One in Ten
A PUBLICATION OF REHABILITATION INTERNATIONAL/UNICEF COLLABORATION ON CHILDHOOD DISABILITIES
VOLUME 22 - 2001
Does "every child" and "all children" include children
with disabilities?
In the last few years, substantial support has been built for UN global objectives such as "Education for All" and, now in 2001, the UN Special Session focusing on, in the words of Secretary General Kofi Annan, "a plan of action to spur the international community to take the steps needed to realize the rights of every child." (The State of the World's Children 2001, UNICEF, page 4)
Visible or invisible?
The international disability community, as active participants in civil society,
have been represented at the Education for All meetings, the preparatory meetings
for the UN Special Session on Children, and at most of the landmark UN conferences
in recent history. Yet, the rights and needs of children with disabilities
remain largely invisible-invisible in the plans of action, invisible in the
progress reports and invisible in the budgets.
Representatives of the UN agencies, governments, lending agencies and more
influential non-governmental organizations are usually interested in disability
materials and supportive of advocacy on behalf of the estimated 150 million
disabled children around the world. However, when it's time to finish the
document, negotiate the plan or devise the budget, the nearly universal response
is: "Don't worry, disabled children are included in "the marginalized,"
"the most vulnerable," or "those in need of social protection."
The result of applying these empty euphemisms to approximately 10 percent
of the world's population, is that children with disabilities are then nobody's
priority and nobody's responsibility. They are rarely included, served or
counted. Rendered invisible, they leave no tracks or traces.
If not now, when?
At the beginning of this new millennium, the international disability community
asks, "If not now, when will 'all' begin to include children and adolescents
with disabilities?"
We agree with Carol Bellamy, Executive Director of UNICEF, who made the following
statement on June 4:
"Is it not an emergency that 150 million children are malnourished, often
at a cost of mental and physical handicaps that can last a lifetime; that
over 100 million children, 60% of them girls, never see the inside of a school;
and that one out of every 10 children in the world have serious disabilities?"
(Address to UNICEF Executive Board, June 4, 2001)
This Issue of One in Ten
This issue contains current position papers on the rights and needs of children
with disabilities. The papers were developed by Rehabilitation International
and by Disability Awareness in Action, an international human rights network
representing Disabled People's International, the World Federation of the
Deaf, Inclusion International and other disability NGOs.
Children with Disabilities: Global Priorities
Prepared in 2001 by Rehabilitation International (RI), a non-governmental organization in consultative status with the UN (ECOSOC), ILO, WHO, UNICEF and regional entities including the Organization for African Unity, the European Union, UNESCAP and the Organization for American States.
In preparation for the UN Special Session on Children, RI has reviewed current statistics, literature and international policy statements, and consulted with specialists in childhood disability. The following findings from these materials are sobering and underscore the urgency of raising the inclusion of children and youths with disabilities to a high priority in all proposed actions and programs to implement the Convention on the Rights of the Child.
Inclusion
During the last century in most countries, disabled children were often overlooked,
excluded, hidden away or exiled to institutions. In the 21st century, RI envisions
"a world where equal opportunities for disabled people becomes a natural
consequence of enlightened policies and legislation supporting full inclusion
to and access to all parts of society."
RI Charter for the New Millennium, adopted London, 1999
"The rights of students with disabilities to be educated in their local
mainstream school is becoming more and more accepted in most countries, and
many reforms are being put in place to achieve to this goal. Further, there
is no reason to segregate disabled students in public education systems. Instead,
education systems need to be reconsidered to meet the needs of all students."
Inclusive Education at Work: Students with Disabilities in Mainstream Schools,
OECD, Paris, 1999
"The principle of inclusion in the 1994 (UNESCO) Salamanca Statement
and Framework for Action on Special Needs Education means that ordinary schools
should accommodate all children, regardless of their physical, intellectual,
emotional, social, linguistic or other conditions."
It's a Matter of Attitudes, Report of Hasselby Seminar, Swedish Organizations
of Disabled Persons International Aid Organization (SHIA), 1999
Statistics
"An estimated 170 million of the world's children are malnourished,
often at a cost of developmental disabilities... and 1 of every 10 children
has serious disabilities."
Carol Bellamy, Executive Director, UNICEF, address to Organizations for African
Unity, Cairo, May 2001
Early Detection and Stimulation
"There has been remarkable documentation in the last decade to confirm
that the first five years of a child's life either positively or negatively
affect growth and development for a lifetime. Experts agree that the most
critical period is from conception to three years. During this period the
foundation of a child's intelligence, physical development, personality and
social behavior are laid... It is of utmost importance to identify impairments
as early as possible. Simple interventions and modes of care-giving can prevent
or minimize cognitive, behavioral, emotional and health problems."
Rima Shore, Rethinking the Brain: New Insights into Early Development, Families
and Work Institute, 1997
"When infants are held and touched in soothing ways, they tend to thrive.
Warm, responsive care seems to have a protective function... But the brain's
malleability during these early years also means that when children do not
get the care they need, or if they experience starvation, abuse or neglect,
their brain development may be compromised."
The State of the World's Children 2001, UNICEF
Education for All?
"Disabled people have lower education and income levels than the rest
of the population. They are more likely to have incomes below poverty levels
and less likely to have savings and assets than the non-disabled population.
These findings hold for both developing and developing countries."
Poverty & Disability: a Survey of the Literature, World Bank, 1999
"We must focus on the needs of those most disadvantaged and excluded
from learning, both in and out of school-girls, working children, children
of ethnic minorities, and children affected by violence and conflict, disabilities
and HIV/AIDS."
Carol Bellamy, Executive Director, UNICEF, Address to World Forum on Education
for All, Dakar, April 2000
"The United Nations estimates that the literacy rate worldwide for people
with disabilities is around 3%, with the rate for disabled women and girls
hovering around 1%."
The UN Decade of Disabled Persons: a Decade of Accomplishment - 1983-1992-
UN, New York, 1992
"It is important to note that throughout history, some children and
adults with disabilities have been 'casually integrated' (without special
programs or additional expense) into education, community and family activities.
In fact, several small field studies conducted in Africa and Asia suggest
that anywhere from 2 to 13% of children in ordinary schools have some sort
of impairment."
M. Miles, Children with Disabilities in Ordinary Schools, Peshawar Mental
Health Centre for Government of Pakistan, 1985 (ERIC ED265711)
"The issue of naming children and youth with disabilities as a specified target group has once again been the topic of heated discussion and advocacy leading up to, during and following the World Forum on "Education for All by 2015" held in Dakar, Senegal... Once again, the rights and needs of children with disabilities are not specified... This is in clear contrast to the clear specification of the special emphases on girls, gender equity, adult literacy and the HIV/AIDS pandemic...
"How will the progress of children and youth with disabilities... be
monitored when they are not specified as a key target group in the national
plans and education programs of their countries? Will we sit here in 2015
and say there has been significant progress in gender equity in education,
that the levels of adult illiteracy have dropped, but that we have limited
or no data on the progress in equity in education for children and youth with
disabilities because we did not name them, did not plan for them and did not
monitor their progress?"
Penny Price, RI Education Commission, Ethics and Inclusion: Diversity and
Equity, keynote paper, RI World Congress, Rio de Janeiro, August 2000
Armed Conflict
"Approximately 2 million children have been killed by conflict over
the last 10 years, 12 million have been made homeless and 6 million have been
injured or disabled."
Growing Up Alone, UNICEF, 2001
"Women and children receive less than 20% of rehabilitation services,
such as prosthetics and orthotics."
Relief and Rehabilitation of Traumatized Children in War Situations, UNICEF
1990
Disabled Children at Risk
"Disabled children are always at great risk of discrimination and are
particularly vulnerable when there is a shortage of resources. An estimated
97% of disabled children in developing countries are denied even the most
rudimentary rehabilitation services... Disabled children suffer more violence
and abuse than other children - they are imprisoned in institutions, cupboards
and sheds and, all too often, starved to death. Even in the wealthy and 'enlightened'
developed countries, the birth of a disabled child is almost invariably viewed
as a 'tragedy'."
Report of Rights for Disabled Children, a project coordinated by Disability
Awareness in Action, in Seen and Heard, International Disability & development
Consortium, October 1997
Damaging Effects of Institutions
"Research in child development and the experience of... countries around
the world have demonstrated that children experience developmental delays
and potentially irreversible psychological damage by growing up in a congregate
environment (institution). This is particularly true in the earliest stages
of child development (birth to age 4) in which the child learns to make psychological
attachment to parents (or substitute parents). Even in a well-staffed institution,
a child rarely gets the mount of attention he or she would receive from...
parents. Consequently, institutionalization precludes the kind of individual
attachments that every child needs."
Children in Russia's Institutions: Human Rights & Opportunities for Reform,
Findings and Recommendations of a UNICEF-sponsored Fact-Finding Mission, 1998,
published by Mental Disability Rights International, Washington, D.C. 1999
Needs of Deaf Children
The position of the World Federation of the Deaf is that "deaf people
are a cultural and linguistic minority with a right to their native sign language
as their mother tongue; and that deaf children have a right to bilingual education
in sign and written language."
Reaffirmation of Human Rights and Self-Determination for all Deaf People,
WFD Resolution of its XIII World Congress, July 1999
Needs of Blind Children
The World Blind Union has found that, "less than 10% of the world's
blind persons are literate and fewer than 15% of all visually disabled children
ever have access to education." WBU asserts that, "Every blind person
has the right to access written communication: Braille empowers blind persons
to become active communicators, to receive an education and to have access
to employment."
Factsheet on Literacy, World Blind Union, http://umc.once.es
Basic Needs
"Disabled children have the same basic needs as all children: adequate
food, shelter, security, nurture and social contact... They also need to be
able to play, take risks, have triumphs and experience mishaps. They need
support, but also to have expectations placed on them to prepare them for
adulthood.
"Most disabled children will become disabled adults, but few of them
know this... many disabled children believe they will grow up to become non-disabled.
As they progress through childhood and prepare for their future, it is important
for them to have appropriate role models. They need to learn the skills demanded
of disabled adults... For this reason is it is important that disabled children
meet disabled adults from their own societies."
Beverly Ashton, Action on Disability & Development, Perspectives on Disabled
Children, Promoting the Rights of Disabled Children Globally, International
Disability and Development Consortium, 1999
Powerful Influence of the Mass Media
"In newspapers, books and magazines, on television and in the cinema,
on stage and through the airwaves, the media exert a uniquely powerful influence
on how individuals come to understand the changing world around them"...
In a great many countries, efforts are underway to bring children with disabilities
from the margins into the mainstream of society. The pace of this process
can be quickened and supported by the natural inclusion of disabled children
in media designed to inform, educate and entertain the public. Disabled children
need to see themselves reflected in the societal mirror that the mass media
provides-so that they too can envision a future.
Improving Communications about People with Disabilities, United Nations, New
York, 1982 and Mass Media and Disabled People, proceedings of an international
symposium, Polish Society for Rehabilitation of Disabled People, Warsaw, 1990
WE ARE CHILDREN TOO!
Are Disabled Children included in the Rights Agenda?
By Rachel Hurst and Gerison Lansdown, Rights for Disabled Children
(Originally written for World Vision UK, Discussion Paper 11, Disability and Development (2001) For further details e-mail World Vision: helen.ryman@worldvision.org.uk)
'Everybody's got something different about them, and some things are just
more different than others. But we're all - I don't know - different in different
ways'1
Introduction
There is international recognition that all children are subjects of rights and that governments have obligations to protect, promote and fulfil those rights. Unfortunately this protection is still not, despite the Convention on the Rights of the Child (CRC), being properly implemented for disabled children.
Incidence of disabled children
It is difficult to assess the exact numbers of disabled children as research has different definitions of impairment and of disability. UNICEF estimates that there are 120 million disabled children in the world, others estimate 150 million children.2 That is 2- 4 per cent of populations. They are children with physical, sensory and intellectual impairments and children with mental health problems. In developing countries approximately 50 per cent become disabled in the first 15 years of life. There are some countries where 90 per cent of disabled children do not survive beyond the age of 20 and 90 per cent of intellectually impaired children do not survive beyond the age of five years.3
The past decade has been witness to many developments that have contributed to the incidence of disability - landmines, HIV/AIDS, increasing poverty in many developing and some developed countries. Non-governmental sources also place particular emphasis on factors related to the environment, air and water pollution, scientific experiments conducted without the informed consent of the victims, terrorist violence, wars, intentional physical mutilations carried out by the authorities, and other attacks on the physical and mental integrity of persons, as well as violations of human rights and humanitarian law in general.4 These trends are running counter to the progress being made in other fields to eliminate major causes of impairment such as poliomyelitis, measles and lack of access to safe water.
The status of disabled children
'To be imprisoned inside one's own body is dreadful. To be confined in an institution for the profoundly retarded does not crush you in the same way; it just removes all hope. I went to St. Nicholas Hospital when I was three. The hospital was the state garbage bin. Very young children were taken into permanent care, regardless of their intelligence. If they were disfigured, distorted, or disturbed then the world should not have to see or acknowledge them. You knew that you had failed to measure up to the standard expected of babies. You were expected to die.'6
If they survive, what do these disabled children face? Despite the endeavours of NGOs, some governments, the UN and other agencies through many excellent programmes and projects to support the inclusion of disabled children in mainstream life, the vast majority of these children are not valued as equal to other children. Assumptions and prejudices about their quality of life often put that very life in jeopardy. They are not seen as capable of or needing love, affection, family life, friendship or play. They are denied development, education (only 2% of disabled children in developing countries have any form of rehabilitation assistance or education), access to their communities and the expectation of being able to participate as adults in society.
Violence and abuse is three times more likely to happen to a disabled child. They are segregated and marginalised in special institutions, day centres and schools. They are defined by what they lack, not by what they are. There is little respect for their dignity, their individuality and integrity. Different cultures and societies have different ways of saying the same thing: that to have a disabled child is a shame and disgrace. Throughout the world, laws and policies regarding genetics, in vitro fertilisation, abortion, resuscitation and infanticide all underline that it is better that a disabled child does not live.
Disability Awareness in Action (DAA), an international information network on disability and human rights has a database collection of violations of disabled people's rights. This collection, only started in May 1999, already has violations affecting 2,038,044 disabled children, 22% of who are children aged 0-16. (This is a much larger proportion than children are of the disabled population, showing that disabled children are more likely to face violations than disabled adults). At least 51 of those children have died as the result of the violation of their rights.
The rights of disabled children
International law has been slow in recognising that disability is a human rights issue - for both adults and children. Neither of the International Covenants, on civil and political rights and on economic, social and cultural rights, contain any express provision on the rights of disabled people, nor explicit recognition of disability as a ground for protection against discrimination. However, in their 1994 General Comment on Disability, the Committee on Economic, Social and Cultural Rights stated that:
'since the Covenant's provisions apply fully to all members of society, persons
with disabilities are clearly entitled to the full range of rights recognised
in the Covenant'.
Since 1981 and the International Year of Disabled Persons, the UN has promoted
the full and equal participation of disabled people in society.
In 1993, following on from the special Report on Disability and Human Rights7, all member states agreed the UN Standard Rules on Equalisation of Opportunities for Persons with Disabilities which outlines ways in which member states can ensure the full and equal participation of disabled people.
These Rules do contain some references to disabled children as a group requiring special protection, but they are not a legal or enforceable instrument. They have been monitored by a Special Rapporteur, Bengt Lindqvist and a Panel of Experts from the international disability organisations and the work is resourced by voluntary funds. This monitoring has shown the widespread discriminatory attitudes toward disabled children and highlighted the need to make the Rules more effective with regard to disabled children.
It was not until 1998 that the Commission on Human Rights finally resolved that disability was a human rights issue.8 And it was only in May 2001 that the World Health Organisation finally revised their definition of disability, not as a personal characteristic, but as the interaction or outcome between impairment or functional limitation and the negative impacts of the environment.9 It is perhaps important to note that the international organisations of disabled people had been saying that disability was a rights issue since 1981, and it is they who have worked hard to bring about the same recognition within the UN system and within some national governments.
The Convention on the Rights of the Child
The Convention on the Rights of the Child (1990), however, does include disabled children. Disability is listed as grounds for protection against discrimination and Article 23 is specifically about disabled children and their needs. And the whole Convention is relevant for the human rights of disabled children. Of special significance for disabled children is that the Committee on the Rights of the Child, the international body monitoring states progress in implementation of the Convention, identified four general principles which need to be considered in the implementation of all other rights. These four principles are:
Article 2 - non-discrimination.
This article not only requires governments to respect the equal rights of
all children but also imposes active obligations on them to ensure that children
are not discriminated against in the exercise of any of their rights. The
article does prohibit differentiation between children. For instance, it would
be acceptable to offer additional educational assistance or facilities to
a disabled child if this was needed in order to help them fulfil their potential,
but offering a different or lesser education, simply because of disability
would constitute a breach of the article.
Article 3 - the best interests of the child.
This principle applies to actions affecting both individual children as well
as children as a group. However, adults frequently make decisions and take
action in respect of children, seemingly in their best interest, though it
is often not the case. For example, placing disabled children in large institutions,
subjecting them to painful surgery and rehabilitation in attempts to make
them 'normal', failing to provide opportunities for education on the assumption
that they are not competent.
All these actions when assessed by the Convention's four principles illustrate the reality of the best interests. Does it give the disabled child the same opportunities as other children? Does it exclude them from family life, social networks and friendships? Does it result in social exclusion and lack of participation? Does it expose them to stigma and prejudice? Does it threaten their humanity? Answers to these questions can ensure the best interests of the disabled child and also provide appropriate solutions.
Article 6 - the right to life, survival and development.
The right to life must be protected equally for all children and governments
are required to ensure that, to the maximum extent possible, the survival
and development of all children. This means that disabled children, like non-disabled
children, must be provided with the support, resources and care necessary
to promote the fulfilment of their potential. It also means that negative
assumptions of quality of life and humanity should not impact on this right
to life, survival and development and in any way lessen the protection.
Article 12 - the right to be listened to and taken seriously.
Children are entitled, as of right, to be consulted when decisions that affect
them are being made and must be recognised as active agents in their own lives.
Too often it is the silence and invisibility of disabled children which continues
the persistence of discriminations against them both as a group and as individuals.
It is only through listening directly to the experiences of disabled children
that adults gain awareness of the extent, nature and impact of discrimination,
isolation and abuse on their lives.
Progress in implementing rights of disabled children
In February 1996, the Committee on the Rights of the Child reported to the Commission on Human Rights Sub-Commission on Prevention of Discrimination and Protection of Minorities the concerns that they had identified from examination of States Parties' reports with regard to disabled children. Their major concerns arose from finding widespread discriminatory and negative attitudes toward disabled children, inadequate access to health and social care services, low numbers of disabled children enrolled in schools, negative impacts of budgetary reductions specifically targeting disabled children and the lack of international assistance and exchange of information to address this situation.
In 1997, the Committee on the Rights of the Child agreed to hold a Day of General Discussion on the rights of disabled children. Two disabled young girls from South Africa, Chantal Rex and Pearl Mokutuone, were invited to make a presentation. Chantal spoke of how her family had been forced to move from their rural village to Cape Town in order to get medical and educational support and her problems with mobility. Pearl, deafened by riots in Soweto, spoke of her frustration and loneliness because of communication difficulties and superstitious attitudes toward disabled people. Their words gave validity to previous presentations by disabled adults, who had described the continuing violations of disabled children's right to life itself. The two girls' presentations moved and inspired the Committee who then agreed on fourteen recommendations.10
Among other things, they called for a review and amendment of laws persisting in many countries affecting disabled children which are not compatible with the Convention, particularly in regard to the right to life, survival and development (including discriminatory laws which allow abortion at different times - even up to full-term - for disabled foetus), the right to education or which segregate disabled children in separate institutions for care, treatment or education. They called on States to actively challenge attitudes and practices which discriminate against disabled children and deny them equality of opportunity, including infanticide, traditional practices prejudicial to health and development, superstition, perception of disability as a tragedy.
The Committee agreed to participate, alongside international disability and children's organisations, in a working group that would follow-up on these recommendations. Their programme of work includes in-depth research on violations and examples of good practice, and providing evidence to the pre-sessional meetings of the Committee on the Rights of the Child on the situation of disabled children in the country reports under discussion.
Monitoring and addressing rights
Despite these developments, the extent to which the rights of disabled children are being monitored and addressed is far from adequate. Article 23, which is grouped in the cluster of articles on health and welfare, focuses on the individualised provisions of 'special' needs, reaffirming that it is the unhealthy child that should be changed to fit society rather than society changed to welcome and include the child. The article places no obligation on States to take measures to create inclusive and enabling environments and because Article 23 does not reiterate non-discrimination it could appear that special provisions can be discriminatory. Committee guidelines only request information about disabled children under Article 23 and therefore information on the right to life, right to play, family life etc., is not collected by the Committee in the context of a disabling environment.
The scale and severity of human rights violations against disabled children continues, but they have not yet received the international attention they deserve. The Convention on the Rights of the Child has brought other significant areas of children's rights to the world's attention. Issues such as sexual exploitation, child labour, children in armed conflict, violence against children have been widely acknowledged as rights issues demanding urgent action. However, to date, no comparable interest has focussed on the experiences of disabled children. They remain largely invisible, hidden within families or institutions, vulnerable to neglect of their economic social, cultural, civil and political rights.
Good practice
Despite the scale of violations and discrimination toward disabled children, around the world NGOs, UN agencies and governments are working hard for change. There are concrete examples of policy and practice which indicate what can be achieved with vision, commitment and a willingness to listen to disabled children and their families. Below are just some examples - there are many others.
" RESCU, Zimbabwe
- started by parents of intellectually impaired children and now providing
employment for 70 disabled people of different impairments who provide wheelchairs
and technical aids and sell them as a commercial concern
" Divine Light Trust, India
- after 35 years, a school for blind children has been changed - without an
increased budget - into a resource centre training teachers in mainstream
schools to integrate blind children into their schools.
" Universal Primary Education, Uganda 1996
- provides free primary education for a maximum of four children per family,
to include two girls and any disabled children.
" South African Constitution
- prohibits discrimination against disabled children (and adults) and recognises
sign language as an official language. The South African Schools Act recognises
the right of deaf learners to learn through the medium of sign and for disabled
learners to be given first preference in local, ordinary schools.
Further actions to promote the rights of disabled children
As has been illustrated, the scale of discrimination and abuse of human rights against disabled children is intolerable. We see the impairment, not the child. We expect them to put up with quite different situations than we do non-disabled children. We do not regard their lives to be as important or worthwhile as those of non-disabled children. We need to establish the political and legal frameworks backed up by practical action which will achieve equal rights and opportunities for all disabled children. These actions need to be taken as a matter of urgency and by all member states.
References
1 12 year old disabled girl quoted in Cavet, U, People don't understand: Children, young people and their families living with a hidden disability, National Children's Bureau, London, 1998.
2 Roeher Institute, Including all children: policy goals for achieving progress, a draft discussion paper for the 6th International Congress on Including children with disabilities in the community, Canada, 2000
3 Overcoming Obstacles to the Integration of Disabled People, UNESCO-sponsored report for the World Summit on Social Development, DAA, London, 1995
4 Despuoy, L, Disability and Human Rights, Final Report of the UN Special Rapporteur, UN, New York, 1991
5 The facts below are all verified through statistics of the UN, UNICEF, Save the Children and from the DAA database on violations against disabled people.
6 Crossley & McDonald, Annies' Coming Out, Penguin, Australia,1980
7 Ibid
8 United Nations, Commission on Human Rights resolution 98/31, Geneva, 1998
9 World Health Organisation World Assembly, resolution WHA54.21, Geneva, May 2001
10 Recommendations of the Committee on the Rights of the Child, General Discussion on the Rights of Children with Disabilities, Geneva, October 1997
DAA 10 POINT ACTION PLAN:
Promoting the Rights of Disabled Children
" End discrimination - introduce non-discrimination legislation with an explicit reference to disability as a ground for protection against discrimination
" Ensure equal rights to education - spell out in education legislation that the right to education for all children includes all disabled and non-disabled children
" Promote inclusion - establish clear goals and time-scales for moving towards inclusive education for all children
" Make disabled children visible - disaggregate data to ensure that disabled children are made visible in statistics relating to, for example, poverty, abuse, education, institutional care
" Expose and challenge neglect and abuse - undertake surveys and research into the experiences of disabled children to expose and highlight abuses of their rights and enable them to contribute towards the development of policies to bring them to an end
" Challenge prejudice and ignorance - promote public education campaigns to overcome prejudices, misconceptions and lack of understanding of the nature and implications of disabilities and to promote respect for the equal rights of disabled children
" Establish children's rights commissioners or ombudspersons for children - introduce statutory, independent bodies to monitor, promote and protect the rights of all children, including disabled children
" End violence against children - introduce legislation to end all forms of violence against children in families, schools, and all other institutions in which children live, backed up by campaigns of zero tolerance of violence against children and introduce mechanisms through which children can challenge violence and abuse to which they are exposed
" Promote participation
- introduce legislation to provide children (as individuals and as a group)
with the right to participate in decisions which affect them in families,
in schools and in local and national government and ensure that in all consultation
mechanisms, disabled children are fully and effectively represented
" Remove disabling barriers - undertake analysis, in collaboration with
disabled adults and children of the barriers - physical, cultural, social
and economic - which impede the inclusion of disabled children and develop
a 10 year strategy to create an inclusive environment which facilitates respect
for all the rights of disabled children.
Disabled Parents Have Right to Raise Children Says Student Delegation
There was little mention of disability at the preparatory meetings for the 2001 UN special session on children for the 10-year review of the UN Convention on the Rights of the Child. An exception was a new group of disabled parents, a small delegation sponsored by the United World Colleges. Disabled parents from Australia, Canada, China and Denmark drafted an amendment to the outcome document, calling for moral and financial support for parents with disabilities. One of the group's main points was: "Families should be kept intact at all times and children should only be taken away from disabled parents in the case of extreme situations, such as psychological or sexual abuse."
by Vadim Pungulescu
From the NGO Committee on UNICEF, Volume 2, Newsletter #4
(www.ngosatunicef.org/volume2 newsletter4article8.html)
Disabled parents are as good as any others, and they should be offered the
chance to properly take care of their children according to a delegation from
the United World Colleges to the Preparatory Committee meeting (June 11-15,
2001) to the Special Session of the UN General Assembly on Children (Sept
19-21, 2001). In order to do this, the governments should support these parents,
and their children, giving them financial and psychological support. The delegation
comprised Michael Janda from Australia, Julien House from Canada, Louise Herhoff
from Denmark and Maria Chan Pinn Young from China.
The delegation has drafted an amendment to the draft Outcome document that
calls for moral and financial support for parents with disabilities. Families
should be kept intact at all times, and children should be taken away from
them only in the case of extreme situations such as abuse or neglect.
The amendment would: 'provide adequate special assistance to parents in disadvantaged
situations especially those with either physical or mental disabilities or
illnesses as well as to adolescent, indigenous and single parents to ensure
that these parents can properly care for their children.'
Discrimination and lack of resources are the main causes of family breakdown, and the governments are responsible for supporting the institution of family and preventing abandonment of children at any cost.
The delegation has also proposed amendments that would ban discrimination based on sexual orientation. This is absent from the current document and it should apply to both parents and children, say the student delegates.
* The NGO Committee on UNICEF brings together over 100 NGOs that are working for children. One of the Committee's goals is to ensure that its members, and NGOs everywhere, can participate in meetings such as the Special Session of the UN General Assembly on Children (Sept 19-21, 2001).
Selected international organizations and networks working to improve the lives
of children with disabilities
Disability Awareness in Action (DAA) is a collaborative project between:
Disabled Peoples' International, IMPACT, Inclusion International, and the
World Federation of the Deaf. DAA was established in England, in 1992 to:
provide a network for the exchange of information and experience between disabled
people and their representative organizations', worldwide, to support disabled
people's self-advocacy, and promote and protect disabled people's human rights.
DAA produces and disseminates information based on the experience of disabled
people in 158 countries. Resource Kits and monthly bulletin - the Disability
Tribune - are published in English, French and Spanish, in English Braille,
audiotape, ASCII (on computer disk and via e-mail) and in large print in all
three languages. The Information Kit on the International Day of Disabled
Persons has been translated into ten EU languages, plus Czech, Mandarin, Romanian
and Russian. Rachel Hurst is DAA Director and Richard Light is the Research
& Publications Director.
Contact: DAA, 11 Belgrave Road, London SW1V 1RB, United Kingdom . tel + 44
207 834 0477; fax: + 44 207 821 9539; text-phone: + 44 207 821 9812; email:
info@daa.org.uk; website: www.daa.org.uk
Disabled Peoples' International (DPI) is a grassroots, cross-disability network
with member organizations in over 158 countries, over half of which are in
the developing world. Its purpose is to promote the Human Rights of People
with Disabilities through full participation, equalization of opportunity
and development. DPI has consultative status with the ECOSOC, UNESCO and the
ILO, and has official observer status at the United Nations General Assembly.
The main functions of DPI are Development, Human Rights, Communications, Advocacy
and Public Education. The current DPI Chairman is Joshua Malinga of Zimbabwe
and the Executive Director is Lucy Wong-Hernandez of the USA.
Contact: DPI Headquarters: 101 - 7 Evergreen Place, Winnipeg, Manitoba, R3L
2T3, Canada, tel +204 - 287-8010; fax +204 - 453-1367; email dpi@dpi.org;
website www.dpi.org
Inclusion International is a network of families, self-advocates and committed
friends working to better the lives of the 60 million persons living with
intellectual disabilities around the world. One of the largest international
non-governmental organizations in the field of disability, Inclusion International
unites close to 200 local and national member organizations in 115 countries.
The organization's next world congress is taking place in Melbourne, Australia,
September 22-26, 2002 on the theme, "Everyone has the Right to Life,
Liberty and Security of Person." The organization's President is G. Donald
Wills of New Zealand; the President-elect is Diane Richler of Canada; and
Nancy Breitenbach in France is the Chief Executive Officer.
Contact: 13D chemin du Levant, 01210 Ferney-Voltaire, France; tel +33 4 50
40 01 97; fax +33 4 50 40 01 07; email info@inclusion-international.org; website
www.inclusion-international.org
Mental Disability Rights International (MDRI) is a non-governmental advocacy
organization dedicated to the recognition and enforcement of the rights of
people with mental disabilities. Established in 1993, MDRI documents conditions,
publishes reports on human rights enforcement, and promotes international
oversight of the rights of people with mental disabilities. Among MDRI's published
reports are: Human Rights and Mental Health in Hungary, in Mexico and in Uruguay
and also "Children in Russia's Institutions: Human Rights and Opportunities
for Reform". MDRI is based in Washington, DC. Eric Rosenthal is the founder
and Executive Director. In the spring of 2001, MDRI opened its CEE Regional
office in Budapest, Hungary, headed by Dr. Eva Szeli (eszeli@mdri.org).
Contact: MDRI Headquarters - 1156 15th Street NW, Suite 1001 - Washington,
DC 20005 - USA. tel: 202 296 0800 ; fax: 202 728 3053; email: mdri@mdri.org;
website www.mdri.org
Rehabilitation International is a worldwide network of non-governmental organizations
and governmental agencies in 90 countries working to ensure the rights and
improve the lives of children and adults with disabilities. In 1999 RI adopted
a Charter for the New Millennium, proposing more substantive international
collaboration on the highest levels, including a UN Convention on the Rights
of People with Disabilities and accessibility standards for infrastructure
projects undertaken by development and lending agencies. RI has consultative
status with the UN, the ILO, WHO, UNICEF and various regional bodies. The
RI President is Lex Frieden of the USA and its Secretary General is Tomas
Lagerwall of Sweden.
Contact: RI Secretariat, 25 East 21st Street, New York, N.Y., 10010, USA;
tel +212 420 1500; fax+212 505 0871; email rehabintl@rehab-international.org;
website www.rehab-international.org
The World Blind Union (WBU) is a non-governmental international organization
with 154 member countries representing organizations of and for the blind
throughout the world. The WBU is the worldwide independent voice of over 50-million
people who are blind and visually impaired. Formed in 1984 through the union
of the International Federation of the Blind and the World Council for the
Welfare of the Blind, WBU represents over a century of global cooperation
on blindness issues - dating back to the first international conference on
the subject in 1873 in Vienna. WBU's President is Kicki Nordström of
Sweden and the Secretary General is Enrique Sanz of Spain.
Contact: WBU, C/La Coruna, 18, 28020-Madrid, Spain; tel +91-571 36 85; email
(President): kicki.nordstrom@iris.se; website www.once.es/wbu.
The World Federation of the Deaf (WFD) was established in Rome, Italy, in
1951. As the peak international non-governmental organization for Deaf people
around the world, WFD represents approximately 70 million people. Membership
comprises national organizations of Deaf people in 120 countries; and associate,
international and individual members. WFD has consultative status with UNESCO,
WHO, ILO and is represented on the Panel of Experts to the Special Rapporteur
on the UN Standard Rules for the Equalization of Opportunities for Persons
with Disabilities. The current President of WFD is Liisa Kauppinen from Finland
and the General Secretary is Carol-lee Aquiline, based in Sweden.
Contact: WFD - Magnus Ladulåsgatan 63, 4tr, 118 27 Stockholm, Sweden;
fax: +46 8 442 1499; email: carol-lee.aquiline@wfdnews.org; website www.wfdnews.org
The World Federation of the Deaf-Blind (WFDB) was created during the Sixth
Helen Keller World Conference, held in Paipa, Colombia, from September 13
to 19, 1997. by 200 persons from 36 countries participating in the event.
WFDB has a temporary committee with representatives from different regional
areas.
Contact: WFDB, C/O- The Association of The Swedish Deafblind (FSDB) - SE-122
88 Enskede, Sweden. tel: +46-8-39-9000; fax: +46-8-659-5042; email: wfdb@wfdb.org;
website www.wfdb.org
The World Network of Users and Survivors of Psychiatry is a global forum
and voice of users and survivors of psychiatry, to promote their rights and
interests. Its aims are to advocate for the advancement of human rights of
its constituency, to encourage the development of national user/survivor organizations
in each country and to provide networking opportunities and information exchange
around the world. The WNUSP held a founding general assembly in July 2001
in Vancouver, although the group has been holding international meetings and
carrying out international advocacy since 1991. Several officers of the interim
committee (until the founding meeting) are: Masaji Koganezwa of Japan, Helen
Connor of Australia, Maria Mar of the USA, Mike Meyer of South Africa, Iris
Holling of Germany, Karl Bach Jensen of Denmark and Mary O'Hagen of New Zealand.
Contact: Secretariat WNUSP, Lingenberg 15, 2.th, DK-5000 Odense C, Denmark;
tel +45 66 19 45 11; email admin@wnusp.org; website www.wnusp.org
ONE IN TEN
Volume 22 - 2001
Recent issues of One in Ten, in English, French and Spanish can be found on
the RI web site, www.rehab-international.org
Articles represent the authors' views and do not necessarily indicate UNICEF policy.
EDITOR
o Rosangela Berman-Bieler
rbbieler@aol.com
PROJECT SUPERVISION
o Gulbadan Habibi, Project Officer, Child Protection Section, Programme Division,
UNICEF
ghabibi@unicef.org
o Barbara Duncan, Director of Communications, RI
bjdnycla@aol.com
UNICEF HOUSE
3 UN Plaza
New York, NY 10017, USA
Fax: 1 (212) 824-6473
REHABILITATION INTERNATIONAL
Tomas Lagerwall
Secretary General
25 East 21st Street
New York, NY 10010, USA
Fax: 1 (212) 505-0871
sec_gen@rehab-international.org