This guide is part of a project on the right to vote and how people with intellectual disabilities can have their voice heard by the people who make laws and policies that affect us.
This is a first exercise to connect different areas of debate, looking at the key trends of the future of work from a disability perspective and seeking to identify specific action needed in order to shape the future of work in a more disability-inclusive way.
Chapters include: Work and disability - overview of current situation; megatrends of future work and persons with disability (technological revolution, skills revolution, cultutral change, demographic change and climate change); and Roadmap for an inclusive future of work.
The following five key objectives for the inclusion of persons with disabilities in the future of work have been identified:
1. New forms of employment and employment relations integrate disability inclusion
2. Skills development and life-long learning made inclusive of persons with disabilities
3. Universal Design embedded in development of all new infrastructure, products and services
4. Assistive technologies, existing and newly developed, to be made affordable and available
5. Measures to include persons with disabilities in growing and developing areas of the economy
Governments, companies, disability NGOs, trade unions and academia must be encouraged to commit and contribute towards achieving these objectives through different actions. An inclusive future of work can be reached through coordination and alliances among the different stakeholders
Produced by the Disability Inclusion Helpdesk. A summary of the latest evidence on disability inclusion in international development from programmes and researchers around the world are highlighted:
· Access to health: the missing billion
· Sexuality and disability for children and youth in China
· Analysing INGO practice
· Disability and technology
· Disability and inequality in Liberia
· Pregnancy, childbirth and motherhood in Nepal
· Violence against women and girls with disability in Nepal
Brief overviews are provided of policy and news from the UK, various UN organisations, Asia Pacific Social Protection Week and South Africa
Brief updates of DFID's (UK Departments for International Development) funded programmes are given including: Disability Inclusive Development (DID) Programme; Inclusion Works; The Disability Catalyst Programme; Programme for Evidence to Inform Disability Action (PENDA), Innovating Pathways for Employment Inclusion (IPEI)
The project report is an outcome of a programme focussing on the implementation of the SDGs and advocacy to ensure that persons with disabilities are included in all sustainable development processes. The programme pays particular attention to allocation of resources which must be in line with the United Nations Convention on the Rights of Persons with Disabilities (CRPD)
Regional monitoring of the 2030 Agenda for Sustainable Development provides opportunities for DPOs to advocate for inclusion in the Sustainable Development Goals (SDGs). This project report aims to provide information and learning about this can best be done, using examples of current practices from different UN regions and their Regional Integration Organisations.
Regional integration mechanisms in the African Union, the Arab league, the Association of South East Asian Nations, the European Union, the Organisation of American States and the Pacific Islands Forum are explored.
This first accountability report, one year on from the Global Disability Summit 2018, presents independent analysis of the 171 sets of commitments made by governments and organisations at the Summit. It also sets out the results of a self-reporting survey completed by Summit participants, updating on progress made against their commitments so far.
The wider impact of the summit is discussed.
The results of the first GDS18 self-reporting survey demonstrate that significant progress has been made on implementation of the 968 Summit commitments. Work is reported to be underway on 74% of the commitments and 10% are reported as already completed, contributing towards an improved and increased visibility of disability inclusion within development and humanitarian action.
Appendix 2 gives country level case studies: Case study developed by Users and Survivors of Psychiatry Kenya; Case Study developed by the National Federation of the Disabled Nepal (NFDN); and Case Study developed by I Am a Human, Jordan
This paper was developed by the World Bank in partnership with Leonard Cheshire and Inclusion International. It is an attempt to add knowledge to the current understanding of the importance of learning achievements, with a focus on children with disabilities. While the premise is that inclusive education refers to the inclusion of all children, the focus of this paper is on children with disabilities.
The aim of the paper is to:
- Provide an evidence-based review of educational participation of children with disabilities.
- Establish a case for focusing on learning achievements for students with disabilities.
- Take stock of current mechanisms of measurement of learning outcomes and review their inclusivity.
- Explore evidence of practice and systems which promote disability-inclusive learning for all.
Four case studies are provided - from Pakistan, South Africa, Canada and UK.
These guidelines were developed to advance understanding of the needs and challenges of persons living with deafblindness and to promote their inclusion in society. The target audience are members of the CBM Federation with particular interest to, among others staff at Regional and Country Offices, Member Associations, co-workers, partners (including governments, education agencies, public and private service providers, and professionals), as well as persons living with deafblindness and their families.
Part One gives an overview of the impact deafblindness can have on an individual’s development and learning. It emphasises the need for a continuum of services and programmes, including early detection, referral, educational input, and family support.
Part Two outlines components of education and rehabilitation programmes. It provides guidelines on communication, holistic assessment procedures, assistive devices, advocacy and self-determination, transition planning, and discusses the importance of on-going regular access to health and therapeutic services.
Part Three considers how to improve and expand existing services through the provision of on-going personnel capacity building, and through networking with key stakeholders, to consider intersecting issues and service expansion. Each section includes an overview of the topic explored, some case studies and considerations for service implementation.
The Evidence Digest aims to capture knowledge emerging from Helpdesk activities in a systematic manner and disseminate findings. This short summary will:
Share information on and learnings from the Disability Inclusion Helpdesk over the last quarter, highlighting headline messages and implications for programmers and policymakers;
Share relevant information and learning from other DID outputs;
Provide relevant information on recent evidence, policy changes and events in the field of disability inclusion, and;
Raise awareness on how to access the Helpdesk and demonstrate its offer.
The affect of NTDs can contribute to poverty, illness, mental health and psychosocial, cognitive, intellectual and physical impairments, all of which can, in turn, result in disability through a multifaceted process upon which many other factors impinge. It is this complex and non-linear relationship between disability and NTDs that forms the basis of this review
Transactions of The Royal Society of Tropical Medicine and Hygiene 2019; 00: 1–6
VOICE has partnered with Elrha to conduct a rapid review to:
1. Improve understanding of how people with disabilities and older people are included in GBV interventions;
2. Assess how strategies for DOAI are aligned with the recently published Humanitarian Inclusion Standards (HIS) for Older People and People with Disabilities;
3. Identify and document positive practice examples of inclusion of people with disabilities and older people in GBV interventions.
The VOICE review team collected qualitative and quantitative data through a range of methodologies, including a desk review of formal and grey literature such as programme documentation, and key informant interviews with key stakeholders.
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.
In the past nine years, the GIZ Sector Project ‘Inclusion of Persons with Disabilities’ has been supporting more than 30 programmes worldwide to include persons with disabilities in our efforts to improve good governance. This publication consolidates lessons learnt and offers guidance and tools around how to address disability in governance programming
To learn more about the current status of IECD (inclusive early childhood development) and ECI (early childhood intervention) programs, three international organizations collaborated to conduct a global survey: RISE Institute; UNICEF; and the Early Childhood Development Task Force (ECDtf), which is within the Global Partnership on Children with Disabilities (GPcwd). This large survey was designed in 2016, was conducted in 2017, and the report was prepared in 2018.
The main objectives of the survey were to:
- Map current implementation of IECD and ECI programs and related activities;
- Describe key IECD and ECI program features;
- Identify gaps and challenges in providing accessible IECD and ECI services;
- Document factors associated with successful implementation and scale-up;
- Generate recommendations to inform future policy and program development and national planning and implementation efforts.
The online survey targeted a range of programs, and activities including IECD and ECI services; rehabilitation and habilitation services; humanitarian, emergency, and child Global Survey of Inclusive ECD and ECI Programs 8 protection services; advocacy campaigns; and research and evaluation projects.
Program respondents provided information on 426 programs that were implemented in 121 countries.
Humanity & Inclusion has created a learning toolkit to improve the collection of quality data on persons with disabilities and improve its use by humanitarian organisations.
Until now, existing guidance on the Washington Group Questions (WGQs) has been specific to national data collection efforts on persons with disabilities. To address the lack of guidance for humanitarian actors, Humanity & Inclusion (HI) is launching a learning toolkit on collecting data in humanitarian action, which includes an e-learning, a training pack for enumerators and various supporting resources that can all be found on the HI website.
Gathering evidence on the use of the WGQs in humanitarian action:
To respond to the need to collect, analyse and use data on persons with disabilities in humanitarian action, HI has been implementing a project, funded by the UK Department for International Development, to test and assess the use of the WGQs in humanitarian action. An action-research was carried out with over 30 humanitarian partners in Jordan, the Democratic Republic of Congo and the Philippines, with the evidence used to develop learning materials.
Development of a learning toolkit for humanitarian actors:
In addition to the findings of the action-research, HI gathered inputs from over 30 humanitarian organisations working in 22 countries to inform the design of the learning toolkit. Specific focus was given to the development of open source materials that would be accessible with screen readers, on mobile phones, and in hard to reach locations. The content was then informed by selected subject matter experts in inclusive humanitarian action and data collection.
What is included in the toolkit?
An e-learning on Collecting Data for the Inclusion of Persons with Disabilities in Humanitarian Action – The Application of the WGQs providing an entry point for humanitarian actors who would like to understand how to plan for and use the WGQs.
A Training Pack for enumerators giving guidance, session plans and activities to deliver training on using the WGQs (developed in collaboration with RedR UK).
Supporting resources providing practical guidance on the application of the WGQs in humanitarian contexts.
Who is this for?
The toolkit is tailored to a full range of humanitarian actors who would like to understand how to use the WGQs in their own work and organisations. The content has also been designed to provide technical guidance for programme and technical staff: with a practical focus on different topics relevant for the use of the WGQs –from the human rights based approach that underpins them, to their planning, use and the analysis of the data produced.
Where is the Toolkit available?
The e-learning is available now on disasterready.com and on Kayaconnect.org (accessible for mobile phones and tablets). Organisations interested in hosting the e-learning are welcome to contact the project team members. Toolkit resources and more information about the project are available for download in the project webpage.
The Zero Project Report 2019 focuses on Article 19 (Living independently and being included in the community) and Article 29 (Participation in political and public life) of the UN CPRD, as well as related topics such as Article 12 (Equal recognition before the law) and Article 13 (Access to justice)
For 2019 the Zero Project selected 66 Innovative Practices and 10 Innovative Policies from 41 countries that positively impact the rights of persons with disabilities in their ability to live more independently and to take part in political life
This Report is composed of five main sections, summarizing the annual research, followed by an Annex:
• Executive Summary, including background information on this year’s research topic and the Zero Project methodology
• Innovative Polices and Practices: Fact Sheets and Life Stories
• Description of the Zero Project–Impact Transfer programme
• Description of EU-grant-funded TOPHOUSE projects
• A summary of this Report in easy language
• An Annex listing all Zero Project network members active in 2018–2019
The Zero Project Report is also available on the Zero Project Website in an accessible pdf format.
DRPI AWARE (Disability Rights Promotion International Asian Workplace Approach that Respects Equality): Roadmap to Work is aimed at individuals and organizations committed to the employment rights of persons with disabilities. DRPI AWARE is a collaborative six year project promoting access to opportunities in the labour force for people with disabilities. With an evidence-based understanding of the reasons for the under-employment, unemployment, and precarious employment, DRPI AWARE works with employers to increase job opportunities for people with disabilities in Dhaka (Bangladesh), Kathmandu (Nepal) and Hyderabad (India). The DRPI AWARE project team is sharing this model because it has been tested and used in India, Nepal, and Bangladesh with significant success. It represents a new way forward for realizing the employment rights of people with disabilities and ensuring jobs for people with disabilities. The model can be used as a guide by others who are designing new, or revamping existing, employment projects, strategies, schemes, programs, and inclusive employment practices. This manual provides lessons learned and the outcomes of the DRPI AWARE project and proposes a model for building an inclusive employment ecosystem. It calls for a new way of thinking about disability and of how to ensure a larbour market that equally welcomes all, including those with disabilities.
A literature review was conducted to identify core elements of interventions to promote resilience in individuals and family members in the face of discrimination in the case of leprosy. A multi-phase adapted scoping review of English literature and a narrative review of the Portuguese language literature were carried out. Three main intervention focus areas in our review were identified: individual level, social/community level and system level.
Lepr Rev (2019) 90, 88–104
These case studies complement the 2018 Development Co-operation Report: Joining forces to leave no one behind. Case study contributors share knowledge and lessons on what it takes to answer the pledge of the 2030 Agenda for Sustainable Development to leave no one behind through national and sub-national policies, strategies and programmes as well as international development co-operation projects, programmes and partnerships.
- Spurring UNDP action on disability-inclusive development
- Success factors for integrating people with disabilities in Lebanese society
- Addressing gender‑based violence and supporting sexual and reproductive health and rights for persons with disabilities
- Helping blind children and young people to become valued adults and citizens in Guinea-Bissau
- Joining forces to fight stigma against people with albinism in Mali
This guidebook was produced to build the capacity of Communities of Practice members on inclusive Disaster Risk Reduction (DRR). IIRR and Give2Asia hope that this guidebook will help CBOs in Asia make their disaster preparedness programs more inclusive and sensitive to the needs of vulnerable groups in communities.
There are 3 parts:
Part 1: Principles and practice of inclusion in DRRM and disaster preparedness
Part 2: Dimensions of Inclusive Disaster Preparedness
Part 3: Practical tools and strategies in inclusive disaster preparedness - including: Hazard vulnerability and capacity assessment; Early warning system and Emergency preparedness
This guidebook aims to:
1. Enable partner CBOs to delve into strategic planning, approaches and tools on Inclusive DRR;
2. Provide alternative learning avenues for sectors to shift paradigm: from looking at excluded groups as “the recipient, or an object” into a more equitable gender-fair and humane categorization, such as intervenors or pro-actors;
3. Provide samples of standard platforms and protocols on inclusive disaster risk assessment, structural framework, gender-mainstreaming and paralegal support systems
4. Develop a community of learning (COL) in sharing inclusion on rights, advocacy, livelihoods, and entitlements
This publication explores the challenges of disability-inclusive education systems and provides practical support suggestions that can better meet both the general and specific learning needs of all children, including those with disabilities. It recognises that inclusive education is a complex process and aims to help governmental and non-governmental actors to navigate the most suitable pathways to change.
Topics include: Individual and systemic approaches; non-negotiable commitments; collaboration; long-term process; understanding and awareness; stakeholder empowerment and engagement; Innovation: accessibility and reasonable accommodation; Innovation: teachers and teacher education; Innovation: transition and lifelong learning; and organising inclusive education systems
15 case studies are provided
Source e-bulletin on Disability and Inclusion