OO213 - English Federation of Disability Sport

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(continued from p. 33)system of education. This is true for all children,with or without disabilities: Few are involvedin making decisions about their education andlives. Involving children with disabilities in suchdecisions can be particularly challenging, notleast because of ingrained thinking and behaviourthat perceives them as passive victims. Asthe 2011 Report of the Secretary-General on theStatus of the Convention on the Rights of theChild noted, “It remains difficult for children withdisabilities to have their voices heard. Initiativessuch as school councils and children’s parliaments,consultative processes to elicit children’sviews, as well as judicial proceedings, commonlyfail to ensure the inclusion of children with disabilities,or acknowledge their capacities forparticipation.” 88The most underused resource in schools andcommunities all over the world is the childrenthemselves. The Child-to-Child Trust in the UnitedKingdom has worked for many years to promotechildren’s involvement in health education, andin some countries this approach has been usedto good effect as part of inclusive education andcommunity-based rehabilitation programmes. 89In participatory research, for example, childrenfrequently highlight the importance of a cleanenvironment and hygienic toilets, and for childrenwith disabilities, the issues of privacy andaccessibility are paramount. 90 It stands to reasonthat children with disabilities can and must guideand evaluate efforts to advance accessibility andinclusion. After all, who better to understand themeans and impact of exclusion?Lines of responsibilityAs in other fields of endeavour, it will help torealize aspirations for inclusive education if governmentsand their partners are clear about whois to do what and how, and to whom they areexpected to report. Otherwise, the promise ofinclusion risks becoming a matter of lip service.One study of countries engaged in what wasonce known as the Education For All Fast TrackInitiative (FTI) and is now called the GlobalPartnership for Education found that ‘‘a numberof FTI-endorsed countries, particularly thosewhich are approaching universal primary education,do now have national education sectorplans which address the inclusion of disabledchildren. […] However, in a number of countries,policies and provision for disabled childrenremain cursory or have not been implemented.”91 The report notes that in five FTI-endorsedcountries there was no mention at all of childrenwith disabilities.Sometimes, the problem is one of divided orunclear mandates: In Bangladesh there is someconfusion about which ministries are responsiblefor children with disabilities of school age. Themandate for implementing Education For All lieswith the Ministry of Education and the Ministry ofPrimary and Mass Education, but the educationof children with disabilities is managed by theMinistry of Social Welfare and is seen as amatter of charity, not a human rights issue. 92Since 2002, children with disabilities and thosewith special educational needs have been includedin primary education through the PrimaryEducation Development Programme 93 underthe Ministry of Education. But managing integratededucational provision for children withvisual impairments and running primary schoolsfor children with hearing, visual or intellectualimpairments remains the responsibility theMinistry of Social Welfare. 94Ministries of Education should be encouraged totake responsibility for all children of school age.Coordination with partners and stakeholders canplay a strong supporting role in this process. InBangladesh, the National Forum of OrganizationsWorking with the Disabled promotes networkingbetween the government and NGOs, andhas been instrumental in encouraging greatereducational inclusion as well as a gradual shiftof ministerial responsibility from social welfareto education. As a consequence, the Campaignfor Popular Education, a national network, hascommitted to ensuring that all children with36THE STATE OF THE WORLD’S CHILDREN 2013: Children with Disabilities
Reading Braille at a school in Uganda. © UNICEF/UGDA2012-00112/Sibilonidisabilities have access to basic and quality education,and the non-governmental BangladeshRural Advancement Committee, which is committedto achieving Education For All and povertyreduction, now includes learners with disabilitiesin its schools.Exclusion denies children with disabilities thelifelong benefits of education: a better job, socialand economic security, and opportunities forfull participation in society. In contrast, investmentin the education of children with disabilitiescan contribute to their future effectiveness asmembers of the labour force. Indeed, a person’spotential income can increase by as much as 10per cent with each additional year of schooling. 95But inclusive education can also reduce currentand future dependence, freeing other householdmembers from some of their caring responsibilities,and allowing them to resume productiveactivity – or simply to rest. 96Basic reading and writing skills also improvehealth: A child born to a mother who can read is50 per cent more likely to survive past the age of5. 97 Lower maternal education has been linkedto higher rates of stunting among children inthe urban slums of Kenya, 98 Roma settlementsin Serbia, 99 and in Cambodia. 100 Better-educatedBangladeshi parents decreased their child’s riskof stunting by up to 5.4 per cent (4.6 per cent inthe case of mothers, and between 2.9 and 5.4 percent for fathers), and better-educated Indonesianparents accounted for up to a 5 per cent decrease(between 4.4 and 5 per cent for mothers, and 3 percent for fathers) in their child’s odds of stunting. 101Education is both a useful instrument and a right,the purpose of which, as stated in the Conventionon the Rights of the Child, is to promote “thedevelopment of the child’s personality, talentsand mental and physical abilities to theirfullest potential.” 102A STRONG FOUNDATION37
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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 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 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: epilepsy. The ketogenic diet isan i
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
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
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
Page 89 and 90: Support familiesThe CRC states that
Page 92 and 93: (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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