State of the World's Children 2013 - Unicef

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(continued from p. 81) Involve children with disabilities in making decisions Children and adolescents with disabilities belong at the centre of efforts to build inclusive societies – not just as beneficiaries, but as agents of change. States parties to the CRPD have affirmed the right of children with disabilities to express their views freely on all matters affecting them. In so doing, governments have reaffirmed the principles of the CRC and have obligated themselves to consult children with disabilities when developing and implementing legislation and policies that concern them. This is in States’ interest, for children and young people with disabilities can enrich policymaking and service provision with their daily experiences and are uniquely qualified to provide information on whether their needs are being met and their contributions utilized across the full spectrum of issues and interventions: from health and nutrition to sexual and reproductive health, education and services for the transition to adulthood. The right to be heard applies to all children, regardless of type or degree of disability, and even children with profound disabilities can be supported to express their choices and desires. A child who is able to express herself or himself is a child who is much less likely to be abused or exploited. Conversely, abuse and exploitation thrive where children lack the means to challenge their oppression. Participation is especially important for such marginalized groups as children who live in institutions. To recognize that children and adolescents with disabilities are the holders of rights, not the recipients of charity, is not to eliminate the need for appropriate rehabilitation, medical treatment or aids and appliances. It does mean, however, that children’s rights, perspectives and choices must be respected. In turn, this will entail decision-makers communicating in ways and by means that are easily accessed and used by children with disabilities, so their views can be incorporated in the Children play netball at Ojwina Primary School in Lira, Uganda. © UNICEF/UGDA2012-00120/Sibiloni 84 THE STATE OF THE WORLD’S CHILDREN 2013: Children with Disabilities
Six-year-old Nemanja (far left) sits with classmates in Novi Sad, Serbia. His primary school was the first to integrate children with disabilities under a law aimed at reducing institutionalization. © UNICEF/HQ2011-1156/Holt design, implementation and evaluation of policies and services. Global promise, local test In order to fulfil the promises of the CRPD and CRC, international agencies and donors and their national and local partners can include children with disabilities in the objectives, targets and monitoring indicators of all development programmes. Reliable and objective data are important to assist in planning and resource allocation, and to place children with disabilities more clearly on the development agenda. The necessary statistical work will take time but would be given vital impetus were international donors to promote a concerted global research agenda on disability. In the meanwhile, planning and programming will have to continue; denying or delaying services to children with disabilities because more data are needed would be unacceptable. Rather, plans, programmes and budgets can be designed to allow for modifications as additional information is made available. The ultimate proof of all global and national efforts will be local, the test being whether every child with a disability enjoys her or his rights – including access to services, support and opportunities – on a par with other children, even in the most remote settings and the most deprived circumstances. AN AGENDA FOR ACTION 85
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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
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the needs of all children. In an in
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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 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: Being visually challenged, I’ve h
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
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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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