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Inclusive Futures played a crucial role in supporting some of the most marginalised people with disabilities in Bangladesh, Kenya, Nepal, Nigeria, and Tanzania during the COVID-19 pandemic. This paper summarises what we learned and it can be used to include people with disabilities in future programming, particularly in contexts at risk of crisis.

HI Pakistan has recently completed a UN Women funded project ”Empowering women with disabilities (EWwD)” focusing on the social and economic empowerment of the women with disabilities. The project was implemented at Islamabad capital territory (ICT), Peshawar, Nowshera and Karachi. This project has directly benefited more than 600 women with disabilities , whereas about 30 DPOs and a number of public private departments / institutions have also been engaged and benefitted.

HI Pakistan collected the stories of project beneficiaries and published to highlight the impact of the project and to integrate the lesson learnt in program cycle management.

Rapid advances in education provision over the past few decades in East Asia and Pacific has led to considerable progress in integrating out-of-school children and adolescents in basic education. However, children with disabilities continue to face many barriers to accessing and completing quality primary education. While countries increasingly recognize the importance of making education systems more disability inclusive, many challenges remain to realising inclusive education for every child

The Education Section of UNICEF East Asia and Pacific Regional Office (EAPRO) commissioned a review of the progress of countries and UNICEF programmes in the region in advancing inclusive education for children, as part of its continued commitment to enabling equitable access to and participation of all learners in high quality and inclusive education. The mapping has a particular focus on programmes targeted for children with disabilities of pre-primary and primary school age, implemented from 2015 to 2019. 

This Report analyzes successes, innovative approaches, challenges, gaps and priorities for action in the region and proposes a roadmap for advancing Inclusive Education in the region

As part of the Department for International Development’s (DFID’s) Women’s Integrated Sexual Reproductive Health (WISH) programme, an evidence gap map (EGM) has been developed to map interventions on ‘what works’ to enable access to sexual reproductive health (SRH) services for persons with disabilities in low and middle-income countries (LMICs). EGMs are a user-friendly presentation of the available, relevant evidence for a particular sector, which is systematically gathered and mapped onto a framework, visually highlighting the gaps or concentration of evidence. This EGM aims to support WISH programming by consolidating evidence and identifying tools/approaches which could be brought into the programme. In addition, it aims to identify where evidence is weak and how the WISH programme can contribute to evidence generation.

This report provides a written accompaniment to the Evidence Gap Map (EGM) to explain the methodology, findings on the availability of evidence, and key recommendations. When scoping for this EGM, it was recognised early on that some of the best practices and interventions on ‘what works’ to support persons with disabilities access SRH services in LMICs are not always empirically tested. Therefore, a decision was made to develop an EGM which includes both peer-reviewed and grey literature. This approach diverges from the norm, as EGMs typically only include peer-reviewed literature.

There are several sections in this report:

• Executive summary
• Impact of the Zero Project: Survey results
• Innovative policies and practices: Factsheets and life stories
• The Zero Project Impact Transfer accelerator programme
• An analysis of ICT supporting innovations in inclusive education
• SDGs, Data and inclusive education
• Summary of report in Easy Read. 

Themes were:

• Early childhood and preschool
• Formal education (primary and secondary education)
• Universities (tertiary education)
• Vocational education and training
• Non-formal education
• ICT-driven solutions related to education/digital skills

This tool has been developed by ADD International for use with partner DPOs, based on existing good practice in the development sector. It was developed with input from MEL staff across the organisation in July 2016, based on ADD’s long experience of organisational capacity building practice with DPOs , and was then piloted with DPOs before being finalised. It replaces the Five Core Capabilities tool which we have previously adapted for use within ADD International’s programmes. The key elements of the Five Core Capabilities tool have here been incorporated into a simpler model with three main categories – the three circles – and includes a system for identifying progress against specific plans within each capacity area by exploring a total of 23 different aspects of capacity within these three broad areas. The three circles tool supports organisational capacity building in the following ways:

• To support discussion and learning within partner DPOs on the key aspects of organisational capacity,
• To analyse gaps and weaknesses in organisational capacity, and to identify and prioritise practical action needed to address these,
• To identify specific organisational capacity building support needed from ADD/other sources to address the issues raised,
• To track progress on strengthening organisational capacity over time.

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 learning resource is the result of a partnership between World Vision Australia and CBM Australia that aims to improve inclusion of people with disabilities in World Vision’s Water, Hygiene and Sanitation (WASH) initiatives, including in Sri Lanka. The guidelines are based on experiences and observations from World Vision’s implementation of the Rural Integrated WASH 3 (RIWASH 3) project in Jaffna District, Northern Province, funded by the Australian Government’s Civil Society WASH Fund 2. The four year project commenced in 2014. It aimed to improve the ability of WASH actors to sustain services, increase adoption of improved hygiene practices, and increase equitable use of water and sanitation facilities of target communities within 11 Grama Niladari Divisions (GNDs) in Jaffna District.

To support disability inclusion within the project, World Vision partnered with CBM Australia. CBM Australia has focused on building capacities of partners for disability
inclusion, fostering connections with local Disabled People’s Organisations, and providing technical guidance on disability inclusion within planned activities. World Vision also partnered with the Northern Province Consortium of the Organizations for the Differently Abled (NPCODA) for disability assessment, technical support and capacity building on inclusion of people with disabilities in the project.

HYGIENE AT HOME FOR PEOPLE WITH HIGH SUPPORT NEEDS
This document is one of two developed in the Jaffna District and describes strategies that used to assist households and individuals in hygiene tasks at home. The strategies were designed to be low cost and were developed using locally available materials and skills in the Jaffna District of Sri Lanka.

NOTE: The development of this learning resource was funded by the Australian Government's Civil Society WASH Fund 2.

Services for people with communication disability (PWCD), including speech and language therapists (SLTs), are scarce in countries of the global South. A SLT degree programme was established at Makerere University, Uganda, in 2008. In 2011, an innovative project was set up to provide in-service training and mentoring for graduates and staff of the programme. This paper describes the project and its evaluation over three years. Three types of input: direct training, face-to-face individual and group meetings, and remote mentoring, were provided to 26 participants and evaluated using written and verbal methods. The first two types of input were evaluated mainly positively, while remote mentoring received more mixed evaluations. Less positive evaluations were linked to factors including resourcing, cultural perceptions about professional roles and services, work patterns, power/status, engagement, perceptions of help-seeking, community recognition of the needs for services for PWCD. Findings suggest that participatory approaches, flexibility, reflexivity and open discussion with participants around support and work challenges, are important. Power gradients between white Northern ‘experts’ and relatively inexperienced East African SLTs, contributed to some challenges. Structural issues about degree programme structures and statutory bodies, provide lessons about the development of new services and professions in low-income settings. 

Disability and the Global South, 2018 Vol.5, No. 1

"A guiding lens for CESR's national enforcement work, the OPERA framework allows an assessment that triangulates outcomes, policies and resources to provide a much fuller picture of what a state is doing to promote the realization of specific rights. Importantly, it traces economic and social deprivations and disparities back to the actions or omissions of the state, to make the case that they constitute an injustice and a violation of human rights."