This edition of the Disability inclusion helpdesk summarises the major announcements, events and reports published on 3rd December 2019, International Day of Persons with Disabilities.
Research articles are:
- Stereotypes about Adults with Learning Disabilities: Are Professionals a Cut Above the Rest?
- Perceptions of Primary Caregivers about Causes and Risk Factors of Cerebral Palsy in Ashanti Region, Ghana
- Changes in Social Participation of Persons Affected by Leprosy, Before and After Multidrug Therapy, in an Endemic State in Eastern India
- Users’ Satisfaction with Assistive Devices in Afghanistan
- Perceived Benefits and Barriers to Exercise among Physically Active and Non-Active Elderly People
Brief reports are:
- The GRID Network: A Community of Practice for Disability Inclusive Development
- A Preliminary Report of the Audiological Profile of Hearing Impaired Pupils in Inclusive Schools in Lagos State, Nigeria
An experiential report is given:
- MAANASI - A Sustained, Innovative, Integrated Mental Healthcare Model in South India
India Inclusion Summit is a community driven initiative that aspires to build an Inclusive India by 2030. It is an annual event that began in 2012 to create awareness about disabilities and the need for Inclusion. The event brings together thought leaders and unsung heroes from the field of disability and inclusion to deliberate, discuss and drive change in our society.
Videos of some of the presentations are available including:
My Journey and ‘Deaf gain’ing an accessible India: Vaibhav Kothari (18 mins), signed
Don’t let disability come in the way of things you love: Zoyeb Zia (10 mins), signed
The Adventure of Autism and quest to serve each other: Rupert Isaacson (20 mins), signed
Making a billion people read despite their disabilities: Brij Kothari (21 mins), signed
The ability needed to be whoever you want to be: Devika Malik (13 mins), signed
Everyone has something to give: Suchitra Shenoy (11 mins), signed
From being inclusive to doing acts of inclusion: Yetnebersh Niguissie (12 mins), signed
Finding your missing piece: Jerry White (18 mins), signed
Being a mother is the most satisfying role: Suhasini Maniratnam (21 mins) signed
A USA based blog providing a guide for entrepreneurs and business owners with disabilities. It includes information on business plans, marketing strategies, funding, training and networking. The US PASS (Plan to Achieve Self-Support) program and the requirements for it are outlined. There is a list of resources for people living with specific disabilities who are interested in self-employment including people with visual, hearing, developmental and mobility disabilities.
This toolkit provides practical guidance to support Member States, industry partners and civil society groups in the use and implementation of the WHO-ITU H.870 Global standard on safe listening devices and systems. The WHO-ITU Global standard is the result of a collaboration between the World Health Organization (WHO) and the International Telecommunication Union (ITU), and has been developed in response to the growing prevalence of hearing loss and the threat to hearing posed by unsafe listening. The WHO-ITU Global standard has been developed using an evidence-based and consultative process, with the participation of experts in the field of sound, audiology, acoustics, communication, and smartphone technology
Pacific Disability Forum (PDF) is committed to advancing the rights of people with disabilities living in Pacific Island Countries (PICs). Developing an evidence base to understand more about deaf children and adults’ experiences and priorities will better assist communities, DPOs, organisations and governments to plan inclusive communities, policy and programs.
The development of the design was deliberately planned to be highly collaborative and the team met with 161 people who shared their views. This provided opportunities for deaf people and DPOs to contribute to the design, along with representatives from government, non-government and regional organisations. This collaboration occurred in three countries in the Pacific, namely Solomon Islands, Samoa and Fiji. Within Fiji, the design team met with deaf and DPO representatives of other PIC’s along with regional multi-lateral organisations such as UNICEF and the Pacific Island Forum Secretariat (PIFS). Consultations also occurred remotely with supporting organisations and development workers that are focused on disability inclusion in the Pacific. The design undertook a desk review to learn what is known about deaf children and adults in the Pacific region. Participatory methods ensured the process was highly respectful of the views of deaf people. DPOs, other organisations and governments will be asked to identify to what extent deaf children, adults and their families are participating in services, programs and establishments, and to identify potential supports required to increase deaf people’s participation. A capacity building element has been carefully built into the design. The report is divided into three parts. Part A rationalizes the design, with background information and a brief desk review to collect evidence from and about deaf children and adults in the Pacific. Part B describes the design development process and reports findings. Part C details the design for the situation analysis.
The programme to enrol hearing impaired pupils in inclusive schools in Lagos State, Nigeria, has been endorsed recently and is at a transitional phase. This study assessed the audiological profile of the enrolled pupils with hearing impairment. After a random selection of 7 designated inclusive primary schools, a two-stage study was conducted. First, a questionnaire documenting audiological history was administered to the pupils with hearing impairment. This was followed by pure tone audiometry.
Disability, CBR & Inclusive Development, [S.l.], v. 30, n. 2, p. 95-103, Oct. 2019
Articles in this issue include:
Working together to advocate for our children in Trinidad and Tobago
The inclusion of deaf children in Malaysia: parental support and advocacy
Family-mediated intervention to support inclusion in Bulgaria
Creating inclusivity and diversity through a parent support group in Kolkata, India
The positive impact of family involvement in inclusive education, Tetouan, Morocco
Research articles are:
- Lived Experience of Psychosocial Disability and Social Inclusion: A Participatory Photovoice Study in Rural India and Nepal
- Barriers and Facilitators for Wheelchair Users in Bangladesh: A Participatory Action Research Project
- A Cross-sectional Survey of Rehabilitation Service Provision for Children with Brain Injury in Selangor, Malaysia
- Effect of Abacus Training on Numerical Ability of Students with Hearing Loss
- Cross-Cultural Adaptation and Evaluation of Psychometric Properties of Persian Version of Supports Intensity Scale among Adults with Intellectual and Developmental Disabilities
- Developmental Social Work for Promoting the Socioeconomic Participation of Persons with Disabilities: An Application of the Capability Approach
- Zero Rejection Policy in Admission of Children with Special Needs - Myth or Reality
- Ujamaa and Universal Design: Developing Sustainable Tactile Curricular Materials in Rural Tanzania
This report takes stock of evidence from LMICs, drawing on findings from a thematic evidence review combined with emerging findings from the Gender and Adolescence: Global Evidence (GAGE) survey and qualitative research baseline studies in Bangladesh, Ethiopia, Jordan and Palestine. These interviews involved more than 6,000 adolescents and their caregivers – including approximately 600 girls and boys with physical, visual, hearing or intellectual impairments, alongside service providers and policy actors. The report draws attention to the multiple and intersecting capabilities that need to be supported in order for adolescents with disabilities in LMICs to reach their full potential. It goes beyond a focus on their access to education and health services, and also considers their rights to psychosocial wellbeing, protection from violence, mobility and opportunities to participate within their communities, as well the skills, assets and support they need to become economically independent once they transition into adulthood.
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.
Hearing loss is the fourth highest cause of disability globally, with an estimated annual cost of over 750 billion dollars. These facts are well known and have contributed to growing global consciousness on the need for accessible hearing care in all regions of the world. Looking forward however, the demand for hearing care is likely to grow significantly in coming decades. This report highlights the potential escalation of hearing loss to the middle of the century, and focusses on the factors responsible for hearing loss and the means to address them.
WHO estimates in 2008 found that 360 million people worldwide live with disabling hearing loss, including 32 million children and 180 million older adults. The most recent estimations place this figure at over 466 million people with disabling hearing loss in 2018. The main areas of the world affected by disabling hearing loss are the South Asian, Asia Pacific and Sub-Saharan African regions, with a prevalence rate almost four times that of the high income regions.
Measures to address these concerns deal with: prevention of infections in mothers and babies; chronic ear infections; noise exposure; and ototoxic hearing loss.
Public health aspects are highlighted.
In 2015, Humanity & Inclusion HI began the project: “Empowering persons with disabilities to contribute to equal access to basic social services and local policymaking processes in under-resourced areas of Ayeyarwady and Mandalay”. The project supported Disabled Peoples Organizations and other civil society groups to participate in the development of inclusive regional policies and programmes, and to promote good practices contributing to greater access to services for persons with disabilities. An aim was also to document, publish and disseminate these good practices throughout Myanmar, increasing awareness and understanding in order to sensitise people to disability inclusion and influence policy change. Rather than focusing on what is not working, this report seeks to shift attention to what has worked locally and how it could be replicated in other parts of the country, providing constructive, practical recommendations to decision-makers, service providers and other community groups in Myanmar. The report is related to two projects. The second is “Advocacy for Change: Fostering protection and rights of men and women with disabilities in Myanmar”.
There are global recommendations. There are seven good practices:
- Related to education: Case Study I: Promoting Inclusion of children with disabilities in Middle Schools of Ayartaw. Case Study II: How the development of the teacher training promotes inclusion of all children in education
- Related to economic life: Case Study III: How partnerships between private companies and organizations of people with disabilities can improve access to employment and vocational training
- Related to social/community life: Case Study IV: Giving the Myanmar Deaf Community access to information. Case Study V: How parental advocacy can make a difference
- Related to political life: Case Study VI: Community advocacy in obtaining the National Registration Card. Case Study VII: Supporting people with disabilities to participate in Myanmar elections
The interaction of aging and disability is explored in the context of Myanmar. Blindness and deafness data are taken from the census. Carer givers and the family are discussed. Goverment and civil society responses are also discussed.
A briefing paper is also available.
Articles in this issue are:
- Hearing aid systems in low-resource settings
- How hearing aids work and how to take care of them
- The impact of hearing aid use in low and middle-income countries
- Barriers to the use of hearing aid systems in low-and middle-income countries
- Beyond devices: what to consider when providing hearing aids in LMICs
- Improving access to hearing care and hearing rehabilitation in the Philippines
"Languages are dynamic and change over the years. Changes in sign languages have been usually initiated to accommodate the needs of the local Deaf community. With the increase in smartphone use, sign languages are influenced not only by the local Deaf community, but also by foreign Deaf people on the other side of the screen, regardless of their location. Smartphones influence the sign language itself and the Deaf community by connecting different communities of Deaf people through messages, shared information and experiences, and news delivery. The popularity of this technology among Deaf communities is a social phenomenon emerging from Deaf people themselves. Smartphones may promote the globalization of sign language, shortening distances between Deaf communities around the world"
Disability & Society, Volume 33, 2018 - Issue 2
In partnership with Deaf Child Worldwide, Childreach Tanzania delivered the Deaf Education and Development Programme (DEDP) from June 2014 to June 2017 in the Kilimanjaro Region of Tanzania. The DEDP improved the quality of life of deaf young people by:
› increasing enrolment and retention of young people in training centres
› improving sign language proficiency and communication between deaf young people and key stakeholders in their lives
› connecting deaf youth to internships and other business opportunities to support them to earn a living.
However, the DEDP highlighted many examples of deaf young people developing vocational skills, but still failing to transition from secondary school or vocational training centres into work. Phase two of this project will focus on youth employment, livelihoods and transition from school to independent living.
This report summarises consultation activities held with deaf young people during August 2017. The consultation explored their knowledge of the challenges they face when leaving school and their experiences of accessing information and support to help them transition to an independent life. The findings of this consultation have been hugely influential in the proposed project design for phase two. The consultation was a three-day workshop held at a community-based hub hosting a different group of young people each day. Group 1 – Young people who have left school. Group 2 – Moshi Technical School students (secondary school). Group 3 – Ghona Vocational Training Centre students
6 research articles
- Teachers’ Perceptions of Disabilities on the Island of Roatán, Honduras
- Access to Services and Barriers faced by People with Disabilities: A Quantitative Survey
- Parent Empowerment in Early Intervention Programmes of Children with Hearing Loss in Mumbai, India
- Analysis of Bibliography on Specific Learning Disability in India
- Positive and Negative Impacts on Caregivers of Children with Intellectual Disability in India
- Effect of Multidisciplinary Intervention on Clinical Outcomes of Children with Autism Spectrum Disorder in Mumbai, India
"In recognizing the need for a set of questions that would produce internationally comparable data on children, the Washington Group formed a subgroup in 2009 that is chaired by the National Statistical Office of Italy (ISTAT). UNICEF joined the subgroup in 2011.
The first main activity of the subgroup was the development of a short set of questions to reflect current thinking on child functioning for inclusion in censuses and surveys. The new module uses the ICF-CY as the conceptual framework and relies on a functional approach to measuring disability.
The Washington Group/UNICEF Module on Child Functioning, finalized in 2016, covers children between 2 and 17 years of age and assesses functional difficulties in different domains including hearing, vision, communication/comprehension, learning, mobility and emotions. To better reflect the degree of functional difficulty, each area is assessed against a rating scale. The purpose is to identify the subpopulation of children who are at greater risk than other children of the same age or who are experiencing limited participation in an unaccommodating environment. The set of questions is intended for use in national household surveys and censuses"
The module is being translated into multiple languages. Supporting documentation, including a concept note, tabulation plan, templates for reporting, guidelines for interviewers and training materials are also available.
The European Union (EU) Directive on accessibility of the websites and mobile applications of public sector bodies was adopted on 26 October 2016. EU Member States will have until September 2018 to transpose this EU legislation into national law. This toolkit aims to provide key information about this EU legislation and advice for the transposition phase. Section 1 provides a timeline for transposition and implementation of the Directive, some key definitions, identification of key players and an explanation of the directive being a ‘minimum harmonisation’ Directive. Section 2 provides understanding of what the Directive covers, explains key provisions (scope, accessibility requirements, exemptions, enforcement, monitoring, etc.) and gives advice to DPOs (disabled people's organisations) concerning what they can do at national level to ensure the best possible implementation for persons with disabilities in their country
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