How people with a range of physical and sensory disabilities in Kenya, Uganda and Zambia have achieved educational, employment and family successes. Drawing on the findings of a DFID-funded research project conducted with local academic partners, highlights are presented of some of the stories shared and barriers overcome.
The document aims to provide persons with disabilities, their representative organisations (OPDs) and other civil society organisations with practical support to analyse and report on the implementation of the rights of persons with disabilities in situations of risk and humanitarian emergencies (Article 11 of the UN Convention on the Rights of Persons with Disabilities – CRPD). It also provides a horizon scanning of legal frameworks applying at international level, and other relevant reporting mechanisms.
There are three parts:
- An analysis of the legal frameworks guiding inclusive humanitarian action,
- A guide on the CRPD State reporting cycle for OPDs and civil society organizations
- A monitoring and analysis matrix on Article 11 of the CRPD
Getting Governments to Spend [More & Better] For [Inclusion] Of All Persons with Disabilities. Learning from DPOs initial work on budget advocacy in the Asia-Pacific.
Background: Despite a global commitment to the right to education for persons with disabilities, little is known about how to achieve inclusive education in practice, particularly in low- and middle-income countries (LMICs), where the majority of the world’s people with disabilities reside. Moreover, although exclusion from education is magnified by intersecting gender and socioeconomic inequalities, there is especially little knowledge regarding what approaches to inclusive education are effective amongst girls with disabilities living in resource-poor settings.
Objectives: The objective of this article was to assess the impact of an inclusive education intervention led by a non-governmental organisation (NGO) on the educational attainment of girls with disabilities in the resource-poor Lakes region of Kenya.
Method: A quasi-experimental design was employed, where the literacy and numeracy educational attainment of the intervention and control groups was compared over two time points a year apart (Time 1 and Time 2; total matched N = 353). During this period, activities pertaining to six core components of a holistic inclusive education model were implemented.
Results: Relative to the control group, girls with disabilities in the intervention group reported a greater increase in literacy and numeracy attainment, adjusted for grade and level of functional difficulty.
Conclusion: Findings suggest that the intervention was successful in engendering additional improvements in the educational attainment of girls with disabilities from the resource-poor Lakes region of Kenya. Results highlight both the applicability of NGO-led interventions in settings, where national implementation of inclusive education is constrained, and the potential of taking such interventions to scale.
African Journal of Disability, Vol 9, 2020
Legislative recommendations to meet the urgent and immediate needs of people with disabilities, including multiply-marginalized people, throughout the COVID-19 Public Health Emergency, Presidential Disaster Declarations, concurrent disasters and in preparation for future disasters and public health emergencies are reported.
This briefing looks at the most recent trends in aid data (the OECD DAC’s (Development Aid Committee) release of provisional aid data for 2019) and considers what impacts the pandemic may have.
Humanity & Inclusion inclusive governance approach fits in with the governments (national, regional and local) context, governments are in charge of the response to the crisis. In these types of contexts, humanitarian actors do not have the leadership and mandate to make decisions. Governments are creating policies in response to Covid-19 and must include persons with disabilities as equal citizens within their response frameworks.
Key messages :
- DO NO HARM: Protect yourself and your family, staff, partners and of course the beneficiaries.
- Work closely with other stakeholders and ensure coordination in the response is happening at all levels
- Follow HI’s guidelines and the guidance from the national and local authorities regarding COVID 19 at all times.
English pages 1-7 and français ci-dessous pages 7-13.
This study, commissioned by the Bridge the Gap project, seeks to provide an overview of the situation in project’s partner countries (Burkina Faso, Ecuador, Ethiopia, Paraguay and Sudan) and to formulate recommendations to international cooperation actors on their possible contribution to strengthen meaningful participation of persons with disabilities in the implementation of the CRPD and the Sustainable Development Goals (SDGs). The study focused mostly on the interaction between governments and DPOs as intermediary bodies representing the diversity of persons with disabilities with the aims of ensuring their meaningful participation at national level.
The study combined a review of the literature and interviews with representatives of governments, OPDs, service providers, mainstream civil society organisations and development agencies across the 5 countries carried out between August and November 2019 to provide a multi stakeholders perspective on the participation of OPDs in CRPD. It also developed an analytical tool to collectively understand different forms of interaction and participation that could be further developed and used for further studies
This guidance aims to:
- bring awareness of the pandemic’s impact on persons with disabilities and their rights;
- draw attention to some promising practices already being undertaken around the world;
- identify key actions for States and other stakeholders;
- provide resources for further learning about ensuring rights based COVID-19 responses inclusive of persons with disabilities.
1. What is the impact of COVID-19 on the right to health of persons with disabilities
2. What is the impact of COVID-19 on persons with disabilities who are living in institutions
3. What is the impact of COVID-19 on the rights of persons with disabilities to live in the community
4. What is the impact of COVID-19 on work income and livelihood of persons with disabilities
5. What is the impact of COVID-19 on the right to education of persons with disabilities
6. What is the impact of COVID-19 on the right of persons with disabilities to protections from violence
7. What is the impact of COVID-19 on specific population groups in which persons with disabilities are overrepresented
Background: Persons with disabilities are generally at greater risk of experiencing violence than their peers without a disability. Within the sphere of disability, individuals with severe communication disabilities are particularly vulnerable and have an increased risk of being a victim of abuse or violence and typically turn to their country’s criminal justice system to seek justice. Unfortunately, victims with disabilities are often denied fair and equal treatment before the court. Transformative equality should be pursued when identifying accommodations in court for persons with communication disabilities, as the aim should be to enable such individuals to participate equally in court, without barriers and discrimination.
Objectives: This research aimed to identify court accommodations recommended by legal experts, which could assist individuals with severe communication disabilities in the South African court.
Method: A qualitative design was used to conduct a discussion with a panel of legal experts.
Results: Using Article 13 (Access to Justice) of the Convention on the Rights of Persons with Disabilities (CRPD) as a human rights framework, four themes were identified: equality, accommodations, participation and training of professionals.
Conclusion: Foreign and national law clearly prohibits discrimination against persons with communication disabilities because of their disability and state that they should be given fair and equal access to the court system. For transformative equality to be achieved, certain rules and laws need to be changed to include specific accommodations for persons with communication disabilities so that they may be enabled to participate effectively in court in the criminal justice system.
African Journal of Disability, Vol 9, 2020
While about 1.5 million people undergo amputations every year, WHO estimates that only 5-15% of amputees who need prosthetic devices in LMICs have access to them. High prices of prosthetic services in lower- and middle-income countries (LMICs), combined with high indirect costs for users (for example to travel to service points), make prosthetic services unaffordable to many of the people who need them.
Prosthetic services can be made more affordable by: 1) increasing the number of service units (in particular, by leveraging decentralised service models and the innovative technologies that enable them); 2) establishing reimbursement schemes that encapsulate all costs to the user; and 3) leveraging alternative forms of financing for both capacity-building and user financing.
An opportunity exists to transform access to prosthetic services and products in LMICs, but this will require a coordinated effort between: 1) governments to expand service capacity; 2) global stakeholders to provide guidance on products and technologies; 3) suppliers to expand market presence and offerings; and 4) donors to support these activities.
Five strategic objectives are proposed to accelerate access to prosthetic services in LMIC
In 2019 the Disability Royal Commission released an issues paper on education and learning. The issues paper asked 13 questions based on some of the key issues and barriers experienced by students with disability.
Women With Disabilities Australia (WWDA) have now submitted their response to the issues paper which highlights key recommendations to improve the lives and experiences of students with disability. The recommendations stem from the following key areas:
- Inclusive education
- Inequality and discrimination underpin violence
- Restrictive practices – torture and ill-treatment
- Exposing violence – desegregated data and intersectionality
- Building strengths through inclusive education
Diversity is a current buzzword in politics, but in the EU, people with disabilities are not achieving the gains made by women and ethnic minorities. This research examined barriers and facilitating factors through a literature review and interviews with politicians and political activists in five European countries. Six categories of barriers and facilitating factors were found: networks, recruitment and mentoring, resources (money, time and energy), the “hierarchy of impairments,” accessibility of political spaces and activities, and laws and policies. Key recommendations include removing access barriers to political participation, from voting to holding office, including physical and procedural barriers in political spaces; ensuring that equalities legislation covers politicians; eliminating barriers imposed by benefits systems; promoting direct support for political activists, candidates and office-holders with disabilities, including access to necessary services and supports; encouraging parties to recruit and mentor disabled people with leadership potential; and considering quotas and job-sharing.
- Not many disabled people are active in politics. In the EU, about 15% of people have an impairment, but only around 1% of politicians do.
- Inclusion at school and in social groups makes it easier to get into political jobs or to try to get elected.
- Some disabled political activists, volunteers, candidates and office-holders don’t get the support they need.
- Political parties can help by finding disabled people, supporting them, and helping them get involved in politics.
- Our article provides several ideas about how to make it easier for disabled people to run for office and work in politics.
Fostering equity by offering the best education possible to all students is one of the main goals of inclusive schooling. One instrument to implement individualised education is individualised education planning (IEP). IEP requires cooperation between special and regular teachers. From research on school leadership it is known that leadership styles are connected to the way, school leaders use their scope of action with respect to fostering collaboration. However, little is known about the relationship between the leadership of a school, the provision of structures for collaboration, and the implementation of IEP in an inclusive context. The article focuses on the question to what extent transformational (TL) and instructional leadership (IL) are connected to the provision of structures for collaboration and how TL and IL as well as structures for collaboration relate to the implementation of IEP directly and indirectly. Based on data of N = 135 German schools, a path model was calculated. It revealed medium relations between TL, IL, and structures for collaboration as well as a medium effect from structures to collaboration on implementation of IEP. The effect from TL towards implementation of IEP was fully mediated by structures for collaboration, while the effect from IL persisted.
Extra efforts required by governments to protect the rights of people with disabilities in the COVID-19 pandemic are highlighted particularly in areas of information, institutions, self isolation, education and refugee camps.
Humanitarian organizations and donors have committed to change the way humanitarian action is carried out and create a “Participation Revolution.” In this webinar issues addressed included:
- inclusion of the people and communities affected by humanitarian crises in practice;
- how organizations are ensuring that the voices of the most vulnerable groups considering gender, age, ethnicity, language, and special needs are heard and acted upon;
- how program activities and budgets are designed to support the changes that affected people demand
In this webinar, organized on 26 March 2020 by PHAP and the Steering Committee for Humanitarian Response, we took stock of the progress to date on workstream six of the Grand Bargain and heard success stories from the field that can help agencies achieve a sustained change in how they design and deliver their programs.
A full transcript is available. Webinar registrants were asked to provide what they thought, in their context, was the most important factor enabling participation in practice and what they thought was the most important factor preventing participation in practice. Answers are provided in an Annex.
This guide is part of a project on the right to vote and how people with intellectual disabilities can have their voice heard by the people who make laws and policies that affect us.
A systematic literature review on the cost–effectiveness of emergency care interventions in low- and middle- income countries.
Bulletin of the World Health Organization 2020;98:341-35
Cochrane provides high-quality, relevant, and up-to-date synthesized research evidence to inform health decisions. This page highlights content relating to the coronavirus (COVID-19) pandemic and the various related activities that Cochrane is undertaking in response.
We will be continually adding updates and additions to this page. Sections include information and resources for:
- Public, patients, and carers
- Healthcare workers
- Policy and guideline developers
- The Cochrane Community
The extent of the effect of poverty and social exclusion on persons with disabilities in the EU was examined
The report shows how, in all EU countries, persons with disabilities are more likely to be poor and unemployed than persons without disabilities. It presents actions that the EU, it's Member States and other European Countries should take to improve the situation.
Source e-bulletin on Disability and Inclusion