State of the World's Children 2013 - Unicef

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specifically calls on duty bearers to take all necessary measures to ensure the protection and safety of persons with disabilities in situations of conflict, emergency and disaster, signifying the importance of the issue. • An inclusive approach that recognizes that children with disabilities, in addition to their disability-specific needs, have the same needs as other children, disability being only one aspect of their situation: They are children who happen to have disabilities. Such an inclusive approach also addresses the social, attitudinal, informational and physical barriers that impede participation and decision-making by children with disabilities in regular programmes. • Ensuring accessibility and universal design of infrastructure and information. This includes making the physical environment, all facilities, health centres, shelters and schools, and the organization of health and other services, including communication and information systems, accessible for children with disabilities. • Promoting independent living so that children with disabilities can live as independently as possible and participate as fully as possible in all aspects of life. • Integrating age, gender and diversity awareness, including paying special attention to the double or triple discrimination faced by women and girls with disabilities. Disability-inclusive humanitarian response ensures that children and adults with disabilities, as well as their families, survive and live with dignity, even as it benefits the population as a whole. This approach calls for holistic and inclusive programmes, rather than just isolated projects and policies targeting disabilities. Key Vijay, 12, survived a landmine explosion and has gone on to become a mine risk educator in Sri Lanka. © UNICEF/Sri Lanka/2012/Tuladar 50 THE STATE OF THE WORLD’S CHILDREN 2013: Children with Disabilities
Explosive remnants of war (ERW) on display at a school in Ajdabiya, Libya. Students collected the objects from around the city. © UNICEF/HQ2011-1435/Diffidenti intervention areas for disability-inclusive humanitarian action include: • Improving data and assessments in order to have an evidence base for the distinct needs and priorities of children with disabilities. • Making mainstream humanitarian services accessible for children with disabilities and involving them in planning and design. • Designing specialized services for children with disabilities and ensuring that recovery and reintegration proceed in environments that foster well-being, health, self-respect and dignity. • Putting measures in place to prevent injuries and abuse and promote accessibility. • Partnering with community, regional and national actors, including disabled persons’ organizations, to challenge discriminatory attitudes and perceptions and promote equity. • Promoting participation of children with disabilities by consulting them and creating opportunities for their voices to be heard. Parties to conflict have an obligation to protect children from the effects of armed violence and to provide them with access to appropriate health and psychosocial care to aid their recovery and reintegration. The Committee on the Rights of the Child has recommended that States parties to the CRC add explicit reference to children with disabilities as part of their broader commitment not to recruit children into armed forces. 113 Governments should also take care to address the recovery and social reintegration of children who acquire disabilities as a result of armed conflict. This is explored in greater detail in the following Focus article. HUMANITARIAN RESPONSE 51
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THE STATE OF THE WORLD’S CHILDREN
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THE STATE OF THE WORLD’S CHILDREN
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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 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: CHAPTER 5 HUMANITARIAN RESPONSE Hum
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
Page 89 and 90: Support families The CRC states tha
Page 91 and 92: Being visually challenged, I’ve h
Page 93 and 94: Six-year-old Nemanja (far left) sit
Page 95 and 96: We [in government] must understand
Page 97 and 98: 33 South African Disability Institu
Page 99 and 100: 106 Mental Disability Rights Intern
Page 101 and 102: Statistical Tables Economic and soc
Page 103 and 104: under-five mortality rate (per 1,00
Page 105 and 106: TABLE 10. THE RATE OF pROGRESS The
Page 107 and 108: 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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