Books & Toys for Children
with Disabilities
This edition of One in Ten is on the topic of books and toys for children
with disabilities. Books featuring disabled children participating in society
can contribute both to the development of their positive self-image and to
the understanding of non-disabled children about how society can become more
inclusive.
Equally important is how toys and the art of play help to build cognitive,
motor and social skills for all children, disabled or not. Together, these
two sections provide a wealth of information about: 1) how to use books and
toys to advance inclusion of children with disabilities, 2) how to enrich
the childhood of disabled youngsters, 3) various groups around the world working
to improve toys for children with physical, sensory and/or mental disabilities
and 4) resources that adults working with children with disabilities can use
to help them reach their maximum levels of achievement.
The first article is a review of some of the newer, and often more sensitive
books for young children on disability. Some of the books are designed to
be about disability. Others simply include disability as part of the story.
The second article brings us a comprehensive list of Web pages on toys for
children with disabilities. The Web pages are broken into three categories:
articles about building or adapting toys, information about public or non-profit
resources, and information about commercial sites.
All the illustrations used in this issue are provided by disabilityart.com
which has been working to improve the image of people with disabilities in
the media and society through quality and inclusionary disability art.
We welcome submission of information about other relevant resources on children's
literature and toys to be included in future issues of One in Ten. Our contact
information is on page 8.
New, Expanded and Often More Sensitive Books for Children on Disability
By Barbara Kolucki, Early Childhood Development and Media Consultant to the UNICEF-Maldives Office (bakoluck@aol.com)
There have probably always been disabled characters in books. In the 1970's,
people with disabilities and disability advocates began looking at these portrayals
for their accurateness and sensitivity. Courses on the topic of media and
disability were created, and anthropologists and researchers presented papers
at international fora.
Of course, what was discovered was that indeed, people with disabilities were
there. But, for the most part, the presentations ranged from being objects
of pity or charity, close to sainthood, waiting for cures, etc. Advocacy began
to change these images as well as to increase the numbers of children and
adults with disability in all aspects of the media. Guidelines were established
by the United Nations (U.N.) and others (see references). Workshops, seminars
and training were held in several countries sponsored by the U.N., non-governmental
organizations and self-advocacy groups.
The area of children's literature has followed this same path. In most countries
there are examples of books or oral stories where people became disabled and
then were cured, some were disabled and were evil or saints, others had some
supernatural powers. Then, with advances in special education and advocacy,
books about "the special child" were more frequently published.
Of these, some of the best are "photo-stories/photo-novellas" about
real people. Sometimes, the message was about similarities among all children,
sometimes it was about the unique needs of a disabled child. Many were published
in preparation for the first mainstreaming or inclusion that would take place
in schools.
In this issue of One in Ten, we will look at the topic of Children's Literature.
We will review some of the newer, and often more sensitive books for young
children on disability. Some are designed to be about disability. Others simply
include disability as part of the story.
One thing that is obvious is that these newer books cover a broader range
of topics than ever before. And although many topics are not disability-specific,
per se, they do discuss uniqueness, differences and special needs.
And it also seems that many of the books are of interest to, and read by more
than the already "converted" audience.
Some new winners
The Silent Lotus (1991) by Jeanne M. Lee, published by Farrar, Strauss and
Giroux, New York. The author was inspired by the depictions of dancers on
the temple of Angkor Wat in Cambodia (Kampuchea). There was a tradition of
dancers who performed at the Royal Court and this is the story of one dancer
who could not hear or speak. Her name was Lotus - she was named after the
blossoms in the lake where she and her parents lived. Her parents loved her,
and yet were saddened when they discovered that she could not hear or speak.
They prayed to the gods and in one phrase that might be questioned, they hoped
that the gods "would take this misfortune away". Lotus' parents
did teach her simple signs. They took her to the temple in the city to see
if they would receive a sign from the gods that would at least help them to
help their daughter from being so lonely. At the temple in the city, Lotus
hears the vibrations of drums and cymbals and for the first time, sees dancers
who mesmerized her. She danced as they did and her parents knew they had found
an answer. When they met the king and queen, Lotus danced for them and decided
that she would study and dance for the royal court. Lotus began to "speak"
with her hands and body and she became the most famous dancer in the Khmer
kingdom.
This book was adapted for the children's television series Reading Rainbow.
It was part of an entire program about communication and included interviews
with deaf persons.
Mama Zooms (1993) by Jane Cowen-Fletcher, published by Scholastic, Inc., New
York. It is a delightful and creative story from the point of view of a young
child whose mother uses a "zooming machine" - a wheelchair. It is
about how when this child is on his mother's lap - he becomes a rider on a
racehorse, a captain on a ship, a pilot on an airplane. His mother becomes
his wave at the beach or his spaceship to travel around the earth. But always,
mom and her little one return to earth and she snuggles and puts him to bed.
The story and family illustrations are precious.
Be Good to Eddie Lee (1993) is written by Virginia Fleming and illustrated
by Floyd Cooper. Published by Putnam and Grosset Group, New York. This is
a story about Christy who lived across the street from Eddie Lee, a boy with
Down Syndrome. Her mother was always telling her to be nice to Eddie Lee,
but in the beginning, Christy thought he was too different. One day, Christy
and her friend, JimBud decide to go wading in the pond on a hot day. Eddie
Lee calls out to them and JimBud is quite rude. Although Christy is not rude
as well, she still stays away from Eddie Lee. They go to the pond, look for
frog eggs and notice that Eddie Lee followed them. They look and look but
can't find any frog eggs.
Eddie Lee finds a salamander and gently gives it to Christy. JimBud continues
to be rude, but Eddie Lee takes Christy's hand and leads her to a smaller
lake where indeed, there are many frog eggs and lilies. He shares his secret
spot with Christy and also tells her that they must not disturb the eggs because
they can get hurt and the mother frog will be sad. They stare at their reflections
in the lake and see that both of them "look funny". The two new
friends bond and then call out to JimBud to share the magic spot that Eddie
Lee found.
The book does accurately depict many of the feelings that a non-disabled child
might have prior to "getting to know" a disabled child. It also
portrays Eddie Lee as being the one with knowledge and understanding of nature
as well as being an independent explorer.
Rolling Along with Goldilocks and the Three Bears (1999) is written by Cindy
Meyers and illustrated by Carol Morgan, publisher by Woodbine House, Maryland,
USA. In this adaptation, the baby bear uses a wheelchair. Their house in the
woods is accessible, and he goes to physical therapy in the woods with various
other animals! Goldilocks is walking in the forest and comes to the bear's
house. She tries the chairs - one too hard, the other too soft and she breaks
the little chair. She tries the beds - and has a wonderful time playing with
the controls of the adapted bed of the little bear. When the bears return,
they find chairs broken, porridge eaten and Goldilocks asleep. When she awakes,
it is Baby Bear who makes friends with her, teaches her to try his wheelchair
and helps her to find her way home. And they remain friends.
The author is a Physical Therapist Assistant and wrote the book both for the
children she works with as well as to introduce non-disabled children to a
disabled child.
A Picture Book of Louis Braille (1997) is written by David A. Adler and illustrated
by John and Alexandra Wallner. It is part of a series called Picture Book
Biographies of women and men who made a difference in the lives of others.
Harriet Tubman, Jesse Owens, Anne Frank, Simon Bolivar, Sitting Bull and Rosa
Parks are among the other biographies.
Recounted here is the story of this young French man who became blind at the
age of four years. It details the time of the French Revolution and how many
Russian soldiers demanded to be housed and fed at the Braille's home. Father
Jacques Palluy was Louis' first teacher and the book talks about how he introduced
Louis to the world, as well as how his father hammered nails into boards in
the shape of letters and that is how Louis learned to read. Louis goes to
a regular school and does well despite not being able to read books along
with other children. He later attend the National Institute for Blind Children
where he could read books with raised letters - but these were cumbersome
and confusing. He is taught sonography, a code of raised dots, and he experimented
with adaptations and presented his "domino" system for each letter.
He and his friend, Gabriel Gauthier made the first writing board and slowly,
their system was adapted and it became the official writing code for the blind.
In 1839, Louis Braille invented the system using raised dots so that sighted
as well as blind people could use "Braille". Louis Braille died
in 1852 and was buried at the Pantheon in Paris together with other French
heroes.
Where's Chimpy (1988) is written by Berniece Rabe with photographs by Diane
Schmidt, published by Albert Whitman and Company, Illinois, USA. It is the
story about Misty, a little girl with Down Syndrome, and her father putting
her to bed. She needs to find, Chimpy, her toy monkey, before she can fall
asleep. After her father sees that she will not be convinced to wait "until
tomorrow" he tells her to think hard about what she did today and where
Chimpy might be. She remembers her day and goes with her dad to the swings,
car, the den, under the table, sandbox and finally where she took a bath.
There she finds Chimpy hiding under a towel. They take her toy monkey to bed
and then, her dad can't find his glasses! Misty tells her dad to think hard
and remember what he did. He finds his glasses, finishes the story and finally,
falls asleep. The book is a good bedtime story for any child. There is no
mention of Down Syndrome or disability throughout the book. Misty, her dad,
and her toys are just there like everyone else. Highly recommended.
I'm the Big Sister Now (1989) is written by Michelle Emmert, illustrated by
Gail Owens and published by Albert Whitman and Company, Illinois, USA. It
is the true story of two sisters, one with cerebral palsy. The younger sister
tells the story about her older sister with a disability. Michelle simply
explains cerebral palsy and her sister, Amy's limitations. She also tells
why Amy is a great sister. She talks about how she feels about Amy - how they
cuddle at night and how she reads to Amy. Michelle discusses how others feel
about Amy - and how Amy usually brings out the best in others. She answers
questions that many people ask. She shows how Amy goes swimming and plays
with Michelle and her friends, how they spend the holidays with family, the
exercises Amy does and how Amy gets fed through a tube in her stomach. Their
parents told Michelle how excited Amy was to have a little sister, how she
held her when she was small and went for rides in her wheelchair. The book
portrays a photo album of Amy as the ring bearer in a friend's wedding and
how the family is very proud of her. It ends with Michelle being the big sister
as she gets older - taking Amy for rides on her bike and helping care for
her.
The book is a very practical and sensitive story that answers many of the
questions young children might have about a girl like Amy. It shows her as
part of a family, community and school despite the severity of her disability.
It is written and illustrated with dignity.
The Gym Day Winner (1996) is written by Grace Maccarone and illustrated by
Betsy Lewin. It is a Scholastic Book and part of a Hello-Reader! - Level 1
series that is available to many first grade students in the USA. The book
is about children on Gym Day and one of the classmates, Pam, uses a wheelchair.
They all tag each other, race and - Pam wins. Then the children do cartwheels,
flips, rolls and move on to shooting a basketball. The children learn to dribble,
pass and run. It shows all the children trying all gym activities - and one
boy, Sam, usually being last. In the end, Sam makes the basket for his team.
The book is wonderful in that it is part of a regular reader series and the
girl who is disabled is mainstreamed into her class. The story is not about
her - in fact, it is one other child, Sam, who is usually last. It is about
trying, missing, trying again - and sometimes winning.
A Girl Named Helen Keller (1995)is written by Margo Lundell and illustrated
by Irene Trivas. The publisher is Scholastic and it is also part of the Hello
Reader! - Level 3 series for Grades one and two. It is written in simple chapters
and is about how Helen Keller became ill, survived and was left blind and
deaf. It tells how her parents seemed to spoil her when they felt sorry for
her, but that they also felt that she was very bright. Helen is described
as a wild child and frustrated a good deal of the time. Her parents took her
to Washington, D.C. where they met Alexander Graham Bell, who was a teacher
of the deaf as well as an inventor of the telephone. He told her parents to
get a teacher for Helen. Anne Sullivan arrived and worked with her until finally,
one day, Helen made the connection between what Anne put into her hands and
then spelled with her fingers. She also taught Helen to behave, control her
emotions, and interact with others. Helen said that when she finally understood
that the words spelled with fingers were about everything in the world, that
her "heart began to sing and it was as if I had come back to life after
being dead".
The book ends with a list of the accomplishments of Helen Keller and her impact
on the entire world.
Let's Talk about it: Extraordinary Friends (2000) is a book by children's
author and television host, Fred Rogers. It is a Penguin Putnam Book for Young
Readers, New York. The photographer is Jim Judkis. The book is about six children
with disability. Each child is introduced with information about what they
like to do or excel at - and a photo, where sometimes the disability is obvious,
sometimes not. The author talks very simply and informally about how everyone
is both different and special. Clear, bright photographs show these differences
and similarities. He talks about how normal it is to have questions and how
we can have many different feelings when we see or meet someone who is different.
He encourages children to say "hi" and to introduce themselves and
how often, people prefer when you ask questions rather than simply looking
or walking away. The book shows various ways children with disabilities might
communicate with you, how sometimes help is welcome and sometimes it is not
- just like for everyone else. Mr. Rogers also encourages readers to find
something that you and a friend with a disability can and like to do together.
He talks about characteristics of good friendships - being truthful, taking
turns and continuing to get to know each other. And how getting to know each
other is the only way we can tell what a person is all about.
This book is simple and straightforward like everything Mr. Rogers does. The
photographs are beautiful and portray a range of emotions and experiences
between disabled and non-disabled friends. His message to be yourself - and
to be open to others - is helpful to readers, no matter what the topic.
Special People, Special Ways (1999) is written by Arlene Maguire and illustrated by Sheila Bailey. The publisher is Portunus Publishing Co., Santa Monica, California, USA. In simple, rhythmic verse, the author talks about similarities and differences. Artistic, appealing watercolor illustrations depict each verse where children and adults of all ages, shapes, sizes, colors and abilities play and work together. She introduces the tools used by disabled persons as something that can be of interest and benefit everyone. We see how community adaptations benefit many. The book is designed to improve the self-esteem of every child, as well as to introduce the variety and richness of disability to non-disabled children.
Now, it is YOUR TURN. We would like to receive information about books developed in your country, those you like, do not like, recommend to others, etc. Please be a part of this journey.
Contact: Barbara Kolucki
Fax: (717)586-1607
E-mail: bakoluck@aol.com
Internet Resources On Toys For Children With Disabilities
By Jane Vincent, Specialist, Center for Accessible Technology, CA, USA (jane@wid.org)
"Knowledge arises neither from objects nor the child, but from interactions
between the child and those objects."- Jean Piaget
Regardless of their circumstances, all disabled children can benefit immediately
from toys for their therapeutic, educational, and entertainment values. These
toys may be created specifically for the child, adapted from pre-existing
toys, borrowed from a toy library, or purchased with accommodations already
built in. Toys need not be expensive or extravagant to fulfill their purpose:
David Werner, in Nothing About Us Without Us, describes a game where a child's
goal was to keep a mango leaf balanced on a stick and thereby learn to walk
properly in his new braces. On the other side of the spectrum, high-tech toys
may prepare a child to learn to take advantage of technological options in
her environment.
The following Web pages are broken into three categories: articles about building
or adapting toys, information about public or charitable resources, and information
about commercial sites. All sites are in English unless otherwise noted. We
welcome submission of information about other relevant sites to be included
in future articles; please Email the addresses of these sites to jane@wid.org.
Building or Adapting Toys
"Adapted Toy Information"
http://www.center4creativeplay.org/adapted.htm
This site contains a variety of tips for adapting or creating toys for children
with disabilities, or for making the play environment more accommodating.
"Buying Toys for Children with Disabilities Can Be Challenging"
http://blueprint.bluecrossmn.com/article/iac/100148085
This page is a reprint of an article from the National Lekotek Center. Although
the article is focused on selecting existing toys, the principles it outlines
could easily be applied to creating toys.
"Choosing Toys for Special Needs Children"
http://www.toytips.com/toytypes/special.htm
Written by an occupational therapist, this article outlines categories of
toys that children with disabilities may find most interesting, as well as
listing some specific toys.
"Exceptional Parent 1999 Toy Issue"
http://eparent.com/toys/default.htm
A wealth of information on creating, adapting, and selecting toys, along with
references to specific commercially-available toys judged to be particularly
appropriate for individuals with various disabilities.
"Halloween Costumes"
http://backandneck.about.com/health/backandneck/library/weekly/aa1016b.htm?once=true&
This is an article full of creative ideas for incorporating wheelchairs, respirators,
crutches, or canes into fun costumes for Halloween or other dress-up times.
"How to Select Battery Operated Toys and Switches"
http://www.dreamms.org/may96.htm
This article, reprinted from the NICHCY News Digest, provides an overview
of factors to be considered when switch-operated battery toys are being used
to help a child make the transition from play to use of computer and communication
technology.
"PLAY Pen"
http://www.dftoys.com/1-800-308-2208/playpen.html?Client=11111111111111111111111111111111111111111111111111111111111111111111110000036845111111111111111111110&Filepath=playpen/playpen.html&Response=
navigation/navigation.html&-Nothing
Sponsored by Dragonfly, a Canadian commercial vendor of adapted toys, PLAY
Pen contains a variety of articles on disability and children, including information
on recreational and educational play. Particularly useful are a series of
tips that appear on the left side of the page and that change each time the
page is reloaded or a new page is brought up within the site.
"Toy Guide for Children who are Blind or Visually Impaired"
http://productopia.com/offSite? returnID=1-250-omain&Type= embedded&src=editorial&ed=1&
Link=http://www.ktv-i.com/news/archive.cfm%3Fid=2264
Includes guidelines for selecting (or developing) toys for children with visual
disabilities.
"Toys for Kids with Special Needs" http://www.toydirectory.com/specialneeds.htm
This is an on-line newsletter with short articles on providing toy-related
accommodations.
"Toys for Tots with Disabilities", http://www.businessweek.com/bwdaily/dnflash/dec1999/nf91215a.htm
Article from BusinessWeek which provides general and specific recommendations
for choosing toys for disabled children, as well as links to some additional
resources.
"Trucos e Ideas (Tricks and Ideas)" http://perso.wanadoo.es/ccristia/index2.htm
(In Spanish)
Translation of an American site listing various ideas for accommodating children
with disabilities, including "Juegos y diversiones" (games and diversions)
"Public or Charitable Resources
Community Toy Library and Special Needs Resource Centre (Australia)"
http://www.maryborough.qld.gov.au/toylib1.htm
"The Maryborough City Council Community Toy Library provides an extensive
range of toys and equipment for loan to all children, including children with
special needs, professionals and groups." The site provides basic information
about the library, including hours and services.
"HAPA - Promoting Play for Disabled Children" (England)
http://www.hants.gov.uk/istcclr/cch33063.html
"HAPA was set up to provide play opportunities for disabled children.
All HAPA playgrounds are staffed and designed for children with special needs..."
The site lists basic descriptive and contact information.
"Japanese National Council of Toy Libraries"
http://www.dinf.ne.jp/doc/ntl/jsrd/z00004/z0000403.htm#97
"The National Association of Toy Libraries (part of National Volunteer
Center) is working to form a national network of toy libraries and to provide
places to learn from each other and exchange ideas." The site provides
basic information about this Japanese initiative.
"Kiddies Rehab International"
http://www.kiddiesrehab.org/
"Kiddies Rehab International Foundation [gives] disabled children a chance
to develop." This site, based in Holland, details the projects, services,
and publications of the Foundation, including one publication on "Making
toys with local material." (Ordering information is not yet provided.)
"Let's Play Project" (Buffalo, NY), http://cosmos.ot.buffalo.edu/letsplay/m-content.html
"The Let's Play! Project looks to provide families with ways to play
through the use of assistive technology." This site contains articles,
success stories, and resources on the use of both high and low technology
tools for facilitating play.
"National Association of Toy & Leisure Libraries (England)"
http://www.charitynet.org/~NATLL/
The site describes the British network of toy lending libraries for children
with and without disabilities and leisure libraries, which provide "recreational
facilities for adults with learning difficulties and their families."
The network also offers several publications for a modest cost. Links are
included to other national library associations in Canada, France, India,
Australia, and Switzerland; only the Swiss site appears to have particular
awareness of the needs of children with disabilities.
"National Lekotek Center" (USA)
http://www.lekotek.org/
The mission of the National Lekotek Center is driven by the philosophy that
children learn best when play is a family-centered activity that includes
all children, regardless of their abilities or disabilities, in family and
community activities." Lekotek centers provide play opportunities, training
for professionals, and information dissemination at several sites around the
United States, including one in Puerto Rico.
"SETI Center" (Egypt)
http://www.redbay.com/newbies/med/library.htm
This center for individuals with cognitive disabilities publishes an "Index
of Low Cost Toys" in Arabic, available for a modest cost.
"Special Toys Educational Postal Service"
http://www.btinternet.com/~steps.org/
"S.T.E.P.S. is a small UK charity that provides a free service to severely
disabled children by providing a battery operated, adapted toy and a specialized
switch that enables the child to operate the toys by themselves." The
one-page site provides basic information about the organization.
"State Library of Queensland" (Australia) Resources for the Disabled
http://www.slq.qld.gov.au/publib/commun/disab.htm
This site mentions toy resources available for use in libraries, as well as
contact information for Noah's Ark Resource Centre, which "operates a
toy and equipment lending service for children with disabilities and special
needs."
"Telephone Pioneers of America (T.P.A.)"
http://www.telephone-pioneers.org/
Among other services, T.P.A. produces and internationally distributes hand-operated
tricycles and "beeping" softball equipment.
"Toy Adaptation Network"
http://www.nraf-rehabnet.org/
and click on link for "Toy Adaptation Network". "Through a
national [United States] toy adaptation network, rehabilitation-related facilities
are coming together to help children experience the thrill of play."
The site lists the network members and provides an application form for additional
facilities to join.
"Toy Library Brings Joy to Disabled Kids"
http://www.sg/flavour/061999/bb-community03.html
Short article on an initiative in Singapore to bring adapted toys to disabled
children in their classrooms.
"Toy Story"
http://ability.ns.ca/v6n1/v6n1p16.html
"Toys are part of everyone's life as a child, but for those with disabilities,
there are few choices. The Canadian Rehabilitation Council for the Disabled
(CRCD), New Brunswick Branch Inc. has a solution: the Toy Library." This
article from Ability Network briefly describes the structure and services
of the CRCD Toy Library.
"UCP of Greater Suffolk" (New York) Toy Lending Library
http://www.ucp-suffolk.org/services/toylending/
"The Children's Center at UCP is pleased to offer adapted toys and switches
to the community." The site includes an interesting list of the available
toys.
Commercial Sites
"Accessible Playground Equipment"
http://www.playgrounddirectory.com/accessible.htm
This page from "The World Playground, Parks & Recreation Products
and Services Web Directory" site lists a variety of vendors from the
United States or Canada that sell accessible playground equipment.
"Active Play, Inc."
http://www.specialkidstoys.com/
A vendor of accessible toys based in the Philippines.
"Doll with Down Syndrome"
http://uni-bremen.de/~downsyn/down23e.html
This is the site of a German vendor of dolls that have the characteristic
look of children with Down Syndrome representing several ethnic groups. "The
idea behind the creation of this toy is to enable children with Down Syndrome
to identify with a doll which reflects their image, thus helping them through
play to strengthen and develop their self-esteem."
"Family Village Accessible Shopping Mall"
http://laran.waisman.wisc.edu/fv/www/at/adaptive%2Dtoys.html
A listing of informational resources and vendors of adapted or adaptable toys,
mostly in the United States.
"Guide to Toys for Children who are Blind or Visually Impaired"
http://www.toy-tma.com/industry/publications/blindcurrent/contents.htm
This page lists the table of contents for a catalog of toys that are particularly
appropriate for children with visual disabilities. Sample listings for each
category are posted on the site. The catalog was developed jointly by the
American Toy Institute and the American Foundation for the Blind.
"KidAbility"
http://www.kidability.com/
"Our mission is to provide all children, with priority attention to disabled
and special kids, readily accessible and affordable resources and tools to
help them attain their maximum level of personal achievement, and to enjoy
the highest quality of life experience possible." This site is expected
to be fully active by July 1, 2000.
"Spielzeugwerkstatt (Toy Workshop)", Books 1 and 3 (by Ekkehard
Bartsch) Available from Amazon.de
http://www.amazon.de/exec/obidos/Author=Bartsch%2C%20Ekkehard/028-9779188-0581345
This is a German book about making toys for disabled and non-disabled children.
"Toy Catalogue Listing for Children with Special Needs"
http://www.nas.com/downsyn/toy.html
"To assist with [accommodations] we have compiled a list of toy resources
and toy catalogs that either contain adapted toys or toys whose designs transfer
easily to the play needs of a child with special needs." The site lists
a broad range of vendors accompanied in most cases by comments on the scope
of each vendor's products. All listed vendors are United States-based except
for one based in Canada.
ONE IN TEN
Volume 21 - 2000
The recent issues of One in Ten,
in English, French and Spanish
can be found on the RI web site, www.rehab-international.org
EDITOR
o Rosangela Berman-Bieler
email: iidisab@aol.com
PROJECT SUPERVISION
o Gulbadan Habibi, Project Officer, Child Protection Section,
Programme Division, UNICEF
email: ghabibi@unicef.org
o Barbara Duncan, Director of
Communications, RI
email: bjdnycla@aol.com
UNICEF HOUSE
3 UN Plaza
New York, NY 10017, USA
Fax: 1 (212) 824-6480
REHABILITATION INTERNATIONAL
Dave Henderson, Secretary General
25 East 21st Street
New York, NY 10010, USA
Fax: 1 (212) 505-0871
email: rehabintl@rehab-international.org