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.
This publication explores the challenges of disability-inclusive education systems and provides practical support suggestions that can better meet both the general and specific learning needs of all children, including those with disabilities. It recognises that inclusive education is a complex process and aims to help governmental and non-governmental actors to navigate the most suitable pathways to change.
Topics include: Individual and systemic approaches; non-negotiable commitments; collaboration; long-term process; understanding and awareness; stakeholder empowerment and engagement; Innovation: accessibility and reasonable accommodation; Innovation: teachers and teacher education; Innovation: transition and lifelong learning; and organising inclusive education systems
15 case studies are provided
The Disability Data Portal provides a snapshot of the data globally available on people with disabilities in 40 countries. The portal also identifies where there are gaps in the current body of data.
The portal was designed for the Global Disability Summit, held on 24 July 2018, and focusses on data relating to four thematic areas: inclusive education, stigma and discrimination, technology and innovation, and economic empowerment.
The portal presents key development indicators relevant to the Summit themes, mostly drawn from the Sustainable Development Goals (SDGs), along with others relevant to the UN Convention on the Rights of Persons with Disabilities (CRPD)
This newsletter contains a variety of articles about inclusive education in several countries around the world. The topics focus mostly on funding, managing and sustaining inclusive education; engaging and empowering beneficiaries in finding solutions; facilitating parental and child involvement and early childhood education
Enabling Education Review, issue 4
This document is the Sightsavers’ inclusion strategic framework 2015. It explains their rights-based approach of mainstreaming disability inclusion throughout their health programmes and their operations regarding education, organisational diversity and equal rights. It also shows their strategy focusing on the empowerment of people with disabilities in electoral process and in the financial sector
MTAJU - Inclusive Tanzania was a pilot project aiming to empower persons with disabilities through inclusive education and political participation that ran from November 2005 to December 2010. MTAJU is a network of Tanzanian Disabled People’s Organizations (DPOs) and Pro Disability Organizations (PDOs), who campaign together for an inclusive society where people with disabilities enjoy the same rights as other citizens. The project's main aims were the legal, political and social establishment of the right to education of children with disabilities and the right to political participation of persons with disabilities. This short learning guide is based on the full project report and highlights the key lessons learned by the project team. This guide would be very useful for anyone interested in the access to education for children with disabilities and the participation of disabled people in public and political life in Africa in particular and the global south in general
Learning Guide, 2/2014
“"This film features disabled children and young people, their siblings and family members talking about why allies are important. They also talk about the support they get, the support they want and what changes need to be made in education, health and social care services so that they can have real choice and control. It is useful for anyone interested in inclusive education"
This report aims "to provide governments, civil society, industry, academia and other groups with an insight into the use of Information and Communication Technologies (ICTs) by persons with disabilities to access information and knowledge around the world; To present an overview and critical assessment of existing information policies and strategies as well as challenges and advantages in using ICTs to access information and knowledge for persons with disabilities; To identify practices at local, national and global levels on effective application of ICTs by persons with disabilities to access information and knowledge; To foster future frameworks on the use of ICTs to access information and knowledge of persons with disabilities (PWD); and Based on the best available information and analysis, to make recommendations for strategy formulation, action-oriented initiatives and new synergies at national, regional and international levels"
This resource presents "the minimum level of educational quality and access in emergencies through to recovery. The aim of the handbook is to enhance the quality of educational preparedness, response and recovery; to increase access to safe and relevant learning opportunities for all learners, regardless of their age, gender or abilities; and to ensure accountability and strong coordination in the provision of education in emergencies through to recovery...The INEE Minimum Standards are organised in five domains: Foundation standards; Access and learning environment; Teaching and learning; Teachers and other education; personnel; Education policy"
This chapter describes the emergence of a radical new approach to researching disability and highlights both its potential and the challenges it poses for research in 'special' education
Chapter 17 in Florian L. (ed.) 2007: The Sage Handbook of Special Education, London: Sage, pp. 233-246
Contents: 1. Community-based Rehabilitation Africa Network (CAN) 2. CBR as part of community development and poverty reduction 3. CBR as part of social, cultural and political developement 4. CBR and economic empowerment of persons with disabilities 5. Community-based rehabilitation as part of inclusive education and development 6. CBR as part of community health development 7. HIV and AIDS, and disability 8. International Classification of Functioning, Disability and Health (ICF) and CBR 9. CBR research as part of community development 10. Information sharing and community-based rehabilitation 11. The Malawi directory of disability organisations
This book has been developed from an initiative between two organisations specialising in disability and development; Handicap International and Christoffel-Blindenmission. The initiative promotes 'Community Approaches to Handicap in Development (CAHD)'. CAHD is grounded in the social model of disability, using a rights-based approach to promote the inclusion of disability into mainstream development activity. This approach places emphasis on the role of communities in addressing the social and physical barriers faced by people with disabilities. The book describes the positive impact of CAHD projects in India, Bangladesh, Nepal and the Philippines. A diverse range of partners, in particular people with disabilities, their families and local communities have been actively involved in its publication. The book would be useful for anybody with an interest in development theory, policy and practice
This book has been produced to promote the social rights of people with disabilities. It presents extensive research on the South African context of disability and society and draws upon contributions from a diverse range of specialists in the field. A key aim of the text is to unite the disability movement in South Africa through research discourse, as a means to drive processes of social change. Key sections of the book cover: theoretical approaches to disability; governmental and societal responses to disability; disability and education; disability poverty and social security; disability and service provision; disability and human spaces. This book would be of interest to anybody working in the fields of disability, development and social inclusion
Many governments are in the process of developing National Plans of Action to implement the UN Convention on the Rights of the Child. This document is intended to present suggested guidelines for how to include the rights of disabled children into action plans in a way that promotes and protects inclusion
This newsletter looks at the issue of CBR from a southern Africa perspective as well as other disability issues such as disability rights, employment, sexuality, HIV/AIDS, inclusive education etc
three times a year
Source e-bulletin on Disability and Inclusion