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Young people with disabilities have the same right to Sexual and Reproductive Health (SRH) as their peers without disabilities, but their needs and rights are often overlooked. This study examines the SRH status of young people with disabilities in China. In particular, the study explored the sexuality-related knowledge, attitudes and behaviour of young people with disabilities as well as their access to sexuality-related information, education and services. The findings of the study are intended to provide evidence to support decision-making by government agencies, educators, development workers and other relevant stakeholders regarding developing and implementing disability-inclusive SRH and sexuality education policies and programmes for young people in China.

The study, using quantitative and qualitative methods, was conducted in 2015 among unmarried young persons aged 12 to 24 living with visual, hearing, physical and intellectual disabilities, in both urban and rural areas. The analysis was based on data collected through 707 completed valid questionnaires, 20 group interviews and 35 individual interviews with young people with disabilities, and individual interviews with 60 parents and teachers, along with one case study.

"In recognizing the need for a set of questions that would produce internationally comparable data on children, the Washington Group formed a subgroup in 2009 that is chaired by the National Statistical Office of Italy (ISTAT). UNICEF joined the subgroup in 2011.

The first main activity of the subgroup was the development of a short set of questions to reflect current thinking on child functioning for inclusion in censuses and surveys. The new module uses the ICF-CY as the conceptual framework and relies on a functional approach to measuring disability.

The Washington Group/UNICEF Module on Child Functioning, finalized in 2016, covers children between 2 and 17 years of age and assesses functional difficulties in different domains including hearing, vision, communication/comprehension, learning, mobility and emotions. To better reflect the degree of functional difficulty, each area is assessed against a rating scale. The purpose is to identify the subpopulation of children who are at greater risk than other children of the same age or who are experiencing limited participation in an unaccommodating environment. The set of questions is intended for use in national household surveys and censuses"

The module is being translated into multiple languages. Supporting documentation, including a concept note, tabulation plan, templates for reporting, guidelines for interviewers and training materials are also available.

This page was set-up on UNDESA webpage to commemorate the 10th anniversary of the Convention. It adresses the following issues:

- Background
- Events to commemorate CRPD+10 around the world
- Highlights of the 10 years since the adoption of the CRPD
- Main CRPD page
- CRPD 10 Anniversary Note (UN CRPD Secretariat, DSPD/DESA)
- Celebrating 10 Years of the Convention on the Rights of Persons with Disabilities (OHCHR)
- Call for submissions on inclusive development for persons with disabilities and the realization of their human rights

"The International Charter of Physical Education, Physical Activity and Sport  is a rights-based reference that orients and supports policy- and decision-making in sport. Based on the universal spirit of the original Charter, and integrating the significant evolutions in the field of sport since 1978, the revised Charter introduces universal principles such as gender equality, non-discrimination and social inclusion in and through sport. It also highlights the benefits of physical activity, the sustainability of sport, the inclusion of persons with disabilities and the protection of children"

A compendium of papers from various stakeholders setting out “established and maintained effective coordination mechanisms” for the high-level discussions on sustainable development and the post-2015 development agenda

High-level political forum on sustainable development, Convened under the auspices of the Economic and Social Council, 26 June-8 July 2015

E/HLPF/2015/2

UNESCO together with UNICEF, the World Bank, UNFPA, UNDP, UN Women and UNHCR organized the World Education Forum 2015 in Incheon, Republic of Korea, from 19 – 22 May 2015, hosted by the Republic of Korea. Over 1,600 participants from 160 countries, including over 120 Ministers, heads and members of delegations, heads of agencies and officials of multilateral and bilateral organizations, and representatives of civil society, the teaching profession, youth and the private sector, adopted the Incheon Declaration for Education 2030, which sets out a new vision for education for the next fifteen years.

Towards 2030: a new vision for education

Our vision is to transform lives through education, recognizing the important role of education as a main driver of development and in achieving the other proposed SDGs. We commit with a sense of urgency to a single, renewed education agenda that is holistic, ambitious and aspirational, leaving no one behind. This new vision is fully captured by the proposed SDG 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” and its corresponding targets. It is transformative and universal, attends to the ‘unfinished business’ of the EFA agenda and the education-related MDGs, and addresses global and national education challenges. It is inspired by a humanistic vision of education and development based on human rights and dignity; social justice; inclusion; protection; cultural, linguistic and ethnic diversity; and shared responsibility and accountability. We reaffirm that education is a public good, a fundamental human right and a basis for guaranteeing the realization of other rights. It is essential for peace, tolerance, human fulfilment and sustainable development. We recognize education as key to achieving full employment and poverty eradication. We will focus our efforts on access, equity and inclusion, quality and learning outcomes, within a lifelong learning approach.

Action and commitments required to implement the agenda are presented.

This document presents the realization of the millennium development goals and other internationally agreed development goals for persons with disabilities through outlining the way forward, a disability-inclusive development agenda towards 2015 and beyond. It highlights related values and principles, recommendations for an ambitious disability-inclusive development strategies and efforts, and follow-up of the outcome document
A/68/L.1

"This report by the United Nations Development Group (UNDG) collects the perspectives on the 'world we want' from over 1 million people around the globe. For almost one year, people have engaged energetically in 88 national consultations, 11 thematic dialogues, and through the MY World global survey...The findings of this global conversation contain important messages for governments as they seek to agree on a new development agenda that can build on the successes of the Millennium Development Goals (MDGs)"

"The present report is the second submitted by the Special Rapporteur on violence against women, its causes and consequences, Rashida Manjoo, to the General Assembly, pursuant to resolution 65/187. The report provides an overview of the activities of the Special Rapporteur and discusses the issue of violence against women with disabilities"
A/67/227