OO213 - English Federation of Disability Sport

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PERSPECTIVEMy son HanifBy Mohammad AbsarMohammad Absar lives in thevillage of Maddhyam Sonapahar inMirershorai Province, Bangladesh.He has three sons and threedaughters and supports his familyby running a small tea stall.My son Hanif is 9 years oldand attends the second grade.When he was 4, he got injuredwhile playing. He started complainingabout pain in his leg,which became red and swollen.We took him to ChittagongMedical Hospital. The doctorsthere tried to save Hanif’s leg,but it was severely infected,and eventually they decided toamputate it.After Hanif lost his leg, otherchildren used to torment him:They called him ‘lame’ or ‘leglesscreep’ and pushed him tothe ground when he tried toplay with them. They also usedto tease his brother, who suffersfrom mental illness. This alwaysmade me sad, and it used todrive my wife crazy. She wouldquarrel with people who said badthings about her children. As forHanif – he became very reluctantto go out. He was miserable.Things began to improve afterthe local, non-governmentalOrganization for the PoorCommunity Advancement(OPCA) started conducting meetingsin our area to raise awarenessabout disability and encouragepeople to have a positiveapproach towards those withspecial needs.A rehabilitation worker fromOPCA visited our home alongwith a teacher from the primaryschool. They encouraged us toenrol Hanif in school. Becausethe local primary school is half akilometre away from our home,I had to carry my son to schoolevery morning. I started a smallshop near the school so I couldbe there to carry him home atthe end of the day. At first, Hanifhad a lot of trouble at school. Hisclassmates, just like his peers inthe neighbourhood, mocked himand called him names.One day, the rehabilitation workerinformed us that the Centrefor Disability in Development(CDD), a nationwide nongovernmentalorganizationbased in Dhaka, would providemy son with an artificial leg.We travelled to the capital,where Hanif was fitted forthe prosthesis and given severaldays of training. He alsoreceived a pair of crutches. Hisstump is quite small and thismakes it a bit difficult for him toclimb stairs. Other than that, hecan now do almost everythingon his own.When he first got the new leg,people stared – it was verysurprising to see him walkingagain. I myself had never imaginedit would be possible. Someof our neighbours came tovisit our home just to see theprosthesis.Now that my son can walkagain and participate in all sortsof activities, other children havestopped calling him names.They don’t push him to theground anymore. I no longerhave to carry Hanif to school –he walks himself, and his classmatesare eager to walk withhim. The most important thingis that Hanif is happier andmore confident. His artificial legallows him to be independent,and he no longer feels inferiorto the other children. He isdoing better in his classes and30THE STATE OF THE WORLD’S CHILDREN 2013: Children with Disabilities
Look at Hanif and you will see that with proper supportand encouragement, people with disabilities can beeffective in society.can now enjoy sports like cricketand soccer along with his peers.A rehabilitation worker hasvisited Hanif’s school severaltimes to conduct awarenessmeetings on disability and theimportance of inclusive education.Hanif’s surroundingenvironment is more disabilityfriendlythan ever before. Hisschool works to accommodatehis needs. For example, Hanifhas trouble climbing stairs, sowhen one of his classes wasscheduled on the first floor,the principal agreed to move itdownstairs to make it easier forHanif to attend.home and take care of it. AsHanif has grown, they haveadjusted his artificial limb.Hanif also receives a disabilityallowance of 300 Bangladeshtaka each month from ourdistrict’s Department of SocialServices. I take him to the localbank to receive his allowance.Hanif will need additional supportto ensure that he cancontinue his education withoutinterruption.Above all, I want my son to bewell educated. An educationwill empower him and helpguide him so that he can build ameaningful life. I think it wouldbe best for Hanif to get a deskjob so he doesn’t have to walkor stand too much. Perhaps hemight work in an organizationlike CDD, where the environmentis very disability-friendly.I saw people with various disabilitiesworking there. Suchan environment would helpmy son work to the best of hiscapacity, while at the same timesecuring an honourable positionfor him. He can becomean example: Look at Hanif andyou will see that with propersupport and encouragement,people with disabilities can beeffective in society.While he’s in school, Hanifenjoys drawing pictures.Outside of school and duringbreaks, he loves to play. Hewants to be a teacher whenhe grows up, just like his rolemodels – his schoolteachers Mr.Arup and Mr. Shapan. They loveHanif very much and supporthim in every way they can.Because our family is verypoor, my son’s artificial limband associated expenses wereprovided by CDD through thePromoting Rights for Personswith Disabilities project fundedby the Manusher JonnoFoundation. If Hanif has anyproblem with the prosthesis,rehabilitation workers visit ourHanif taking part in class. © Centre for Disability in DevelopmentA STRONG FOUNDATION31
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 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: the needs of all children. In an in
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
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 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
Page 69 and 70: If people with disabilities can’t
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
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 7AN AGENDAFOR ACTIONThe nat
Page 85 and 86: discrimination is vital in reducing
Page 87 and 88: 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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