This overview gives actions for the disabled persons and their household, for governments, for healthcare workers , for disability service providers and for the community to mitigate the effects of the COVID-19 outbreak.
The COVID pandemic continues to escalate across the world, this document has been prepared to;
- Provide some top-line advocacy messages that can be used for advocacy and communications,
- Give a few questions example that you can ask yourself/or other stakeholders to check how people with disabilities are being included,
- Provide key resources for further reading. We recognise the importance of safe, evidence-based messages, and stand by the advice of the World Health Organisation on health-related issues, of the Inter-Agency Standing Committee on international coordination, and of the International Disability Alliance on inclusion of people with disabilities in the COVID-19 response.
This document provides recommendations for rapid response solutions for federal and state governments to close the real and anticipated gaps in the COVID-19 outbreak and public health emergency-related continuity of operation for people with disabilities, older adults, and people with access and functional needs. Our recommendations include contingency plans for disability and aging services, supports, and programs funded directly with federal or state funds or through federal assistance to state, local, tribal and territorial governments and non-government providers.
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.
Purpose: The para-cycling classification system, consisting of five classes (C1–C5) for bicycling (C5 athletes having least impairments), is mostly based on expert-opinion rather than scientific evidence. The aim of this study was to determine the differences in race performance between para-cycling classes.
Methods: From official results of the men’s 1 km time trials for classes C1–C5 of seven Union Cycliste Internationale World Championships and Paralympics, median race speed of the five fastest athletes in each class was calculated (n = 175). Para-cycling results were expressed as a percentage of able-bodied performance using race results from the same years (n = 35). To assess differences between consecutive classes, Kruskal-Wallis tests with Mann-Whitney U post hoc tests were performed, correcting for multiple testing (p < 0.013).
Results: Para-cyclists in C1 reached 75% (median ± interquartile range = 44.8 ± 4.2 km/h) and in C5 90% (53.5 ± 2.9 km/h) of able-bodied race speed (59.4 ± 0.9 km/h). Median race speed between consecutive classes was significantly different (χ2 = 142.6, p < 0.01), except for C4 (52.1 ± 2.8 km/h) and C5 (U = 447.0, p = 0.05).
Conclusion: Current para-cycling classification does not clearly differentiate between classes with least impairments.
The importance of physchosocial support for people with spinal cord injuries and amputations as a result of the conflict in Syria and their families and carers is is briefly described through several case histories.
On February 6th 2020, the European Disability Forum (EDF) organised a webinar about the Audiovisual Media Services Directive (AVMSD). The AVMSD is a directive which sets out the rules for audiovisual media services and adapts them to the new media consumption realities and affects all market players (TV broadcasters, video on-demand platforms and video sharing platforms) in the European Union. The AVMSD entered into force on 19th December 2018 and its transposition period will end on 19th September 2020.
This webinar was conducted by Marie Denninghaus, EDF Policy Coordinator and was supported by Raquel Riaza, Events and Administration Officer and by other colleagues from EDF‘s office. The webinar was accessible for persons with disabilities providing live captioning and sign language interpretation. It was recorded and it will be available on EDF’s website.
The first speaker was Lara Orlandi, from the European Commission, who is Policy Officer in DG CONNECT. She gave a broad overview about the main AVMSD objectives and provisions as she was part of the team which prepared and negotiated this legislation. The second speaker was Alejandro Moledo. He is Policy Coordinator at EDF. He spoke about the provisions of the AVMSD with reference to accessibility for persons with disabilities and how to make use of this legislation to advance on media accessibility.
Summaries on the findings from the following queries:
A rapid evidence review on best practice in addressing disability and including people with disabilities in agricultural development programming, including mobile agriculture.
An online webinar bringing together practitioners in the mobile agriculture and disability inclusion space highlighting barriers, emerging practice and gaps.
Today’s society promises that people with disabilities can access anything, but in practice there are numerous obstacles, and the ways in which people deal with them can be easily missed or taken for granted by policy makers. This article draws on a project in which researchers ‘go along’ people with disabilities in Sweden who demonstrate and recount accessibility troubles in urban and digital settings. They display a set of mundane methods for managing inaccessibility: (a) using others, (b) making deals and establishing routines, (c) mimicking or piggybacking conventions, (d) debunking others’ accounts and performing local politics. The employment of these shared but tailored methods shows the difficulties to be accepted that people with disabilities still face, as well as the wide-ranging tension that exists between the grand rhetoric of inclusion and modest results. The tension implies that people with disabilities are required to be creative.
- Declarations and policies often say that people with disabilities should have access to anything, but in practice this is not the case.
- This study investigates what people with disabilities actually do when they have trouble accessing various places or resources. The results show their common and practical ways, and these ways are often taken for granted, overlapping, and combined.
- People with disabilities ask others to support them when they face troubles to access places or resources, they make deals with important actors and they develop routines. They also observe, imitate and follow others’ actions, to pick out precisely those ways that suit their needs.
- When people with disabilities find their ways in today’s society they also act with words. They argue against other people’s excuses or justifications for not providing access.
- The study has found a lot of frustration among people with disabilities who get blocked, excluded or delayed. This gives them motives to engage in politics.
This is a guide to help people with disability to get the facts about Coronavirus (COVID-19) and make a plan for how they will manage the impact of this situation. People with disability need a plan that is tailored to their unique support needs
This book is an anthropological urban study of the Emirate of Dubai, its institutions, and their evolution. It provides a contemporary history of disability in city planning from a non-Western perspective and explores the cultural context for its positioning. Three insights inform the author’s approach. First, disability research, much like other urban or social issues, must be situated in a particular place. Second, access and inclusion forms a key part of both local and global planning issues. Third, a 21st century planning education should take access and inclusion into consideration by applying a disability lens to the empirical, methodological, and theoretical advances of the field
This paper discusses issues affecting the transport and mobility needs of people with disabilities in middle- and low-income countries and how disability intersects with a range of other factors to impact on transport needs, use and engagement. The paper is intended to stimulate discussion and identify areas for further research, and identifies a number of key issues that are salient to discussions around equitable and inclusive transport provision, including patterns of transport use, behaviour and experiences, solutions and policy directions, measuring access and inclusion, policies and intersectionality. The paper also identifies gaps in knowledge and provision, barriers to addressing these gaps, and some possible solutions to overcoming these barriers. These include shifting the focus from access to inclusion, reconceptualising how ‘special’ transport might be provided, and most importantly listening to the voices and experiences of adults and children with disabilities. Despite lack of transport often being cited as a reason for lack of inclusion of people with disabilities, there is surprisingly little evidence which either quantifies this or translates what this lack of access means to people with disabilities in their daily lives in low- and middle-income countries.
Sustainability 2020, 12(2), 589
The Stakeholder Group of Persons with Disabilities has provided a quick checklist with key recommendations for UN staff to make virtual meetings accessible for all participants with disabilities. The Stakeholder Group of Persons with Disabilities gathered the following information from representative organizations of persons with disabilities, in particular from the International Disability Alliance and its members, and from additional research.
Easy Reading is a software tool supporting cognitive accessibility of web content. We want to enable people with cognitive disabilities to better read, understand and use all webpages. Our objective is to make webpages more accessible for everyone. The handbook provides information on joint research with people with cognitive disabilities, researchers and developers. In the Easy Reading project, people with learning difficulties research and develop as peer researchers.
There are several sections in this report:
- Executive summary
- Impact of the Zero Project: Survey results
- Innovative policies and practices: Factsheets and life stories
- The Zero Project Impact Transfer accelerator programme
- An analysis of ICT supporting innovations in inclusive education
- SDGs, Data and inclusive education
- Summary of report in Easy Read.
- Early childhood and preschool
- Formal education (primary and secondary education)
- Universities (tertiary education)
- Vocational education and training
- Non-formal education
- ICT-driven solutions related to education/digital skills
This document explores the main legislation in the European Union regarding accessible emergency services, including the 2018 European Electronic Communications Code and the 2019 Accessibility Act. It presents the functional requirements of effective solutions, including caller location, reliability, roaming and call-back, among others. Several solutions are currently in use in different European countries, including total conversation, relay services, SMS, smartphone applications and fax. The document explores the pros and cons of these systems and defines a number of recommendations for countries implementing solutions.
Through a conversation with panelists, the Disability Inclusion 101: Basic Concepts and Approaches webinar seeks to address the following topics:
- Understanding the concept of disability: who are persons with disabilities?
- What is the human rights-based approach to disability?
- Universal design, accessibility, and reasonable accommodation
- The twin-track approach: combining disability-targeted initiatives with disability inclusion in mainstream initiatives
- What is an organization of persons with disabilities and how to engage with them
Opening Speaker: USG Ana Maria Menéndez, Senior Advisor on Policy to the Secretary-General
Mr. Facundo Chavez Penillas, Human Rights & Disability Advisor, Office of the United Nations High Commissioner for Human Rights (OHCHR)
Ms. Charlotte Vuyiswa McClain-Nhlapo, Global Disability Advisor, World Bank
Mr. Stefan Tromel, Senior Disability Inclusion Specialist, International Labour Organization (ILO)
Ms. Elham Yussefian, Inclusive Humanitarian and DRR Advisor, International Disability Alliance
The webinar was moderated and facilitated by Mr. Gopal Mitra, Senior Social Affairs Officer, and Ms. Georgia Dominik, Social Affairs Officer, Disability Team, Executive Office of the Secretary-General (EOSG).
TailfeatherTV has been co-written and is presented by young adults with learning disabilities especially for babies, toddlers and young children.
TailfeatherTV episodes each have a different theme and are presented in an App-Style format.
Viewers are taken into the 'main screen' to meet 5 lovable characters who represent a different fun area for children to explore: Dance, Sing, Sign, Learn, and Play....
Purpose: The purpose of this study is to provide a description of the learning environment at Folk High School for participants with high-functioning autism and to examine their learning experience at Folk High School.
Methods: A qualitative interview study was conducted with 21 participants who were enrolled at Folk High School which had been adapted to suit young adults with high-functioning autism. The interviews were analysed by means of a thematic content analysis which resulted in the identification of 6 themes related to learning experiences at Folk High School.
Results: The participants enjoyed themselves and felt secure at Folk High School. They felt that they and their academic endeavours were suitably recognised, acknowledged, and understood. They reported that the teaching was suitably adapted for them and they felt that they could succeed in their studies. A frequent report that they made concerned their experience of clear structures in the teaching process and its predictability. The participants stated that Folk High School has the ability to satisfy each participant’s needs, which entailed lower levels of perceived stress than what they had experienced in their previous schooling. The participants experienced personal development during their time at Folk High School.
Conclusions: Folk High School, and its special character, is able to successfully satisfy the needs of participants with high-functioning autism. Many of the participants, for the first time in their lives, experienced a sense of inclusion in an educational system and felt that they could succeed in their studies. However, there exists a risk that they become institutionalised, which entails that the participants function well primarily in Folk High School’s safe and caring environment.
Published at the same time as the Inter-Agency Standing Committee (IASC) Guidelines on Inclusion of Persons with Disabilities in Humanitarian Action, this report aims to support their uptake and promote learning by example. This report presents 39 short case studies on inclusive practices for persons with disabilities in humanitarian action and disaster risk reduction (DRR). It is designed for humanitarian stakeholders with limited experience of working with and for persons with disabilities, as well as for organizations of persons with disabilities (OPDs) planning to engage in humanitarian action and DRR. The report draws lessons from field practices, but does not provide technical guidance. The IASC Guidelines are the reference document to seek in-depth theoretical and technical information
The case studies focus on:
- Inclusive disaster risk reduction and preparedness
- Collecting and using disability disaggregated data for assessments and programming.
- Participation of persons with disabilities and their representative organizations in humanitarian response and recovery
- Removing barriers to access humanitarian assistance and protection.
- Influencing coordination mechanisms and resource mobilization to be inclusive
The evidence presented in this report was identified in 2017-2018 through a desk review of publicly available reports and internal documents on projects implemented by CBM, HI and IDA members, as well as their partners and affiliate members. Field visits to Lebanon, Jordan, Kenya, Nepal, and the Philippines conducted in 2018 also informed the case-study collection and documentation
Source e-bulletin on Disability and Inclusion