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Focusing primarily on examples from the Asia-Pacific region (a region including low-lying coastal areas and islands that are frequently highlighted as exemplars of communities on the front line of climate change), this article discusses the need to integrate critical insights from disability studies into current understandings of climate change adaptation and mobility if we are to facilitate more inclusive, democratic and equitable adaptation in the face of climate change

Disability & Society, Volume 35, 2020 - Issue 4

https://doi.org/10.1080/09687599.2019.1655856

This is ebook chapter presents different forms of participatory mapping to facilitate the integration of people’s capacities within disaster risk reduction.   The chapter "presents a particular form of participatory mapping...Participatory 3 Dimensional Mapping (P3DM), as a tool for making people’s capacity, as well as vulnerabilities, tangible, so that these can be considered in DRR [disaster risk reduction].  It draws upon a project led by coastal communities in the Philippines, between 2008 and 2009"

Chapter 17 of LÓPEZ-CARRESI, Alejandro, et. al, Eds, (2013) "Disaster management : International lessons in risk reduction, response and recovery” 

In the early 1990s, UNESCO estimated that perhaps 97% of the world's 650 million disabled persons were unable to read or write, leading to significant efforts throughout the developing world to ensure that all children with disabilities attended school through ‘inclusive education’ programmes. But what of the vast majority of persons with disabilities who now are adolescents or adults, well beyond the reach of classroom education, or the estimated 90% of disabled children who will still ‘age out’ of the system before such inclusive education is available in their communities? In this paper, we review findings from a global literature search on literacy of adults with disability in developing countries which shows that there is currently little in international development, education, health or disability research policies or programmes that addresses this issue. On the basis of these findings we argue that while inclusive education efforts for children are important, more attention also needs to be directed to providing literacy skills to illiterate and marginally literate disabled adolescents and adults.