State of the World's Children 2013 - Unicef

65 United Nations Children’s Fund, Promoting
the Rights of Children with Disabilities,
Innocenti Digest No. 13, UNICEF Innocenti
Research Centre, Florence, October 2007,
p. 15, box 5.1, , accessed 31 January 2013.
66 van der Berg, Servaas, Poverty and
Education, United Nations Educational,
Scientific and Cultural Organization, Paris,
2008.
67 United Nations Children’s Fund, Promoting
the Rights of Children with Disabilities,
Innocenti Digest No. 13, p. 27, box 5.1.
68 UNICEF, The Right of Children with
Disabilities to Education: A rights-based
approach to inclusive education, 2012, p.
8; United Nations Educational, Scientific
and Cultural Organization, ‘The Right to
Education for Persons with Disabilities:
Towards inclusion – An Education for All
flagship’, Paris, ,
accessed 31 January 2013.
69 United Nations Educational, Scientific
and Cultural Organization, ‘Inclusion of
Children with Disabilities: The early childhood
imperative’, UNESCO Policy Brief on
Early Childhood No. 46, UNESCO, Paris,
April–June 2009, ,
accessed 31 January 2013.
70 Nahar, Baitun, et al., ‘Effects of
Psychosocial Stimulation on Growth and
Development of Severely Malnourished
Children in a Nutrition Unit in Bangladesh’,
European Journal of Clinical Nutrition, vol.
63, no. 6, June 2009, pp. 725–731.
71 Jin, X., et al., ‘”Care for Development”
Intervention in Rural China: A prospective
follow-up study’, Journal of Developmental
and Behavioral Pediatrics, vol. 28, no. 3,
2007, pp. 213–218.
72 Nair, M. K., et al., ’Effect of Child
Development Centre Model Early
Stimulation among At Risk Babies: A
randomized controlled trial’, Indian
Pediatrics, vol. 46, supplement, January
2009, pp. s20–s26.
73 Potterton, Joanne, et al., ‘The Effect of a
Basic Home Stimulation Programme on the
Development of Young children Infected
with HIV’, Developmental Medicine & Child
Neurology, vol. 52, no. 6, June 2010,
pp. 547–551.
74 Walker, Susan P., et al., ’Inequality in Early
Childhood: Risk and protective factors for
early child development’, pp. 1325–1338.
75 Forlin, Chris, et al., ‘Demographic
Differences in Changing Pre-Service
Teachers’ Attitudes, Sentiments and
Concerns about Inclusive Education’,
International Journal of Inclusive Education,
vol. 13, no. 2, March 2009, pp. 195–209.
Felicia Wilczenski’s ‘Attitudes toward
Inclusive Education Scale’ (ATIES),
developed in 1992, has been particularly
influential in studies of teacher attitudes:
Wilczenski, Felicia L., ‘Measuring Attitudes
toward Inclusive Education’, Psychology in
the Schools, vol. 29, no. 4, October 1992,
pp. 306–312. For a review, see Kuyini,
Ahmed Bawa, and Ishwar Desai, ‘Principals’
and Teachers’ Attitudes and Knowledge
of Inclusive Education as Predictors of
Effective Teaching Practices in Ghana’,
Journal of Research in Special Educational
Needs, vol. 7, no. 2, June 2007, pp. 104–113.
76 Tur-Kaspa, Hana, Amatzia Weisel and Tova
Most, ‘A Multidimensional Study of Special
Education Students’ Attitudes towards
People with Disabilities: A focus on deafness’,
European Journal of Special Needs
Education, vol. 15, no. 1, March 2000,
pp. 13–23.
77 Latimier, Camille, and Jan Šiška, ‘Children’s
Rights for All!: Implementation of the
United Nations Convention on the Rights
of the Child for children with intellectual
disabilities’, Inclusion Europe, Brussels,
October 2011, p. 21.
78 Praisner, Cindy L., ‘Attitudes of Elementary
School Principals toward the Inclusion of
Students with Disabilities’, Exceptional
Children, vol. 69, no. 2, 2003, pp. 135–145.
79 Shade, Richard A., and Roger Stewart,
‘General Education and Special Education
Preservice Teachers’ Attitudes towards
Inclusion’, Preventing School Failure,
vol. 46, no. 1, 2001, pp. 37–41.
80 de Boer, Anke, Sip Jan Pijl and Alexander
Minnaert, ‘Regular Primary Schoolteachers’
Attitudes towards Inclusive Education:
A review of the literature’, International
Journal of Inclusive Education, vol. 15,
no 3, April 2011, pp. 345–346.
81 Miles, Susie, and Ian Kaplan, ‘Using
Images to Promote Reflection: An action
research study in Zambia and Tanzania’,
Journal of Research in Special Educational
Needs, vol. 5, no. 2, June 2005, pp. 79–80.
82 Kalyanpur, Maya, ‘Paradigm and Paradox:
Education for All and the inclusion of
children with disabilities in Cambodia’,
International Journal of Inclusive
Education, vol. 15, no. 10, December
2011, p. 1058.
83 Miles, Susie, et al., ‘Education for Diversity:
The role of networking in resisting disabled
people’s marginalisation in Bangladesh’,
Compare: A Journal of Comparative and
International Education, vol. 42, no. 2,
2012, p. 293.
84 Schurmann, Erik, ‘Training Disabled
Teachers in Mozambique’, Enabling
Education No. 10, Enabling Education
Network, Manchester, UK, 2006,
, accessed
31 January 2013.
85 United Nations Children’s Fund, Promoting
the Rights of Children with Disabilities,
Innocenti Digest No. 13, p. 30.
86 Lynch, Paul, et al., ‘Inclusive Educational
Practices in Uganda: Evidencing practice of
itinerant teachers who work with children
with visual impairment in local mainstream
schools’, International Journal of Inclusive
Education, vol. 15, no. 10, December 2011,
pp. 1119–1134; Miles, Susie, and Sue
Stubbs, ‘Inclusive Education and Children
with Disabilities’, UNICEF background discussion
paper written for The State of the
World’s Children 2013, 2012, p. 23.
87 Prag, Anat, ‘Fostering Partnerships for
Education Policy and Reform: Vietnam’,
Enabling Education No. 8, Enabling
Education Network, Manchester, UK,
2004, , accessed 31 January
2013.
88 Report of the Secretary-General on the
Status of the Convention on the Rights
of the Child, 3 August 2011.
89 Stubbs, Sue, ‘Inclusive Education: Where
there are few resources’, The Atlas
Alliance, Oslo, September 2008, p. 36,
, accessed 31 January 2013; Fosere,
Mamello, ‘Mamello’s Story’, Enabling
Education No. 5, Enabling Education
Network, Manchester, UK, 2001, p. 10,
.
90 Lewis, Ingrid, ‘Water, Sanitation, Hygiene
(WASH) and Inclusive Education’, Enabling
Education No. 14, Enabling Education
Network, Manchester, UK, 2010, pp.
9–13, , accessed 31 January 2013.
91 Bines, Hazel, ‘Education’s Missing Millions:
Including disabled children in education
through EFA FTI processes and national
sector plans – Main report of study findings’,
World Vision UK, Milton Keynes,
UK, September 2007, p. 3.
92 Munir, Shirin Z., and Sultana S. Zaman,
‘Models of Inclusion: Bangladesh experience’,
ch. 19 in Inclusive Education across
Cultures: Crossing boundaries, sharing
ideas, edited by Mithu Alur and Vianne
Timmons, Sage Publications India,
New Delhi, 2009, p. 292.
93 Ahsan, Mohammad Tariq, and Lindsay
Burnip, ‘Inclusive Education in
Bangladesh’, Australasian Journal
of Special Education, vol. 31, no. 1,
April 2007, p. 65.
94 Miles, Susie, et al., ‘Education for Diversity:
The role of networking in resisting disabled
people’s marginalisation in Bangladesh’,
Compare: A Journal of Comparative and
International Education, vol. 42, no. 2,
2012, pp. 283–302.
95 United Nations Educational, Scientific and
Cultural Organization, Building Human
Capacities in Least Developed Countries
to Promote Poverty Eradication and
Sustainable Development, UNESCO,
Paris, 2011, p. 8.
96 Lansdown, Gerison, ‘Vulnerability of
Children with Disabilities’, UNICEF background
research paper written for The State
of the World’s Children 2013, 2012, p. 8.
97 United Nations Educational, Scientific and
Cultural Organization, Education Counts:
Towards the Millennium Development
Goals, UNESCO, Paris, 2011, p. 17.
98 Abuya, Benta A., James Ciera and
Elizabeth Kimani-Murage, ‘Effect of
Mother’s Education on Child’s Nutritional
Status in the Slums of Nairobi’, BMC
Pediatrics, vol. 12, no. 80, June 2012.
99 Janevic, Teresa, et al., ‘Risk Factors
for Childhood Malnutrition in Roma
Settlements in Serbia’, BMC Public Health,
vol. 10, August 2010.
100 Miller, Jane E., and Yana V. Rodgers,
‘Mother’s Education and Children’s
Nutritional Status: New evidence from
Cambodia’, Asian Development Review,
vol. 26, no. 1, 2009, pp. 131–165.
101 Semba, Richard D., et al., ‘Effect of Paternal
Formal Education on Risk of Child Stunting
in Indonesia and Bangladesh: A crosssectional
study’, The Lancet, vol. 371,
no. 9609, January 2008, pp. 322–328.
102 Convention on the Rights of the Child,
article 29.
Chapter 4 Essentials of protection
103 Cody, Clare, Count Every Child: The right
to birth registration, Plan Ltd., Woking,
UK, 2009.
104 Algood, C. L., et al., ’Maltreatment of
Children with Developmental Disabilities:
An ecological systems analysis,’ Children
and Youth Services Review, vol. 33, no. 7,
July 2011, pp. 1142–1148; Stalker, K., and
K. McArthur, ’Child Abuse, Child Protection
and Disabled Children: A review of recent
research,’ Child Abuse Review, vol. 21,
no. 1, January/February 2012, pp. 24–40.
105 Kvam, Marit Hoem, ‘Sexual Abuse of Deaf
Children: A retrospective analysis of the
prevalence and characteristics of childhood
sexual abuse among deaf adults in
Norway’, Child Abuse & Neglect, vol. 28,
no. 3, March 2004, pp. 241–251; Lansdown,
Gerison, ‘Vulnerability of Children with
Disabilities’, p. 6.
90
THE STATE OF THE WORLD’S CHILDREN 2013: Children with Disabilities