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.
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
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)
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.
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.
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
This guidance, and the associated toolkit, are designed to support frontline workers, community volunteers, and mobilizers and their supervisors who are working in GBV prevention and response to foster inclusion of persons with disabilities in their community activities. It includes guidance, key actions and tools to improve accessibility of existing community processes and activities relating to GBV. This resource has been developed based on the findings of a needs assessment conducted in 2017 which confirmed that women, children and youth with disabilities in Lebanon and their caregivers are facing a range of GBV-related risks.
A needs assessment conducted in 2017 confirmed that women, children and youth with disabilities in Lebanon and their caregivers are facing a range of gender based violence (GBV) -related risks including: child marriage among girls with disabilities; exploitation of women and adolescent girls with disabilities and female caregivers; intimate partner violence (IPV) against women with disabilities; sexual harassment by male community members
This guidance is designed to support frontline workers, community volunteers and mobilizers who are working in GBV prevention and response, and their supervisors, to foster inclusion of persons with disabilities in their community activities. It includes guidance, key actions and tools to improve accessibility of existing community processes and activities relating to GBV.
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.
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.
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)
Source e-bulletin on Disability and Inclusion