The Standard consists of nine key inclusion standards, and seven sets of sector-specific inclusion
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standards for protection – water, sanitation and hygiene, food security and livelihoods, nutrition, shelter, settlement and household items, health and education. Each standard comes with key actions, guidance, tools and resources.
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The Minimum Standards for Age and Disability Inclusion in Humanitarian Action inform the design, implementation, monitoring and evaluation of humanitarian programmes across all sectors and phases
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of response, and in all emergency contexts, ensuring older people and people with disabilities are not excluded.
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Lessons learnt from the ADCAP programme | This guide shares good practices and challenges that have emerged through the experience of the Age and Disability Capacity Programme (ADCAP) implementing partners, in embedding
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inclusion of older people and people with disabilities within their humanitarian policies and practices. All mainstream and specialist organisations engaged in humanitarian responses can learn and benefit from this experience. This guide complements the ‘Humanitarian inclusion standards for older people and people with disabilities’ (see Appendix 4), by documenting practices that will help humanitarian organisations to systematically include older people and people with disabilities.
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Guidelines.
The guidelines set out essential actions that humanitarian actors must take in order to effectively identify and respond to the needs and rights of persons with
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disabilities who are most at risk of being left behind in humanitarian settings.
The recommended actions in each chapter place persons with disabilities at the centre of humanitarian action, both as actors and as members of affected populations. They are specific to persons with disabilities and to the context of humanitarian action and build on existing and more general standards and guidelines.
These are the first humanitarian guidelines to be developed with and by persons with disabilities and their representative organizations in association with traditional humanitarian stakeholders. Based on the outcomes of a comprehensive global and regional multi-stakeholder consultation process, they are designed to promote the implementation of quality humanitarian programmes in all contexts and across all regions, and to establish and increase both the inclusion of persons with disabilities and their meaningful participation in all decisions that concern them.
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This booklet shows what disability inclusive development for poverty alleviation looks like in a range of settings and with different challenges through eight case studies
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of projects funded by CBM Australia through the Australian Government NGO Cooperation Program (ANCP).
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STUDY REPORT | This study of the impact of the Nepal earthquake of 25 April, 2015, aims to understand the impact factors leading to the exclusion
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of older people and persons with disabilities from humanitarian action, barriers to their inclusion, and the extent to which their skills and knowledge were utilised to promote inclusive humanitarian action and, using this understanding, to formulate a set of recommendations for promoting inclusion. These recommendations will be used to sensitise the broader humanitarian community to the need for inclusive disaster risk management practices in future emergency responses which pay attention to factors such as gender, age, disability and ethnicity, and build upon the capacities of older people and persons with disabilities.
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A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER IN PUBLIC HEALTH OF THE UNIVERSITY
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OF NAMIBIA
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39 examples of field practices, and learnings from 20 countries, for all phases of humanitarian response. The report shows that deliberate and proactive action is required to ensure that persons
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with disabilities from all constituencies are systematically included and meaningfully participate in DRR and humanitarian preparedness, response and recovery. It draws lessons from field practices, but does not provide technical guidance. The newly published IASC Guidelines are the reference document to seek in-depth theoretical and technical information.
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The report provides lessons and recommendations for other organizations and the wider humanitarian community on engaging persons with disabilities at all levels
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of humanitarian work. It draws on consultations with over 700 displaced persons—including persons with disabilities, their families, and humanitarian staff—in eight countries.
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From Exclusion to Inclusion
This report situates disability and inclusion within the broader context of sustainable development, with a particular focus on the Sustainable Dev
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elopment Goals (SDGs). The paper provides background on the historical role of the UN in promoting inclusion and outlines the current trends and challenges facing people with disabilities globally. The following section presents these challenges within the context of the SDGs, showing that disability needs to be tackled if the SDGs are to be achieved. It concludes with a number of recommendations for a disability-inclusive 2030 agenda for sustainable development
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This report found that many people with disabilities enter institutions as children and remain there for their entire lives. Most
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of these institutions visited by Human Rights Watch researchers did not provide for more than people’s basic needs, such as food and hygiene, with scarce contact with the community and little opportunity for personal development. Some residents are tied to their beds and given sedatives to control them.
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Evidence from Low and Middle Income Countries
Disability inclusive practices for strengthening comprehensive eye care
An estimated 1.3 billion people – or 16% of global population worldwide – experience a significant disability today. Persons with
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disabilities have the right to the highest attainable standard of health as those without disabilities. However, the WHO Global report on health equity for persons with disabilities demonstrates that while some progress has been made in recent years, the world is still far from realizing this right for many persons with disabilities who continue to die earlier, have poorer health, and experience more limitations in everyday functioning than others. These poor health outcomes are due to unfair conditions faced by persons with disabilities in all facets of life, including in the health system itself. Countries have an obligation under international human rights law to address the health inequities faced by persons with disabilities. Furthermore, the Sustainable Development Goals and global health priorities will not progress without ensuring health for all.
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Persons with disabilities are one of the most vulnerable and socially excluded groups in any crisis-affected community. They may be in hidden in ho
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mes, overlooked during needs assessments and not consulted in the design of programs.4 While gender-based violence (GBV) affects women, girls, men and boys, the vast majority of survivors globally are women and girls.5 Persons with disabilities have difficulty accessing GBV programs, due to a variety of societal, environmental and communication barriers, increasing their risk of violence, abuse and exploitation.
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DEVELOPMENT BULLETIN | No.74, June 2011 | Editor: Pamela Thomas | Features and case studies | Progress with implementing conventions and strategies | Progress with capacity building | Progress
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with disability-inclusive education | Disability-inclusive research | Innovative inclusion | Review of urbanisation in the Pacific | Development assistance and disability
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The government of Kazakhstan has committed to ensuring that children with disabilities have access to inclusive education and it has taken the impo
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rtant step of ratifying international human rights treaties enshrining the rights of people with disabilities, including the right of children with disabilities to inclusive, quality education. The government has also introduced legal and policy changes toward an inclusive education system for children with disabilities. It has committed to ensuring that 70 percent of mainstream schools are inclusive by 2019.
However, this report finds that progress towards genuine inclusive education is slow. In order for the government to succeed in ensuring that all children can access an inclusive, quality, and free primary and secondary education on an equal basis with others in the communities in which they live, it will need to fundamentally transform its policies and approach to education and address negative attitudes more broadly towards people with disabilities in Kazakhstan.
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In disaster preparedness, the participation of women, children, older people, persons with disabilities
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(PWDs), and other minority groups and sectors is important because they are the most vulnerable against disasters. Inclusive disaster preparedness provides technical and logical frameworks that assimilate the most vulnerable sectors in a community and enhances their capacity against future disasters.
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