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This webinar, hosted by Global Disability Innovation (GDI) hub, brings together a diverse panel of experts to discuss what inclusive design looks like in practice for them, who benefits and how it can offer methods to build a more accessible world that benefits all of us.

Speakers presentations were:

• What inclusive design means to GDI Hub and why it matters, drawing on our experience working in both the UK and globally
• An overview of inclusive design of the built environment in the UK and Kenya, including the role of access panels to embed the views of disabled people in planning and decision-making
• An introduction to GDI Hub’s AT2030 programme including our Inclusive Infrastructure research sub-programme that is conducting six global case studies in LMIC cities around the world over the next 2-3 years.
• The challenges and opportunities for an accessible Mongolia and the importance of Disabled People’s Organisations (DPO) engagement in decision-making
• The importance of inclusive planning processes for accessible cities in Indonesia

This case study on inclusive infrastructure in Ulaanbaatar, Mongolia is the first part of a series of six global case studies. The series is being developed to understand global priorities for inclusive design within the Inclusive Infrastructure work of the AT2030 programme; to build evidence on the awareness, understanding, acceptance, application and experience of Inclusive Design and accessible environments globally, particularly in lower and middle-income countries

Background: In low-income and middle-income countries women and girls with disabilities are more likely to experience violence than those without disabilities. Non-governmental organisations (NGOs) and disabled people’s organisations (DPOs) can help to address this. However, in countries like Botswana we know little about the preparedness of NGOs and DPOs to increase inclusion in and access to programmes addressing violence.

Objectives: To explore the capacity and preparedness of NGOs and DPOs to ensure that women and girls with disabilities can participate in and access programmes addressing violence.

Methods: A qualitative study was undertaken using interviews with 17 NGOs and DPOs in Botswana to understand the organisations’ level of and ability to deliver programmes addressing violence against women and girls.

Results: Both NGOs and DPOs lack elements of universal design and reasonable accommodation, and thus are inaccessible to some people with disabilities. Some programmes address violence against women but lack skills and resources to accommodate people with disabilities. In contrast, DPOs work with people with disabilities, but lack focus on violence against women with disabilities. Participants identified opportunities to fill these gaps, including adaptation of policies and structural changes, training, approaches to mainstream disability across programmes, development of disability-specific interventions and improved networking.

Conclusions: Botswana’s NGOs and DPOs are well positioned to address violence against women and girls with disabilities, but need to increase their accessibility, staff knowledge and skills and disability inclusion. Training, resource allocation and participation of women with disabilities in NGOs and DPOs is needed to drive this change.

African Journal of Disability, Vol 9, 2020

This report documents the human-centred design process used in a project conducted in 2020 in Nairobi, Kenya. It includes research tools that can be used in other contexts, as well as the adaptations that were made to research tools to ensure they were inclusive. These tools are followed by the main lessons learned, and recommendations for others who want to implement a similar process.

The goal of this project was to better understand how people living with disabilities in humanitarian contexts use mobile technology, the barriers they face in accessing mobile services, and the opportunities that mobile might present to increase access to basic services in their daily lives. The target population for this project was urban refugees living with visual or hearing impairments in Nairobi, Kenya. 

The human-centred design tools used included: Location Mapping, User Journeys, Communication Mapping, Future Me and Daily Diaries. 

Building on the Salamanca Statement from 1994, the United Nations Sustainability Development Goals 2030 embraces inclusion for children in early childhood education. The European Agency for Special Needs and Inclusive Education in 2015–2017 completed a project on inclusive early childhood education, focusing on structures, processes, and outcomes that ensure a systemic approach to high-quality Inclusive Early Childhood Education (IECE). An ecosystem model of IECE was developed with a self-reflection tool for improving inclusion. This study’s aim was to investigate practitioners’ perspective on the inclusive processes and supportive structures defined in the ecosystem model, to contribute to a deeper understanding of how inclusive practice might be enabled and how barriers for inclusion can be removed. The self-reflection tool was administered in a heterogeneous municipality in Sweden, where inclusive settings are standard. Documentation from approximately 70 teachers on 27 teams was received. The documentation was analysed with qualitative content analysis based on the ecosystem model. The results showed a strong emphasis on group-related processes, whereas data on individual-related processes were scarce. This one-sided focus on the group level might endanger the inclusive processes and outcomes concerning the individual child.

Recommendations to ensure persons with disabilities living in cities are not disproportionately harmed during the COVID-19 crisis are given. It is suggested that the COVID-19 pandemic be viewed as an opportunity for significant urban health reforms.

J Urban Health (2020) 97:336–341

https://doi.org/10.1007/s11524-020-00437-7

Through a conversation with panelists, the Disability Inclusion 101: Basic Concepts and Approaches webinar seeks to address the following topics:

• Understanding the concept of disability: who are persons with disabilities? 
• What is the human rights-based approach to disability? 
• Universal design, accessibility, and reasonable accommodation 
• The twin-track approach: combining disability-targeted initiatives with disability inclusion in mainstream initiatives 
• What is an organization of persons with disabilities and how to engage with them

Opening Speaker: USG Ana Maria Menéndez, Senior Advisor on Policy to the Secretary-General

Panelists:

Mr. Facundo Chavez Penillas, Human Rights & Disability Advisor, Office of the United Nations High Commissioner for Human Rights (OHCHR)

Ms. Charlotte Vuyiswa McClain-Nhlapo, Global Disability Advisor, World Bank
Mr. Stefan Tromel, Senior Disability Inclusion Specialist, International Labour Organization (ILO)
Ms. Elham Yussefian, Inclusive Humanitarian and DRR Advisor, International Disability Alliance
 

The webinar was moderated and facilitated by Mr. Gopal Mitra, Senior Social Affairs Officer, and Ms. Georgia Dominik, Social Affairs Officer, Disability Team, Executive Office of the Secretary-General (EOSG).

Background: Individuals with disabilities experience difficulty in using various everyday technologies such as computers and smartphones.

Objectives: To propose a conceptual framework that will lead to the development of practical and user friendly assistive technology.

Method: A literature review of challenges faced by individuals with physical disabilities was carried out. Interviews with adults with physical disabilities in Kampala, Uganda, and Port Elizabeth, South Africa, identified three main challenges with regard to using technology: using a mobile phone, controlling an electronic environment and using a computer.

Results: The challenges identified can be solved by taking into consideration the needs of individuals with disabilities. However, the design of new technologies and interaction techniques, such as natural hand gestures and voice, as input mechanisms has able-bodied individuals in mind. Individuals with disabilities are considered as an afterthought. The main reason for this is that individuals with a disability are a minority and hence it may not make economic sense for technology innovators to cater for their unique needs. A lack of practical guidelines on how to design for individuals with disabilities is another reason why designing for individuals with disabilities is often an afterthought.

Conclusion: This article proposes a conceptual framework that can be used by researchers and technology designers in order to design products that could cater for the unique needs of individuals with disabilities. The article also emphasises the importance of exploring alternative interaction techniques, as they could enable individuals with disabilities to fully utilise technologies such as smart phones, computers and smart home electronics.

African Journal of Disability, Vol 8, 2019

Background: There is great importance in support services for successfully addressing the barriers to learning optimally or learners who are deaf. The study, though conducted in South Africa, has national and international appeal.

Objectives: The aim of the study was to identify educator reflections on support services needed for them to address barriers to learning of learners who are deaf.

Method: The study used a qualitative design for collecting data in natural settings. A sample size of 11 educators of learners who are deaf was purposively selected from two provinces of South Africa. The study used an open ended individual interview questionnaire.

Results: Data was analysed using qualitative content analysis considering the context of the schools in which the study was carried out. Results showed that there was: limited curriculum support in special schools; lack of support and inadequate teaching and learning materials; overcrowding in one school and; limited support of multidisciplinary professionals in most schools.

Conclusion: The study provided a framework for support services important for research, policy and practice. Of significance was the relevance of the Universal Design for Learning (UDL) theoretical framework in implementing support services programmes in schools.