This case study highlights refugees with disabilities’ access to mobile services and the benefits and challenges associated with using these services in three different humanitarian contexts. The analysis is based on a representative survey of refugees in three contexts: Bidi Bidi refugee settlement (Uganda), Kiziba refugee camp (Rwanda) and with urban refugees in Jordan. It also includes qualitative data drawn from two focus groups conducted with refugees with disabilities in Bidi Bidi and Kiziba. The survey used the Washington Group Questions (WGQs) to assess prevalence of disability amongst the refugee population
For people with disabilities, a major determinant of social and economic outcomes in adulthood, is access to, and the adequacy of, education in childhood and adolescence. Yet, children with disabilities are less likely to be enrolled in, or complete, school. Further, there are substantial gaps in the evidence regarding what works to improve educational outcomes of children with disabilities in school. Educational outcomes, here include academic achievement, pass rates, and grade completion. Many studies measure child behaviour and proxy or distal outcomes in response to various interventions, but not actually how children with disabilities do in these domains. This is particularly the case in LMIC, where there is a dearth data about the effects of educational policies and practices on child educational outcomes.
India Inclusion Summit is a community driven initiative that aspires to build an Inclusive India by 2030. It is an annual event that began in 2012 to create awareness about disabilities and the need for Inclusion. The event brings together thought leaders and unsung heroes from the field of disability and inclusion to deliberate, discuss and drive change in our society.
Videos of some of the presentations are available including:
My Journey and ‘Deaf gain’ing an accessible India: Vaibhav Kothari (18 mins), signed
Don’t let disability come in the way of things you love: Zoyeb Zia (10 mins), signed
The Adventure of Autism and quest to serve each other: Rupert Isaacson (20 mins), signed
Making a billion people read despite their disabilities: Brij Kothari (21 mins), signed
The ability needed to be whoever you want to be: Devika Malik (13 mins), signed
Everyone has something to give: Suchitra Shenoy (11 mins), signed
From being inclusive to doing acts of inclusion: Yetnebersh Niguissie (12 mins), signed
Finding your missing piece: Jerry White (18 mins), signed
Being a mother is the most satisfying role: Suhasini Maniratnam (21 mins) signed
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.
The last decade has seen increased attention to the treatment of people with albinism in several African countries, particularly the peril they find themselves in due to stigma and superstition. As a way of countering these misconceptions, there has been educative activism from legal, medical as well as religious perspectives. In this paper, we draw upon a different discourse- literary representation- arguing that in selected African novels, the authors employ a variety of strategies that counter harmful stereotypes about albinism, and in the process act as literary interventions that enable an appreciation of the person behind the skin condition. Drawing from insights in Literary Disability Studies, the discussion examines the representation of albinism in four African novels: Petina Gappah’s The Book of Memory (2015), Meg Vandermerwe’s Zebra Crossing (2013), Unathi Magubeni’s Nwelezelanga: The Star Child (2016), and Jenny Robson’s Because Pula Means Rain (2000), and highlights the way albinism is presented as bodily condition that intersects with other experiences on the continent, including indigenous epistemologies, gender, sexuality and family relationships.
Disability and the Global South, 2018, Vol.5, No. 2, 1472-1487
This note provides an analysis of gaps in educational opportunities for children with disabilities. It also measures the impact at the margin of exclusion related to various types of disabilities on education outcomes for children. Four main outcomes are considered: whether children ever enroll in school, whether they complete their primary education, whether they complete their secondary education, and whether they are literate. The analysis is implemented using the most recent census data available for a total of 19 countries.
The aim of this blog to provide an overview of issues related to disability and literacy.
The blog series, prepared under the auspices of USAID’s Office of Education, is to address some potential challenges and solutions to increase student literacy rates as they relate to a variety of disabilities in diverse global contexts.
"The ABLE TO INCLUDE solution improves the quality of life of people with intellectual or developmental disabilities (IDD) and similar conditions such as people affected by dementia or any kind of cognitive impairment. To achieve this, the project integrates a set of already-developed technologies to create a context-aware accessibility layer that, by being integrated with existing and future ICT tools, can improve the day-to-day life of people with IDD by understanding their surroundings and helping them to interact with the information society. The project focuses on the most important areas that a person needs to live independently and find fulfilment as an individual: to socialize in the context of the web 2.0, to travel independently and be able to work.
Three key technologies are used as a framework to develop everyday tasks:
Text and content simplifier
A pictogram-to-text, text-to-pictogram and pictogram-pictogram translation tool
These technologies are utilised to create an accessibility layer for people with IDD in everyday tasks within the framework of the information society. The accessibility layer is accessed through an open and free API that foster the introduction of an assistive technologies layer for people with IDD in any software development."
"This report advocates that DFID dedicate adequate resources to tackling the exclusion of all marginalised groups from education in a strategic manner, in line with Millennium Development Goal (MDG) 2 to achieve universal primary education, the Education for All (EFA) goals and international human rights instruments such as the Convention on the Rights of the Child. Mainly, it focuses on these wider issues of marginalization"
In the early 1990s, UNESCO estimated that perhaps 97% of the world's 650 million disabled persons were unable to read or write, leading to significant efforts throughout the developing world to ensure that all children with disabilities attended school through ‘inclusive education’ programmes. But what of the vast majority of persons with disabilities who now are adolescents or adults, well beyond the reach of classroom education, or the estimated 90% of disabled children who will still ‘age out’ of the system before such inclusive education is available in their communities? In this paper, we review findings from a global literature search on literacy of adults with disability in developing countries which shows that there is currently little in international development, education, health or disability research policies or programmes that addresses this issue. On the basis of these findings we argue that while inclusive education efforts for children are important, more attention also needs to be directed to providing literacy skills to illiterate and marginally literate disabled adolescents and adults.
This practical guide presents non-formal education in the contexts of emergencies and reconstruction to provide emergency-affected out of school children, youth and adults with educational activities that meet their needs and interests, and to supplement formal schooling of those children and youth with subjects relevant to their protection well-being and psycho-social needs. This guide is useful to anyone interested in non-formal education in the contexts of emergency and reconstruction
These case studies come from an initiative that supports non-formal education projects in Africa, South Asia, the Caribbean and Latin America. The long-term goal of these projects is to develop sustainable livelihoods for low-income, low-literate populations by addressing vulnerability to HIV and AIDS and drug misuse, a lack of education and social exclusion. Central to all of these projects are the creative and innovative methods used to communicate in a meaningful way, engage people and encourage their participation. The projects all focus on capacity building, empowerment, and creating learning opportunities. A DVD has been produced to accompany this publication
This policy paper "clarifies the broad concepts of non-formal education with clearly formulated policies and strategies of non-formal education of the country." These guidelines are intended for the government as well as non-government agencies involved in conducting non-formal education programs in Nepal
This report summarises a programme for marginalised youth that was implemented in one urban area (Kampala) and one rural area (Arua) of Uganda, with the ultimate goal of determining marketable livelihood skills while facilitating placement of marginalised youth in employment. By providing marginalised youth with new learning opportunities that nurture empowerment and socio-economic inclusion, the project contributed to breaking the cycle of marginalisation and vulnerabilities that impedes the development of out-of-schools youth. In this context, education on HIV and AIDS was an integral part of the project, which also involved the active participation of local artisans and employers during specific training and orientation sessions. 288 marginalised youth were placed in viable working situations. The process was effective in building self-esteem, equipping them to make informed decisions and resist negative peer pressure. Training methods revolved around three basic approaches: - learning by doing; - learning by producing, and - learning by earning
This report, part of the National Disability Survey, presents findings on education for people with disability in Afghanistan. It provides a general profile on the situation of children with disabilities and to a lesser degree, adults. This work also provides insights into the differences in educational opportunities according to the gender and age at which the person became disabled, in addition to urban and rural breakdowns. This resource would be useful for anyone with an interest in Afghanistan, inclusive education and disability and development
This paper considers the short comings of the education sector and other factors affecting the demand for schooling in Ethiopia, which has one of the lowest primary school enrolment rates and one of the highest illiteracy rates in the world. It recommends educational and cross-sectoral policy reforms and how these might be financed
"The main objective of this Handbook is to build the capacities of facilitators and other literacy and non-formal education personnel to promote learning and development at the community level. It aims at developing their skills and knowledge in literacy training, while sensitising them to issues that are at the very heart of adult literacy and education in Africa. In this regard, each of the seven modules of the Handbook addresses an essential theme in the context of literacy and non-formal education in Africa"
This brief resource highlights the link between development and innovation, and knowledge and information accessibility. The process of creating an informed society depends not only on the availability of information technology and infrastructures, but also and primarily on people, as the creators and users of knowledge. The paper calls for improvements in the e-readiness of developing countries, higher literacy levels and better protection of the right to information
This powerpoint presentation presents issues raised by research on treatment literacy. The main points are adherence, positive living (including nutrition), detailed and technical descriptions of side effects, detailed and technical information about CD4 counts, viral loads, risks within first 100 days, resistance and re-infection. It includes some interesting quotes from people living with HIV and AIDS who are taking treatment
This report argues that a comprehensive HIV/AIDS strategy linking prevention, treatment, care and support for people living with the virus could save the lives of millions of people in poor and middle-income countries. At present, almost six million people in developing countries need treatment, but only about 400 000 of them received it in 2003. The World Health Report 2004 argues that a treatment gap of such dimensions is indefensible and that narrowing it is both an ethical obligation and a public health necessity. In September 2003 WHO, UNAIDS and the Global Fund to Fight AIDS, Tuberculosis and Malaria and their partners launched an effort to provide three million people in developing countries with antiretroviral therapy (ART) by end 2005 - the 3 by 5 initiative. This World Health Report shows how a partnership linking international organizations, national governments, the private sector and communities is working simultaneously to expand access to HIV/AIDS treatment, reinforce HIV prevention and strengthen health systems in some of the countries where they are currently weakest
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