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Disability Inclusive Development - Bangladesh Situational Analysis

THOMPSON, Stephen
June 2020

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This situational analysis (SITAN) addresses the question: “what is the current situation for persons with disabilities in Bangladesh?”. It has been prepared for the Disability Inclusive Development programme (which works on access to education, jobs, healthcare, and reduced stigma and discrimination for persons with disabilities in Bangladesh, Jordan, Kenya, Nepal, Nigeria, and Tanzania), to better understand the current context, including COVID-19, and available evidence in Bangladesh. It will be helpful for anyone interested in disability inclusion in Bangladesh, especially in relation to stigma, employment, education, health, and humanitarian issues.

Disability Inclusive Development - Nigeria Situational Analysis

THOMPSON, Stephen
June 2020

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This situational analysis (SITAN) addresses the question: “what is the current situation for persons with disabilities in Nigeria?”. It has been prepared for the Disability Inclusive Development programme (which works on access to education, jobs, healthcare, and reduced stigma and discrimination for persons with disabilities in Bangladesh, Jordan, Kenya, Nepal, Nigeria, and Tanzania), to better understand the current context, including COVID-19, and available evidence in Nigeria. It will be helpful for anyone interested in disability inclusion in Nigeria, especially in relation to stigma, employment, education, health, and humanitarian issues.

COVID-19 in humanitarian contexts: no excuses to leave persons with disabilities behind! Evidence from HI's operations in humanitarian settings

HUMANITY & INCLUSION (HI)
June 2020

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This collection and review of evidence aims to illustrate how the COVID-19 crisis triggers disproportionate risks and barriers for men, women, boys and girls with disabilities living in humanitarian settings. It highlights recommendations for humanitarian actors, to enhance inclusive action, aligned with existing guidance and learnings on disability inclusion. It is based on evidence, including testimonies, collected by HI programs in 19 countries of intervention. Special efforts were made to reflect the voices of persons with different types of disabilities, genders and ages, residing in different geographical areas and living circumstances, including refugee and internally displaced persons’ settlements and host communities.

 

Evidence has been collected through primary data collection among HI teams and partners, working in countries impacted by the COVID-19 pandemic in April/May 2020. Data was extracted from assessments conducted by HI and partners in Bangladesh, Egypt, Haïti, Indonesia, Philippines, Jordan, Lebanon, Somaliland and Togo. Testimonies from affected communities, staff and partners were collected in Kenya, Myanmar, Pakistan, Palestine, Philippines, Somaliland, South Sudan, Rwanda, Thailand, Uganda and Yemen.

 

Access to age-assistive technology: A resilience building measure for older people

HISCOCK, Diana
MALIK, Deepak
June 2020

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The intersection between age, gender and disability and the use of assistive technology (AT) by older people, in emergency response and as a tool for disaster risk reduction (DRR) is explored. The report shows that AT can have a positive impact on independence, vulnerability reduction and resilience building for older women and men in humanitarian crises. This report urges for sensitization and capacity building of humanitarian organizations for the inclusion and promotion of assistive product (AP) provision in humanitarian response and offers insight into key areas to enable AT provision to successfully meet the needs of older people.

 

The study employed primary research methods to gather both quantitative and qualitative information through a semi-structured survey with HelpAge programme beneficiaries in five countries: Bangladesh, Indonesia, Myanmar, Nepal and Pakistan. The survey incorporated the Washington Group short set of questions (WGQs), designed to identify people with functional difficulties in six core functional domains: mobility, vision, hearing, cognition, self-care and communication (Washington Group on Disability Statistics, 2016). The report also summarises secondary research including a literature review, information from rapid needs assessments carried out by HelpAge, and maps out relevant policy changes which have led to better recognition of the intersectionality and importance of AT for older men and women.

Pre-Primary and Primary Inclusive Education for Tanzania (PPPIET) – Foundation Phase : Report on Participatory Research to Inform Design of New Inclusive Education Model in Tanzania

JUDGE, Emma
June 2020

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The Disability Inclusive Development (DID) consortium, a UK Department for International Development (DFID) funded initiative, is working together on the Pre-Primary and Primary Inclusive Education in Tanzania (PPPIET) programme whose ultimate goal is to foster quality sustainable inclusive education for all children with disabilities at scale across Tanzania in mainstream pre-primary and primary government schools. To achieve this, it aims to support collective, coordinated systems change by establishing an agreed common model of basic inclusive pre-primary and primary education in mainstream government schools, and galvanising significant progress in spreading its systematic implementation for all children with disabilities across Tanzania. 

 

This task requires the cooperation of government, civil society and Disabled People’s Organisations (DPOs) to achieve real change.  No single organisation or government department can achieve inclusive education on its own. Pooling the skills and resources and exchanging learnings to achieve quality inclusive education of children can help all involved. Working together will build collective commitment and action, not just amongst DID consortium members but also across government, donors, education actors and the private sector. 

 

Part of this process was to conduct a participatory field research to gather evidence on the current provision of support services needed for inclusive education and identify gaps that need to be filled in the future. The exercise also served to identify key challenges that need addressing to facilitate the removal of legal, policy, systemic, physical, communication and language, social, financial and attitudinal barriers. The findings from the research were intended to identify the priority components that need addressing in the design of an inclusive education design model and the drivers of accountability, i.e. the agencies/stakeholders responsible for implementing the required system changes.

 

Summary of key findings

The Government of Tanzania has continually demonstrated its support and commitment to inclusive education evidenced by the many comprehensive policies for inclusive education, including the National Inclusive Education Strategy (NSIE) 2018 – 2021.  Through these policies, it is actively working to improve the educational environment but the journey is long and requires significant system changes for the policies to be effectively implemented, which needs collaboration, cooperation, planning, and strategic resourcing across multiple ministries, NGOs, DPOs, and the private sector. 

 

To achieve inclusive education, a rights-based approach to education needs to be adopted, focusing on identifying and removing the barriers to access and quality learning for every child, including appropriate infrastructure changes in schools, changing attitudes, and providing additional support to girls and boys with disabilities through learning support assistants.  There also needs to be a fundamental shift towards child-centred pedagogy in teacher training and curriculum development to meet the needs of all learners, including having a mandatory module on inclusive education in all teacher training curricula.  Over time, this will help develop teachers’ confidence and positive attitudes towards teaching children with disabilities and achieve impact at scale.  Strengthening the capacities of all teachers, improving classroom management, increasing awareness about inclusive education for all stakeholders, and improving access to screening and early identification, health, rehabilitation services, and affordable assistive devices are all contributing factors to achieving inclusive education in Tanzania.

 

Systems change to improve learning and support for children with disabilities takes time and requires a significant investment of resources and budget allocation by government and service providers.  However, inclusive education can be cost-effective compared with the cost of segregation and special schools, particularly where ministries work together to ensure a more ‘strategic allocation of existing funds, promoting universal design and co-operation agreements among multiple ministries’.   Developing partnerships with the private sector to improve the physical infrastructure of schools and access to affordable assistive devices can also help reduce the cost of inclusion.

 

Inclusive education is a cross-cutting issue that requires the commitment and accountability of multiple stakeholders across government ministries to ensure its effective implementation.  This includes the MOEST, MOHCDGEC, MOFP, the Prime Minister’s Office (PMO) and the President's Office, Regional Administration and Local Government (PORALG). 

 

It is anticipated that to achieve successful implementation and scaling up of the model design for inclusive education, there will need to be a systematic and phased approach to implementing the recommendations in this report over the short, medium and long term.  It is acknowledged that this process will take considerable time to implement and can only be successfully achieved over a period of years with the support and increased understanding of all stakeholders.  There is no quick-fix solution to inclusive education.  It requires changing long-established systems and adjusting services, including health and education, training, and attitudes.  There is also no financial short cut. 

 

However, while some recommendations require significant investment, others can be achieved in the current context without significant monetary investment.  For example, changing the curriculum for all teacher training to ensure inclusive education is included as a standard module will help transform the approach of teachers and the inclusion of children with disabilities in learning.  Raising awareness of inclusive education for all stakeholders, including policy-makers and implementers will also help increase understanding of the long-term system changes required and reduce stigma and discrimination.  Inclusive education can only be achieved in an inclusive society and it needs collective effort from the government, parents, community, and all stakeholders for effective implementation.

Disability inclusion, COVID-19 and adaptations to the DFID Ghana LEAP 2 programme 43

WAPLING, Lorraine
MEANEY-DAVIS, Jessie
June 2020

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This short paper provides an overview of disability inclusion considerations for adaptations to Ghana’s Livelihood Empowerment Against Poverty (LEAP) 2 social protection programme during the COVID-19 pandemic. It includes considerations for changing the payment mechanism from cash payments to mobile money as well as the necessary communications and monitoring of beneficiary feedback and safeguarding during the pandemic. The attached annex provides detailed considerations of the benefits, risks and mitigations for specific programme adaptations.

Learning Needs Assessment Report: Skills for impact - Rohingya Humanitarian crisis response, Bangladesh Local Humanitarian Aid Workers

AHSANUL ISLAM, Suman
et al
June 2020

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The Rohingya humanitarian crisis response in Cox’s Bazar (CXB) is a fairly new and complex experience for the humanitarian aid workers in Bangladesh. Aid workers are responsible for responding effectively in a very demanding context and acquire certain skills and competencies to adapt to the extreme workload. Since the current response in CXB began in 2017, local humanitarian aid workers (LHAWs) have gathered tremendous amount of learnings and experiences.

 

The objective of this LNA is to outline the knowledge, skills, capacity gaps and learning needs of LHAWs working in CXB. 

 

This LNA focuses on understanding LHAWs’ skills, knowledge and behaviour - both operational & technical. It analyses individuals' ability to contribute and implement response plans and respond effectively to the humanitarian crisis. Analysis focuses on understanding LHAWs’ capacity in addressing the needs of specific beneficiary groups such as children, women & girls, people with disability (PwD), elderly and people with chronic health issues. Quantitative and qualitative data was collected in November 2019.

 

Accountability, feedback & complaints mechanisms in humanitarian responses to migration

KAHN, Clea
June 2020

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This guidance aims to give humanitarian actors a guidance for developing their accountability mechanisms in the context of mixed migration, with a focus on complaints and feedback mechanisms. Excellent guidance already exists on how to implement feedback and complaint mechanisms in humanitarian contexts, and this is not intended to replace or duplicate those. It should be read as a supplement, to provide additional reflection for humanitarian actors working in migration contexts.

The development of this guidance was based on a review of existing literature, including research studies, guidelines and training materials. More than 30 interviews were conducted with representatives of more than 20 organisations working in Africa, the Americas, the Middle East and Europe. Particular support was received from Start Network’s MERF member organisations.

Considering the disability related extra costs in social protection

MONT, Daniel
COTE, Alexandre
et al
June 2020

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This paper tackles several critical elements required for social protection systems and programs to adequately consider disability related extra costs. In the first part, it will explain the diversity of disability related costs. The second part will present current methods to assess and measure disability related costs and the issues they raise. The last part will present how social protection systems can take into account and tackle those different disability related costs.

 

This background paper is a part of a series produced in the frame of a project led by ILO and UNICEF in close collaboration with the International Disability Alliance (IDA) and supported by the UN Partnership on the Rights of Persons with Disabilities. It has been co-financed by Leonard Cheshire in the frame of the DFID funded I2I project. The UNPRPD project aims at developing practical guidance for countries, development agencies and DPOs for reforms towards inclusive social protection systems fostering empowerment of persons with disabilities across the life cycle. The papers summarize key issues and present policy recommendations and proposal to build inclusive social protection systems supporting empowerment and participation of persons with disabilities across the life cycle

Addressing barriers to employment for people with disabilities: evidence and lessons learned. Disability Inclusion Helpdesk Research Report No. 41

MEANIE-DAVIS, Jessie
COE, Sue
June 2020

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This work was carried out to answer the query: “What is the evidence available on interventions that effectively address the barriers to people with disabilities accessing and maintaining employment (decent work) in the agriculture and manufacturing sectors in low and middle income countries?”.

This paper provides an overview of findings from evaluations, research, and case studies on programmes that seek to address barriers to employment for people with disabilities in low and middle income countries (LMICs). There is extremely limited evidence available on this subject, particularly from mainstream agriculture, livelihoods and employment programmes. Almost all of the evidence available is from programmes with a specific focus on disability inclusion. Due to the lack of evidence available from interventions specifically focused on employment in the agriculture and manufacturing sectors, the scope of this query was expanded to include evidence from employment programmes that are not specific to one sector

This rapid evidence review identified three common programme approaches that seek to address different combinations of these barriers by working with different stakeholder groups: Single intervention approaches; Supply and demand approaches; and Systems approaches.

Multifaceted interventions for supporting community participation among adults with disabilities

GROSS, Judith
MONROE-GULICK, Amalia
DAVIDSON-GIBBS, Debbie
NYE, Chad
June 2020

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This Campbell systematic review and meta-analysis examines the impact of multifaceted interventions on community participation outcomes for adults with disabilities, and aims to find effective components of the interventions. The review summarizes the findings from 15 reports of multifaceted interventions in five countries.

Included studies employ at least two interventions designed to address two or more participant characteristics (e.g., skill enhancement, behavior/attitude change) and/or environmental characteristics (e.g., participant interactions with people, places, or things) resulting in outcomes that provide direct access to the community (e.g., competitive employment, adult learning, housing) or are a dimension of community participation (e.g., self-determination, quality of life, social networking).

 

Campbell Systematic Reviews. 2020; 16:e1092.

https://doi. org/10.1002/cl2.1092.

Assisting displaced and conflict-affected older people in Ukraine, June 2020

RICH, Anna
NAZRIEV, Akbar
June 2020

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This note highlights the key protection concerns and needs of conflict-affected older women and men and older people with disabilities in Ukraine, as well as opportunities for humanitarian, development and government actors to enhance their protection.

Ukraine has one of the ‘oldest’ humanitarian crisis: 30% of all people in need of humanitarian assistance are over 60. Older people often face overlapping vulnerabilities such as chronic diseases, disability and dire financial constraints, with a high proportion of older women amongst the conflict-affected population.

Disability inclusion in Nigeria : A rapid assessment

WORLD BANK
June 2020

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According to the World Health Organization, in 2018, about 29 million of the 195 million people who comprise Nigeria’s national population were living with a disability. Data from the 2018 Nigeria Demographic and Health Survey reveal that an estimated 7 percent of household members above the age of five (as well as 9 percent of those 60 or older) have some level of difficulty in at least one functional domain, seeing, hearing, communication, cognition, walking, or self-care; and 1 percent either have a lot of difficulty or cannot function at all in at least one domain. These estimated rates, while significant, are probably even higher because currently available data likely underestimate the prevalence. This rapid social assessment was undertaken to document the current socioeconomic status of persons with disabilities in Nigeria. Findings indicate that persons with disabilities lack access to basic services and that attitudinal barriers represent a major impediment to their socioeconomic inclusion. Inclusive policies are either nonexistent, weak, or inadequately implemented. 

Fiji Gender, disability and inclusion analysis: COVID-19 and TC Harold, June 2020

COWLEY, Anna
June 2020

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While Fiji only had 18 cases of COVID-19, all of whom have recovered, the economic and social outcomes are significant and will be felt for years to come. The closure of international borders led to visitor arrivals contracting significantly by 43.5 percent up to April and the economy is projected to decline by 4.9% in 2020 under COVID-19. The impacts will extend to government revenue, which is expected to decrease by almost 50% in the next financial year.

In addition to the pandemic, Fiji was also struck by Severe Tropical Cyclone Harold on 08 April, causing States of Natural Disaster to be declared for COVID-19 and for TC Harold within the same week. Although Fiji is used to cyclones, prevention and movement restriction measures in place for COVID-19 made it difficult to respond to the trail of destruction left by the Category 4 cyclone. A total of 250 evacuation centers were opened in all four divisions and around 10,000 people were displaced.

The objectives of the Gender, Disability and Inclusion Analysis are:

- To analyse and understand the different impacts that the COVID-19 pandemic and TC Harold potentially have on women, men, girls and boys, people with disabilities and people of diverse SOGIESC and other marginalised groups in Fiji;

- To inform humanitarian programming in Fiji based on the different needs of women, men, boys and girls, people with disabilities and people of diverse SOGIESC with a particular focus on Gender Based Violence (GBV), Health, Water, Sanitation and Hygiene (WASH), Education in Emergencies, Food Security and Livelihoods, and Coping Strategies; and

- To provide recommendations for organisations responding to COVID-19 and TC Harold.

Global humanitarian response plan COVID-19. United Nations Coordinated appeal April – December 2020

United Nations Office for the Coordination of Humanitarian Affairs (OCHA)
May 2020

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The COVID-19 Global HRP is a joint effort by members of the Inter-Agency Standing Committee (IASC), including UN, other international organizations and NGOs with a humanitarian mandate, to analyse and respond to the direct public health and indirect immediate humanitarian consequences of the pandemic, particularly on people in countries already facing other crises. It aggregates relevant COVID-19 appeals and inputs from WFP, WHO, IOM, UNDP, UNFPA, UN-Habitat, UNHCR, UNICEF and NGOs, and it complements other plans developed by the International Red Cross and Red Crescent Movement.

Model disability survey of Afghanistan 2019

AKSEER SHINWARI, Nadia
AKSEER, Tabasum
KAMALA, Madhis
May 2020

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Led by The Asia Foundation (the Foundation) in Kabul, Afghanistan, the WHO’s and World Banks’ Model Disability Survey (MDS) was implemented in Afghanistan in 2019 to provide rigorous and current data for policy and action. Using an adapted MDS, the MDSA 2019 was designed and implemented to generate representative data at nationally and regionally representative levels.

 

A complex survey using multistage sampling was administered respectively to adult (18+ years) and child (2–17 years) populations; a total of 14,290 households were surveyed, representing 111,641 Afghans across the country. Separate survey tools were implemented for adults (157 questions) and children (53 questions). Three core tools were developed covering: 1) household characteristics; 2) adult disabilities (related to functioning, health conditions, personal assistance, assistive products and facilitators, health care utilization, well-being and empowerment); 3) child disabilities (related to functioning and health conditions)

Protection analysis: impact of COVID-19 measures on PSNs in refugee communities in Uganda

PERSONS WITH SPECIFIC NEEDS SUB-WORKING GROUP, UGANDA
May 2020

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The Persons with Specific Needs (PSN) sub working group is a collective of over 20 organisations including UN agencies, NGOs, Disabled Peoples Organizations (DPOs), and Government (Ministry of Gender, Labour and Social Development and Office of the Prime Minister) which regularly meets within the Uganda refugee coordination model to discuss issues relevant to refugees with specific needs, with a particular focus on persons with disabilities and older persons.

 

April 2020 the PSN SWG members started to collect evidence from a range of sources on the specific impact of the COVID-19 crisis and containment measures on PSNs within refugee communities in Uganda.

Rapid assessment of the socio-economic impact of COVID-19 on persons with disabilities in Viet Nam

HUONG, DAO THU
May 2020

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The objectives of the rapid assessment were to identify health and socio-economic challenges faced by persons with disabilities and their families during COVID-19 and formulate recommendations to the Government on COVID-19 disability-inclusive response and recovery. The rapid assessment was carried through a survey of persons with disabilities. A questionnaire was designed with inputs from OPDs, the Ministry of Labour, Invalids and Social Affairs and other UN agencies. The questionnaire included 29 questions, covering personal status, changes in personal income before and during COVID-19, employment situation, main challenges during COVID-19 including on health and socio-economic issues, coping mechanisms and main needs

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