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Disability Inclusion

Leaving no one behind in development: a roadmap for disability inclusion

Maninder Gill's picture
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More than one billion people globally – about 15% of the world’s population – are estimated to have a disability. Most of them live in developing countries. This number is expected to increase as aging, war and conflict, natural disasters, forced displacement, and other factors continue to affect the prevalence of disability.

Persons with disabilities face higher rates of poverty compared with persons without disabilities. They encounter attitudinal and environmental barriers that hinder their full and effective participation in society on an equal basis with others. Persons with disabilities’ lower rates of economic and labor market participation also impose a higher welfare burden on governments.

The global development and poverty reduction agenda will not be effective unless it addresses the socioeconomic inequality of persons with disabilities and ensures their participation in all stages of development programs. With a focus on social inclusion, disability-inclusive development is directly responsive to the World Bank’s twin goals of ending extreme poverty and boosting shared prosperity.

Disability Inclusion and Accountability Framework

Over the last several years, the World Bank has accelerated its support for disability-inclusive development with significant strides in operations and analytical work.

This has culminated in World Bank’s first Disability Inclusion and Accountability Framework, which offers a roadmap for:
  1. Including disability in the World Bank’s policies, operations, and analytical work; and
  2. Building internal capacity for supporting clients in implementing disability-inclusive development programs.
The Framework is also relevant to policymakers, government officials, other development organizations, and persons with disabilities.

The Framework has been launched today on the occasion of the 11th Conference of States Parties to the Convention on the Rights of Persons with Disabilities at the United Nations, the premier international gathering of governments, development practitioners, and civil society working on disability inclusion.

How will the Framework support development work?

The Framework provides four main principles for guiding the World Bank’s engagement with persons with disabilities:
  • Nondiscrimination and equality
  • Accessibility
  • Inclusion and participation
  • Partnership and collaboration

The appendices to this Framework highlight key areas of engagement for a significant impact on the inclusion, empowerment, and full participation of persons with disabilities.

These areas include transport, urban development, disaster risk management, education, social protection, jobs and employment, information and communication technology, water sector operations, and health care.

The Framework is a living document that will be reviewed periodically and strengthened with new focus areas and evidence to reflect ongoing developments.

We invite you to download the Disability Inclusion and Accountability Framework. We hope you find it useful for your work to build inclusive, resilient, and sustainable cities and communities for all.

The Missing Piece: Disability-Inclusive Education

Charlotte McClain-Nhlapo's picture

In 2015, the world committed to Sustainable Development Goal (SDG) 4 to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” More than an inspirational target, SDG4 is integral to the well-being of our societies and economies – to the quality of life of all individuals.

Building LGBTI alliances isn’t just for solidarity, but key to shared prosperity

Ede Ijjasz-Vasquez's picture
Also available in: Español | Français 

Show your support for LGBTI Inclusion by tweeting as a #RainbowAlly. (Photo: World Bank)

On May 17, we will join individuals, families, and organizations around the world to commemorate the International Day Against Homophobia, Transphobia and Biphobia, or IDAHOT.

The annual IDAHOT commemoration is an important reminder – to all of us – that the issue of sexual orientation and gender identity (SOGI) matters deeply for sustainable development. It matters because it is about fighting discrimination and promoting social inclusion. It matters because it is key to ending poverty and building shared prosperity.

Children with disabilities can flourish in society, and education helps them get there

Simona Palummo's picture
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What comes to mind when you think about “disability-inclusive education”?

You may start with a few questions, such as:

Are schools wheelchair accessible? Do disabled children have a chance to receive high-quality education despite being “different”? How well trained are teachers to be inclusive of children with disabilities?

Over a billion people, about 15% of the world’s population, experience some form of disability. Most of them live in developing countries. Every day, they tend to face different forms of discrimination and social exclusion. In Africa, for example, persons with disabilities face barriers in education, employment, and business.

Despite these challenges, persons with disabilities can flourish in society, as proved by the studies of Professor Tom Shakespeare from the UK’s University of East Anglia.

Disability inclusion - ensuring equal access to urban opportunities for all

Sameh Wahba's picture
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What will the world look like in 2050?

What we know is that nearly 70% of the world’s population will live in cities.
 
What we want, as envisioned through Sustainable Development Goal 11 (SDG11), is that future cities are inclusive, safe, resilient, and sustainable for all – including over one billion persons with disabilities.
 
In keeping with SDG11, the New Urban Agenda is striving to ensure that future cities, towns and basic urban infrastructures and services are more environmentally accessible, user-friendly, and inclusive of all people’s needs, including persons with disabilities.
 
[Immersive story: 3 Big Ideas to Achieve Sustainable Cities and Communities]
 
Cities need to be designed in a way that facilitates access for persons with disabilities to buildings and services, and increases their opportunities for economic participation and activity.


The need for disability-inclusive urban development cities was emphasized at the Ninth World Urban Forum (WUF9), held in Kuala Lumpur, Malaysia, in February 2018. Throughout the seven-day conference, participants from around the world highlighted, among other themes, the importance of the inclusion of persons with disabilities in urban development.
 
In this video, Charlotte McClain-Nhlapo (@McNhlapo), the World Bank’s Global Advisor for Disability Inclusion, interviews World Bank Director for Urban and Territorial Development and Disaster Risk Management, Sameh Wahba (@SamehNWahba) on his reflections on the outcomes of WUF9.
 
In the interview, Sameh emphasizes the importance of “ensuring access for all, not just in the sense of access to transport and infrastructure, but also in the sense of creating opportunities for all, in particular for persons with disabilities.” 

Leaving no one behind: the pioneering work on disability inclusion in Indonesia’s rural water sector

George Soraya's picture
Dwifina Sandra, Class 9, SLB Bhakti Pertiwi School, Yogyakarta

Also co-authored with Dea Widyastuty, Operations Analyst, the World Bank Water Global Practice; Trimo Pamudji Al Djono, Consultant, the World bank Water Global Practice 

Dwifina loves art. Every day she looks forward to making her thread canvasses. Her only wish is that she had more time to spend on them. Being paralyzed, she spends a significant amount of time on mundane activities like getting ready for school and sorting out school supplies and books. She needs to ask friends to assist her in using the bathroom in school, as it lacks the design features for her to use it independently. Between homework and these extended activities of daily living, Dwifina finds little time for her true passion.

There are about a billion people with physical, cognitive, or psychological disabilities in the world, who struggle to access basic services required to perform daily functions. Unfortunately, most of these barriers to access are socially constructed.

Disability and the right to education for all

Amer Hasan's picture
(Photo: Steve Harris / World Bank)


December 3 is the International Day of Persons with Disabilities. Every year, on this day, the international community comes together to take stock of the progress that has been made to advance the rights of people with disabilities around the world.

At the World Bank, we commemorate the signing of the United Nations Convention of the Rights of Persons with Disabilities and underscore our commitment to Sustainable Development Goal 4 (SDG4), to “ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities” by 2030. Yet, despite these international commitments, globally, too many students with disabilities still face significant barriers when it comes to attending school.  

To achieve ‘learning for all’, we must create inclusive systems for students with disabilities

Charlotte McClain-Nhlapo's picture
We should be looking at educational opportunities for all children and young people with disabilities. (Photo: Masaru Goto / World Bank)


While schools and educators aim at more inclusive approaches across the globe, it’s important to acknowledge that mainstream education settings can unknowingly exclude deaf and hard of hearing people. 

According to the World Federation of the Deaf, out of the 70 million deaf people in the world, 56 million receive no education at all.  This is especially true among deaf women and girls, and people living in developing countries.

This is part of the learning crisis that we at the World Bank are concerned about.

How can we make water and sanitation more inclusive and accessible?

Kamila Anna Galeza's picture

“What’s wrong with this picture?” Louisa Gosling of WaterAid asked the participants at her training on Disability-inclusive Water Operations at the World Bank Water Week in March 2017. She pointed to a photo of a woman standing on the wall of a well. It was round and high, the ground around it muddy, and there was no lifting mechanism in sight.

More pictures followed… latrines and water sources with steep steps, narrow doorways, unstable construction without handles or rails. The more pictures we saw, the clearer it became what was wrong - all the facilities shown were inaccessible and dangerous, quite likely impossible to use for many people. 

Photo Credit: WaterAid

How education & cricket changed a blind youth leader’s world

M. Yaa Pokua Afriyie Oppong's picture
“I refuse to be seen in the lesser light of society and aim to be a trail-blazer.”
From left-right: Leroy Philips, Yaa Oppong and Charlotte McClain-Nhlapo
(Photo: Brandon Payne / World Bank)

Last fall, while supporting the preparation of a World Bank-financed education project in Guyana, and exploring entry points for gender and disability inclusion (with Braille business cards in hand), I met Mr. Leroy Phillips at the Guyana Society for the Blind (GSB).  Leroy introduced himself after stepping into my meeting room to collect his cane.
 
I learned that Mr. Phillips was a youth leader, disability rights advocate, student of communications and freelance radio broadcaster from Georgetown with a weekly disability-themed program Reach out and Touch. Leroy has also been invited to speak internationally, earning  accolades for his  work for children with disabilities, including the inaugural Queens’ Young Leaders Award 2015.