Using current evidence and testimony from more than 60 WASH experts in 30 countries, this technical paper highlights evidence to argue that accessible and inclusive WASH is achievable at low cost, by using universal design, community-driven change, and existing knowledge, expertise and methods. The paper provides starting points to understand the impact of and case for accessible and inclusive WASH.
Database of disability and health information resources
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The aim of this literature review and research was to provide an update on disability and rehabilitation in Mongolia, and to identify potential barriers and facilitators for implementation of the World Health Organization (WHO) Global Disability Action Plan (GDAP). A 4-member rehabilitation team from the Royal Melbourne Hospital conducted an intensive 6-day workshop at the Mongolian National University of Medical Sciences, for local healthcare professionals (n=77) from medical rehabilitation facilities (urban/rural, public/private) and non-governmental organizations. A modified Delphi method (interactive sessions, consensus agreement) identified challenges for rehabilitation service provision and disability education and attitudes, using GDAP objectives
Journal of Rehabilitation Medicine, Volume 50, Number 4, April 2018, pp. 358-366(9)
Evidence on strategies/pathways for strengthening people with disabilities’ leadership in political and public life, at all levels of governance (formal and informal) is reviewed.
Topics discussed concerning participation in political and public life include: UNCRPD; barriers; strategies to support inclusive electoral and political processes; womens empowerment; capacity building and training; the role of disability movements and DPOs; affirmative action and quotas; election observation and increasing the visibility of people with disabilities
K4D helpdesk report
Disaster risk management aims to address vulnerability in order to reduce risk and therefore needs to consider the full range of vulnerability drivers, including those that affect persons with disabilities. This report presents the results of comprehensive review of the state of practice in disability-inclusive Disaster risk management (DRM) undertaken by GFDRR (Global Facility for Disaster Reduction and Recovery). The report is intended to help World Bank staff incorporate persons with disabilities and a disability perspective into their ongoing DRM work. The report will also be of interest to other development actors and stakeholders working on DRM.
The aim of the review was to create a capacity building and professional learning opportunity based on inclusive education experience and expertise in another context. The background, methodology, findings of the study are enclosed within the document. Specific objectives include: (1) to create focused peer-to-peer sharing and learning opportunities across countries, (2) record key strategies, opportunities, remaining challenges and achievements, (3) document lessons learned for targeted quality improvements during the last year of each project, and (4) use information collected for developing a responsible, phased exit strategy for 2018.
NGOs like Humanity & Inclusion and Leonard Cheshire partner with the private sector to provide advice on employment practices to successfully transform the workplace and workforce to be disability inclusive. They support businesses in a number of ways including:
- Provide a tailored approach, starting with an assessment
- Support inclusive recruitment processes
- Provide skills development for candidates
- Provide assessment and referral to support services
- Advise on constructing an accessible work environment
- Provide mentoring support
Case studies include HI's inclusive employment work in Morocco, Leonard Cheshire working in partnership with Accenture in South Asia, East Asia, and South Africa, with Henkel in the Philippines, with AnonTex in Bangladesh and with SUN ITES Consulting Private Ltd, Bangalore.
Top tips for global disability-inclusive employment are discussed.
Students with disabilities and their families have many pathways to achieve independence through higher education. First they need to know their rights and how to prepare for higher education.
There are many pathways to achieve independence through higher education, and Maryville University has created this helpful “Frequently Asked Questions” (FAQ) to give you an idea of what to expect as you research your options.
Google has officially introduced wheelchair-accessible routes in Google Maps.
This rapid review looks at examples of existing literature on the availability of assistive technologies and efforts to make these technologies more affordable and accessible in developing countries. Needs and access to assistive technologies are overviewed. The discussion of market characteristics of assistive technologies covers availability, affordability, quality, appropriate design, and awareness and demand. Efforts to increase the affordability and accessibility of assistive technology are discussed covering: The Global Cooperation on Assistive Technology (GATE); the WHO Priority Assistive Products List; and EYElliance and eye health initiatives. Market shaping and community based approaches are discussed in this context.
This is a K4D helpdesk report. This report was commissioned by the UK Department for International Development (DFID)
This new Making It Work report presents 9 good practices successfully addressing the prevention and response to violence and discrimination against women and girls with disabilities in Africa. It also contains key advocacy recommendations that can be used for disability and/or gender advocates in order to further promote the rights of women and girls with disabilities.
The practices were:
- Gender-Based Violence prevention through a grassroots initiative led by women with disabilities (Rwanda)
- Protecting urban refugee women and girls with disabilities from abuse and discrimination in Kenya
- Advancing the access of deafblind women and girls to Sexual and Reproductive Health (Malawi)
- Enhancing access to justice for GenderBased Violence survivors with intellectual challenges through integrated legal and psychosocial support service provision (Kenya)
- Developing knowledge and empowerment through the Gender and Disability Inclusive Development Community of Practice (Cameroon)
- Promoting a safer, Gender-Based Violence free environment for women and girls with disabilities in Lilongwe, Malawi
- Restoring the dignity of women and girls with disabilities in the Plateau State of Nigeria
- Forging a district community where women and girls with disabilities live dignified and empowered lives (Uganda)
- Emerging Practice: Fostering peace and respect by bringing women and girls with disabilities concerns into a women’s organization (Kenya)
This is a practical manual about mental health care, aimed at community health workers, primary care nurses, social workers and primary care doctors, particularly in low resource settings. It describes more than 30 clinical problems associated with mental illness, using a problem-solving approach to guide the reader through their assessment and management. It addresses the lack of understanding of mental health among many health workers. Mental health issues as they arise in specific contexts are described - in refugee camps, in school health programmes, as well as in mental health promotion. The final section helps the reader to personalise for a particular location, for example, by entering local information on voluntary agencies, the names and costs of medicines and words in the local language for symptoms.
This product is an update of the first edition 2003. It is also available as Open Access.
This report was commissioned by the Global Partnership for Education’s Secretariat to take stock of how disability and inclusive education are included in education sector plans in 51 countries, including GPE-funded programs, such as education sector program implementation grants, program documents, implementation progress reports education sector analysis, if applicable, and other relevant GPE program documents.
This report documents progress and highlights the need to step up support to GPE partner countries on disability and inclusive education, to improve consideration of issues around disability and inclusion in education sector analysis and sector planning processes to better promote the achievement of GPE 2020 strategic goal 2, and to fulfill the transformative vision of Agenda 2030
UNICEF has issued an Assistive Products guide which addresses needs in four impairment groups: mobility, vision, hearing, and communication. It provides details of some assistive products currently available on the market and information on when and how they are to be used. It covers a range of devices, from low-tech (e.g., walking sticks, pencil grips) to more complex (e.g., specialized computer software/hardware or motorised wheelchairs). This publication provides practical information to guide UNICEF, partner agencies and Governments in procurement planning and provisioning of assistive products. The information is designed to help with decision-making on the most appropriate assistive products to meet programme objectives and realise the rights of children with disabilities. The selection of assistive products in this overview is based on the World Health Organization’s (WHO’s) 2016 Assistive Products Priority List (APL). References to particular brands and models are only illustrative examples available at the time of publication and do not constitute an endorsement of the manufacturer by UNICEF. Indicative prices listed are in US dollars.
A short factsheet about deafness and hearing loss covering key facts, causes (congenital and acquired), impact (functional, social and economic), prevention, identification and management and WHO response.
Factos and figures are provided in infographic format about:
- people with disabilities in Syria and the host refugee nations
- grave violations against children
- displacement of people
- humanitarian access and siege
- extreme survival measures
Highlights of the UNICEF response are provided
Persons with a disability are among the population groups most likely to suffer from exclusion from education but data that permit an analysis of the links between disability and education remain scarce. This paper examines educational disparities linked to disability based on data from 49 countries and territories for five education indicators:
● Proportion of 15- to 29-year-olds who ever attended school
● Out-of-school rate (primary school age, lower secondary school age)
● Completion rate (primary education, lower secondary education)
● Mean years of schooling of the population 25 years and older
● Adult literacy rate (population 15 years and older)
The education indicators were calculated with data from three sources, collected between 2005 and 2015: Demographic and Health Surveys (DHS) sponsored by USAID, School-to-Work Transition Surveys (SWTS) by ILO, and population census data compiled by IPUMS-International. Comparability of the data across countries is limited because only some of the surveys and censuses used questions developed by the Washington Group on Disability Statistics to identify persons with a disability. The accuracy of the indicator estimates is also affected by sampling and non-sampling errors in the data, the small sample size of many of the surveys that were analysed, and the relatively small proportion of persons with disabilities in each country’s population. Moreover, because of the scarcity of national data, it is currently not possible to generate statistics on the status of persons with disabilities with regard to education that are regionally or globally representative.
Information Paper No.49
This systematic review examined the equality challenges and opportunities for women with disabilities in low- and middle-income countries (LMICs) to participate and succeed in education, employment, and motherhood. The search of Web of Science, PsychINFO, Google Scholar, and MEDLINE databases yielded 24 articles, which were subsequently passed through open, axial, and selective coding. The resulting review found that women with disabilities in LMICs have severe difficulty participating and succeeding in education, employment, and motherhood.
Social Inclusion, Vol 6, No 1, 82–93
This special issue of this journal includes the following papers:
- Achieving Disability Equality: Empowering Disabled People to Take the Lead
- Dis-Equality: Exploring the Juxtaposition of Disability and Equality
- Leveraging Employer Practices in Global Regulatory Frameworks to Improve Employment Outcomes for People with Disabilities
- Equality of What? The Capability Approach and the Right to Education for Persons with Disabilities
- Reasonable Accommodation as a Gateway to the Equal Enjoyment of Human Rights: From New York to Strasbourg
- Disability, Access to Food and the UN CRPD: Navigating Discourses of Human Rights in the Netherlands
- Rehabilitation as a Disability Equality Issue: A Conceptual Shift for Disability Studies?
- Inclusions and Exclusions in Rural Tanzanian Primary Schools: Material Barriers, Teacher Agency and Disability Equality
- Education, Work, and Motherhood in Low and Middle Income Countries: A Review of Equality Challenges and Opportunities for Women with Disabilities
- Social Inclusion through Community Living: Current Situation, Advances and Gaps in Policy, Practice and Research
This guide shares good practices and challenges that have emerged through the experience of the Age and Disability Capacity Programme (ADCAP) implementing partners, in embedding inclusion of older people and people with disabilities within their humanitarian policies and practices. All mainstream and specialist organisations engaged in humanitarian responses can learn and benefit from this experience. This guide complements the ‘Humanitarian inclusion standards for older people and people with disabilities’ (see Appendix 4), by documenting practices that will help humanitarian organisations to systematically include older people and people with disabilities.
Nine change themes that reflect successful inclusion practices emerging from the ADCAP experience are presented. Each theme includes analysis — using examples of action from ADCAP implementing organisations, a set of good practice action points, and case studies detailing how change was brought about in different implementing organisations
This free three week online MOOC course aims to raise awareness about the importance of health and well-being of people with disabilities in the context of the global development agenda: Leaving no one behind.
Source e-bulletin on Disability and Inclusion