13 results

How can we measure disability in research related to the COVID-19 response?

Equity Depth Local Relevance Feasibility
Use the Washington Group Enhanced Short Set (WGES), supplemented by other tools as relevant
Dedicate sufficient resources to translation and training
Follow guidance to analyse, disaggregate, interpret and present data
Where insufficient resources exist to embed the WGES, consider alternatives but invest in pilot testing first
Include assessment of impairments or health conditions depending on the research question and resource availability
Invest in further research to strengthen identification tools for people with disabilities

What are the key considerations for including people with disabilities in COVID-19 hygiene promotion programmes?

Programme designers should conduct a rapid review of WASH-related challenges
Disability-inclusion is a key consideration when designing COVID-19 WASH programmes
People with all types of disabilities must be engaged at all stages of COVID-19 programming
Assistance needs to be provided to people with disabilities and carers
All WASH facilities and services need to be designed with accessibility and inclusion in mind
Apply a gender lens to disability inclusive WASH COVID-19 responses
Train WASH practitioners and healthcare workers on disability inclusive WASH
Learn from and document experiences to inform disability inclusive programming and policies

How can social protection responses to COVID-19 be made disability inclusive?

Livelihood & Social Protection
Eligibility criteria should be reviewed to avoid the widespread exclusion of people with disabilities in need of support during COVID-19.
Application procedures and facilities for social protection and relief interventions must be accessible to people with all types of disabilities.
Mechanisms for delivering social protection and other must be accessible and support the agency of people with disabilities
The content of COVID-19 economic responses must be relevant to people with disabilities and adequate to meet their needs.
Social protection should be coordinated with other sectors and actors to develop complementary interventions

How do we ensure that social protection assistance initiatives work for people with disabilities?

Livelihood & Social Protection
Create more inclusive eligibility criteria for social protection initiatives
Integrate more holistic packages of support for people with disabilities
Facilitate meaningful participation of people with disabilities in research, policy and practice
Strengthen policy frameworks and accountability for social protection initiatives
Remove barriers to accessibility for people with disabilities

What works to improve educational outcomes of children with disabilities in school?

More evidence is needed if we are to understand how, and for whom, inclusive education works in LMIC, particularly in relation to academic achievement.
More evidence is needed regarding educational outcomes of children with disabilities in response to various interventions, as these are seldom measured in LMIC.
Integrating best practices from rehabilitation and special education needs to be facilitated in low-resource settings.
We need to involve parents in educational interventions.

How do we improve access to healthcare for people with disabilities?

Train generalist healthcare workers to provide healthcare to people with disabilities.
Train nurses or community health workers to provide specialist knowledge concerning disability within general healthcare settings.
Deliver preventative health checks for people with disabilities
Deliver anti-stigma interventions for mainstream healthcare workers.
Reasonable accommodations need to be made to make healthcare accessible to people with disabilities.
Coordinated care and multi-sectoral coordination of care for people with disabilities seems to have positive effects, but models which work in LMIC need to be explored

How do we ensure that children with disabilities are not bullied in school?

Inclusive education settings need universal interventions.
Schools for children with disabilities can include targeted prevention interventions to reduce perpetration and victimisation.
Educators need capacity development in order to help prevent and respond to bullying.
Interventions need to be multicomponent and address the systemic roots of victimisation.

What interventions are effective to support home-based carers?

Supporting family members caring for a person with a disability needs to be foregrounded in policy, planning and programming
Utilising and delivering evidence-based psycho-social interventions to support home-based carers
Attention needs to be given to wider ecological interventions
Enhanced access to training represents a potentially effective method of increasing carers’ confidence
All family caregivers will not benefit from the same types of interventions

How can the health of people with disabilities in humanitarian camps be supported during the COVID-19 pandemic?

Equity Depth Local Relevance Feasibility
Learn from prior research on barriers faced by people with disabilities in humanitarian camps, to inform an inclusive COVID-19 response
Ensure the continuity of basic and specialised services for people with disabilities in camps.
Women and children with disabilities need specific consideration during the COVID-19 response in camps.
Mainstream recommendations for the containment of COVID-19 in camps need to be adapted to be disability inclusive.
A targeted approach “targeted shielding”, could ensure that people with disabilities are specifically catered for in containment measures.