State of the World's Children 2013 - Unicef

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(continued from p. 77) public and private infrastructure. When children interact and understand each other across levels of ability, they all benefit. The principles of universal design also apply to the development of inclusive school curricula and vocational training programmes as well as child protection laws, policies and services. Children need access to systems designed to equip them with the educational and life skills to see them into and through their adult years, and those that protect them from neglect, abuse and violence on their way to adulthood. If protection fails, they need to be able to make complaints and seek justice. Governments have the decisive role to play in introducing and implementing the legislative, administrative and educational measures necessary to protect children with disabilities from all forms of exploitation, violence and abuse in all settings. It is not appropriate to create separate systems for children with disabilities – the goal must be inclusive, high-quality child protection mechanisms suitable for and accessible to all children. One such mechanism is birth registration. Although not a guarantee in itself, it is an essential element of protection. Efforts to register children with disabilities – and thereby render them visible – deserve priority. End institutionalization All too often, invisibility and abuse are the fate of children and adolescents with disabilities who are confined to institutions. Facilities are poor substitutes for a nurturing home life even if they are well run, responsive to children’s needs and subject to inspection. Immediate measures to reduce overreliance on institutions could include a moratorium on new admissions. This should be accompanied by the promotion of and increased support for family-based care and community-based rehabilitation. Additionally, there is a need for broader measures that reduce the pressure for children to be sent away in the first place. These include the development of public services, schools and health systems accessible and responsive to children with disabilities and their families. Children with hearing and visual impairments learn the craft of pottery at an orphanage in Moscow Oblast, Russian Federation. © UNICEF/RUSS/2011/Kochineva 80 THE STATE OF THE WORLD’S CHILDREN 2013: Children with Disabilities
Support families The CRC states that children should grow up in a family environment. It follows that the families of children and adolescents with disabilities must be adequately supported to provide the best possible environment and quality of life for their children. Support for families and caregivers – subsidized day care, for example, or by grants to offset the increased costs and reduced income that come with caring for a child with a disability – can prove critical in reducing the pressure to admit children with disabilities to institutions in the first place. Such support can also improve the prospects for children who return to the community after living in an institution. Disability in the family is often associated with higher costs of living and lost opportunities to earn income, and thus may increase the risk of becoming or remaining poor. Children with disabilities who live in poverty can find it especially difficult to obtain such services as rehabilitation and assistive technology. To leave them and their families to fend for themselves would be to dangle the promise of inclusion just beyond their reach. Social policies should take into account the monetary and time costs associated with disability. These costs can be offset with social grants, subsidies for transportation or funding for personal assistants or respite care. Cash benefits are easier to administer and more flexible at meeting the particular needs of children with disabilities and their families. They also respect the decisionmaking rights of parents and children. Where cash transfer programmes for families living in difficult circumstances already exist, they can be adapted so that the families of children with disabilities are not unintentionally left out or offered inadequate support. These recommendations would be urgent under any circumstances but are especially so in these straitened times: Aid and social budgets are being cut, unemployment remains high, goods and services grow increasingly expensive. Families around the world face an increased risk of poverty. Move beyond minimum standards Existing supports and services should be continuously assessed with a view to achieving the best possible quality. The aim must be to move beyond minimum standards. Attention needs to be focused on serving the individual child with a disability as well as on transforming entire systems or societies. The ongoing involvement of children with disabilities and their families in evaluating services will help to guarantee adequate and appropriate provision as children grow and their needs change. The importance of this participation cannot be overstated. Children and young people with disabilities are among the most authoritative sources of information on what they need and whether their needs are being met. Coordinate services to support the child Because the effects of disability cut across sectors, services can be coordinated to take into account the full range of challenges confronting children with disabilities and their families. A coordinated programme of early intervention across the health, education and welfare sectors would help to promote the early identification and management of childhood disabilities. Across all sectors, early childhood interventions should be strengthened. Studies have shown that gains in functional capacity can be largest when interventions occur early in a child’s development. When barriers are removed earlier in life, the compounding effect of the multiple barriers faced by children with disabilities is lessened. As children advance through their early years, their ability to function can be enhanced through rehabilitation. Improvements in ability will have greater impact if school systems are willing and able to accept them and meet their educational needs. Moreover, acquiring an education would be more meaningful if there were also inclusive school-to-work transition programmes and economy-wide efforts to promote the employment of people with disabilities. (continued on p. 84) AN AGENDA FOR ACTION 81
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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
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hierarchy and traditional expectati
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to education and health-care servic
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An inclusive kindergarten in Nizhny
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Assistive technology products Categ
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We need to make media more accessib
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CHAPTER 3 A STRONG FOUNDATION Good
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Early childhood stunting, which is
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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
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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: I would like to be confident that w
Page 91 and 92: Being visually challenged, I’ve h
Page 93 and 94: Six-year-old Nemanja (far left) sit
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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
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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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