State of the World's Children 2013 - Unicef

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structures (e.g., organs, limbs and structures of the nervous, visual, auditory and musculoskeletal systems), body functions (physiological functions of body systems, such as listening or remembering), limitations on activity (e.g., walking, climbing, dressing) and restrictions on participation (e.g., playing with caregivers or other children, performing simple chores). 117 Putting disability in context Data should be interpreted in context. Estimates of disability prevalence are a function of both incidence and survival, and the results should be interpreted with caution, particularly in countries where infant and child mortality rates are high. 118 A low reported prevalence of disability may be the consequence of low survival rates for young children with disabilities, or it may reflect the failure to count children with disabilities who are confined to institutions, who are hidden away by families fearful of discrimination, or who live and work on the streets. Culture also plays an important role. The interpretation of what may be considered ‘normal’ functioning varies across contexts and influences measurement outcomes. The attainment of certain milestones may not only vary among children, but differ also by culture. Children may be encouraged to experiment with new activities at different stages of development. For instance, in one study, 50 per cent of children were ‘able to use a cup’ at about 35 months of age in urban India, while the corresponding milestone was reached around 10 months of age in Thailand. 119 It is therefore important to assess children against reference values appropriate to local circumstances and understanding. For these reasons, assessment tools developed in high-income countries, such as the Wechsler Intelligence Scale for Children and Griffith’s Four case studies: Percentage of population reporting some form of disability 6 questions asked, including: Does (name) have difficulty seeing, even if he/she is wearing glasses? uUganda One question asked: Is anyone who was in the household on census night disabled? One question asked: Does (name) have any difficulty in moving, seeing, hearing, speaking or learning, which has lasted or is expected to last 6 months or more? One question asked: Do you have (serious) difficulty in moving, seeing, hearing, speaking or learning which has lasted or is expected to last 6 months or more? 20% 7% 4% 1% Census 1991 Census 2002 Source: UNICEF, from surveys and censuses identified above. Uganda National Household Survey 2005/2006 Demographic and Health Survey (DHS) 2006 64 THE STATE OF THE WORLD’S CHILDREN 2013: Children with Disabilities
Mental Development Scale, 120 cannot be indiscriminately applied in other countries or communities, as their capacity to detect and accurately measure disability in different sociocultural contexts is often untested. Frames of reference may vary, and survey tools may fail to sufficiently capture local customs, cultural understanding, languages or expressions. For example, questionnaires that evaluate child development on the basis of such ‘standard’ activities as preparing breakfast cereal or playing board games may be appropriate in some places but not in those where children do not routinely engage in these activities. 121 Data collection The specific objectives of the data collection are likely to influence the definition of what constitutes ‘disability’, the questions asked and the resulting figures. The measurement of disability type and prevalence is frequently tied to specific political initiatives, such as social protection schemes. Results may be used to determine benefit entitlement or to plan and determine support provision. For example, the criteria used to define eligibility for a disability benefit are likely to be more restrictive than criteria for a survey conducted to identify all persons with a functional limitation, yielding dramatically different numbers. 122 Many children are identified as having a disability when they come into contact with education or health-care systems. However, in low-income countries or communities, school and clinic staff may not be able to routinely recognize or register the presence of children with disabilities. The resulting paucity of information about children with disabilities in low-income countries has contributed to a misconception that disability does not merit global priority. 123 Where schooling or other formal services for children with disabilities are lacking, other methods uAustralia One question asked: Is this person handicapped by a serious long-term illness or physical or mental condition? 5% 12 questions asked, including: Is there anyone in the household who has any loss of sight? Does everyone have full use of their arms and fingers? Is anyone receiving treatment for nerves or any emotional condition? Is anyone having long-term treatment or taking any medicine or tablets for a condition or ailment? 4% 13 questions asked, including: Does anyone have any loss of hearing? Does anyone have any condition that makes them slow at learning or understanding things? Does anyone have any condition that restricts them in physical activities, or in doing physical work? Does anyone have any disfigurement or deformity? Does anyone ever need to be helped or supervised in doing things because of any mental illness? 18% 4 questions asked, including: Does the person ever need someone to help with, or be with them for, self-care activities? Does the person ever need someone to help with, or be with them for, communication activities? 4% 19% 17 questions asked, including: Do you/does anyone in the household have anything wrong with your/their speech? Do you/does anyone in the household have shortness of breath or difficulty breathing? Do you/does anyone in the household have chronic or recurrent pain or discomfort? Do you/does anyone in the household have a nervous or emotional condition? CONTINUED u Census 1976 Survey of Handicapped Persons 1981 Survey of Disability, Ageing and Carers 1993 Census 2006 Survey of Disability, Ageing and Carers 2009 MEASURING CHILD DISABILITY 65
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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
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FOCUS Violence against children wit
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CHAPTER 1 INTRODUCTION Reports such
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Under the Convention on the Rights
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People with disabilities are becomi
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Education is the key to stopping th
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(continued from p. 3) the right to
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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 and 68: Child casualties by type of explosi
Page 69 and 70: If people with disabilities can’t
Page 71: CHAPTER 6 MEASURING CHILD DISABILIT
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
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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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