State of the World's Children 2013 - Unicef

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acceptance of indigenous children with disabilities by their own families and communities. Benefits also included improved provision of social services, community-led construction of wheelchair ramps to make public spaces accessible, agreement by state and federal hospitals to provide services free of charge to children with disabilities referred by the project – and 32 new enrolments of children with disabilities in mainstream schools. 27 Assistive technology Depending on the type of disability, a child may need any of a number of assistive devices and services (see next page). According to the World Health Organization, however, in many lowincome countries only 5–15 per cent of the people who need assistive technology are able to obtain it. 28 Reasons for this include costs, which can be especially prohibitive in the case of children, who need their assistive devices replaced or adjusted from time to time as they grow. 29 Children are often less likely than adults to access assistive technology. 30 The provision and uses of assistive technology are discussed in a Focus article published online at . Universal design Inclusive approaches are built around the concept of accessibility, with the aim of making the mainstream work for everyone rather than creating parallel systems. An accessible environment is essential if children with disabilities are to enjoy their right to participate in the community. For instance, access to all schools is necessary if children with disabilities are to take part in education. Children who are educated alongside their peers have a much better chance of becoming productive members of their societies and of being integrated in the lives of their communities. 31 Accessibility can refer to the design of an environment, product or structure. Universal design is defined as the design of products Liban, 8, uses crutches after losing a leg to a bomb explosion in Mogadiscio, Somalia. © UNICEF/HQ2011-2423/Grarup 18 THE STATE OF THE WORLD’S CHILDREN 2013: Children with Disabilities
Assistive technology products Category Mobility Vision Hearing Communication Cognition Examples of products • Walking stick, crutch, walking frame, manual and powered wheelchair, tricycle • Artificial leg or hand, caliper, hand splint, club foot brace • Corner chair, special seat, standing frame • Adapted cutlery and cooking utensils, dressing stick, shower seat, toilet seat, toilet frame, feeding robot • Eyeglasses, magnifier, magnifying software for computer • White cane, GPS-based navigation device • Braille systems for reading and writing, screen reader for computer, talking book player, audio recorder and player • Braille chess, balls that emit sound • Headphone, hearing aid • Amplified telephone, hearing loop • Communication cards with texts, communication board with letters, symbols or pictures • Electronic communication device with recorded or synthetic speech • Task lists, picture schedule and calendar, picture-based instructions • Timer, manual or automatic reminder, smartphone with adapted task lists, schedules, calendars and audio recorder • Adapted toys and games Source: Johan Borg; International Organization for Standardization (2008), . and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. The approach focuses on design that works for all people regardless of age, ability or situation. The principles of universal design were developed by architects, product designers, engineers and environmental design researchers. They cut across design disciplines and may be applied to guide the design process or evaluate existing designs. There are seven principles: equitable use; flexibility in use; simple and intuitive use; perceptible information; tolerance for error; low physical effort; and size and space for approach and use. In practice, universal design can be found in the form of curb cuts or sidewalk ramps, audio books, Velcro fastenings, cabinets with pull-out shelves, automatic doors and low-floor buses. The cost of integrating accessibility into new buildings and infrastructure can be negligible, amounting to less than 1 per cent of the capital development cost. 32 However, the cost of making adaptations to completed buildings can be much higher, especially for smaller buildings, where it can reach 20 per cent of the original cost. 33 It makes sense to integrate accessibility considerations into projects at the early stages of the design process. Accessibility should also be a consideration when funding development projects. FUNDAMENTALS OF INCLUSION 19
Page 1 and 2: THE STATE OF THE WORLD’S CHILDREN
Page 3 and 4: THE STATE OF THE WORLD’S CHILDREN
Page 5 and 6: FOREWORD Is there a child who does
Page 7 and 8: FOCUS Violence against children wit
Page 9 and 10: CHAPTER 1 INTRODUCTION Reports such
Page 11 and 12: Under the Convention on the Rights
Page 13 and 14: People with disabilities are becomi
Page 15 and 16: Education is the key to stopping th
Page 17 and 18: (continued from p. 3) the right to
Page 19 and 20: CHAPTER 2 FUNDAMENTALS OF INCLUSION
Page 21 and 22: hierarchy and traditional expectati
Page 23 and 24: to education and health-care servic
Page 25: An inclusive kindergarten in Nizhny
Page 29 and 30: We need to make media more accessib
Page 31 and 32: CHAPTER 3 A STRONG FOUNDATION Good
Page 33 and 34: Early childhood stunting, which is
Page 35 and 36: are particularly important. Develop
Page 37 and 38: the needs of all children. In an in
Page 39 and 40: Look at Hanif and you will see that
Page 41 and 42: terms for 20 schools at a time, wit
Page 43 and 44: epilepsy. The ketogenic diet is an
Page 45 and 46: Reading Braille at a school in Ugan
Page 47 and 48: Saja opened my eyes to my own abili
Page 49 and 50: CHAPTER 4 ESSENTIALS OF PROTECTION
Page 51 and 52: Independent States, institutionaliz
Page 53 and 54: Children with disabilities are at g
Page 55 and 56: It is much harder to protect childr
Page 57 and 58: CHAPTER 5 HUMANITARIAN RESPONSE Hum
Page 59 and 60: Explosive remnants of war (ERW) on
Page 61 and 62: esist, than children without disabi
Page 63 and 64: Since monitoring began in 1999, the
Page 65 and 66: FOCUS (continued) Child casualties
Page 67 and 68: Child casualties by type of explosi
Page 69 and 70: If people with disabilities can’t
Page 71 and 72: CHAPTER 6 MEASURING CHILD DISABILIT
Page 73 and 74: Mental Development Scale, 120 canno
Page 75 and 76: single set of questions for both gr
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FOCUS Lessons learned Since 1995, U
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A strategy for intervention on beha
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Data can be hard to gather: Indigen
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CHAPTER 7 AN AGENDA FOR ACTION The
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discrimination is vital in reducing
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I would like to be confident that w
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Support families The CRC states tha
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Being visually challenged, I’ve h
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Six-year-old Nemanja (far left) sit
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We [in government] must understand
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33 South African Disability Institu
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106 Mental Disability Rights Intern
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Statistical Tables Economic and soc
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under-five mortality rate (per 1,00
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TABLE 10. THE RATE OF pROGRESS The
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under-five mortality rankings The f
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TABLE 1 BASIC INdICATORS Countries
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TABLE 1 BASIC INdICATORS Countries
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TABLE 2 NuTRITION Countries and are
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TABLE 2 NuTRITION Countries and are
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TABLE 3 HEALTH Countries Use of imp
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Countries Use of improved drinking
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TABLE 4 HIV/AIdS Prevention among y
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TABLE 4 HIV/AIdS Prevention among y
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TABLE 5 education Countries and are
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TABLE 5 EduCATION Countries and are
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TABLE 6 dEmOGRApHIC INdICATORS Coun
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TABLE 6 dEmOGRApHIC INdICATORS Coun
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TABLE 7 ECONOmIC INdICATORS Countri
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TABLE 7 ECONOmIC INdICATORS Countri
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TABLE 8 WOmEN Countries and areas L
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TABLE 8 WOmEN Countries and areas L
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TABLE 9 CHILd pROTECTION Countries
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TABLE 9 CHILd pROTECTION Countries
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TABLE 10 THE RATE OF pROGRESS Count
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TABLE 10 THE RATE OF pROGRESS Count
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TABLE 11 AdOLESCENTS Countries and
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TABLE 11 AdOLESCENTS Countries and
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TABLE 12 disparities by residence C
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TABLE 12 dISpARITIES By RESIdENCE C
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TABLE 13 dISpARITIES By HOuSEHOLd W
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TABLE 13 dISpARITIES By HOuSEHOLd W
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TABLE 14 EARLy CHILdHOOd dEVELOpmEN
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UNICEF Headquarters UNICEF House 3
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State of the World's Children 2013 - Unicef

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