The Evidence Digest aims to capture knowledge emerging from Helpdesk activities in a systematic manner and disseminate findings. This short summary will:
Share information on and learnings from the Disability Inclusion Helpdesk over the last quarter, highlighting headline messages and implications for programmers and policymakers; Share relevant information and learning from other DID outputs; Provide relevant information on recent evidence, policy changes and events in the field of disability inclusion, and; Raise awareness on how to access the Helpdesk and demonstrate its offer.
This report presents key findings from a practical ‘know-how’ query, which included a rapid review of key literature as well as a small set of key informant interviews (KIIs) to help fill gaps and supplement online evidence. This query is based on a rapid review of the available literature to provide a brief overview of the barriers people with disabilities face in Gaza in terms of access to basic services, jobs and social inclusion/participation (Section 2), and the policy framework in Gaza in relation to the rights of people with disabilities(Section 3). The main body of this query comprises a mapping of existing interventions for people with disabilities in Gaza and an analysis of the trends and gaps in programming (Section 4)
This document provides a rapid review of the evidence on disability inclusive approaches to HIV prevention and response. The purpose of this review is to inform DFID’s policy and programming around integrated approaches to HIV, care and treatment. After briefly outlining the methodology in section 2, section 3 provides an overview of the evidence base on disability and HIV programming, and section 4 provides an overview of key barriers to accessing HIV-related services for people with disabilities. Finally, section 5 provides a series of case studies highlighting lessons learned including key enabling factors. This review finds that overall the evidence base on disability inclusive HIV programming is limited, with the majority of evidence from disability-specific interventions targeted at specific groups of people with different impairments
This rapid review addresses the query: What are recent examples of good practice in providing inclusive education in resource constrained environments, in terms of:
enrolling children with disabilities into mainstream schools
creating inclusive environments in schools, for example through teacher training, whole school approaches and awareness raising
identifying learning needs for children with disabilities, with a particular focus on intellectual disabilities
use of specialist education resources (eg. teachers, resource centres) to support mainstream schools
Case studies presented include:
DFID’s Girls Education Challenge – How disability disaggregated data can generate knowledge and help ensure education is more inclusive to girls with disabilities
Education for All in Bombali District, Sierra Leone
Supporting transition from primary to secondary for girls with disabilities in Kenya (2014-2022)
CBM’s experience providing inclusive education in Nicaragua