Promoting the Rights of Children with Disabilities, UNICEF

affecting them, and to have these views given dueweight in accordance with the age and maturityof the child. 70 All too often, however, there is areluctance to recognize the competence of childrenwith disabilities to contribute effectively to decisionmakingprocesses. This can be compounded byattitudes of caretakers, teachers and even parents,who may underestimate the ability of certainchildren to contribute a valid opinion. Changingsuch views about the ability of these childrento participate – or to benefit from support inparticipating – in discussion and decision-makingconcerning their lives is critical. It representsa major challenge to prevailing attitudes andpreconceptions in all countries, one that must beaddressed through training as well as through widerefforts to shift public beliefs and attitudes.The availability of timely and appropriate informationand knowledge resources – for persons withdisabilities, their families, service providers andthe public – is critical to improve access to qualityservices, increase participation in decision-makingand create public awareness and demand. Article17 of the CRC asserts a child’s right to informationand material aimed at the promotion of the child’ssocial, spiritual and moral well-being and physicaland mental health.Two innovative examples in the Americas representpotential models for adaptation in other countriesand regions. A National Dissemination Center forChildren with Disabilities serving the United Statesand related territories provides families, students,educators and others with information on topicsregarding children and youth with disabilities.Multiple communication strategies are used in orderto reach different population groups: direct contactthrough telephone, correspondence and email,as well as provision of web-based informationand resources (including in an audible version).Based on this US experience, a similar initiative,Entre Amigos, is underway in Brazil. This servicehas similar objectives but has used a differentdevelopment approach, which builds on theexperience and contacts of more than 20 Brazilianpartner organizations. 71Just as important as information provided formallyis the opportunity for informal learning throughthe interaction of children with disabilities withtheir peers. This in turn will allow them to explore,develop, learn and form opinions in the sameway as other children. Unfortunately, policies andprogrammes addressing the specific requirementsof young persons with disabilities are rare andusually limited in scope. 72 Children with disabilitieslack many of the opportunities open to otherchildren in areas such as learning, recreation,participation in sports clubs and societies, andinclusion in projects established by governments,NGOs or international agencies. This may be a resultof prejudice, inaccessible information or venues, orbecause these children are simply overlooked.For persons with disabilities, the transitionfrom childhood to adulthood is complex, in partbecause they may be denied new experiences andinformation considered essential for their peerswithout disabilities. Adolescents with disabilitiesoften receive little or no information about health,life skills and sexuality, putting them at greaterrisk of sexual abuse and of acquiring sexuallytransmitted infections, including HIV/AIDS. 73Similar challenges exist with respect to substanceabuse, yet many of the factors that increasepressure on any young person to drink, smoke ortake illicit drugs – social isolation, loneliness anddepression – are frequently found among youngpersons with disabilities.Very few young persons with disabilities succeedin finding work in any country. Even if they do,it is likely to be of lower status, less secure andmore poorly paid than that of their peers withoutdisabilities. In many of the transition economies,workers with disabilities who enjoyed guaranteedemployment under socialist regimes now findthemselves without work, while in all countriesthe chances of persons with disabilities findingstable salaried employment are far smaller thanfor their peers without disabilities. Many moreyoung persons with disabilities enter the informaleconomy. Inside the home this may involveperforming domestic tasks, assisting with homebasedwork or tending animals, while outside thehome it is likely to mean performing menial tasks oreven begging.While some children with disabilities will wishto continue with formal education on leavingschool, others may welcome the opportunity toprepare for the working world. Whatever theirpriorities, well-planned and coordinated transitionarrangements are essential. These might includethe provision of vocational training; meaningfulwork experience for individuals of at least theminimum age of access to employment; and taxincentives to mobilize employers wherever feasible.Employers, employees and workers’ organizationssuch as trade unions have important roles to playin the promotion of equal opportunities in theworkplace. In particular, this involves establishingconditions in the workplace aimed at the inclusionof young persons with disabilities who haveaccess to employment in conformity with relevantinternational standards. Employment structuresand social security support will, in turn, need to betailored to the needs of individuals.21 Promoting the Rights of Children with Disabilities Innocenti Digest No. 13