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The Listen Include Respect guidelines help organisations understand what they need to do to make sure people with intellectual disabilities are included in their work.

​They were written by Inclusion International and Down Syndrome International.

Over 1,500 people with intellectual disabilities and their families from almost 100 countries helped write them.

The Convention on the Rights of Persons with Disabilities (CRPD) tells us that all people with disabilities have the right to “meaningful participation.”

“Meaningful participation” is what happens when people with intellectual disabilities get everything they need to be fully included, participate equally, and feel valued.

These guidelines will help organisations to make this happen.

Humanitarian actors recognize the lack of standard practice on the inclusion of older people and people with disabilities in humanitarian response as a current and critical gap in the sector. In recent years, the humanitarian sector has begun to more intentionally address these challenges. In response, the IRC has developed this Inclusive Client Responsiveness Guidance, which aims to address gaps in the IRC’s Client Responsive Programming specifically to strengthen inclusion of people with disabilities and older people. The Guidance consists of three sections to support staff in strengthening inclusion of people with disabilities and older people using the IRC’s Client Responsiveness approach:

Key concepts for designing inclusive feedback mechanisms such as accessibility and reasonable accommodation, to ensure that barriers are addressed, and feedback mechanisms are designed to be accessible to all.

Selection and design of inclusive feedback mechanisms that foster diversity and inclusion.

Monitoring access to feedback mechanisms of people with disabilities and older people through appropriate data collection and analysis.

The guidance also includes a set of resources for practical implementation, which are referenced throughout the document

This toolkit provides a structured method for organisations to access their facility using observations.

In October 2020, IOM Iraq commissioned the development of an accessibility toolkit for IOM Iraq built structures. This toolkit follows the Iraq “Building requirement code for people with special needs” on construction and accessibility and is a companion to the RRU Construction Manual: Best practices in construction and rehabilitation of community infrastructure. The RRU construction team constructs a variety of buildings including schools, health facilities and community centers. This toolkit is a resource to enable a strengthened approach to accessibility of future structures, and to enable a diverse range of community members to benefit from IOM Iraq’s construction and programming

Examples are outlined of how good practices in the provision of accessible learning materials are being put into practice by USAID in partnership with organisations addressing the education needs of students with disabilities:

• Expanding access through Universal Design for Learning in Cambodia: All Children Reading
• Applying a user-centered design approach in Kenya: eKitabu and Deaf-led Sign Language Video Stories
• Promoting sustainable accessible standards in Rwanda: Soma Umenye
• Supporting underserved languages in accessible formats: The Global Digital Library
• Fostering parental involvement in Tajikistan: USAID Read with Me

A step-by-step guide to undertaking an accessibility audit in the workplace.

This document provides a guide to improving accessible communications in the workplace. Demonstrating you don’t need to be an expert in digital accessibility – the basic principles are easy to understand and apply.

The World Blind Union (WBU) and CBM Global Disability Inclusion have developed Accessibility GO! A Guide to Action. The guide provides practical support on how to deliver a wholistic organisational approach towards accessibility. It describes how to progressively achieve seven core accessibility commitments across built environments, information and communications, procurement of goods and services, training and capacity development, programmes, meetings and events, recruitment, and human resource (HR) management. The guide offers pathways to progressively realise accessibility in various contexts and organisations; recognising that users of the guide will be diverse.

The Inclusive Infrastructure sub-programme of the AT2030 programme began in March 2020, right out the outset of the COVID-19 pandemic.

Over three years this part of the AT2030 programme will be conducting case studies in six cities on the current state of accessibility and inclusion of the built environment in each of those places. 

The first case study took place in Ulaanbaatar, Mongolia. In March 2020, research was about to begin, Mongolia closed its border as the Coronavirus pandemic escalated. This meant to travel to Ulaanbaatar to conduct research was not possible and new ways of working remotely had to be adopted.

Research was carried out by collaborating with a local team based in Ulaanbaatar: AIFO, an Italian NGO that has been working in Mongolia since 1993 and two Disabled Persons’ Organisations: ‘Universal Progress’ Independent Living Center and Tegsh Niigem.

Perspectives on working together, collaborating remotely and why this research is relevant to the country are shared.