Inclusion

IDA has compiled this list of the main barriers that persons with disabilities face in this emergency situation along with some practical solutions and recommendations. This document is based on inputs received from our members around the world aiming to assist global, regional, national and local advocacy to more efficiently address the range of risks persons with disabilities face.

The closure of schools not only disrupts education, but also access to food programmes, social support, personal assistance or medical care, often accessed through schools. Children are at increased risk of child protection issues without the protective and social environment of a school, and linked services.

This document provides HelpAge International staff, network members and partners with key messages to advocate for the effective inclusion of older people in preparedness planning and ongoing responses to the Covid-19 pandemic.

his series of booklets provides insight into the situation of children with disabilities in humanitarian contexts, highlights the ways in which they are excluded from humanitarian action, and offers practical actions and tips to better include children and adolescents with disabilities in all stages of humanitarian action.

COVID-19 raises the potential for an increase in stigma, discrimination and rights violations against girls with disabilities in the countries in which the GEC operates – remember that existing barriers will still be there.

The current COVID-19 outbreak has provoked social stigma and discriminatory behaviours against people of certain ethnic backgrounds as well as anyone perceived to have been in contact with the virus.

Women, the elderly, adolescents, youth, and children, persons with disabilities, indigenous populations, refugees, migrants, and minorities experience the highest degree of socio-economic marginalization. Marginalized people become even more vulnerable in emergencies.

We need to ensure that all learners’ rights and needs are met, through the effective provision of quality and inclusive education during this health crisis and crucially beyond.

People experiencing social disadvantage and marginalization are known to be disproportionately impacted by ill-health. In the context of the COVID-19 pandemic, persons with disabilities may have increased risk for exposure, complications, and death.

Children's right to be heard does not cease in situations of disaster or in their aftermath. The UN Committee on the Rights of the Child encourages State parties to the CRC to support mechanism which enable children to play an active role in both post-emergency, reconstruction, and post-conflict resolution processes.

This guidance is part of a series to support you during the Covid-19 crisis

This guidance is part of a series to support you during the Covid-19 crisis.

This guidance is part of a series to support you during the Covid-19 crisis.

This guidance is part of a series to support you during the Covid-19 crisis.

This guidance is part of a series to support you during the Covid-19 crisis

All children and young adults require support from caregivers during times of stress and uncertainty, such as those we are facing now with the spread of the coronavirus (COVID-19). 

Humanity & Inclusion has published a report on  on the difficulties children with disabilities face in accessing education in the world’s poorest countries.

This guide will support field level staff to ensure that all children have access to safe learning opportunities that meet their individual needs. It outlines the barriers to learning that the most marginalised have access to safe learning opportunities that meet their individual needs.