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.
As part of the results of the Bridging the Gap project, this report examines leveraging the Sustainable Development Goals (SDGs) for people with disabilities.
This report illustrates how rehabilitation contributes to achievement of several of the Sustainable Development Goals (SDGs), improves global health, and promotes the realisation of human rights for all. The purpose of this report is to provide evidence to stakeholders upon which to build successful strategies to improve the availability of quality, coordinated, affordable, and user-centred rehabilitation. By situating disability and rehabilitation within global discourse and policy, it is intended to provide guidance on the implementation of effective rehabilitation-focused policy and practice, contributing to progress towards global development goals.
SDGs 1,3,4,5,8, 10 and 11 are considered
The report concludes with sets of specific recommendations for different stakeholders (states, donors and civil society, including disabled people’s organisations), which have the potential to strengthen rehabilitation services and improve the health and wellbeing of millions around the world. Included in annex are case studies of government donors and their progress towards meeting the recommendations set out in this report. These case studies are intended to serve as examples for stakeholders for how some of the recommendations have already been included within national policies and activities, where gaps exist and identify areas for improvement.
The primary aim of this documentation is to provide a deeper understanding of how Save the Children projects have applied more inclusive concepts in not only changing the lives of children with disabilities, those living in poverty or children from ethnic minority populations, their families and communities, but in catalysing changes in policies and practices to the education system to benefit all learners. The stories follow a common structure describing the background of the project, a description of an approach that has worked especially well in the project, followed by stakeholder and partner engagement, participation of children, key milestones and significant challenges, scalability and sustainability, recommendations for replication and contact links for project tools and materials. A selection of practical tools and models have been attached as annexes.
This report aims to examine the extent to which Rwanda’s activities aimed at achieving the goals and targets set out in the SDGs include and consider people with disabilities and comply with its commitments under the CRPD.
Information for this report was obtained from two sources: the first source was the available documents including government policies, laws and reports, as well as a variety of other documents and reports from other sources. The second source of information was interviews conducted with people with disabilities from three different regions of the country, namely Musanze district, Nyagatare district, and the city of Kigali.
This report focuses on five SDGs which were selected after a series of consultations with people with disabilities and their organisations. These are:
Goal 1: End poverty in all its forms everywhere;
Goal 3: Ensure healthy lives and promote well-being for all at all ages;
Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all;
Goal 5: Achieve gender equality and empower all women and girls;
Goal 8: Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all.
This report discusses the concerns and comments of organizations of persons with disabilities, human rights organizations, researchers and academics, as well as other relevant governmental actors, regarding SDGs policies in Colombia. Mainly, the analysis focuses on two of the 17 goals:
Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
Goal 5: Achieve gender equality and empower all women and girls.
Secondary sources about disability in Colombia were reviewed. Three validation workshops were organised to identify the progress and challenges of the implementation of the 2030 Agenda from the perspective of disability
Results are presented and discussed and recommendations made
Research included a national survey (120 people), semi structured interviews, data gathering and regional workshops. Regional workshops were held in Cuzco and Arequipa in the south of the country; Chiclayo in the north, Cañete por Lima provinces; a workshop in Lima only with people with Down syndrome and another with deafblind people.
SDG 4,5,8,13,16 are particularly discussed and conclusions drawn
This report focuses on digital inclusion as it relates to four of the 17 Goals for the 2030 Sustainable Development Agenda:
- SDG 9 - Innovation, Industry, and Infrastructure
- SDG 16 - Peace, Justice, and Strong Institutions
- SDG 17 - Partnerships for the Goals
- SDG 4 - Quality Education
For each of the goals, a number of major challenges and key recommendations are defined. Finally, general recommendations are given for improving global digital inclusion overall.
Pakistan is committed to fulfilling the vision of 2030 Agenda, and is the first country in the world to localize the SDGs of 2030 Agenda after a unanimous parliamentary resolution was passed on 19 February, 2016. The federal and provincial governments have established SDG units in their respective planning and development departments. This report analyses 6 SDGs and their respective provisions in UNCRPD in Pakistan.
This report selected SDG 01, 03, 04, 08, 11, and 16 and their progress in Pakistan. A participatory methodology was adopted whereby the data was collected through interviews, questionnaires and it focused on group discussions from the Disabled People’s Organizations (DPOs) based in Islamabad, Peshawar, Lahore, Karachi, Quetta, Gilgit-Baltistan, and Azad Jammu and Kashmir. The data was collected in two phases: phase-I involved interviews while phase-II involved focused group discussions.
This report was prepared by a team composed of disabilities experts, academics, representatives of disabilities organizations and other concerned organizations, and volunteers with disabilities. A common methodology was developed with friendly organizations and associations operating in the Kurdistan Region, in accordance with the UN Convention and sustainable development goals, as follows
1- Forming a steering committee consist of the Iraqi gathering of Iraqi Disabled Organizations (IGDO) and other relevant organizations
2- Reviewing national legislations, laws, regulations and strategies related directly and indirectly to the rights of persons with disabilities and their compatibility with the Convention on the Rights of Persons with Disabilities.
3- Making sure that the report addresses all types of disabilities and covers all services, activities and areas without exception.
4- Making all the required efforts to insure that monitoring process includes positive and negative records concerning rights realization and sustainability.
5- Conducting a field survey of all activities of organizations of persons with disabilities.
6- Identifying gaps related to the rights of persons with disabilities.
7- Organizing a number of focus groups for different types of disabilities.
8- Providing the database of (IGDO) with data and information on persons with disabilities.
9- Conducting field visits to institutions and centers working in the area of disabilities.
10 - Making Interviews with experts, activists, representatives of governmental and international institutions and civil society organizations working in the field of disabilities in Iraq.
Research was carried out into progress in relation to eight of the SDGs (1, 3, 4, 5, 8, 11, 16 and 17)
This report on the assessment of progress made in Niger in the implementation of the 2030 program on the case of disabled persons was prepared by The Niger Federation of Disabled People (FNPH). The FNPH was supported by the West African Federation of Disabled People's Associations (FOAPH) and its strategic partners such as: the International Disability Alliance (IDA), Humanity and Inclusion (HI) and CBM.
It is the result of participatory work drawing on consultations with relevant stakeholders (Human Rights Organizations, Organizations for Disabled People (DPOs) and development partners). It is based on the most recent data available on disability, from 2014 to 2017.
This report examines, in detail, the implementation of four (04) Sustainable Development Goals which include: SDGs 4, 8, 10 and 16 and focuses on the following topics:
- Education – Vocational training ;
- Work and Employment;
- Equality and non-discrimination;
- Protection against all kinds of violence and abuse;
- Access to justice in equality conditions;
- Participation in decision-making;
- Public access to information and protection of basic freedoms.
UNICEF and its partners are driving an innovative solution called Accessible Digital Textbooks for All, to make textbooks available, affordable and accessible for children with disabilities in all contexts. By adding specific features to digital formats and following Universal Design for Learning principles, textbooks can be made accessible to students who are blind or have low vision, to those who are deaf or hard of hearing, and to those who have intellectual, developmental or learning disabilities, among others. The initiative brings writers, publishers, teachers, organizations of persons with disabilities, technologists and ministry of education representatives together to develop the guidelines needed to produce textbooks in accessible digital formats. They jointly set standards for features like narration, sign language, interactivity and the audio description of images.
UNICEF is currently piloting the Accessible Digital Textbooks for All Initiative in Kenya, Uganda, Rwanda, Nicaragua, Paraguay and Uruguay throughout 2019, 2020 and into 2021. The goal of the pilots is to test and validate the process of creating quality accessible digital textbooks with the ministries of education and different stakeholders using curriculum-based content, and to measure the learning outcomes for children with and without disabilities using them.
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