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Global Disability Youth Summit 2022

GLOBAL DISABILITY SUMMIT
February 2022

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IDA, UNICEF, and the Atlas Alliance, represented by Youth Mental Health Norway, co-hosted a Youth Summit on 14 February 2022 to ensure the inclusion of youth in the Global Disability Summit. 

All planning and decision making around the Summit were led by youth with disabilities, including through the design of a novel format to ensure the participation of youth from around the globe, from local to global.

 

The Summit showcased the innovations of organizations led by youth with disabilities. Youth with disabilities at the local, regional and global levels have created groups and activities, both online and offline, fostering a sense of community, even during the COVID-19 period. Through the Summit, the youth focused on topics that they have identified to be particularly important in this regard, such as participation of youth in OPDs and youth mainstream organizations, inclusive education, deinstitutionalization and community inclusion, access to employment, climate change, new technologies, humanitarian action, access to inclusive healthcare including sexual reproductive health and mental health, among others.

 

A working group consisting of co-hosts and selected partners was responsible for developing a Youth Charter for Change - summing up and challenging the commitments

 

Disability, stigma & the role of innovation - Disability innovation live

AUSTIN, Vicki
CAREW, Matthew
MIRZOYANTS, Anastasia
BARBARESCHI, Giulia
August 2020

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This webinar focussed on the role of stigma in preventing disability inclusion, and what enables it to be overcome, focused on innovative and creative methods

The speakers talked about:

  • Culture, Paralympic legacy & how innovation can change mindsets
  • Stigma research incorporating the perspectives of persons with disabilities & disability inclusive research processes
  • Kenyan youth & the perception of people with disabilities
  • Assistive technology, identity & the role of innovation

Creating an inclusive school environment

DOUGLAS, Susan
Ed
2019

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This publication draws together research and learning from around the world, in papers which highlight the need for inclusive education and some of the steps being taken to implement it. 

The settings brought to life here reveal the work of teachers, leaders and policy makers in geographically and culturally diverse situations. In each of the chapters we see the challenges they face and the significant efforts they make to ensure access to, and engagement with, a quality education for all children. The collection includes 15 case studies:

 

Special educational needs and disability section:

  • Teaching for All: mainstreaming inclusive education in South Africa
  • Successful inclusive education starts with teachers: what have we learned? A multi-country case study
  • Teaching English as a second language to the visually impaired in disadvantaged contexts: a case study from Chiapas, Mexico
  • The Theatre of the Classroom

Displaced populations section

  • Teaching on the run: safe learning spaces for internally displaced persons
  • Developing resilience through English language teaching in youth centres across Iraq
  • Capacity building for inclusive classrooms: the Living Together training
  • Integrating Syrian refugee children and their parents into Lebanese early education systems

Gender and inclusion in the classroom section

  • A gender equality and social inclusion approach to teaching and learning: lessons from the Girls’ Education Challenge
  • Teacher development and gender equality in five Nigerian states
  • Creating gender-inclusive schools in Turkey: the ETCEP project in action
  • Education, English language, and girls’ development: exploring gender-responsive policies and practices in Nepal

Minority ethnic groups in the classroom

  • Social inclusion and the role of English language education: making a transition from school to higher education in India
  • Storytelling for diverse voices
  • Inclusive education in marginalised contexts: the San and Ovahimba learners in Namibia

 

Paediatric blast injury field manual

THE PAEDIATRIC BLAST INJURY PARTNERSHIP
2019

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The Field Manual has been created to provide technical guidance for those with medical training.  It enables the user to adapt their knowledge to the treatment of severely injured children.  It has paediatric-specific sections on:

  • Pre-hospital care and transport
  • Damage control resuscitation, surgery and intensive care
  • Surgery (thoraco-abdominal, limb, burns)
  • Neurological injury
  • Ward care
  • Rehabilitation
  • Psychosocial support
  • Ethics and safeguarding

The Manual is also intended for use by anyone who is required to plan for the treatment of severely injured children, so they can see the resources, training and equipment that is required in a medical facility likely to receive blast injured children.

Young persons with disabilities: Global study on ending gender-based violence, and realising sexual and reproductive health and rights

McCLOSKEY, Megan
MEYERS, Stephen
July 2018

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This study provides an analysis on the situation of young persons with disabilities concerning discrimination and gender-based violence, including the impact on their sexual and reproductive health and rights. It also provides an assessment of legal, policy and programming developments and specific good practices in service delivery as well as best-standard prevention and protection measures. Finally, policy and programming recommendations are provided to assist in greater promotion of the rights of young persons with disabilities, with a particular emphasis on preventing and responding to gender-based violence, and realizing sexual and reproductive health and rights.

Challenges and priorities for global mental health in the Sustainable Development Goals (SDG) era

ACADEMY OF MEDICAL SCIENCES
June 2018

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Published in 2011, the Grand Challenges in Global Mental Health initiative provided a framework to guide the research needed to improve treatment and prevention of mental health disorders and expand access to mental health services. At the Academy’s workshop on global mental health participants reflected on progress since 2011, focusing on specific life-course stages, and identified priorities for research in treatment and prevention, as well as enduring challenges and emerging opportunities

Inclusive urban mobility and getting to school safely in developing countries

HUMANITY & INCLUSION (HI)
June 2018

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For teenagers in developing countries, there is no greater threat to life than road traffic crashes: road crashes are the leading cause of preventable death of youth aged 15 to 29 years, and the second cause for those aged 5 to 14 years.(6) The risks are even higher for children with disabilities, who are also more exposed to non-fatal injuries from road crashes.

In this thematic brief, the importance of inclusive urban planning is emphasised. Urban mobility and road safety challenges discussed include: safe crossing points over roads and collective transport (particularly buses). 

 

Two case studies are provided: Safer access to school for disabled students in Kenya; and School access and pedestrian safety improvements in Democratic Republic of Congo

 

Recommendations for improvements in policies and actions are given under the headings:

  • 1. Strengthening the policy and financial framework for safe and inclusive mobility, based on evidence and through participative processes
  • 2. Removing the barriers to safe and accessible mobility, focusing on: the built environment; transport and vehicles; people

GEM report summary on disabilities and education

UNESCO
2018

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In support of the run-up to the 2020 GEM Report on inclusion and education, this paper contains summarised content related to disabilities and education in previous Global Education Monitoring (GEM) Reports since 2010. Reports cited from 2010 and 2015 monitored countries in the Global South. The GEM Report started monitoring countries in the Global North from the 2016 Report onwards only.

 

Topics covered include: compliance monitoring; the role of civil society organisations; lack of data; marginalisation; data on primary school attendance; intersection with other disadvantages; different education related challenges; and ten education policies to counteract marginalisation.

Let me decide and thrive - Global discrimination and exclusion of girls and young women with disabilities

PLAN INTERNATIONAL
December 2017

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Girls and young women with disabilities have the right to make decisions over their own bodies and live free from violence and fear. Yet, on a global level, they are the people least likely to enjoy their sexual and reproductive health and rights (SRHR). Compelled by this reality, Plan International and the Office of the UN Special Rapporteur on the Rights of Persons with Disabilities have joined forces to ensure young women and girls with disabilities can exercise choice and have control over their bodies. The Let Me Decide and Thrive initiative is supported by in-depth, critical field and desk research and aims to empower girls and young women with disabilities, raise awareness of their plight among stakeholders, and work to secure their sexual and reproductive health and rights.

This research found that the barriers to SRHR confronted by girls and young women with disabilities are overwhelming: infantilisation and disempowerment; forced sterilisation, abortion, and contraception; disproportionate suffering from all forms of violence; substantial barriers in accessing justice; discriminatory attitudes, norms, and behaviours rendering them invisible; and a lack of accessible and appropriate SRHR information and services.

Everybody Matters: Good practices for inclusion of people with disabilities in sexual and reproductive health and rights programmes

Van SLOBBE, Caroline
November 2017

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This publication provides introductory chapters from two activists who work to create better opportunities for people with disabilities in Nigeria and India. Subsequently, the challenges that organisations worldwide have encountered whilst improving the access to and knowledge of sexual and reproductive health and rights for people with disabilities are presented. Ways in which they managed to find solutions and the results achieved are reviewed. Some cases show the importance of a more personal approach whilst others emphasise the advantage of changing systems and policies. Different regions, types of disabilities and various SRHR-topics are reflected in these stories. All cases provide lessons learnt that contribute to a set of recommendations for improved responses. The closing chapter highlights the challenges, solutions, and ambitions that are presented and lead up to a concise overview of recommendations.  

Good practice examples include:

A shift in SRH programming (Nepal)

Breaking Barriers with performance art (Kenya)

Her Body, Her Rights (Ethiopia)

People with disabilities leading the way (Israel Family Planning Association)

Best Wishes for safe motherhood (Nepal)

It’s my body! (Bangladesh)

Calling a spade a spade (Netherlands)

Four joining forces (Colombia)

Change agents with a disability (Zimbabwe)

Tito’s privacy and rights (Argentina)

Sign language for service providers (Kenya)

Feeling disability: theories of affect and critical disability studies

GOODLEY, Dan
LIDDIARD, Kirsty
RUNSWICK-COLE, Katherine
2017

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This paper explores connections between affect studies and critical disability studies. Our interest in affect is sparked by the beginnings of a new research project that seeks to illuminate the lives, hopes and desires of young people with ‘life-limiting’ or ‘life-threatening’ impairments. Cultural responses to these young people are shaped by dominant discourses associated with lives lived well and long. Before commencing our empirical work with young people we use this paper to think through how we might conceptualise affect and disability. We present three themes; ontological invalidation in neoliberal-able times; affect aliens and crip killjoys; disability and resistant assemblages.

Including children with disabilities in humanitarian action: Health and HIV/AIDS

DINSMORE, Christine
October 2017

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This guidance is designed for UNICEF field staff – including humanitarian field officers, coordinators, specialist and advisors – as well as UNICEF’s partners and others involved in humanitarian work. It provides practical tips and offers entry points for making sure that humanitarian action takes children with disabilities into account. There are 5 other associated guidelines. 

Chapters include: 

impact of emergiencies on health of children and adolescents with disabilities
why children and adolescents with disabilities are excluded health and HIV/AIDS interventions
frameworks and approaches
programmatic actions
preparedness
response and early recovery
recovery and reconstruction
practical tips

Including children with disabilities in humanitarian action: Child protection

DINSMORE, Christine
Ed
September 2017

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This guidance is designed for UNICEF field staff – including humanitarian field officers, coordinators, specialist and advisors – as well as UNICEF’s partners and others involved in humanitarian work. It provides practical tips and offers entry points for making sure that humanitarian action takes children with disabilities into account. There are 5 other associated guidelines. 

Chapters include: 

  • impact of emergiencies on the protection of children and adolescents with disabilities
  • why children and adolescents with disabilities are excluded from child protection interventions
  • frameworks and approaches
  • programmatic actions
  • preparedness
  • response and early recovery
  • recovery and reconstruction
  • practical tips
  • accessible infrastructure tips

 

 

Including children with disabilities in humanitarian action: WASH

DINSMORE, Christine
Ed
June 2017

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This guidance is designed for UNICEF field staff – including humanitarian field officers, coordinators, specialist and advisors – as well as UNICEF’s partners and others involved in humanitarian work. It provides practical tips and offers entry points for making sure that humanitarian action takes children with disabilities into account. There are 5 other associated guidelines. 

Chapters include: 

  • impact of emergiencies on children and adolescents with disabilities access to WASH
  • why children and adolescents with disabilities are excluded from WASH interventions
  • frameworks and approaches
  • programmatic actions
  • preparedness
  • response and early recovery
  • recovery and reconstruction
  • practical tips
  • accessible infrastructure tips

School Violence and Bullying: Global Status Report

UNESCO
January 2017

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"A 2012 report by the Special Representative of the Secretary-General on Violence against Children1 notes that ‘more than one billion children around the world attend school. Many of these children enjoy their right to be taught in a safe and stimulating environment. For many others, however, schooling does not guarantee such opportunity. These girls and boys are exposed to bullying, sexual and gender-based violence, corporal punishment and other forms of violence… Many are also exposed to schoolyard fighting, gang violence, assault with weapons, and sexual and gender-based violence by their own peers. New manifestations of violence are also affecting children’s lives, notably the phenomenon of cyberbullying via mobile phones, computers, websites and social networking sites. The symposium is one of a series of international meetings UNESCO has organised to address school violence and bullying and it is intended to promote evidence-based action by educators, policy makers, professionals and practitioners in the education, health and other sectors. Consequently, this report aims to provide education sector stakeholders with a framework for planning and implementing effective programmes to prevent and respond to school violence and bullying as part of wider efforts to address violence against children." 

Zero Project report 2017. Employment work and vocational education & training

FEMBAK, Michael
et al
January 2017

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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.

 

UNICEF 2016-2030 Strategy for Health “at a glance”

UNICEF
2016

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This provides an overview of UNICEF’s 2016-2030 Strategy for Health which "aims to: end preventable maternal, newborn, and child deaths; and promote the health and development of all children. With the first goal, UNICEF commits to maintaining focus on the critical unmet needs related to maternal, newborn and under-5 survival. With the second, UNICEF highlights the importance of also looking beyond survival and addressing the health and development needs of older children and adolescents. The Strategy emphasises the importance of prioritising the needs of the most deprived children and promotes multi-sectoral approaches to enhance child development and address underlying causes and determinants of poor health outcomes. It aims to shift UNICEF from vertical disease programmes to strengthening health systems and building resilience, including calling for better integration of humanitarian and development efforts by encouraging risk-informed programming in all contexts"

Discussion papers on the theme of the high-level political forum on sustainable development, submitted by major groups and other stakeholders

UNITED NATIONS ECONOMIC AND SOCIAL COUNCIL
May 2015

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A compendium of papers from various stakeholders setting out “established and maintained effective coordination mechanisms” for the high-level discussions on sustainable development and the post-2015 development agenda

High-level political forum on sustainable development, Convened under the auspices of the Economic and Social Council, 26 June-8 July 2015

E/HLPF/2015/2

Disability and the Global South (DGS), 2015, Vol. 2, No. 2 Special issue: Disabled children and disabling childhoods in the global South

2015

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Articles include:

  • 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

Youth with disabilities: Working Paper 23

GROCE, Nora
KETT, Maria
April 2014

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Of all groups of youth, the group about which we know the least are youth with disabilities. In transition between childhood and adulthood, these are the years when all young people go through physical and psychological maturation, are expected to complete their education, acquire skills and assume a social identity that will enable them to fully participate in their communities and societies. This working paper discusses the issues faced by young people with disabilities and what is known and not known about this distinct age group

Working Paper 23

 

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