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
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.
Typhoon Haiyan One Year On: Disability, Poverty and Participation in the Philippines
Beneath the rhetoric: Policy to reduce the mental health treatment gap in Africa
Working within the tensions of disability and education in post-colonial Kenya: Toward a praxis of critical disability studies
How disability studies and ecofeminist approaches shape research: exploring small-scale farmer perceptions of banana cultivation in the Lake Victoria region, Uganda
Partnerships for Disability Research in Africa: Lessons Learned in Kinshasa, Democratic Republic of the Congo
Representation, Access and Contestation: Facebook and Vision Impairment in Jordan, India, and Peru
This study aimed to determine the motives for political participation among the physically disabled people in Jordan attributed the variables of age, experience, educational qualification and occupation
Journal of Sociological Research, Vol 3, No 2
"This report is the culmination of a six-month project...to address the rights and needs of displaced persons with disabilities, with a particular focus on women (including older women), children and youth. Based on field research in five refugee situations, as well as global desk research, the Women’s Commission sought to map existing services for displaced persons with disabilities, identify gaps and good practices and make recommendations on how to improve services, protection and participation for displaced persons with disabilities"