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Considering age and disability in the Rohingya response

ASSESSMENT CAPACITIES PROJECT (ACAPS)
February 2021

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This report evaluates existing data on the Rohingya refugee response. It highlights the key challenges and constraints faced by persons with disabilities (PwD) and older people in accessing essential services and explores how COVID-19 and related containment and risk mitigation measures have affected humanitarian programming for PwD and older people. It also identifies information gaps and challenges linked to disability prevalence in the camps

 

This secondary data review focuses on the Rohingya refugee camps in Cox’s Bazar and combines publicly available secondary data with 11 key informant interviews conducted with age and disability experts working on the humanitarian response. The interviews took place between 1 July–30 August 2020 with experts from the UN, national NGOs, INGOs, and the International Red Cross and Red Crescent Movement.  

Let’s not go back to ‘normal’! lessons from COVID-19 for professionals working in childhood disability

ROSENBAUM, Peter L
SILVA, Mindy
CAMDEN, Chantal
January 2021

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Purpose: The worldwide COVID-19 pandemic has changed almost all aspects of our lives, and the field of childhood disability is no exception.

 

Methods: This article is based on an invited lecture by the first author at a conference–the eHealth Summit (“Pediatric Rehabilitation in a Digital Space”)–organized by the other authors and their colleagues in May 2020.

 

Results: The first author offers his own experiences and perspectives, supplemented by comments and observations contributed by many of the 9000+ attendees at this talk, as curated by the second and third authors. The basic messages are that while life for families of children with developmental disabilities, and for service providers who work with them, is significantly altered, many important lessons are being learned.

 

Conclusions: The comments from participants support the currency of the ideas that were presented, and encourage childhood disability professionals to reflect on what we are learning, so that we can seize the opportunities they afford to do things differently–and we believe better–moving forward.

The impact of COVID-19 measures on children with disabilities and their families in Uganda

MBAZZI, Femke Bannink
NALUGYA, Ruth
KAWESA, Elizabeth
NIMUSIIMA, Claire
KING, Rachel
VAN HOVE, Geert
SEELEY, Janet
2021

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To understand the impact of the COVID-19 public health response on families of children with disabilities in Central Uganda we conducted phone interviews with parents and children during the first 5 months of the outbreak (March - July 2020). Most parents and children were well informed about COVID-19 and were keen to adhere to government prevention measures. The majority said lock-down measures had a negative effect on their mental and physical health, social life, finances, education and food security. Access to medical services and medication for chronic illness had been limited or absent due to restrictions in travel, some facilities restricting access, and limited financial resources. The majority of parents reported loss of work which resulted in difficulties in finding enough food and paying rent. Parents worried about children missing education and friends. We suggest greater attention to children with disabilities and their families when implementing mitigating and long-term responses.

Children with disabilities. Ensuring their inclusion in COVID-19 response strategies and evidence generation

UNITED NATIONS CHILDREN'S FUND (UNICEF)
December 2020

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Even before the COVID-19 pandemic struck, children with disabilities were among the most disadvantaged, facing increased exposure to abuse and discrimination and reduced access to services in many parts of the world. Understanding these pre-existing vulnerabilities can help anticipate how the COVID-19 pandemic could sharpen existing inequities and can shed light on where targeted efforts may be required.

The publication below draws on pre-COVID data to highlight how children with disabilities face greater risks in the midst of this pandemic. It documents what has happened to services for children and adults with disabilities across the world and includes examples of what has been done to address disruptions in services. It also discusses the challenges in generating disability-inclusive data during the pandemic.

Disability rights during the pandemic. A global report on findings of the COVID-19 Disability Rights Monitor

BRENNAN, Ciara Siobhan
October 2020

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This report presents the findings from a rapid global survey of persons with disabilities and other stakeholders which took place between April and August 2020. The organisations behind the study seek to “catalyse urgent action in the weeks and months to come,” as transmission rates of COVID-19 continue to rise in many countries and persons with disabilities are again subjected to restrictions which have already had severe consequences.

The report analyses over 2,100 responses to the survey from 134 countries around the world. The vast majority of responses were from individuals with disabilities and their family members. Within the questionnaire responses respondents provided more than 3,000 written testimonies documenting the experiences of persons with disabilities and their family members during the pandemic. The qualitative and quantitative data provide in-depth, comprehensive insights into the experiences of persons with disabilities and the consequences of government actions or inactions on the rights of persons with disabilities.

The report is organised around four themes which emerged during the process of analysing responses received to the survey. These themes are:

1. Inadequate measures to protect persons with disabilities in institutions

2. Significant and fatal breakdown of community supports

3. Disproportionate impact on underrepresented groups of persons with disabilities

4. Denial of access to healthcare

 

A webinar was held to mark the launch of the report

The hidden impact of COVID-19 on children and families with disabilities.

ORSANDER, Martina
MENDOZA, Pamela
BURGESS, Melissa
ARLINI, Silvia Mila
October 2020

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This report is one in a series presenting findings from the Global COVID-19 Research Study on The hidden impact of COVID-19 on children. The results presented here focus on the impacts of COVID-19 on children and parents/caregivers with disabilities and their families, drawing on data from our representative sample of 17,565 parents/ caregivers and 8,069 children in our programme participants group. Topics covered include impacts of COVID-19 on household economy, health and nutrition, child education and learning, child rights, relationships between children and their parents/caregivers, psychosocial wellbeing, family separation and household violence.

The research was implemented in 46 countries in June and July 2020 and resulted in the largest and most comprehensive survey of children and families during the COVID-19 crisis to date, with 31,683 parents/ caregivers and 13,477 children aged 11–17 participating in the research. The research sampled three distinct population groups:

1. Save the Children programme participants;

2. Specific population groups of interest to Save the Children;

3. The general public.

A representative sample of Save the Children programme participants with telephone numbers or email addresses was obtained in 37 countries.

 

A GLOBAL RESEARCH SERIES

Pivoting to inclusion : Leveraging lessons from the COVID-19 crisis for learners with disabilities

McCLAIN-NHALPO,Charlotte Vuyiswa
KULBIR SINGH,Ruchi
MARTIN,Anna Hill
et al
August 2020

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As governments respond to the Coronavirus 2019 (COVID-19) pandemic, the global community must ensure that persons with disabilities are included. This will require disability inclusion to be considered in all interconnected sectors; education, health, social protection, and inclusion from the planning stage all the way through to delivery and recovery efforts that are inclusive of all and are sufficiently differentiated to meet the specific needs of children with disabilities. The issues paper focuses on the following objectives: (1) addressing education, social needs, barriers, and issues for learners with disabilities at a global, regional, and country-level during the COVID-19 crisis; and (2) recommending practices for education and social inclusion, and reasonable accommodations utilizing the twin track approach and principles of universal design for learning.

Children with disabilities and COVID-19

UNICEF
July 2020

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This guidance has been produced for UNICEF’s East Asia and the Pacific Regional Office and UNICEF Australia. This document is intended for frontline workers, including UNICEF partners, health personnel, social workers, teachers, help line staff and community volunteers engaged in the COVID-19 response. It is recommended that this document is read in conjunction with the Minimum Care Package, CBM’s Disability Inclusion in COVID-19 Preparedness and Response guidance note, UNICEF’s EAPR Child Protection Emergency Preparedness and Response to COVID-19 and the global Technical Note: Protection of Children during the Coronavirus Pandemic

Covid-19 minimum care package for children with disabilities

UNICEF
CBM AUSTRALIA
July 2020

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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.

Guidance Note 5: Return to School

McGEOWN, Julia
BOISSEAU, Sandra
BOHAN-JACQUOT, Sandrine
July 2020

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This guidance is part of a series to provide support during the Covid-19 crisis. The guidance notes include #1 Inclusive Digital learning, #2 Teacher resources, #3 Home support, #4 TV and Radio Learning, and #5 Return to School.

 

10 tips are provided for returning to school during and after the Covid-19 pandemic. Tips are given to cope with school re-opening, manage learning continuity with existing constraints and build better education systems.

 

Disability Inclusive Development - Kenya Situational Analysis

ROHWERDER, Brigitte
June 2020

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This situational analysis (SITAN) addresses the question: “what is the current situation for persons with disabilities in Kenya?”. 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 Kenya. It will be helpful for anyone interested in disability inclusion in Kenya, especially in relation to stigma, employment, education, health, and humanitarian issues. This SITAN has been briefly updated from the April 2019 SITAN.

Ensuring an inclusive return to school for children with disabilities

CBM Australia
June 2020

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This guidance has been produced by CBM Australia for UNICEF’s East Asia and the Pacific Regional Office and UNICEF Australia. The document is intended for UNICEF staff, education policy makers and planners in the East Asia and Pacific Region. Its purpose is to provide guidance on critical considerations and actions that should be undertaken to ensure an inclusive return to school for children with disabilities, as children return to school after the temporary closure of schools due to the COVID-19 pandemic.

Guidance Note 4, TV and Radio Learning

McGEOWN, Julia
BOISSEAU, Sandra
BOHAN-JACQUOT, Sandrine
June 2020

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This guidance is part of a series to provide support during the Covid-19 crisis. The guidance notes include #1- Inclusive Digital learning #2 - Teacher resources and #3 Home support. #4 TV and Radio Learning #5Return to school.

 

A pictorial based summary of the top 10 tips is provided followed by explanation of the resources and more information about top tips, with hyperlinks of relevant resources.

Disability Inclusion Helpdesk Report No: 38 : Disability and Child Marriage

MEANEY-DAVIS, Jessie
LEE, Harri
ANDRAE, Karen
May 2020

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Summaries on the findings from the following queries:

Is there evidence that suggests children with disabilities are more/less vulnerable to child marriage than children without disabilities? If yes, what are the driving factors for this?

What are some of the evidence-based interventions we could think about to ensure that children with disabilities affected by child marriage are not left behind? How can we better mainstream disability inclusion in the programme? 

COVID-19 response: Considerations for children and adults with disabilities

UNICEF
April 2020

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A guidance note on considerations for children and adults with disabilities in the COVID-19 response. The guidance describes what we need to know about the situation of persons with disabilities in COVID-19 response, and what we need to do in five key points: Limit human to human transmission and protect individuals from exposure; minimise morbidity and mortality; prevent and address the secondary impact of the outbreak- minimise the human consequences of the outbreak; enhance risk reduction and in-country preparedness including coordination; inclusion in UNICEF operations

LEARNING MUST GO ON: Recommendations for keeping children safe and learning, during and after the COVID-19 crisis

April 2020

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This brief highlights some of the potential impacts of school closures (associated with the impact on the COVID-19 on children) with a focus on the most marginalised, including those already living in crisis and conflict contexts. It provides recommendations for governments and donors, together with partners, to ensure that safe, quality and inclusive learning reaches all children and that education systems are strengthened ready for the return to school

IDDC Inclusive Education Task Group response to COVID-19

April 2020

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Many countries in the world are adjusting to the impact of the COVID-19 outbreak. It is clear that in addition to the impact on health, this outbreak will have a long-term significant impact on the education of children and young people globally. Already, nearly 90% of children and young people are experiencing disruption to their education and 185 countries have implemented country-wide school closures. Children with disabilities were amongst the most likely to be excluded from education, with 50% of children with disabilities in low- and middle-income countries out of school before the pandemic. Additional, specific challenges in times of school closures are reported and a call is made to governments.

Guidance note 1: Inclusive digital learning

McGEOWN, Julia
BOISSEAU, Sandra
BOHAN-JACQUOT, Sandrine
April 2020

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This guidance is part of a series to provide support during the Covid-19 crisis. The guidance notes include: #1- Inclusive Digital learning; #2 - Teacher resources; and #3 Home support

 

To help with the vast range of information on distance learning, here are some recommendations about helpful resources that are simple to use to complement learning, do not require subscriptions, include resources in a range of languages (used in the context of HI programs), and are free to the user.

 

Ten top tips are given on inclusive digital learning with a focus on children with disabilities with resources to follow

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