State of the World's Children 2013 - Unicef

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PERSPECTIVE My son Hanif By Mohammad Absar Mohammad Absar lives in the village of Maddhyam Sonapahar in Mirershorai Province, Bangladesh. He has three sons and three daughters and supports his family by running a small tea stall. My son Hanif is 9 years old and attends the second grade. When he was 4, he got injured while playing. He started complaining about pain in his leg, which became red and swollen. We took him to Chittagong Medical Hospital. The doctors there tried to save Hanif’s leg, but it was severely infected, and eventually they decided to amputate it. After Hanif lost his leg, other children used to torment him: They called him ‘lame’ or ‘legless creep’ and pushed him to the ground when he tried to play with them. They also used to tease his brother, who suffers from mental illness. This always made me sad, and it used to drive my wife crazy. She would quarrel with people who said bad things about her children. As for Hanif – he became very reluctant to go out. He was miserable. Things began to improve after the local, non-governmental Organization for the Poor Community Advancement (OPCA) started conducting meetings in our area to raise awareness about disability and encourage people to have a positive approach towards those with special needs. A rehabilitation worker from OPCA visited our home along with a teacher from the primary school. They encouraged us to enrol Hanif in school. Because the local primary school is half a kilometre away from our home, I had to carry my son to school every morning. I started a small shop near the school so I could be there to carry him home at the end of the day. At first, Hanif had a lot of trouble at school. His classmates, just like his peers in the neighbourhood, mocked him and called him names. One day, the rehabilitation worker informed us that the Centre for Disability in Development (CDD), a nationwide nongovernmental organization based in Dhaka, would provide my son with an artificial leg. We travelled to the capital, where Hanif was fitted for the prosthesis and given several days of training. He also received a pair of crutches. His stump is quite small and this makes it a bit difficult for him to climb stairs. Other than that, he can now do almost everything on his own. When he first got the new leg, people stared – it was very surprising to see him walking again. I myself had never imagined it would be possible. Some of our neighbours came to visit our home just to see the prosthesis. Now that my son can walk again and participate in all sorts of activities, other children have stopped calling him names. They don’t push him to the ground anymore. I no longer have to carry Hanif to school – he walks himself, and his classmates are eager to walk with him. The most important thing is that Hanif is happier and more confident. His artificial leg allows him to be independent, and he no longer feels inferior to the other children. He is doing better in his classes and 30 THE STATE OF THE WORLD’S CHILDREN 2013: Children with Disabilities
Look at Hanif and you will see that with proper support and encouragement, people with disabilities can be effective in society. can now enjoy sports like cricket and soccer along with his peers. A rehabilitation worker has visited Hanif’s school several times to conduct awareness meetings on disability and the importance of inclusive education. Hanif’s surrounding environment is more disabilityfriendly than ever before. His school works to accommodate his needs. For example, Hanif has trouble climbing stairs, so when one of his classes was scheduled on the first floor, the principal agreed to move it downstairs to make it easier for Hanif to attend. home and take care of it. As Hanif has grown, they have adjusted his artificial limb. Hanif also receives a disability allowance of 300 Bangladesh taka each month from our district’s Department of Social Services. I take him to the local bank to receive his allowance. Hanif will need additional support to ensure that he can continue his education without interruption. Above all, I want my son to be well educated. An education will empower him and help guide him so that he can build a meaningful life. I think it would be best for Hanif to get a desk job so he doesn’t have to walk or stand too much. Perhaps he might work in an organization like CDD, where the environment is very disability-friendly. I saw people with various disabilities working there. Such an environment would help my son work to the best of his capacity, while at the same time securing an honourable position for him. He can become an example: Look at Hanif and you will see that with proper support and encouragement, people with disabilities can be effective in society. While he’s in school, Hanif enjoys drawing pictures. Outside of school and during breaks, he loves to play. He wants to be a teacher when he grows up, just like his role models – his schoolteachers Mr. Arup and Mr. Shapan. They love Hanif very much and support him in every way they can. Because our family is very poor, my son’s artificial limb and associated expenses were provided by CDD through the Promoting Rights for Persons with Disabilities project funded by the Manusher Jonno Foundation. If Hanif has any problem with the prosthesis, rehabilitation workers visit our Hanif taking part in class. © Centre for Disability in Development A STRONG FOUNDATION 31
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 and 26: An inclusive kindergarten in Nizhny
Page 27 and 28: Assistive technology products Categ
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: the needs of all children. In an in
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
Page 77 and 78: FOCUS Lessons learned Since 1995, U
Page 79 and 80: A strategy for intervention on beha
Page 81 and 82: Data can be hard to gather: Indigen
Page 83 and 84: CHAPTER 7 AN AGENDA FOR ACTION The
Page 85 and 86: discrimination is vital in reducing
Page 87 and 88: 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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