Sightsavers’ Connecting the Dots initiative in Uganda offers young people with disabilities the opportunity to learn a new trade and gain valuable work experience. Over 500 young people in the Masindi area of Western Uganda have taken part in Connecting the Dots, a scheme that links them up with training and employment opportunities. After completing a three-month course learning a trade of their choice – including construction work, welding, tailoring or hairdressing – they are connected with local employers where they spend three to six months working on the job. Several examples are highlighted.
This guidance has been produced by CBM Australia for UNICEF’s East Asia and the Pacific Regional Office and UNICEF Australia. This document provides background, identifies key risks, risk mitigation measures, and provides links to key resources available to support UNICEF staff and partners in designing a COVID-19 response that is inclusive of children and youth with disabilities. It briefly presents information known at this time (May 2020) while recognising that as the pandemic evolves resources and evidence will also evolve.
Background: The manner in which disability is understood influences how individuals within a society, its institutions, policies and structures are able to accommodate and support people with disabilities (PWD) (Kaplan 2000). Understanding how students with disabilities (SWD) within a higher education context perceive and experience disability as well as how key players, namely, lecturers and disability unit (DU) staff, who influence that experience, is important in further shaping policy and providing a truly inclusive environment for all within HEIs.
Objectives: The study aimed to examine the narratives of disability among SWD, lecturers and the DU within a tertiary institution, with a view to better understand their experiences and required initiatives to address the challenges of disability within a higher tertiary institution.
Method: The study drew on three theoretical frameworks: social constructionism, feminist disability theory and the Foucauldian perspective. Data for the study were collected through in-depth semi-structured interviews with 12 SWD, seven members of staff from the institution’s DU and five lecturers from within the School of Applied Human Sciences. Data were analysed using thematic analysis.
Results: The findings suggested that in spite of both facilitating and positive representations of disability, the dominant representation of disability was perceived as challenging and as a result, disempowering. Students with disabilities were found to adapt, and consequently modify their behaviour by disassociating from their disability in order to fit in.
Conclusion: The study highlights the need for creating spaces and engagement within an HEI context that both challenge negative discourses of disability, and at the same time, promote positive representations of disability.
African Journal of Disability, Vol 9, 2020
Some psychology tips, advice and links to articles that you might find helpful in dealing with the effects of the coronavirus pandemic. Resources both for the public and for professionals are listed.
This report is the result of a process aimed at building a cross-disability consensus on strategic recommendations to commonly advocate for the realisation of the rights of all learners to quality, inclusive education, including all learners with disabilities.
Through three technical workshops, which included exchanges with consultants, education sector stakeholders, inclusive education allies in particular the IDDC Inclusive Education Task Group, global, regional and national level OPDs, a consensus position was developed on how to best achieve SDG4 in compliance with UNCRPD Article 24.
The report calls for an inclusive education system where all learners with and without disabilities learn together with their peers in schools and classes in their community schools, receiving the support they need in inclusive facilities.
Representatives of four IDA members formed the technical task team to guide the initiative and its framing of inclusive and equitable quality education. The four members are Inclusion International, the International Federation of Hard of Hearing People, the World Blind Union and the World Federation of the Deaf. While this report is endorsed by the Alliance as a whole, examples used in this report reflect a perspective on the commonly agreed position as illustrated by the four IDA member organisations who engaged actively in the technical task team.
Two advocacy tools associated with the new African Union (AU) Protocol to the Charter on Human and Peoples' Rights on the Rights of Persons with Disabilities have been developed: what is new for African women and girls with disabilities; and what is new for African children, youth and older people with disabilities. The new protocols are localised, progressive, intersectional and gender inclusive
The tools are available in short from (2 pages) or long form (4 pages) which provide details of the specific rights articles and definitions
Making It Work developed the new advocacy tool with COVAW, FIDA-Kenya and UDPK
Background: There are multiple factors that make it difficult for learners with a mobility impairment to participate in sport, if not impossible. Unfortunately, it is not known which of these factors can be considered as the most important ones.
Objectives: The main objective was to obtain clarity on the factors that differentiate best between learners who participate in sport and those learners who are not participating.
Method: In total, 140 boys and girls with different types of mobility impairments participated. Information was obtained on inevitable factors such as age and gender, structure factors such as type of school and hostel dwelling and personal factors such as emotions and relationships with parents and peers.
Results: Four factors emerged that explained 22% of the variance in the distinctive characteristics of the group that participates in sport and the non-participating group. Age was the most important variable explaining 9% of the variance followed by trust (an emotional variable), gender and health.
Conclusion: Children with a mobility impairment should be encouraged to start participating in sport at an early age. Specific attention should be given to girls who are more reluctant to participate. Health is a factor that can inhibit sports participation; however, it should not be overemphasised. The emphasis should rather be on the development of trust, which will help adolescents with an impairment to take responsible risks in an adaptive sports environment.
African Journal of Disability, Vol 8, 2019
The 2030 and Counting pilot project sought to give youth with disabilities a seat at the table on the SDGs – providing them with the tools and confidence they need to become their own agents of change. This report provides an overview of the project, together with learnings and recommendations for the future.
In its pilot year, 2030 and Counting brought together young women and men with disabilities and DPOs from Kenya, the Philippines and Zambia to report on and advocate for their rights through the framework of the SDGs
The project had three consecutive phases: Training, Story gathering (data collection) and Influencing.
In total, 332 reports were collected between June and September 2018. The highest number of reports were submitted under the theme of Education (44%), followed by Work (33%), and Health (14%). The category of Other, which almost entirely focused on discrimination in daily life, accounted for 8%. 80% of reporters had smartphones, offering the potential to increase the use of this feature in future.
Supporting people with disabilities into employment is important not only in providing income, but research in Nepal has shown positive life changes including increased confidence, social status, and acquiring new skills. This document provides a rapid review of the evidence of the types of interventions used to reduce barriers and support people with disabilities into employment, as well as the impact of training programmes on employment and/or livelihood outcomes (Section 4). Case studies are included in Section 5 and Annex 1 to give further details on key learnings.
Case studies outlined are
- Vocational training programme by Madhab Memorial Vocational Training Institute (MMVTI), Bangladesh
- Gaibandha Food Security Project (Bangladesh)
- Self-help groups (Nepal)
- EmployAble programme (Kenya, Rwanda and Ethiopia)
- Economic Empowerment of Youth with Disabilities (Rural Uganda)
- Access to Livelihoods Programme (India, Sri Lanka, Bangladesh, Pakistan, the Philippines, South Africa)
Young people with disabilities have the same right to Sexual and Reproductive Health (SRH) as their peers without disabilities, but their needs and rights are often overlooked. This study examines the SRH status of young people with disabilities in China. In particular, the study explored the sexuality-related knowledge, attitudes and behaviour of young people with disabilities as well as their access to sexuality-related information, education and services. The findings of the study are intended to provide evidence to support decision-making by government agencies, educators, development workers and other relevant stakeholders regarding developing and implementing disability-inclusive SRH and sexuality education policies and programmes for young people in China.
The study, using quantitative and qualitative methods, was conducted in 2015 among unmarried young persons aged 12 to 24 living with visual, hearing, physical and intellectual disabilities, in both urban and rural areas. The analysis was based on data collected through 707 completed valid questionnaires, 20 group interviews and 35 individual interviews with young people with disabilities, and individual interviews with 60 parents and teachers, along with one case study.
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
This publication reflects back on four co-design processes undertaken by Light for the World’s Disability Inclusion Lab during the past few years. These different journeys in solution development have demonstrated the power of this methodology to create genuine inclusion in livelihood programming while striving to empower persons with disabilities to achieve economic success. In this publication the social innovation lab methodology is described as a unique approach to inclusive programming, highlighting four cases: The Livelihood Improvement Challenge in Uganda, the lab in the EmployAble programme in Ethiopia, the AgriLab in Cambodia, and the InBusiness pilot in Kenya. Lessons learnt are described.
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
- 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.
This publication shares the experiences of five disability-inclusive employment promotion projects commissioned by the BMZ. They use different strategic approaches and measures, depending on the national context, culture, environment, societal characteristics etc.
The projects were:
BANGLADESH: PROMOTION OF SOCIAL AND ENVIRONMENTAL STANDARDS IN THE INDUSTRY PSES (2010-2020)
TOGO: PROMOTING VOCATIONAL TRAINING AND YOUTH EMPLOYMENT (2012 TO 2018)
INDONESIA: SOCIAL PROTECTION PROGRAMME SPP (2016 – 2018)
RWANDA: PROMOTION OF ECONOMY AND EMPLOYMENT ECO-EMPLOI (2016 – 2019)
NAMIBIA: PROMOTION OF VOCATIONAL EDUCATION AND TRAINING (2012 – 2017)
Background: Historically, challenges faced by students with disabilities (SWDs) in accessing higher education institutions (HEIs) were attributed to limited public funding. The introduction of progressive funding models such as disability scholarships served to widen access to, and participation in, higher education for SWDs. However, recent years have seen these advances threatened by funding cuts and privatisation in higher education.
Objectives: In this article, the funding mechanisms of selected developed and developing democratic countries including the United Kingdom, the United States, Canada, Australia, South Africa and India are described in order to gain an insight into how such mechanisms enhance access, equal participation, retention, success and equality of outcome for SWDs. The countries selected are often spoken about as exemplars of best practices in relation to widening access and opportunities for SWDs through government mandated funding mechanisms. Method: A critical literature review of the sample countries’ funding mechanisms governing SWDs in higher education and other relevant government documents; secondary academic literature on disability funding; online sources including University World News, University Affairs, newspaper articles, newsletters, literature from bodies such as the Organisation for Economic Co-operation and Development, Disabled World and Parliamentary Monitoring Group. Data were analysed using a theoretically derived directed qualitative content analysis.
Results: Barriers which place SWDs at a substantial educational disadvantage compared to their non-disabled peers include bureaucratisation of application processes, cuts in disability funding, means-test requirements, minimal scholarships for supporting part-time and distance learning for SWDs and inadequate financial support to meet the day-to-day costs that arise as a result of disability.
Conclusion: Although the steady increase of SWDs accessing HEIs of the sampled countries have been attributed to supportive disability funding policies, notable is the fact that these students are still confronted by insurmountable disability funding-oriented barriers. Thus, we recommend the need for these HEIs to address these challenges as a matter of urgency if they are to respect the rights of SWDs as well as provide them with an enabling environment to succeed academically.
African Journal of Disability, Vol 8, 2019
Background: The kingdom of Swaziland is a signatory to policies on universal education that ensure high quality basic education for all. Education for All is a commitment to provide equal opportunities for all children and the youth as provided for in the country’s constitution of 2005. The tone for the introduction of inclusive education in Swaziland was inevitably set by the new constitution of 2005. Since then several policies have been produced by the government, all aimed at providing equal education opportunities to all children in the country. These policies include the Swaziland National Children’s Policy (2009), Poverty Reduction Strategy and Action Plan (2006) and Draft Inclusive Education Policy (2008). The Education for All Policy (2010) is the policy that upon implementation became a stimulus for the introduction of inclusive education into mainstream schools; as a result, all teachers in the country’s schools were expected to be competent enough to teach learners with a wide range of educational needs. However, in-service teachers received inadequate staff development and training ahead of the implementation of inclusive education and a majority of teachers were not professionally developed for inclusive education, as pre-service students at tertiary training level.
Objectives: This study investigated barriers in the implementation of inclusive education at high schools in the Gege branch, Swaziland, with a view to finding lasting solutions to inform research and government policy.
Method: This research is a qualitative interpretive case study based on selected schools in the Gege branch of schools. Data was obtained through semi-structured research interviews and document analysis. It was processed and analysed through data coding, unitising, categorising and emergence of themes, which became the findings of the study.
Results: Lack of facilities in the governments’ schools and teachers’ incompetence in identifying learners facing learning challenges in their classrooms are some barriers to inclusivity.
Conclusion: The study concludes that there is a need for the Ministry of Education and Training to craft an inclusive curriculum in line with the inclusive policy in order to cater for the diverse educational needs of all learners in mainstream schools. It is thought that instituting a vibrant in-service and pre-service teacher training programme by the Ministry of Education and Training will increase teachers’ capacity to a level where teaching in inclusive classrooms does not negatively affect their competence.
This report takes stock of evidence from LMICs, drawing on findings from a thematic evidence review combined with emerging findings from the Gender and Adolescence: Global Evidence (GAGE) survey and qualitative research baseline studies in Bangladesh, Ethiopia, Jordan and Palestine. These interviews involved more than 6,000 adolescents and their caregivers – including approximately 600 girls and boys with physical, visual, hearing or intellectual impairments, alongside service providers and policy actors. The report draws attention to the multiple and intersecting capabilities that need to be supported in order for adolescents with disabilities in LMICs to reach their full potential. It goes beyond a focus on their access to education and health services, and also considers their rights to psychosocial wellbeing, protection from violence, mobility and opportunities to participate within their communities, as well the skills, assets and support they need to become economically independent once they transition into adulthood.
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.
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
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
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