveys conducted among members and partners of WFDB and Sense International. Women and men with deafblindness from across the world took part in the Helen Keller World Conference in June 2018, and were consulted to confirm the findings and elaborate on the recommendations for this report.
Data and discussion are presented on people with deafblindess and: inequality; poverty; work; education; health; participation on political and public life; and social life. Datasets are included.
Activities to promote the access of deafblind women and girls to sexual and reproductive health are reported via brief descriptions of what happened, what changed and what worked. Activites included: training the deafblind women in their rights;training relatives of deafblind women, giving advice on general care, as well as highlighting the importance of supporting their sexual and reproductive health choices and promoting family planning; tackling the issue of the forced sterilization; awareness raising via newspapers and radio and improving livelihoods.
- EDITORIAL Frames and debates for disability, childhood and the global South: Introducing the Special Issue
- Using Postcolonial Perspectives to Consider Rehabilitation with Children with Disabilities: The Bamenda-Toronto Dialogue
- Vietnam’s children’s experiences of being visually or hearing impaired
- Disabling streets or disabling education? Challenging a deficit model of street-connectedness
- Revolutionary entanglements: Transversal mappings of disability in the favela
- For Michael Charlie: Including girls and boys with disabilities in the global South/North
- Childhood Sexual Abuse and Disability: A critical study of an invisibilized constituency in India
- Interrogating the impact of scientific and technological development on disabled children in India and beyond
This is a report of the Open Ears to Learn project, which was implemented to include hearing impaired children in mainstream schools by increasing their learning participation. The children were identified by screening them for hearing loss and subsequently providing them with hearing aids and making appropriate referrals to special schools where necessary. Children known to have a sight impairment were included in the screening. The project, which was implemented in Mongu , Senaga and Kaoma districts of Western Province in Zambia, also included sensitisation for teachers on the needs of hearing impaired children
This report represents a collaborative effort to research and disseminate replicable approaches that make emergency warnings accessible to people with sensory disabilities (people who are deaf, late-deafened, hard of hearing, blind, visually impaired, or deaf-blind)
This resource outlines various means of communication with deaf-blind individuals. It also outlines the challenges facing people with hearing and vision impairments, and the various assistive technolgy available
This factsheet explains about Usher syndrome, the symptoms, the challenges it brings and the support available
This research article examines the strategies and theoretical models of the function of language for improving communication for acquired deafblind people, their family members and interpreters. Different methods and techniques are examined to improve the quality of communication. This resource would be useful for professionals working with people with sensory impairments at community level
This article describes the roles and functions of the deafblind interpreter, as divided into three core elements including language transmission, guiding, and transmitting visual information. This is a useful training tool for deafblind interpreters and for people wishing to improve their communication skills for working with people with sensory impairments
"This book is designed for parents, professionals, and other caregivers working with school-aged children who have combined vision and hearing loss or deaf-blindness coupled with significant developmental delays. It aims to provide them with special methods to familiarize children with sexual aspects of their daily life...Each chapter takes an in-depth look at a particular aspect of developing sexuality for these children: (a) developing sexuality education programs in a school system; (b) teaching appropriate touch and modesty; and (c) instruction about menstruation, masturbation, coupling, sexual health, and sexual abuse. The last chapter includes readings and resources"
This website, owned by an individual, hosts a wealth of information on deafblindness and explains terminology and syndromes. It refers to journals and periodicals, videos about deafblindness and equipment. Internet resources are also listed
Source e-bulletin on Disability and Inclusion