OO213 - English Federation of Disability Sport

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PERSPECTIVEFor deaf young people,language is the keyBy Krishneer SenKrishneer Sen, a deaf youth activistfrom Suva, Fiji, and recipient of theWorld Deaf Leadership scholarship,is studying information technologyat Gallaudet University, UnitedStates. In 2012, he served as anintern with UNICEF Fiji.Access to information andmeans of communication areessential for anyone to realizetheir rights as a citizen. Withoutways to gather knowledge,express opinions and voicedemands, it is impossible toobtain an education, find a jobor participate in civic affairs.In my country, Fiji, lack ofaccess to information andmeans of communication arethe biggest issue facing deafchildren. Information andcommunication technology(ICT), which I am studyingat university, is helping deafpeople around the world, creatingopportunities that simplywould not have been possiblea generation ago. Where available,ICT provides deaf peoplewith the chance to communicateand connect with friends,reduces their isolation andopens up avenues for their participationin political, economic,social and cultural life. Thosewho lack access – because theylive in rural areas, are poor orlack education, or for whomappropriately adapted devicesare not yet available – experiencefrustration and exclusion.Deaf Fijians like me havelimited access to the media,emergency services – and evensimple telephone conversations.In the absence of suchassistive technology as captionedtelephones, we mustrely on people who can hear toserve as interpreters, or resortto text messaging. This will notchange until ICT and mediapolicy for people with disabilitiesbecome a top governmentpriority.Deaf people can succeed andcontribute to society just likehearing people. Developingtheir abilities begins with educationand language. Becausedeaf children grow up in ahearing world, quality educationnecessarily means bilingualeducation. In Fiji, deafchildren should be taught FijiSign Language in additionto the languages commonlytaught to hearing Fijian children(English, Fijian and Hindi),and this should start at birth.Bilingual education helps deafchildren develop their abilityto communicate using the languagesof hearing people: Deafchildren who can communicateeffectively in sign language willfind it easier to learn other languages,like English. I believethat bilingualism will give deafchildren better access to the20THE STATE OF THE WORLD’S CHILDREN 2013: Children with Disabilities
We need to make media more accessible to deaf childrenby captioning or interpreting television programmes anddeveloping children’s programmes that use sign language.education they need to functionas equal citizens.As a kid, I used to watch cartoonprogrammes on Fijian TVwith no subtitles or sign languageinterpreters. My familydidn’t know sign language well.Later on, I realized that the reasonI was still struggling withmy English was that I had notbeen exclusively taught usingsigns at home. Parents havean important role in facilitatingdeaf children’s ability to communicateand access information;along with other peoplewho interact with deaf children,they need to take the initiativeand use sign language to communicatein their daily lives, athome and school.We need to make media moreaccessible to deaf children bycaptioning or interpreting televisionprogrammes and developingchildren’s programmesthat use sign language. Weneed an environment freeof communication barriers. Iwould like to see Fijian SignLanguage used in a range ofprogrammes, from news tocartoons. In addition to television,social media can providepowerful tools to enhanceknowledge about Fiji andinternational affairs and ensurethat everyone, including peoplewith disabilities, has access toinformation about the politicalsituation and can cast aninformed vote during elections.Making ICT available to deafchildren can facilitate theirsocial and emotional development,help them learn inmainstream schools and preparethem for future employment.I took a basic computerclass at a special school, andit changed my life for the better:It was through the Internetthat I learned about GallaudetUniversity, where I now study.In addition to enhancing education,ICT provides deaf andother young people with disabilitiesto learn about theirrights and band together tocampaign for their realization.By facilitating activism, ICTmay thus help increase theprofile of persons with disabilitieswithin society at largeand allow them to participateactively.My dream is to see deaf peoplecommunicate freely with hearingpeople through the use ofassistive technologies. OnceI graduate, I plan to start aproject to set up communicationtechnologies in Fiji in orderto facilitate communicationbetween hearing and deaf people,using sign language interpretersas well as video calling.I will be working with the FijiAssociation for the Deaf, ofwhich I have been a memberfor many years, to advocatefor human rights, opportunitiesand equality.If the government is to considerthe needs of deaf peoplea priority, deaf people mustadvocate on our own behalf.To facilitate activism amongdeaf people, we must educatedeaf children to use both signlanguage and the languages ofthe hearing communities theylive in, and we must work toexpand access to technologiesthrough which they can findinformation and communicatewith others, deaf and hearing.FUNDAMENTALS OF INCLUSION21
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
Page 23 and 24: to education and health-care servic
Page 25 and 26: An inclusive kindergarten in Nizhny
Page 27: Assistive technology productsCatego
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 55 and 56: It is much harder to protect childr
Page 57 and 58: CHAPTER 5HUMANITARIANRESPONSEHumani
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 in
Page 67 and 68: Child casualties by type of explosi
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Page 71 and 72: CHAPTER 6MEASURING CHILDDISABILITYA
Page 73 and 74: Mental Development Scale, 120 canno
Page 75 and 76: single set of questions for both gr
Page 77 and 78: 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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