This situational analysis (SITAN) addresses the question: “what is the current situation for persons with disabilities in Jordan?”. It has been prepared for the Disability Inclusive Development programme (which works on access to education, jobs, healthcare, and reduced stigma and discrimination for persons with disabilities in Bangladesh, Jordan, Kenya, Nepal, Nigeria, and Tanzania), to better understand the current context, including COVID-19, and available evidence in Jordan. It will be helpful for anyone interested in disability inclusion in Jordan, especially in relation to stigma, employment, education, health, and humanitarian issues.
This document brings together the technical advice of the disability team at the Gender, Equality and Diversity branch (GED) in the ILO. The information in this document is pragmatic guidance, rather than statement of institutional position. ILO positions can be found in the statements and standards that are linked to throughout
The unprecedented impact of the COVID -19 pandemic across the world is well documented, including its negative effect on education systems, learners, and communities. But marginalized groups, such as children with disabilities are particularly vulnerable if there are prolonged school closures, and when schools reopen.
Children with disabilities face increased risks, as they are likely to be more affected by reduced access to prevention and support measures. School closures also lead to disruptions in daily routines which can be particularly difficult for many children with developmental disabilities and cause significant pressure on their families and caregivers, who require additional support.
This edition of the Disability inclusion helpdesk summarises the major announcements, events and reports published on 3rd December 2019, International Day of Persons with Disabilities.
Determinants of school achievement in Nepal among persons with and without disabilities as well as among each type of impairment were determined using data from a nationally representative disability inclusive survey collected in 2015. The individual level data used in this article comprise 2123 persons with and 2000 persons without disabilities.
Disability and Rehabilitation
As part of the results of the Bridging the Gap project, this report examines leveraging the Sustainable Development Goals (SDGs) for people with disabilities.
A summary overview of the findings of a study led by LIGHT FOR THE WORLD with its partners, supported by the Early Childhood Program of the Open Society Foundations. The aim of the study was to uncover the trends in aid for inclusive Early Child Development (ECD) for 2017. It further identified strategic commitments to ECD, as reflected in policy documents up until 2019. The research examined donors’ spending and commitments in three key areas: early childhood development; inclusive early education and pre-primary; and disability-inclusive early childhood development investments in the sectors of health, nutrition, education and sanitation.
This study presents a baseline on donor investment in ECD services in low- and middle-income countries for the children who are traditionally left behind. It draws lessons from six bilateral donor countries – Belgium, Canada, France, Germany, the United Kingdom (UK) and the United States (US) – as well as the Global Partnership for Education (GPE), European Union (EU) Institutions, the United Nations Children’s Fund (UNICEF) and the World Bank. Donor advocacy briefs for each of these donors are provided.
The study focuses on donor contributions to scaling up ECD services in four African countries: Burkina Faso, Mozambique, Zambia and Zimbabwe
This report illustrates how rehabilitation contributes to achievement of several of the Sustainable Development Goals (SDGs), improves global health, and promotes the realisation of human rights for all. The purpose of this report is to provide evidence to stakeholders upon which to build successful strategies to improve the availability of quality, coordinated, affordable, and user-centred rehabilitation. By situating disability and rehabilitation within global discourse and policy, it is intended to provide guidance on the implementation of effective rehabilitation-focused policy and practice, contributing to progress towards global development goals.
SDGs 1,3,4,5,8, 10 and 11 are considered
The report concludes with sets of specific recommendations for different stakeholders (states, donors and civil society, including disabled people’s organisations), which have the potential to strengthen rehabilitation services and improve the health and wellbeing of millions around the world. Included in annex are case studies of government donors and their progress towards meeting the recommendations set out in this report. These case studies are intended to serve as examples for stakeholders for how some of the recommendations have already been included within national policies and activities, where gaps exist and identify areas for improvement.
The past twenty years in India have seen significant legal and political commitments towards universalization of education and the right to education. This report documents the considerable effort undertaken in the country to protect the right to education of children with disabilities (CWD) and outlines what remains to be done to achieve its full realization.
The report is based on extensive research of national and international literature and attempts to provide comprehensive information on the current status of education of CWDs, evidence of achievements and continuing concerns. It extensively draws upon a series of thematic research studies between 2017 and 2018.
The report has taken a participatory approach with contributions, in the form of case studies, from specialists and those working directly in the field.
The primary aim of this documentation is to provide a deeper understanding of how Save the Children projects have applied more inclusive concepts in not only changing the lives of children with disabilities, those living in poverty or children from ethnic minority populations, their families and communities, but in catalysing changes in policies and practices to the education system to benefit all learners. The stories follow a common structure describing the background of the project, a description of an approach that has worked especially well in the project, followed by stakeholder and partner engagement, participation of children, key milestones and significant challenges, scalability and sustainability, recommendations for replication and contact links for project tools and materials. A selection of practical tools and models have been attached as annexes.
This report aims to examine the extent to which Rwanda’s activities aimed at achieving the goals and targets set out in the SDGs include and consider people with disabilities and comply with its commitments under the CRPD.
Information for this report was obtained from two sources: the first source was the available documents including government policies, laws and reports, as well as a variety of other documents and reports from other sources. The second source of information was interviews conducted with people with disabilities from three different regions of the country, namely Musanze district, Nyagatare district, and the city of Kigali.
This report focuses on five SDGs which were selected after a series of consultations with people with disabilities and their organisations. These are:
Goal 1: End poverty in all its forms everywhere;
Goal 3: Ensure healthy lives and promote well-being for all at all ages;
Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all;
Goal 5: Achieve gender equality and empower all women and girls;
Goal 8: Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all.
Research included a national survey (120 people), semi structured interviews, data gathering and regional workshops. Regional workshops were held in Cuzco and Arequipa in the south of the country; Chiclayo in the north, Cañete por Lima provinces; a workshop in Lima only with people with Down syndrome and another with deafblind people.
SDG 4,5,8,13,16 are particularly discussed and conclusions drawn
This report discusses the concerns and comments of organizations of persons with disabilities, human rights organizations, researchers and academics, as well as other relevant governmental actors, regarding SDGs policies in Colombia. Mainly, the analysis focuses on two of the 17 goals:
Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
Goal 5: Achieve gender equality and empower all women and girls.
Secondary sources about disability in Colombia were reviewed. Three validation workshops were organised to identify the progress and challenges of the implementation of the 2030 Agenda from the perspective of disability
Results are presented and discussed and recommendations made
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)
This report focuses on digital inclusion as it relates to four of the 17 Goals for the 2030 Sustainable Development Agenda:
- SDG 9 - Innovation, Industry, and Infrastructure
- SDG 16 - Peace, Justice, and Strong Institutions
- SDG 17 - Partnerships for the Goals
- SDG 4 - Quality Education
For each of the goals, a number of major challenges and key recommendations are defined. Finally, general recommendations are given for improving global digital inclusion overall.
This handbook was developed to guide action on ensuring full compliance with the right to education. The aim of this handbook is to facilitate the realisation and universal enjoyment of the right to education. Its objective is not to present the right to education as an abstract, conceptual, or purely legal concept, but rather to be action-oriented. Where possible, practical guidance is given on how to implement and monitor the right to education along with recommendations to overcome persistent barriers.
The section on special protection of the right of education of marginalised groups contains content concerning people with disabilities. Access to education is also covered.
Providing evidence-based research and information on effective teaching techniques, the toolkit offers information on how to teach early literacy skills to students with different categories of disabilities, including how to best apply these theoretical approaches in practice in Low- and Moderate- Income Country (LMIC) settings. Although the toolkit provides information on multiple aspects of literacy (grammar, spelling and writing), the techniques and interventions focus on the concept of reading as taught in the early years of primary school.
Specifically, the toolkit describes:
- the phases of literacy for students with disabilities
- supports and services that can be used to gain literacy skills
- specific instructional techniques using the framework of UDL (Universal Design for Learning)
- suggestions to monitor students’ progress
- funding practices and suggestions for a phased approach to move towards inclusive education
- a self-reflection checklist that covers many of the items in the toolkit to help educational systems recognize possible gaps and areas for improvement
This report on the assessment of progress made in Niger in the implementation of the 2030 program on the case of disabled persons was prepared by The Niger Federation of Disabled People (FNPH). The FNPH was supported by the West African Federation of Disabled People's Associations (FOAPH) and its strategic partners such as: the International Disability Alliance (IDA), Humanity and Inclusion (HI) and CBM.
It is the result of participatory work drawing on consultations with relevant stakeholders (Human Rights Organizations, Organizations for Disabled People (DPOs) and development partners). It is based on the most recent data available on disability, from 2014 to 2017.
This report examines, in detail, the implementation of four (04) Sustainable Development Goals which include: SDGs 4, 8, 10 and 16 and focuses on the following topics:
- Education – Vocational training ;
- Work and Employment;
- Equality and non-discrimination;
- Protection against all kinds of violence and abuse;
- Access to justice in equality conditions;
- Participation in decision-making;
- Public access to information and protection of basic freedoms.
UNICEF and its partners are driving an innovative solution called Accessible Digital Textbooks for All, to make textbooks available, affordable and accessible for children with disabilities in all contexts. By adding specific features to digital formats and following Universal Design for Learning principles, textbooks can be made accessible to students who are blind or have low vision, to those who are deaf or hard of hearing, and to those who have intellectual, developmental or learning disabilities, among others. The initiative brings writers, publishers, teachers, organizations of persons with disabilities, technologists and ministry of education representatives together to develop the guidelines needed to produce textbooks in accessible digital formats. They jointly set standards for features like narration, sign language, interactivity and the audio description of images.
UNICEF is currently piloting the Accessible Digital Textbooks for All Initiative in Kenya, Uganda, Rwanda, Nicaragua, Paraguay and Uruguay throughout 2019, 2020 and into 2021. The goal of the pilots is to test and validate the process of creating quality accessible digital textbooks with the ministries of education and different stakeholders using curriculum-based content, and to measure the learning outcomes for children with and without disabilities using them.
Source e-bulletin on Disability and Inclusion