OO213 - English Federation of Disability Sport

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function after an impairment is acquired) andrecreation should be provided free of charge andbe consistent with promoting the fullest possiblesocial integration and individual development ofthe child, including cultural and spiritual development.Such measures can promote inclusion insociety, in the spirit of Article 23 of the CRC, whichstates that a child with a disability “should enjoya full and decent life, in conditions which ensuredignity, promote self-reliance and facilitate thechild’s active participation in the community.” 23States parties to the CRPD have obligatedthemselves to take action to eliminate discriminationagainst children with disabilities andto make their inclusion in society a priority.Comprehensive national strategies with measurableoutcomes will make it more likely forall children to realize their rights. Internationalcooperation and exchange of information andtechnical assistance – including advances inteaching or community-based approaches toearly intervention – could further these aims.Development assistance programmes focusingon children can help by taking into account theneeds of children with disabilities and their families,particularly in low-income settings wheresystems to protect and promote the rights ofchildren with disabilities may be weak.Services for children with disabilities aredelivered by a range of government andnon-governmental institutions. Appropriatemulti-sectoral coordination involving familymembers would help to avoid gaps in provisionand should be attuned to changes in the child’scapacities and needs as she or he grows andexperiences life.Community-based rehabilitationCommunity-based rehabilitation (CBR) programmesare designed and run by local communities.CBR seeks to ensure that people withCommunity-based rehabilitationCBRMATRIXHEALTH EDUCATION LIVELIHOOD SOCIAL EMPOWERMENTPROMOTIONEARLYCHILDHOODSKILLSDEVELOPMENTPERSONALASSISTANCEADVOCACY &COMMUNICATIONPREVENTIONPRIMARYSELF-EMPLOYMENTRELATIONSHIPSMARRIAGE &FAMILYCOMMUNITYMOBILIZATIONMEDICAL CARESECONDARY &HIGHERWAGEEMPLOYMENTCULTURE &ARTSPOLITICALPARTICIPATIONREHABILITATIONASSISTIVEDEVICESNON-FORMALLIFELONGLEARNINGFINANCIALSERVICESSOCIALPROTECTIONRECREATION,LEISURE &SPORTSJUSTICESELF-HELPGROUPSRECREATION,LEISURE &SPORTSSource: World Health Organization.16THE STATE OF THE WORLD’S CHILDREN 2013: Children with Disabilities
An inclusive kindergarten in Nizhny Novgorod, Russian Federation. © UNICEF/RUSS/2011/Kochinevadisabilities have equal access to rehabilitationand other services and opportunities – health,education, livelihoods. Developed by the WorldHealth Organization (WHO) in the late 1970s andearly 1980s, it is practised in more than 90 countriesand represents a move away from the concentrationof care in institutions and at the handsof specialists towards community self-reliance,collaboration and ownership in addressing theparticular needs of people with disabilities –critically, with their own active participation. 24CBR can prove effective in addressing multipledeprivations. Children with disabilities who livein rural and indigenous communities contendwith multiple disadvantages: They have disabilities,they belong to a marginalized groupand they live in remote locations. They havelittle or no access to services that could ensuretheir development, protection and participationin community life. 25 An outreach initiative ledby the Centre for Research and Post-SecondaryStudies in Social Anthropology (CIESAS) inOaxaca, Mexico, provides an example of CBRfor indigenous children with disabilities, theirfamilies and community. In collaboration withUNICEF and with financing from the state welfareagency DIF-Oaxaca, CIESAS used CBR to advancethe inclusion of children with disabilities in fourremote rural communities 26 with large indigenouspopulations and low Human Development Indexscores. Teams – made up of a doctor, a physicalor occupational therapist, an educator and twocommunity activists fluent in local indigenouslanguages – were trained and sent into the communitiesto conduct workshops on discrimination,inclusion and children’s rights. They promotedthe formation of local support networksamong the families of children with disabilitiesand, where appropriate, provided referrals to medicaltreatment or therapy. During the three-yearperiod 2007–2010, the initiative led to increasedFUNDAMENTALS OF INCLUSION17
Page 2 and 3: © United Nations Children’s Fund
Page 5 and 6: FOREWORDIs there a child who does n
Page 7 and 8: FOCUSViolence against children with
Page 9 and 10: CHAPTER 1INTRODUCTIONReports such a
Page 11 and 12: Under the Convention on the Rights
Page 13 and 14: People with disabilities are becomi
Page 16 and 17: PERSPECTIVEI want good memoriesBy N
Page 21 and 22: hierarchy and traditional expectati
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Page 27 and 28: Assistive technology productsCatego
Page 29 and 30: We need to make media more accessib
Page 31 and 32: CHAPTER 3A STRONGFOUNDATIONGood hea
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 isan i
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 4ESSENTIALS OFPROTECTIONChi
Page 51 and 52: Independent States, institutionaliz
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Page 57 and 58: CHAPTER 5HUMANITARIANRESPONSEHumani
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Page 61 and 62: esist, than children without disabi
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Page 65 and 66: FOCUS(continued)Child casualties in
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Page 71 and 72: CHAPTER 6MEASURING CHILDDISABILITYA
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single set of questions for both gr
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FOCUSLessons learnedSince 1995, UNI
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A strategy for intervention on beha
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Data can be hard to gather: Indigen
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CHAPTER 7AN AGENDAFOR ACTIONThe nat
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discrimination is vital in reducing
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I would like to be confident that w
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Support familiesThe CRC states that
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(continued from p. 81)Involve child
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PERSPECTIVEChildren with disabiliti
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REFERENCESChapter 1 Introduction1 W
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65 United Nations Children’s Fund
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The Landmine Monitor identified mor
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STATISTICAL TABLESOVERVIEWThis refe
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STATISTICAL TABLESWater and sanitat
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STATISTICAL TABLESExplanation of sy
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TABLE 1: BASIC INdICATORSCountriesa
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TABLE 1BASIC INdICATORSCountriesand
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TABLE 2: NuTRITIONCountriesand area
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TABLE 2NuTRITIONCountriesand areasL
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TABLE 3: HEALTHCountriesUse of impr
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TABLE 3CountriesHEALTHUse of improv
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TABLE 4: HIV/AIdSPrevention among y
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TABLE 4HIV/AIdSPrevention among you
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TABLE 5educationCountriesand areasY
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TABLE 5EduCATIONCountriesand areasY
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TABLE 6dEmOGRApHIC INdICATORSCountr
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TABLE 6dEmOGRApHIC INdICATORSCountr
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TABLE 7ECONOmIC INdICATORSCountries
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TABLE 7ECONOmIC INdICATORSCountries
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TABLE 8WOmENCountriesand areasLife
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TABLE 8WOmENCountriesand areasLife
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TABLE 9CHILd pROTECTIONCountriesand
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TABLE 9CHILd pROTECTIONCountriesand
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TABLE 10THE RATE OF pROGRESSCountri
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TABLE 10THE RATE OF pROGRESSCountri
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TABLE 11AdOLESCENTSCountriesand are
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TABLE 11AdOLESCENTSCountriesand are
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TABLE 12disparities by residenceCou
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TABLE 12dISpARITIES By RESIdENCECou
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TABLE 13dISpARITIES By HOuSEHOLd WE
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TABLE 13dISpARITIES By HOuSEHOLd WE
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TABLE 14EARLy CHILdHOOd dEVELOpmENT
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UNICEF HeadquartersUNICEF House3 Un
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OO213 - English Federation of Disability Sport

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