Promoting inclusion of People With Disabilities in refugee settings

Original Editor - Pacifique Mizero

Top Contributors - Pacifique Mizero  

Introduction[edit | edit source]

Promote inclusion for all

Referring to World Disability Report of June 2011, over one billion persons with disabilities (PWD) live in the world about 15% of the world’s population, of whom between 110-190 million experiences very significant difficulties. It is estimated that there are 6.7 million PWD among 45.2 million people that are forcibly displaced worldwide as a result of persecution, conflict, generalized violence and human rights violation[1] . In situations of forced displacement, PWDs are more exposed to discrimination, exploitation and violence; and face several barriers to accessing humanitarian assistance. In order to achieve to 2030 sustainable development Agenda assuring to leave no one behind in the global efforts to realize the 17 Sustainable Development Goals which is not limited to refugee settings[2] . The united Nations Higher commission UNHCR ,governmental institutions and other implementing partners have responsibilities to adhere to the principles of inclusion of all population groups, equality, dignity and respect for human rights and insure that all people with disabilities have access to services and activities available like access to livelihood activities, Access to inclusive education, access to assistive devices [3].

Access to Inclusive Livelihood and Financial services[edit | edit source]

Many research has demonstrated that persons with disabilities and their families are more likely to be exposed to hunger and poverty. Particularly those with severe disabilities that require maximum care and support are facing more poverty than others. There is a need in strengthening the resilience, self-esteem and socio-economic participation based on:

  • Increasing the knowledge and skills of  PWD to enable them to earn their own livelihoods and to initiation of income generating activities which in turn will enable them to meet their needs while contributing to the socio-economic growth of their respective communities.
  • To advocate them to Remove barriers and obstacles that persons with disabilities face in accessing and fully benefiting from social protection on an equal basis with others.
  • Organize different training and workshop to Livelihood partners by explaining barriers experienced by persons with disabilities to access social protection (discrimination, lack of access grant offices, etc.), and their contribution to overcome these barriers.
  • Providing financial support and promote PWD to have access to financial services , banks ,…
  • Establish a periodic program to evaluate, monitor and assess all social protection programmes settled regarding inclusion and positive impact on the situation of persons with disabilities.

Access to Inclusive education[edit | edit source]

The findings shows  that, persons with disabilities face multiple barriers to education and compare to those without disabilities [4]. This resulting of having less number to attend school, less number to complete primary or secondary school and more school drop-out due to lack of facilities [5]. To promote disability inclusion in school there is a need of:

  • Improve physical accessibility to school infrastructures like classroom, showers, toilets ,school pathways
  • Promote access to learning facilities like Braille for people with visual impairments,…
  • Capacity building to the parents/caregiver to inclusive education, disability concept and to the right of people with disabilities referring to UNCRPD [6].
  • Accessible and affordable assistive devices that facilitate learning e.g: hearing aids, …
  • Inclusive curriculum that facilitate all including students with disabilities in addition to integrate sign language.  
  • Promote inclusive Early Childhood development and inclusive Child friendly spaces.

Access to assistive devices/ technology[edit | edit source]

The challenges faces by persons with disabilities is limited access to assistive technology. This condition increases their vulnerability and exposure to protection risks, as they have little access to information on risk identification, self-protection, existing livelihood options and referral channels in case of protection problems. Their limited access to assistive devices increases their susceptibility to permanent disabilities that prevent them from participating in various community activities, including socio-economic activities that would increase their financial independence and enable them to support their families or meet their unmet needs. In fact assistive devices/technology enables persons with disabilities to live independently and to enhance productivity and actively contribute in achieving to the equalization of opportunities . To ensure Inclusion there is a need of:

  • Ensure that assistive products are available and affordable for persons with disabilities
  • Ensure that people with disabilities are able to use in appropriate manner
  • Capacity building to the PWDs and their families use of assistive technology and identification of needed assistive devices using Washington questionnaire
  •  Invest in the removing physical and environmental barriers like installing ramps , and wide doorways can enable the effective use of a wheelchair and other mobility devices

In order to empower persons with disabilities and mainstream their needs into the existing humanitarian and government programs ,there is a need of use different approaches like a twin-track approach, community Based Approach, Mult-Stakeholder Approach,….

References[edit | edit source]

  4. Inequalities in Education for People with Disabilities Inequality in Education, 2009, Volume 24 ISBN : 978-90-481-2651-4 Susan J. Peters
  6. Schiemer, M., & Schiemer, M. (2017). Inclusive Education and the UN Convention on the Rights of Persons with Disabilities (UNCRPD). Education for Children with Disabilities in Addis Ababa, Ethiopia: Developing a Sense of Belonging, 175-186.