This report represents the first UN systemwide effort to examine disability and the Sustainable Development Goals (SDGs) of the 2030 Agenda for Sustainable Development at the global level. The report reviews data, policies and programmes and identifies good practices; and uses the evidence it reviewed to outline recommended actions to promote the realization of the SDGs for persons with disabilities. Over 200 experts from UN agencies and International Financial Institutions, Member States and civil society, including research institutions and organizations of persons with disabilities, contributed to this report. The report covers new areas for which no global research was previously available, for example, the role of access to energy to enable persons with disabilities to use assistive technology. It also contains the first global compilation and analysis of internationally comparable data using the Washington Group on Disability Statistics short set of questions. Reviews of legislation from 193 UN Member States were conducted and analysed for this report to highlight good practices and to assess the current status of discriminatory laws on voting, election for office, right to marry and others
The UK Department for International Development (DFID)'s vision is a world where all people with disabilities, women, men, girls and boys, in all stages of their lives, are engaged, empowered and able to exercise and enjoy their rights on an equal basis with others, contributing to poverty reduction, peace and stability. A world where no-one is left behind.
Over the next five years DFID will prioritise four strategic pillars for action: (i) inclusive education, (ii) social protection, (iii) economic empowerment, and (iv) humanitarian action. To complement this focus DFID are adopting three cross-cutting areas, vital to disability inclusion, which will be consistently and systematically addressed in all of their work: (v) tackling stigma and discrimination; (vi) empowering girls and women with disabilities; and (vii) access to appropriate assistive technology.
DFID have introduced a new set of standards for all DFID business units to meet. The standards require all country offices and departments to; review their leadership and culture, engage with people with disabilities, influence others, adapt programming and improve data and evidence.
The key objective of the Global Disability Summit was to deliver ambitious new global and national level commitments on disability inclusion. National governments and other organisations made 170 sets of commitments around the four central themes of the Summit (ensuring dignity and respect for all, inclusive education, routes to economic empowerment and harnessing technology and innovation), as well as the two cross-cutting themes (women and girls with disabilities and conflict and humanitarian contexts), and data disaggregation.
Commitments made can be viewed in full on: https://www.gov.uk/government/collections/global-disability-summit-commitments
A major outcome of the Global Disability Summit, July 2018, was the commitments of a large number of organisations to achieve the rights of people with disabilities in developing countires.
The commitments of each organisation are provided in the same format and are categorised by summit theme:
- Dignity and respect for all
- Inclusive Education
- Economic Empowerment
- Harnessing Technology and Innovation
Organisations making commitments are grouped in the following categories:
- National Governments
- Multilateral organisations
- Private Sector organisations
- Civil society organisations
- Research organisations
- Other organisations
Research articles are:
- Lived Experience of Psychosocial Disability and Social Inclusion: A Participatory Photovoice Study in Rural India and Nepal
- Barriers and Facilitators for Wheelchair Users in Bangladesh: A Participatory Action Research Project
- A Cross-sectional Survey of Rehabilitation Service Provision for Children with Brain Injury in Selangor, Malaysia
- Effect of Abacus Training on Numerical Ability of Students with Hearing Loss
- Cross-Cultural Adaptation and Evaluation of Psychometric Properties of Persian Version of Supports Intensity Scale among Adults with Intellectual and Developmental Disabilities
- Developmental Social Work for Promoting the Socioeconomic Participation of Persons with Disabilities: An Application of the Capability Approach
- Zero Rejection Policy in Admission of Children with Special Needs - Myth or Reality
- Ujamaa and Universal Design: Developing Sustainable Tactile Curricular Materials in Rural Tanzania
Over the course of a three-year project the Leonard Cheshire Research Centre worked with research teams in four countries: Kenya, Sierra Leone, Uganda and Zambia to better understand the relationship between disability and development in each country across four domains: education, health, labour markets and social protection. This mixed methods research used a range of interrelated components, including policy and secondary data analysis, a household survey of 4,839 households (13,597 adults and 10,756 children), 55 focus group discussions and 112 key informant interviews across the four countries.
This report explores key findings in relation to education. Key findings discussed include school attendance, cost of education, inability to learn and gap in educational attainment.
The main objective of the Disability Inclusion and Accountability Framework is to support the mainstreaming of disability in World Bank activities. It lays out a road map for (a) including disability in the Bank's policies, operations and analytical work, and (b) building internal capacity for supporting clients in implementing disability-inclusive development programs. The primary target audience of the Framework is Bank staff but it is also relevant to the Bank's client countries, development partners and persons with disabilities. The framework provides four main principles for guiding the World Bank’s engagement with persons with disabilities: nondiscrimination and equality, accessibility, inclusion and participation, and partnership and collaboration.
The appendices to this framework highlight key areas in which the Bank can have a significant impact on the inclusion, empowerment, and full participation of persons with disabilities. These areas include transport, urban development, disaster risk management, education, social protection, jobs and employment, information and communication technology, water sector operations, and health care.
Report No. 126977
Persons with a disability are among the population groups most likely to suffer from exclusion from education but data that permit an analysis of the links between disability and education remain scarce. This paper examines educational disparities linked to disability based on data from 49 countries and territories for five education indicators:
● Proportion of 15- to 29-year-olds who ever attended school
● Out-of-school rate (primary school age, lower secondary school age)
● Completion rate (primary education, lower secondary education)
● Mean years of schooling of the population 25 years and older
● Adult literacy rate (population 15 years and older)
The education indicators were calculated with data from three sources, collected between 2005 and 2015: Demographic and Health Surveys (DHS) sponsored by USAID, School-to-Work Transition Surveys (SWTS) by ILO, and population census data compiled by IPUMS-International. Comparability of the data across countries is limited because only some of the surveys and censuses used questions developed by the Washington Group on Disability Statistics to identify persons with a disability. The accuracy of the indicator estimates is also affected by sampling and non-sampling errors in the data, the small sample size of many of the surveys that were analysed, and the relatively small proportion of persons with disabilities in each country’s population. Moreover, because of the scarcity of national data, it is currently not possible to generate statistics on the status of persons with disabilities with regard to education that are regionally or globally representative.
Information Paper No.49
Research papers in this journal issue are:
- Anticipated Barriers to Implementation of Community-Based Rehabilitation in Ribeirão Preto, Brazil
- Parental Perceptions, Attitudes and Involvement in Interventions for Autism Spectrum Disorders in Sarawak, Malaysia
- Utilisation and Satisfaction with Health Services among Persons with Disabilities in Accra, Ghana
Brief reports are:
- Predictors in the Selection of an AAC system: An Evidence-based Report on Overcoming Challenges
- Negotiating Future Uncertainty: Concerns of Mothers of Children with Down Syndrome in Kashmir, India
- Competencies of Students with Visual Impairment in using the White Cane in their Learning Environment: a Case Study at Wenchi Senior High in Ghana
- Teacher Trainees’ Perceptions of Inclusion of and its Challenges
In 2015, Humanity & Inclusion HI began the project: “Empowering persons with disabilities to contribute to equal access to basic social services and local policymaking processes in under-resourced areas of Ayeyarwady and Mandalay”. The project supported Disabled Peoples Organizations and other civil society groups to participate in the development of inclusive regional policies and programmes, and to promote good practices contributing to greater access to services for persons with disabilities. An aim was also to document, publish and disseminate these good practices throughout Myanmar, increasing awareness and understanding in order to sensitise people to disability inclusion and influence policy change. Rather than focusing on what is not working, this report seeks to shift attention to what has worked locally and how it could be replicated in other parts of the country, providing constructive, practical recommendations to decision-makers, service providers and other community groups in Myanmar. The report is related to two projects. The second is “Advocacy for Change: Fostering protection and rights of men and women with disabilities in Myanmar”.
There are global recommendations. There are seven good practices:
- Related to education: Case Study I: Promoting Inclusion of children with disabilities in Middle Schools of Ayartaw. Case Study II: How the development of the teacher training promotes inclusion of all children in education
- Related to economic life: Case Study III: How partnerships between private companies and organizations of people with disabilities can improve access to employment and vocational training
- Related to social/community life: Case Study IV: Giving the Myanmar Deaf Community access to information. Case Study V: How parental advocacy can make a difference
- Related to political life: Case Study VI: Community advocacy in obtaining the National Registration Card. Case Study VII: Supporting people with disabilities to participate in Myanmar elections
I am EmployAble walks the reader through the process of vocational training – from enrolment to training to employment – and provides tips based on experience, anecdotes and tools to inspire and support those working with and for disability inclusive technical and vocational training institutes.
The specific aim of this programme was to contribute to quality vocational training for young people with disabilities in Kenya, Rwanda and Ethiopia and create lasting linkages between technical and vocational training institutes and the labour market, thus facilitating decent and sustainable wage or selfemployment for young people with disabilities. This meant not just targeting the young people with disabilities themselves but also local training institutes and private sector actors, in order to work for systemic change.
The results of the Zero Project Survey 2016–2017 consisting of 21 questions with a particular focus this year on employment and vocational and educational training are presented. After five years of Social Indicator research, for the first time data trends are published as well as comparisons between world regions. The Social Indicators section also includes analysis of data availability on youth employment with regards to Sustainable Development Goal (SDG) 8, and of the “data gap” of persons with disabilities living in institutions. 56 Innovative Practices have been selected, and 13 common solutions and “threads” have been identified. 11 Innovative Policies have been selected, and 13 ways to create a significant impact have been identified.
This special issue follows on from the symposium ‘Disability in the SDGs: Forming Alliances and Building Evidence for the 2030 Agenda’ held in London in 2016. The articles in this special issue consider the evidence base around the inclusion of people with disabilities, particularly with respect to health, poverty and education. The editorial reports that emerging evidence suggests that despite marginal changes in discourse, people with disabilities continue to be left behind in these areas, that large data gaps remain, data collected so far is not always comparable and qualitative research also remains scarce. What it means to ‘include’ and how to go about this is also discussed. Titles of papers in this issue are:
- Entering the SDG era: What do Fijians prioritise as indicators of disability-inclusive education?
- SDGs, Inclusive Health and the path to Universal Health Coverage
- No One Left Behind: A review of social protection and disability at the World Bank
- The capacity of community-based participatory research in relation to disability and the SDGs
- Measuring Disability and Inclusion in relation to the 2030 Agenda on Sustainable Development
In her report, the Special Rapporteur provides an overview of the activities undertaken in 2016, as well as a thematic study on access to support by persons with disabilities. The study includes guidance for States on how to ensure the provision of different forms of rights-based support and assistance for persons with disabilities, in consultation with them. In preparing the study, the Special Rapporteur convened a regional expert consultation in Addis Ababa in September 2016 and analysed the responses to a questionnaire sent to Member States, national human rights institutions, agencies of the United Nations system, civil society organisations and persons with disabilities and their representative organisations. As at 5 December 2016, she had received 114 responses.
This report analyses the situation in the 28 EU Member States with regard to obligations to provide reasonable accommodation outside the field of employment. More specifically, the report outlines the duties contained in Member States’ laws and policies with respect to reasonable accommodation in the areas covered by the 2008 proposal of the European Commission for a directive to protect people from discrimination on the ground of disability, as well as discrimination on a number of other grounds (henceforth 2008 proposal). The 2008 proposal addresses the fields of social protection, including social security, healthcare and social housing; education; and access to, and supply of, goods and services, including housing. It seeks to prohibit six kinds of discrimination including, in the context of disability, an unjustified denial of a reasonable accommodation
"States parties must ensure the realisation of the right of persons with disabilities to education through an inclusive education system at all levels, including pre-schools, primary, secondary and tertiary education, vocational training and lifelong learning, extracurricular and social activities, and for all students, including persons with disabilities, without discrimination and on equal terms with others". "The right to inclusive education encompasses a transformation in culture, policy and practice in all formal and informal educational environments to accommodate the differing requirements and identities of individual students, together with a commitment to remove the barriers that impede that possibility". The difference between exclusion, segregation, integration and inclusion is highlighted. Core features of inclusive education are set out. These general comments take the form of an introduction, normative content, states parties’ obligations, relations with other provisions of the Convention and implementation at national level."
Community based participatory research (CBPR) was used to provide evidence on the specific nature and experiences of persons with disabilities and older people from their own perspectives in Tanzania, through the lens of social, political, economic and cultural inclusion. The aim was to strengthen efforts to provide services for and improve the lives of people living in the rural and urban settings of Nachingwea and Kibaha Urban Municipal Council. Twenty-nine peer researchers (nine persons with disabilities, 10 older people and 10 Tanzanian Non-Governmental Organisation (NGO) members working in these communities) were involved in the study. A total of 106 stories were collected. Eight priority areas emerged and were chosen by peer researchers for further discussion in groups: access to education and quality learning; access to health services; issues fed back from NGOs; poverty relating to income and dependence; attitudes towards witchcraft and albinism; relationship difficulties and marriage breakdowns; sexual violence and gender issues; poor treatment from family
This white paper will provide the reader with insight into the role technology plays for the full participation of persons with disabilities and older people in the digital society. The authors consider equal opportunities to participate in all realms of life a human right. The paper will help the reader to understand what the barriers to full digital inclusion for these groups are, how changing scenarios in society should lead to the definition of new goals and how these goals could be reached.
This white paper looks forward and challenges the reader to identify strategies to tackle the digital divide. In the first section, it analyses trends and policy objectives as defined by the international community in 6 different areas relevant to the digital divide:
Disability and participation
Health and social care
The writing of this white paper is the result of a three-year long project funded by the European Commission under the Lifelong Learning Programme. The ENTELIS project has brought together various organisations from different European countries and beyond and has resulted in the establishment of a sustainable network, supported by three European umbrella organisations: EASPD (European Association of Service Providers to Persons with Disabilities), AAATE (Association for the Advancement of Assistive Technology in Europe) and EVBB (European Association of Vocational Training Institutes). For them supporting the network means creating an opportunity for their member organisations and other interested stakeholders to actively engage with technology and technology users with disabilities in education, vocational training and person centred support services. Their common understanding is that ICT and AT can empower people with disabilities, lead to more fulfilled lives and a more inclusive society but that this can only be reached if there is effective collaboration between sectors. Their expectation is that the network will empower their member organisations in making this become reality and this document and in particular the roadmap contained in there might provide good guidance for that.
This advocacy briefing paper presents key information about the inclusion of children with disabilities in the education system. It highlights key facts, gaps in the provision of an equitable education system, the benefits of inclusive education and legal policy and frameworks. It outlines practical steps can be taken by education actors at different levels and suggests ways to measure progress
Advocacy briefing paper
A brief history of the Washington Group on Disability Statistics and their development of standard questions for the collection of statistics on disability worldwide is presented. A short set of 6 questions was originally developed and an extended set of 30-35 was finalised in 2009. Two modules have been developed in partnership with UNICEF for children: one for 2-4 year olds and one for 5-17 year olds. A module concerned with inclusive education has also been developed
Source e-bulletin on Disability and Inclusion