State of the World's Children 2013 - Unicef

More documents

Recommendations

Info

PERSPECTIVE One bite of the elephant at a time By Chaeli Mycroft Chaeli Mycroft, recipient of the 2011 International Children’s Peace Prize, is an ability activist and avid wheelchair dancer. She is preparing to study politics and philosophy at the University of Cape Town, South Africa. Some people see disability as a burden, others as a gift. My disability has given me very unique opportunities and experiences that would not have happened if I were not disabled. I am happy and grateful for my disability because it has moulded me into the person that I am today. I am in no way saying that having a disability is an easy thing to deal with. It is a very complex situation, and it affects almost every aspect of your life. But I hope, throughout my life, to inspire other young people to see their disabilities as an opportunity to focus on ability, not just on their limitations. My family has always challenged me to focus on my abilities and has never viewed or treated me with pity. For this, I will be eternally grateful because it made me see myself as equal to any able-bodied person. I was also raised knowing that my contribution is of equal importance to anyone else’s, and to stand up (metaphorically) for my rights. My friends view me as an equal and accept that my disability sometimes makes it difficult for me to do things in the same manner as they do, so we just have to be slightly more creative to include me in whatever we’re doing – playing cricket when we were younger, for example. I would be the scorer. The incredible support I received enabled me to work with children with disabilities in South Africa. For this I won the International Children’s Peace Prize in 2011 – an event that has changed my life in an amazing way. The KidsRights Foundation, which awards this prize annually, has given me the opportunity to spread my message through a worldwide platform and to meet people I would otherwise never meet. They also pay for my education and are making it possible 60 THE STATE OF THE WORLD’S CHILDREN 2013: Children with Disabilities
If people with disabilities can’t believe in themselves or if others don’t believe in them, I will believe in them – and hopefully my positivity will spread and encourage more positivity. for me to go to university next year with all the adjustments I need. So many children with disabilities are not celebrated for their capabilities and are hidden away from the world because of fear and ignorance. We need to realize that people with disabilities are crucial in our population. People with disabilities are often the ones who think outside the box – because we have to. We have to make our disabilities work for us and not against us, and teach others to be caring and empathetic. Empathy, something the world desperately needs. I believe that there are two main issues to be tackled on a worldwide level – accessibility and attitudes. These issues are interconnected and cannot be dealt with one by one. If people can change the worldwide attitude towards disability from one of pity, shame and inferiority to one of abundance, acceptance and equality, then we will see amazing progress. Positive attitudes can lead to improved accessibility – just as inaccessibility is an expression of the view that the needs of people with disabilities are less important than those of ablebodied people, an attitude that has negative consequences for people with and without disabilities. Improved attitudes should also help address other major issues, such as our experiences of education. I have been in every form of education that a person with a disability can do: special needs school, mainstream state primary and high school, mainstream private high school. I wouldn’t say I’m an expert, but there’s a lot to be said for experience. It was certainly not always easy and simple. Often it was a struggle, and at times I was incredibly unhappy. I worked really hard to be included and to make it easier for the people who are going to come after me. I am finishing my school career in a place where I am fully included and accepted. When I think about it, all I feel is relief – relief that I don’t have to fight so hard for my own happiness anymore. Now I can fight harder for other people with disabilities and their right to happiness. It may seem that I am always a super-positive person. This is not the case. I have had my struggles, and I am sure that they are not over. The thing that tips the scale towards positivity is the fact that I am surrounded by people who believe in my ability and are positive about my contribution to society – people who counter my negative days. I really love them for that. My lifetime goal is to have disability become something that is completely accepted and embraced by the global community. It may be a big task, and it may have many facets, but I believe it’s entirely possible. It starts with believing. I believe in my abilities; I believe wholeheartedly that I can make change happen – that I can change lives. If people with disabilities can’t believe in themselves or if others don’t believe in them, I will believe in them – and hopefully my positivity will spread and encourage more positivity. This might seem insignificant to some but it’s still change. One bite of the elephant at a time. HUMANITARIAN RESPONSE 61
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 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: Child casualties by type of explosi
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
Page 109 and 110: TABLE 1 BASIC INdICATORS Countries
Page 111 and 112: TABLE 1 BASIC INdICATORS Countries
Page 113 and 114: TABLE 2 NuTRITION Countries and are
Page 115 and 116: TABLE 2 NuTRITION Countries and are
Page 117 and 118: TABLE 3 HEALTH Countries Use of imp
Page 119 and 120:
Countries Use of improved drinking
Page 121 and 122:
TABLE 4 HIV/AIdS Prevention among y
Page 123 and 124:
TABLE 4 HIV/AIdS Prevention among y
Page 125 and 126:
TABLE 5 education Countries and are
Page 127 and 128:
TABLE 5 EduCATION Countries and are
Page 129 and 130:
TABLE 6 dEmOGRApHIC INdICATORS Coun
Page 131 and 132:
TABLE 6 dEmOGRApHIC INdICATORS Coun
Page 133 and 134:
TABLE 7 ECONOmIC INdICATORS Countri
Page 135 and 136:
TABLE 7 ECONOmIC INdICATORS Countri
Page 137 and 138:
TABLE 8 WOmEN Countries and areas L
Page 139 and 140:
TABLE 8 WOmEN Countries and areas L
Page 141 and 142:
TABLE 9 CHILd pROTECTION Countries
Page 143 and 144:
TABLE 9 CHILd pROTECTION Countries
Page 145 and 146:
TABLE 10 THE RATE OF pROGRESS Count
Page 147 and 148:
TABLE 10 THE RATE OF pROGRESS Count
Page 149 and 150:
TABLE 11 AdOLESCENTS Countries and
Page 151 and 152:
TABLE 11 AdOLESCENTS Countries and
Page 153 and 154:
TABLE 12 disparities by residence C
Page 155 and 156:
TABLE 12 dISpARITIES By RESIdENCE C
Page 157 and 158:
TABLE 13 dISpARITIES By HOuSEHOLd W
Page 159 and 160:
TABLE 13 dISpARITIES By HOuSEHOLd W
Page 161 and 162:
TABLE 14 EARLy CHILdHOOd dEVELOpmEN
Page 163 and 164:
UNICEF Headquarters UNICEF House 3
show all

State of the World's Children 2013 - Unicef

Create successful ePaper yourself

Delete template?

Save as template?