This situational analysis (SITAN) addresses the question: “what is the current situation for persons with disabilities in Kenya?”. It has been prepared for the Disability Inclusive Development programme (which works on access to education, jobs, healthcare, and reduced stigma and discrimination for persons with disabilities in Bangladesh, Jordan, Kenya, Nepal, Nigeria, and Tanzania), to better understand the current context, including COVID-19, and available evidence in Kenya. It will be helpful for anyone interested in disability inclusion in Kenya, especially in relation to stigma, employment, education, health, and humanitarian issues. This SITAN has been briefly updated from the April 2019 SITAN.
This situational analysis (SITAN) addresses the question: “what is the current situation for persons with disabilities in Tanzania?”. It has been prepared for the Disability Inclusive Development programme (which works on access to education, jobs, healthcare, and reduced stigma and discrimination for persons with disabilities in Bangladesh, Jordan, Kenya, Nepal, Nigeria, and Tanzania), to better understand the current context, including COVID-19, and available evidence in Tanzania. It will be helpful for anyone interested in disability inclusion in Tanzania, especially in relation to stigma, employment, education, health, and humanitarian issues. This SITAN has been briefly updated from the April 2019 SITAN.
This toolkit serves to highlight the intersection between gender, culture and disability. Following the completion of a study titled Advancing the rights of women and girls with disabilities in Zimbabwe, a review of the interface of culture, gender and disability in Zimbabwe, it was evident that there were cultural and social issues not being adequately addressed in communities.
This toolkit was formulated based on the study findings, dialogue with key disability stakeholders and principles of the CRPD.
The following is a list of the key articles from the CRPD that form the base of this toolkit:
Article 3: General principles (8 in total)
Article 6: Women with disabilities
Article 8: Awareness raising
Article 13: Access to justice
Article 23: Respect for home and the family
Article 25: Health
This toolkit strives to empower the trainer and the trainee(s) on the virtues encapsulated in the CRPD by localizing the concepts at community level in Zimbabwe.
This report draws on and expands previous work looking at disability stigma in developing countries (written for K4D) and information on stigma in the situational analyses and labour market assessments of the four Inclusion Works programme countries. Factors which contribute to disability stigma, differences in the extent of stigmatisation and issues measuring stigma are discussed. An overview of disability stigma in each of the specific countries (Kenya, Bangladesh, Nigeria and Uganda) is provided. Interventions to reduce disability stigma are outlined, including interpersonal, intrapersonal and governmental/institutional interventions.
The Inclusion Works programme (2018–2022), funded by the UK Department for International Development, aims to improve employment rates for people with disabilities in Bangladesh, Kenya, Nigeria, and Uganda.
The opinions expressed are those of the authors and do not necessarily reflect the views or policies of the UK government or members of the Inclusion Works consortium.
This literature review outlines factors contributing to disability stigma in low- and middle-income countries. Overviews of disability stigma in the six Disability Inclusive Development (DID) programme countries – Bangladesh, Jordan, Kenya, Nepal, Nigeria, and Tanzania – are presented next. The review then looks at the literature on interventions to reduce disability stigma. Interventions aimed at addressing disability stigma in developing countries have been aimed at the intrapersonal and familial level; the interpersonal level; and the structural level.
Background: Disability inclusion in the curricula of higher education institutions contributes to socially responsive graduates with a capacity to address the cross-cutting issue of disability in development. This article discusses a study conducted at the University of Cape Town (UCT), South Africa, to explore disability inclusion.
Methodology: An instrumental case study approach was adopted and a thematic analysis of data was done.
Findings: Academic staff found a variety of ways to include disability, such as discussions in class, practice and service learning, but mainly as part of disciplinary requirements. Including disability as an issue of social justice stems mostly from the personal interest of staff, and is done in an ad hoc manner.
Conclusion: Disability should be valued, and integrated into the curriculum in a structured manner as a perspective on diversity with which to interrogate our beliefs about ourselves and society. Theorising on disability is needed, as well as the unique perspectives that emerge across interdisciplinary boundaries, especially within the African context.
