The engagement toolkit is a practical resource guide for anyone committed to ensuring the voice of disabled people is front and centre of their work.
Starting with influencing approaches on policy, campaigning and public affairs engagement, the toolkit provides:
• Step by step guidance on entry points for developing productive and mutually beneficial relationships with the disability community. • Quick guides on key disability movement context, approaches and best practice • A breakdown of key elements of the Influencing Cycle. • Examples of where good practice has worked well. • Links to in-depth information for further learning.
This paper was developed by the World Bank in partnership with Leonard Cheshire and Inclusion International. It is an attempt to add knowledge to the current understanding of the importance of learning achievements, with a focus on children with disabilities. While the premise is that inclusive education refers to the inclusion of all children, the focus of this paper is on children with disabilities.
The aim of the paper is to:
Provide an evidence-based review of educational participation of children with disabilities.
Establish a case for focusing on learning achievements for students with disabilities.
Take stock of current mechanisms of measurement of learning outcomes and review their inclusivity.
Explore evidence of practice and systems which promote disability-inclusive learning for all.
Four case studies are provided - from Pakistan, South Africa, Canada and UK.
This UK based report examines the challenges and barriers facing disabled people throughout their working journey, as well as considering solutions to some of the key issues. Through our own research survey and interviews we look at the impact on disabled people where they cannot access adequate support as well as what works in improving their employment prospects
Topics discussed include: conditions of employment; preparing for work; falling out of work; and the performance of government based programmes.
ComRes interviewed in 2018 online 1,647 disabled adults in the UK, aged between 18 and 65, and in 2017 they interviewed 1,609 disabled adults. ComRes interviewed 503 UK line managers responsible for or involved in the recruitment process in 2018 and in 2017. Between 1 December 2018 – 20 January 2019, Leonard Cheshire conducted in-depth telephone interviews with seven disabled people of working age about their experiences of employment.
This 14-month exploratory research project aimed to increase the understanding of the links between disability and climate resilience, and in turn to support the delivery of policy and programme work that builds the resilience of people with disabilities to climate shocks and stresses.
The research comprises: an extensive literature review to identify the current evidence and gaps; a global online survey to identify current practices being implemented in the field around climate change and climate-related disasters, and the extent to which disability issues are addressed in programming; policy analyses, complemented by key informant interviews with policymakers and practitioners; and focus group discussions with people with disabilities in climate-impacted areas of Bangladesh and Kenya. This report synthesises the results of the desk- and field-based research, and outlines implications of the findings for policy and programming and identifies recommendations for further action. It is hoped that the findings highlighted in this report can be extrapolated to develop more disabilityinclusive practice and will also be applicable for other contextually marginalised people
Over the course of a three-year project the Leonard Cheshire Research Centre worked with research teams in four countries: Kenya, Sierra Leone, Uganda and Zambia to better understand the relationship between disability and development in each country across four domains: education, health, labour markets and social protection. This mixed methods research used a range of interrelated components, including policy and secondary data analysis, a household survey of 4,839 households (13,597 adults and 10,756 children), 55 focus group discussions and 112 key informant interviews across the four countries.
This report explores key findings in relation to education. Key findings discussed include school attendance, cost of education, inability to learn and gap in educational attainment.
This research was commissioned on the occasion of the 2017 High-level Political Forum (HLPF) in New York to investigate how far the global commitment to disability has translated into implementation, monitoring and reporting processes at national and sub-national level. Four case studies were commissioned, exploring the extent of disability inclusion in alignment with the SDGs in Bangladesh, Kenya, Sierra Leone and Zambia. DPOs played a pivotal role in the research, with more than 40 DPOs consulted through key informant interviews and focus group discussions. In Zambia, the research was implemented by a local DPO – the Zambia Federation of Disability Organisations (ZAFOD). A literature review identified internet-based policy, legal and strategic documents related to disability and the 2030 Agenda, as well as documentation and reports on different SDG nationalisation initiatives.
"The adoption of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) and in particular Articles 24, 31 and 33, which requires countries to develop an inclusive education system for all children as well obliging them to implement and monitor the process, presents both a challenge and an opportunity to the countries of the world. This report discusses the advances that have been made in terms of the implementation of inclusive education system for people with disabilities, as well as the challenges that are still ahead. The UNCRPD requires ratifying countries to submit Country Reports on the implementation of the Convention to the UN Committee on the Rights of Persons with Disabilities. The present report is unique in that it is based on a thorough analysis of these Country Reports. In addition, it is based on a thorough review of literature about inclusive education for people with disabilities"
This progress review aims to: provide a synthesis of the understanding of the additional barriers that girls with disabilities face in education; highlight effective or promising approaches and programmes addressing these barriers, including policies and legislation; point to gaps in evidence; and provide recommendations on a way forward. An internet search of relevant grey and academic literature on gender-responsive inclusive education was carried out. A search of websites of (inter) national non-governmental organisations, donors, and research institutions on the subject of gender-responsive inclusive education was conducted. In addition, requests for information on gender-responsive inclusive education interventions were submitted to platforms such as the Pelican Initiative and the Gender and Development Network UK. Subsequent referral to contact persons was followed up via email and phone with requests for sharing of studies, evaluations, progress reports, and other relevant documents of interventions.
Support and guidance for the report provided by UN Girls’ Education Initiative (UNGEI)
This report presents the proceedings, discussions and presentations from a joint conference organised by Leonard Cheshire Disability and UNESCAP. The conference reviewed the international and regional mandates on disability and aid effectiveness, identified challenges and good practices in measuring the impact and quality of disability-inclusive development, and identified ways to implement disability-inclusive development effectively on the ground and at policy level. This report is useful for anyone interested in disability and development
"Disability inclusive millennium development goals and aid effectiveness"
14-16 March 2012
Bangkok, Thailand
This paper presents qualitative and quantitative research that describes the type and severity of disability of married women in the study area, describes their participation in community groups and analyses associations between maternal and new-born care behaviours and disability. Health workers and field researchers were also interviewed about their experience with disabled women in rural Makwanpur
Cross-cutting Disability Research Programme, Background Paper: 01
"In this paper, we examine the existing data and discuss the implications of current inheritance policies and practices that affect the lives of persons with disabilities and their families, arguing that when persons with disabilities are routinely denied equal rights to inherit wealth or property, this denial has a profound impact on their ability to provide for themselves and their families. The stigma, prejudice and social isolation faced by persons with disabilities and the widespread lack of education, social support networks, and the right to appeal injustices at the family, community or national level, further limits the ability of persons with disability to contest inequities encountered in inheritance policies and practices"
Working paper series No 17
This report defines fuel poverty and highlights why disabled people in the UK are vulnerable. The study emphasises the link between disability and fuel poverty, and encourages the UK government to formulate an appropriate policy. This report would be useful people interested in social and economic issues for disabled people in the UK
This report considers the link between disability and economic downturn in the UK and emphasises the need for policy makers to respond. It highlights the impact of the recession on disabled people related to areas of work, finance and income, benefit systems and public spending cuts. Suggestions are provided for drafting a new policy for disabled people in the current economic climate
This is the third annual survey highlighting disabled people’s views and experiences of everyday issues around the UK, including education, employment, health and social service, housing, transport and citizenship. The report provides an indicator of the impact of government policies on the lives and experiences of disabled people in the UK
This report describes the strong correlation between disability and poverty and concludes with two primary recommendations for government reform. The first, is to end disability poverty, by developing and implementing a specific strategy for addressing the barriers. The second, is to measure disability poverty as a unique form of poverty, through the use of a series of indicators. This resource would be useful for anyone with an interest in government policy, disability and development
This report highlights the rights of disabled people in the United Kingdom, as outlined in the Disability Discrimination Act (DDA) 1995. It provides information about what disabled people can expect from the law, services available and examples of how to exercise their rights in the everyday life e.g. to health care, social care, education, work, housing, transport, voting and benefits. It would be useful for disabled people in the UK
This report is based upon a survey of 1,000 disabled people’s views and experiences of everyday issues around the UK. The findings highlight various issues including income, education, employment, health and social services, housing, transport and access to goods and services. This report provides an indicator of the impact of government policies on the lives and experiences of disabled people in the UK
