21 results

How do food insecurity, hunger, and undernutrition affect people with disabilities and how can this problem be addressed?

Health
Cross-cutting
Equity Depth Local Relevance Feasibility
Recommendations
Promote early identification of food insecurity, hunger, and undernutrition among people with disabilities through active screening
Increase the resources and programmes available to address food insecurity and hunger, and support adequate nutrition and feeding amongst people with disabilities
Educate frontline workers, caregivers, and family members on the risks of food insecurity, hunger, and undernutrition among people with disabilities, and provide targeted support for adequate nutrition and feeding skills to assist people with disabilities
Ensure that policy and programming is being developed to address the social determinants of food insecurity, hunger, and undernutrition among people with disabilities

What interventions work to address trauma among people with intellectual disabilities?

Health
Cross-cutting
Equity Depth Local Relevance Feasibility
Recommendations
Increase the awareness of caregivers and service providers in relation to trauma risk and impact for people with intellectual disabilities
Strengthen the social inclusion of people with intellectual disabilities and provide enabling environments for their social support and secure, consistent relationships
Involve people with intellectual disabilities and their caregivers in mainstream community-based trauma interventions as much as is possible, with appropriate modifications to support meaningful inclusion
Promote access to mental health services at primary care level for people with intellectual disabilities and adapt existing evidence-based interventions for people with intellectual disabilities

What role can community health workers play in disability services in LMICs?

Health
Cross-cutting
Recommendations
Training CHWs to deliver screening, health, and social and emotional education, basic treatment and referral for common disabilities.
Development of locally contextualized disability screening tools/care guides
Investment in research on sustainable incorporation of CHWs into the health sector, including research into methods on increasing range of services provision of by CHWs such as disability care.
Development of national CHW policies

What programmes are needed to improve self-esteem among young people with disabilities?

Cross-cutting
Education
Equity Depth Local Relevance Feasibility
Recommendations
Develop self-esteem interventions which accommodate people with a range of impairments and take into account the personal and environmental contexts of young people with disabilities in LMICs.
Implement evidence-based self-esteem interventions in LMICs that are flexible, promote active participation, and provide opportunities for recreation and enjoyment for young people with disabilities
Engage in rigorous research to test the effectiveness of self-esteem interventions, with a focus on understanding effects on people with different types of impairment.
Explore innovative ways to include caregivers and teachers in programming, and expand reach, including through inclusive digital platforms.

How can we effectively scale up disability-inclusive programs in low- and middle-income countries?

Cross-cutting
Equity Depth Local Relevance Feasibility
Recommendations
Create a supportive environment for people with disabilities that is tailored to their needs and encourages participation.
Engage people with disability in decision-making and reach out to the most marginalised disability groups.
Monitor and evaluate disability inclusive interventions as they are scaled up.
Ensure adequate human resources and funding for all planned activities.
Develop and enforce policies that promote the inclusion of all impairment types in all sectors

How does assistive technology benefit people with disabilities on their path to and in employment?

Livelihood & Social Protection
Cross-cutting
Equity Depth Local Relevance Feasibility
Recommendations
Provide alternative basic and inexpensive computer interfaces
Increase and provide comprehensive training in the use of assistive technology from a younger age
Along with the provision of assistive technology, provide associated services to prevent its abandonment
Ensure that people with disabilities have access to the same assistive technology in the home as they would in the workplace during remote working as a result of the COVID-19 pandemic
Provide training for the colleagues of assistive technology users to ensure awareness and a supportive work environment

How can we promote the effective implementation of Legal Capacity as outlined in Article 12 of the UN CRPD in LMICs?

Cross-cutting
Health
Livelihood & Social Protection
Equity Depth Local Relevance Feasibility
Recommendations
Promote law reforms that recognize and regulate the legal capacity of persons with disabilities, in accordance with the “standards” of the CRPD
Train public officers in the use of CRPD “standards” or guidelines
Provide alternative support approaches that engage with social services and community mental health services
Monitor and report on the experiences of support and implementation promoted by state funded initiatives and civil society funded initiatives, irrespective of their size and scope
Monitor and report on the implementation of the reforms
Raise awareness about the importance of legal capacity with different key actors for the Reform

How can health and social care services promote the safety and well-being of people with intellectual disabilities during the COVID-19 pandemic in LMICs?

Health
Livelihood & Social Protection
COVID-19
Equity Depth Local Relevance Feasibility
Recommendations
People with IDD should be prioritised for COVID-19 vaccination, in particular people with Down Syndrome.
Vaccine promotion campaigns for people with IDD should be inclusive, person-centred, and focussed
Reasonable adjustments should be made to clinical policies and practices to ensure equity of access and provision for people with IDD
Robust behaviour support response plan should be put in place for people with IDD, particularly those with behaviours of concern
Strengthen data collection to assess the impact of COVID-19 on people with IDD as well as their caregivers
Take a collaborative approach including people with IDD and civil society organisations to inform all policies and programmes that facilitate their safety and well-being during the COVID-19 pandemic

What works to support girls with disabilities reaching and staying in school?

Education
Cross-cutting
Equity Depth Local Relevance Feasibility
Recommendations
Generate better evidence on what works to improve outcomes for children with disabilities overall, and disaggregate this by gender
Collect more nuanced data on barriers to education among girls with disabilities in specific settings
Prioritise inclusive and safe sexual and reproductive health support for girls with disabilities in schools
Involve boys and men in supporting girls with disabilities accessing school
Think beyond primary education, to support girls with disabilities through to meaningful livelihoods and to mitigate against risk of violence
Harmonise indicators and outputs to build national baselines and monitor change over time