Children with Disabilities HRBA, Equity and Inclusive Development Challenges & Opportunities for UNICEF
WHO ARE THE ‘BENEFICIARIES’ OF DEVELOPMENT? AND WHO ARE THE EXCLUDED?
Convention on the Rights of Persons with Disabilities Article 1 - Purpose To promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity. Persons with disabilities include those who have long- term physical, mental, intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others. CRPD • 153 signatories • 110 ratifications Optional Protocol • 90 signatories • 63 ratifications
UNICEF’s Mandate UNICEF’s mission statement: - priority to the most disadvantaged children; - identifies CWD as being among the most disadvantaged ; - requiring special protection. CRC, together with CRPD and CEDAW: - UNICEF foundation to uphold the civil, cultural, economic, political, and social rights of all girls, boys and women in the world, including those with disabilities.
Disability Terminology The CRPD institutes: - PERSON(S) WITH DISABILITIES Also Correct: • individual(s) with disability or disabilities • people with disabilities or disability Disabled People also acceptable.
Traditional Model I will kill you so you stop suffering Disabilities as: - Will of God/test from God - Divine punishment - More humane to end “life of pain/suffering” Charity Model People with disabilities considered: • • inferior, useless, dependent A burden to society, live on charity, lower social status Families hide them out of shame Objects of pity, humiliated in relationships with others
Medical or Biological Model -- Post WW II Problem belongs to individual: disability results directly from impairment of the person. Disability considered only a health problem, medical issue Solutions decided by "experts”, based on diagnosis Focus in elimination or cure of disability, “normalization” (includes pre-natal genetic testing & selective abortion) EMPLOYMENT We will rehabilitate you so you can overcome all barriers
The 70’s : Disability Movement & Social Inclusion People with disabilities are part of society and inclusion must be promoted (health, education, training, work…) Independent living movement is born Pw. D are organized, get stronger Sectors of society, especially “disability professionals”, see this as cause to worry
MEDICAL MODEL He cannot vote because he is disabled. SOCIAL MODEL He cannot vote because the stairs prevent him from reaching the ballot box. From MEDICAL to SOCIAL model
Human Rights Model The main issue is in society rather than in the individual Recognizes that disability is a part of society More comprehensive and global. Considers: - Civil and political rights (voting, freedom of expression ) - Economic, social and cultural rights (health, education. . . ) - Pw. D and their families reclaim their place as PERSONS, with rights and duties. Equal opportunities and full participation in political and social life.
IMPAIREMENT & DISABILITY Anyone at any time can acquire an IMPAIRMENT of any kind and can become permanently or temporarily DISABLED. Impairment relates to the way people function in their environment and in society. It may be present from birth or it may develop during a lifetime, through malnutrition or disease, accident, violence or abuse, or environmental conditions. As people age, so too does the possibility of acquiring a visual, hearing, physical or other type of impairment. Different kind of IMPAIRMENTS may generate different kinds and levels of FUNCTIONING LIMITATIONS but, if we can eliminate barriers in society, these limitations may not necessarily become a DISABILITY.
IMPAIREMENT & DISABILITY Whether an individual will be considered “disabled” is strongly related to the enabling or disabling environments that surround that specific person, including society’s attitudes and social norms. If barriers are eliminated and there is positive interaction between the person and the broader environment, so there will be greater opportunities for personal empowerment, social participation and inclusion. If the individual may not be able to overcome the existing societal barriers, even with support and specific accommodations, this interaction will reinforce stigma, discrimination and lead to disempowerment and exclusion.
Equity issue becomes clear when 1+1= minus 2 Gender + disability Minorities + disability Indigenous + disability Race + disability Refugees + disability Orphans + disability Poverty + disability and other associations, including all of the above INVISIBILITY – STIGMA - EXCLUSION most excluded are the ones with multiple factors
Equity = Equal Opportunities To guarantee a fair selection, all will have the same exact test – climb up on that tree. Functioning Diversity Environment
HOW IS DISABILITY DEFINED AFTER THE CRPD? Interaction between persons with different levels of functioning and an environment that does not take those differences into consideration. Disability= Functioning limitation x Environment Note: we are using “functioning limitation” as a synonym of “impairment”.
Environment Impact in the relation between disability and functioning FL 1 x E 0 => 0 Disability FL 5 x E 0 => 0 Disability FL 1 x E 1 = 1 Disability FL 5 x E 5 = 25 Disability FL: FUNCTIONING LIMITATION E: ENVIRONMENT
Disability is part of each and every individual’s life cycle Beyond the typical areas of impairments (physical, sensory, intellectual and mental), people in general face ‘disabling’ conditions in a society that is unprepared for diversity.
Every day, new causes of disability… Advances in medicine survivors = = higher life expectancy. HIV-AIDS People living with AIDS potentially living with disability associated with, or as consequence Also, Pw. D at risk of of, medication. contracting STI, HIVAids due to greater vulnerability to sexual abuse, and lack of access to information, communication and
This could be the SAME person at different times of their life Why not make life easier for all?
INCLUSIVE DESIGN None of them would be able to open that door…
INCLUSIVE DESIGN A HUMAN-CENTERED DESIGN
Inclusive & Sustainable Public Policies All principles, actions and components should be conceived under an inclusive approach, from design to implementation. Persons with disabilities should be visible and actively engage in all phases
It is estimated that the additional costs to bring inclusive access to infrastructure is lower than 1% in the stage of designing
Poverty & Disability WHO/WB estimate approximately 15 percent of world’s population has a disability. This translates into over a million people, at least 200 million being children with disabilities (CWD), 80% of them living in developing countries.
Vicious cycle between poverty and disability Poverty not only from economic perspective,
Causes of Impairments About 80% of disabilities have causes associated to poverty. An estimated 130 million people globally acquired a disability due to malnutrition.
Disability, Employment and Social Protection About 80 -90% of persons with disabilities are unemployed or outside the work force. Most of those who have jobs receive little or no monetary remuneration. In Ecuador, 84% of persons with disabilities have no insurance benefits.
Disability and Conflict High prevalence of disability amongst conflictaffected populations: ex -combatants, civilian and refugees. Refugees with disabilities face double vulnerability of being a refugee and having a disability.
Disability in Emergency Situations Emergencies - conflict or natural disaster: In the short-term: - injury and malnutrition, leading to disability. In the longer term: - destruction of health and education services Haiti, 2010 - higher rates of disease - all resulting in disability. - Pw. D must be included in the planning of humanitarian responses (providing shelter, sanitation, health-care, food and education).
Poverty & Disability UK: Poverty rate: Pw. D = 23. 1% Non-disabled people = 17. 9% If extra expenses associated with being disabled added, Poverty rate disabled people = 47. 4% (Amartya Sen)
Disability and Education Estimated 40 million of 115 million out-of-school children have disabilities. UNESCO: 90% of children with disabilities in developing countries do not attend school; therefore absent in school data sets, and invisible on national policy agenda. Estimated 30% of world’s children who live on the street are children with disabilities.
Disability, Child Mortality and Child Protection In Kazakhstan, 80% of fathers are reported to abandon their wife and family upon the birth of a child with a disability (ADB). The situation is similar elsewhere. Mortality for children with disabilities may be as high as 80% in countries where under-five mortality, as a whole, has fallen to below 20%. In some cases, it seems as if disabled children are being “weeded out. ” (Df. ID, UK)
Disability Data in Mozambique • Nearly a third (26%) of the total number of households have one or more members with disabilities, while just 6% of people have participated in the 2009 INE/SINTEF survey have a disability. • Given the methodological procedures of the research, the prevalence of disability in Mozambique for this study is estimated at 6. 5%. • The proportion of women and men in the group was almost the same, 5. 3% and 6. 5% respectively. • Generally, PWDs in Mozambique have an average of 35 years of age while those without disabilities have an average of 21 years. • 36 households (5. 8%) had more than one member with disabilities.
PWDs Living Conditions Study in MOZ • Education: A higher proportion than normal of PWD who have never attended school; or have a low frequency; or high dropout rate. Men with disabilities have a higher proportion of school dropout than women (65%). • A higher proportion of women with disabilities have never attended school (53%) - twice than of women without disabilities, as well as men with and without disabilities. • The proportion of PCD who can write was higher than the general population (24% versus 15%). Almost a quarter of PCD cannot write while in the general population the proportion is less than 1/6. The number of women/men with disabilities who cannot write was higher than that of the general population. • Communication and information: availability and accessibility to telephone, radio, television, internet, banking facilities, newspapers, post office and library. PWDs have significantly
Access to Services Incidence of low and moderate disabilities is higher than severe disabilities. Most cases can be attended at the community level, with simple, costeffective interventions. Without necessary attention, low functional limitation, can become severe disability, generating high risk of social and economic exclusion.
Inclusive and Sustainable Public Policies Cost of special services to address the specific needs of each group in society is much higher and less cost effective than of those of public policies and programs designed and implemented for all.
Inclusive Development Based on Human Rights and Equity Approaches: Recognizes DIVERSITY as fundamental aspect in process of socioeconomic and human development. Recognizes the contribution that each human being can make to development process. Promotes an integrated strategy benefiting society as a whole, rather than implementing isolated policies and actions. Is an effective approach for overcoming social exclusion, combating poverty and ensuring social and economic sustainability.
Strategies for Promoting Inclusive Development Across all MTSP FAs: • Build on existing opportunities; propose inclusive strategies in initiatives already being implemented; • Develop capacities among different actors to advocate and negotiate for inclusive policies, programs, humanitarian actions; • Establish mechanisms for participation and collaboration of Pw. D, Cw. D & families in design, implementation, M&E of policies, programs and humanitarian actions. • Invest in public discourse & communication to
Selected Examples for MTSP Focus Areas
MTSP 1: Young Child Survival and Development • all projects, including ECD, health promotion, social protection: consider Cw. D & families among their clients • all projects related to health, nutrition, WASH, prevention, etc. : adopt outreach efforts towards Cw. D and their families; ensure access to information, communication & social services (including transportation & access to surrounding areas) • all YCSD initiatives: address attitudes of service providers & community; incorporate inclusive components e. g. appropriate services & approaches for parents and Cw. D, accessibility, and staff training
MTSP 2: Basic Education and Gender Equality - all teacher training : inclusive education perspective; address attitudes towards Cw. D - CFS & quality education initiatives: promote inclusive education - life skills & sexual/reproductive health initiatives: equal access to children and young Pw. D - policy advocacy: mainstreaming of Cw. D in formal & non-formal education - all gender mainstreaming efforts should include girls and boys with disabilities
MTSP 3: HIV-Aids & Children - all sexual & reproductive health initiatives, including prevention & provision of services: specifically include girls, women, boys and men with disabilities as direct clients & as service providers - all public education materials & initiatives: accessible to & inclusive of children & adults with wide range of disabilities
PREVENTION: ALL OF US HAVE A ROLE TO PLAY
MTSP 4: Child Protection • all family services (e. g. child care, parenting education): include families of Cw. D; address attitudes towards Pw. D • training of service providers, alternative care/foster care providers: include building understanding of Cw. D & how to care for them • capacity building to prevent, detect & manage abuse/exploitation: include building understanding & skills to cope with different types of disability • engagement with community & faith based organizations: address stigma & discrimination
MTSP 5: Policy Advocacy & Partnerships for Children’s Rights • Advocate for & facilitate dialogue on rights-based approach to Cw. D; promote ratification, implementation & monitoring of CRPD • Strengthen DPO capacity to effectively advocate for ratification of CRPD & monitor its implementation: focus on rights of Cw. D • Support national statistical offices/government agencies to include disability in census & household surveys, and disaggregate data to include Cw. D • Support participation of Cw. D & their families in design/revision & monitoring of policies & legislation, & development of inclusive strategies for NOTHING ABOUT US WITHOUT US! systems strengthening
THANK YOU! Rosangela Berman Bieler Chief, Disability Unit Gender, Rights and Civic Engagement Section Program Division UNICEF Three United Nations Plaza, Room 452, New York, NY 10017 Tel: 212 -824 -6067 - Fax: 212 -735 -4420 e-mail: rbermanbieler@unicef. org – web site: www. unicef. org
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