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Disability stigma in the Disability Inclusive Development (DID) programme countries: an overview of the evidence

ROHWERDER, Brigitte
September 2019

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This literature review outlines factors contributing to disability stigma in low- and middle-income countries. Overviews of disability stigma in the six Disability Inclusive Development (DID) programme countries – Bangladesh, Jordan, Kenya, Nepal, Nigeria, and Tanzania – are presented next. The review then looks at the literature on interventions to reduce disability stigma. Interventions aimed at addressing disability stigma in developing countries have been aimed at the intrapersonal and familial level; the interpersonal level; and the structural level.

Access to assistive products in Kurigram and Narsingdi, Bangladesh. Policy brief 2.

HUMANITY & INCLUSION BANGLADESH
et al
August 2018

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This ‘policy brief’ outlines findings on Assistive technology and Products (AP) needs, unmet needs and access patterns arising the Rapid Assessment of Disability (RAD) study conducted in 2016 and 2017, in partnership between the Bangladesh Bureau of Statistics (BBS) and Humanity & Inclusion (HI) Bangladesh, with technical oversight from the Nossal Institute for Global Health, University of Melbourne, Australia. The study was part of the HI project: Towards Global Health: Strengthening the Rehabilitation Sector through Civil Society funded by the European Union. Findings from the 4254 adults surveyed in the two districts are reported here.

 

The purpose of this component of the RAD study was to learn about the usage of AP, characteristics of AP users, barriers to use of AP, unmet and met needs of AP, and to highlight major policy implications for AP service provision, in two target areas of Kurigram and Narsingdi. The survey includes an adapted version of Washington Group (WG) ‘short set’ of Disability Questions. A modified version of the WHO’s draft Assistive Technology Assessment Tool (needs module) – or the ‘ATA-needs’, was also implemented. Findings from this study also helped modify and improve the draft ATA-needs tool

Inclusive service delivery for persons with disabilities in Mongolia

MAMUTKULOV, Raushenbek
ASIAN DEVELOPMENT BANK (ADB)
2018

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The Ensuring Inclusiveness and Service Delivery for Persons with Disabilities (PWDs) project in Mongolia aims to ensure access to improved services, employment opportunities, and more support through social welfare reform for PWDs.

Estimates of disability prevalence in Mongolia tend to be underreported, especially among older people, girls, and women, thus leaving a substantial number of persons with disabilities (PWDs) without the necessary services and protection. Early identification of disability is inadequate and current disability assessments follow an outdated, narrow medical approach. Many people perceive PWDs to be incapable of living independently and a burden to society.

A brief overview is given of a project aiming to ensure access to services and employment for PWDs to increase their autonomy and contribution to the economy and society in general.

(ADB Brief, Social Protection Brief, No.91)

Disability and inclusive education - A stocktake of education sector plans and GPE-funded grants

BANHAM, Louise
PAPAKOSTI, Elena
et al
March 2018

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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

Inclusive education and accountability mechanisms. Paper commissioned for the 2017/8 Global Education Monitoring Report, Accountability in education: Meeting our commitments

ABU ALGHAIB, Ola
TROMP, Roseanne
October 2017

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"The adoption of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) and in particular Articles 24, 31 and 33, which requires countries to develop an inclusive education system for all children as well obliging them to implement and monitor the process, presents both a challenge and an opportunity to the countries of the world. This report discusses the advances that have been made in terms of the implementation of inclusive education system for people with disabilities, as well as the challenges that are still ahead. The UNCRPD requires ratifying countries to submit Country Reports on the implementation of the Convention to the UN Committee on the Rights of Persons with Disabilities. The present report is unique in that it is based on a thorough analysis of these Country Reports. In addition, it is based on a thorough review of literature about inclusive education for people with disabilities"

 

School and classroom disabilities inclusion guide for low- and middle-income countries

BULAT, Jennae
HAYES, Anne
et al
January 2017

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This guide provides strategies and recommendations for developing inclusive classrooms and schools. We specifically address the needs of Sub-Saharan African countries, which lack the resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted. Strategies for enhancing existing school and classroom environment and instruction include: modify the physical environment; modify classroom managment strategies; ensure social inclusion; adopt best instructional practices; apply strategies for students with sensory disabilities; and use assistive technologies. Strategies for adopting response to intervention include: tier by tier implementation; individualised education plans; and planning for school wide adoption of inclusive practices and a multilevel system of support.

 

 

Rights to water and sanitation for people with disabilities in Madagascar

VEROMAMINIAINA, Edith
RANDRIANARISOA, Ridjanirainy
December 2016

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"This paper illustrates the experiences of the Platform For People with Disabilities (PFPH), working with the support of WaterAid, to highlight and address the gaps in the realisation of the rights of people with disabilities in Madagascar. The focus has been on engaging the government on the National Inclusion Plan for people with disabilities, which includes water, sanitation and hygiene (WASH). This pilot project was designed to increase access to safe WASH for people with disabilities through a human rights based approach. It focuses on strengthening the capacities of rights holders, as well as the capacity and the political will of duty bearers to fulfil their obligations towards the progressive realisation of rights. The project has strengthened the capacity of the PFPH to advocate for their rights and engage with government on all areas of their rights, although an increase in actual WASH provision is limited by the government’s lack of capacity and resources". 

7th RWSN Forum “Water for Everyone”, 7 ème Forum RWSN « L’eau pour tous » 29 Nov - 02 Dec 2016, Abidjan, Côte d’Ivoire

As the movement for cash transfer programming advances, how can we ensure that people with disabilities are not left behind in cash transfer programming for emergencies?

REDUC, Marie
PLA CORDERO, Ricardo
et al
December 2016

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A short review of the literature was carried out which derived some specific recommendations with regards to the needs of people with disabilities in cash transfer programming in the braod categories of: appropriate beneficiary targeting and assessment; accessibility of training and sensitisation materials; physical and sensorial access to markets, vendors and distributions points (including ATM); access to activities in cash for work; accessibility of technology; access to lost goods and services

The Inclusion Imperative: Towards Disability-inclusive and Accessible Urban Development

Benjamin DARD
Victor Santiago PINEDA
October 2016

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CBM has joined the Global Network on Disability Inclusive and Accessible Urban Development (DIAUD) consisting of multi-stakeholder partners working on both disability and urban development issues, advocating for the inclusion of women, men, girls and boys with disabilities in the New Urban Agenda and the UN Habitat III process. 

On behalf of DIAUD network, CBM and World Enabled have produced an innovative booklet on the Inclusion Imperative: Towards Disability Inclusive and Accessible Urban Development.

The booklet is filled with examples of disability-inclusive urban development, features the voices of people with disabilities claiming their rights as well as key recommendations to help ensure that cities respond to the needs of everyone, including persons with disabilities. The publication also contains a foreword by Catalina Devandas Aguilar, the UN Special Rapporteur on Disability.

The publication will be launched on October 16th, during the high-level forum on disability-inclusive urban development and further disseminated during the conference including stakeholder’s roundtable.
 

Women and girls with disabilities. Committee on the Rights of Persons with Disabilities. General comment No. 3 (2016). Article 6.

OFFICE OF THE UNITED NATIONS HIGH COMMISSIONERS FOR HUMAN RIGHTS (OHCHR)
September 2016

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"International and national laws and policies on disability have historically neglected aspects related to women and girls with disabilities. In turn, laws and policies addressing women have traditionally ignored disability". "Article 6 serves as an interpretation tool to approach the responsibilities of States parties across the Convention, to promote, protect and fulfil the human rights of women and girls with disabilities, from a human rights-based approach and a development perspective". These general comments take the form of an introduction, normative content, states parties’ obligations, the interrelationship of article 6 with other articles of the Convention (perspectives of women with disabilities in CRPD provisions) and national implementation

Right to inclusive education. Committee on the Rights of Persons with Disabilities. General comment No. 4 (2016). Article 24

OFFICE OF THE UNITED NATIONS HIGH COMMISSIONERS FOR HUMAN RIGHTS (OHCHR)
September 2016

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"States parties must ensure the realisation of the right of persons with disabilities to education through an inclusive education system at all levels, including pre-schools, primary, secondary and tertiary education, vocational training and lifelong learning, extracurricular and social activities, and for all students, including persons with disabilities, without discrimination and on equal terms with others". "The right to inclusive education encompasses a transformation in culture, policy and practice in all formal and informal educational environments to accommodate the differing requirements and identities of individual students, together with a commitment to remove the barriers that impede that possibility". The difference between exclusion, segregation, integration and inclusion is highlighted. Core features of inclusive education are set out. These general comments take the form of an introduction, normative content, states parties’ obligations, relations with other provisions of the Convention and implementation at national level." 

WFD’s position paper on the language rights of deaf children

WORLD FEDERATION OF THE DEAF
September 2016

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Early exposure to sign language and multilingualism, combined with strong family support for sign languages, best prepares deaf children for their future effective participation in society. This position paper covers language acquisition for deaf children, the benefits of multilingualism, multilingual education and interpreting UN CPRD Article 24 in support of sign bilingual education. 

Each section of the paper has International sign videos available.

Ensuring that no one is left behind. High-level political forum (HLPF) 2016 position paper by Persons with Disabilities.

INTERNATIONAL DISABILITY ALLIANCE (IDA)
2016

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This position paper states that "only by utilising the UN Convention on the Rights of Persons with Disabilities (CRPD) as a guiding framework in implementing the SDGs, will it be ensured that exclusion and inequality are not created or perpetuated". Proposals are made and background presented on the topics of: the unfinished work of the MDGs; realising, through an enabling environment, the full potential of persons with disabilities; working together to protect our planet; and reaching the farthest behind first

Disability framework : one year on : leaving no one behind

DEPARTMENT FOR INTERNATIONAL DEVELOPMENT (DFID)
December 2015

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“The DFID vision is a world where no one is left behind. A world where people with disabilities have a voice, choice and control over the decisions that affect them. Where they participate in and benefit equitably from everyday life, everywhere. Our first Disability Framework was launched in December 2014. It focused on inspiring their colleagues to do more, with support from civil society partners…This updated Framework reflects lessons they have learned over the past year and outlines the next steps we will take as an organisation to deliver their vision”

Education for all? This is still not a reality for most children with disabilities

HANDICAP INTERNATIONAL
2015

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This advocacy briefing paper presents key information about the inclusion of children with disabilities in the education system. It highlights key facts, gaps in the provision of an equitable education system, the benefits of inclusive education and legal policy and frameworks. It outlines practical steps can be taken by education actors at different levels and suggests ways to measure progress

 

Advocacy briefing paper

Gender and disability : a way forward to overcoming multiple discrimination

HANDICAP INTERNATIONAL
2015

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This advocacy briefing paper presents key information about the inclusion of disability in gender policies and programs. It highlights key facts and issues such as women and girls with disabilities facing multiple discrimination, gaps in political and program responses and legal policy and frameworks. It outlines practical steps can be taken by development actors at different levels and suggests ways to measure progress

 

Advocacy briefing paper

The revised UNESCO charter of physical education, physical activity and sport

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
November 2015

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"The International Charter of Physical Education, Physical Activity and Sport  is a rights-based reference that orients and supports policy- and decision-making in sport. Based on the universal spirit of the original Charter, and integrating the significant evolutions in the field of sport since 1978, the revised Charter introduces universal principles such as gender equality, non-discrimination and social inclusion in and through sport. It also highlights the benefits of physical activity, the sustainability of sport, the inclusion of persons with disabilities and the protection of children"

Inter-agency and expert group on the sustainable development goal Indicators : tentative timeline, work plan and organization of work

INTER-AGENCY AND EXPERT GROUP ON THE SUSTAINABLE DEVELOPMENT GOAL INDICATORS
July 2015

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A brief guide on the prospective Sustainable Development Agenda from the Inter-Agency and Expert Group, giving a tentative outline as to the timescale that will be followed in the deliberation and creation of the Sustainable Development Goal (SDG) indicators. This guide begins with a table overview of this timescale and is then followed by a description on how the work within the group is to be aggregated and organised

Discussion papers on the theme of the high-level political forum on sustainable development, submitted by major groups and other stakeholders

UNITED NATIONS ECONOMIC AND SOCIAL COUNCIL
May 2015

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A compendium of papers from various stakeholders setting out “established and maintained effective coordination mechanisms” for the high-level discussions on sustainable development and the post-2015 development agenda

High-level political forum on sustainable development, Convened under the auspices of the Economic and Social Council, 26 June-8 July 2015

E/HLPF/2015/2

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