Millennium Development GoalsWe will have time to reach <strong>the</strong> Millennium DevelopmentGoals – worldwide and in most, or evenall, individual countries – but only if we break<strong>with</strong> business as usual. Success will require sustainedaction across <strong>the</strong> entire decade betweennow and <strong>the</strong> deadline. It takes time to train <strong>the</strong>teachers, nurses and engineers; to build <strong>the</strong>roads, schools and hospitals; to grow <strong>the</strong> smalland large businesses able to create <strong>the</strong> jobs andincome needed. So we must start now. And wemust more than double global development assistanceover <strong>the</strong> next few years. Nothing lesswill help to achieve <strong>the</strong> Goals. 26(K<strong>of</strong>i A. Annan, United Nations Secretary-General,1997−2006)The Millennium Development Goals (MDG) (seebox 4.3) represent a crucial inclusive framework foradvancing <strong>the</strong> human rights and <strong>the</strong> quality <strong>of</strong> life <strong>of</strong>persons <strong>with</strong> disabilities and <strong>the</strong>ir families.Despite <strong>the</strong> omission <strong>of</strong> specific reference to persons<strong>with</strong> disabilities in <strong>the</strong> 18 targets for 2015 or<strong>the</strong> 48 monitoring indicators <strong>of</strong> <strong>the</strong> MDG framework,recognition has none<strong>the</strong>less been given to <strong>the</strong>irneeds. 27 An international effort is now underway for<strong>the</strong> explicit inclusion <strong>of</strong> a disability dimension into <strong>the</strong>five-year reviews <strong>of</strong> MDG achievement. 28 However,concerns remain over <strong>the</strong> ability to translate internationalgoals into reality, as expressed, for example, bya disability and development worker in India:In <strong>the</strong> South Asian context, <strong>the</strong> MDGs look likestars and moon up in <strong>the</strong> sky. Most <strong>of</strong> <strong>the</strong> goalsin <strong>the</strong> past have failed to move beyond merecatchy slogans – Education for All, Health for All,Hunger Free Society are mere slogans. One <strong>of</strong><strong>the</strong> reasons is that <strong>the</strong>se goals still need to comefrom <strong>the</strong> heart <strong>of</strong> local policy makers. Are <strong>the</strong>yreally committed? Do <strong>the</strong>y see people as valuedhuman beings ra<strong>the</strong>r than mere targets and beneficiaries?Absence <strong>of</strong> political will is <strong>the</strong> singlemost important problem. 29(Indumathi Rao)Tangible evidence is required that <strong>the</strong> needs <strong>of</strong>persons <strong>with</strong> disabilities are explicitly includedin UN initiatives, including in <strong>the</strong> light <strong>of</strong> <strong>the</strong> newConvention.There is a wide basis <strong>of</strong> agreement on <strong>the</strong> principlesand values that should inform international as wellas national programmes for <strong>the</strong> advancement <strong>of</strong><strong>the</strong> human rights <strong>of</strong> persons <strong>with</strong> disabilities. Thereis also ample guidance in <strong>the</strong> UN Standard Ruleson <strong>the</strong> Equalization <strong>of</strong> Opportunities for Persons<strong>with</strong> <strong>Disabilities</strong> for <strong>the</strong> translation <strong>of</strong> principles intopractice in specific domains such as education,health and employment, as well as many examples<strong>of</strong> countries and communities in all parts <strong>of</strong> <strong>the</strong> worldthat have overcome obstacles to <strong>the</strong> inclusion <strong>of</strong>children <strong>with</strong> disabilities in <strong>the</strong>ir local schools andneighbourhoods. The UN has also commissioned adetailed toolkit on inclusive planning that includesspecific procedures to ensure <strong>the</strong> incorporation <strong>of</strong> adisability dimension in all development planningand monitoring. 30All too <strong>of</strong>ten missing, however, is <strong>the</strong> politicalwill to ensure that persons <strong>with</strong> disabilities areautomatically and explicitly included in developmentprogrammes from <strong>the</strong> outset, ra<strong>the</strong>r than added asan afterthought or, as so <strong>of</strong>ten happens, overlookedand fur<strong>the</strong>r marginalized.The chapter that follows summarizes evidence for<strong>the</strong> urgency <strong>of</strong> this challenge and underlines <strong>the</strong>importance <strong>of</strong> making <strong>the</strong> fullest possible use <strong>of</strong> <strong>the</strong>opportunities now available to end <strong>the</strong> neglect <strong>of</strong>persons <strong>with</strong> disabilities in all regions <strong>of</strong> <strong>the</strong> world.Box 4.3 Millennium Development GoalsThe Millennium Development Goals (MDGs) form a blueprint agreed to by all <strong>the</strong>world’s countries and leading development institutions for <strong>the</strong> year 2015.1. Eradicate extreme poverty and hunger2. Achieve universal primary education3. Promote gender equality and empower women4. Reduce child mortality5. Improve maternal health6. Combat HIV/AIDS, malaria and o<strong>the</strong>r diseases7. Ensure environmental sustainability8. Develop a global partnership for development.13 <strong>Promoting</strong> <strong>the</strong> <strong>Rights</strong> <strong>of</strong> <strong>Children</strong> <strong>with</strong> <strong>Disabilities</strong> Innocenti Digest No. 13
5 HUMAN RIGHTS OFCHILDREN WITHDISABILITIES TODAYThe daily reality <strong>of</strong> life for children <strong>with</strong> disabilitiesand <strong>the</strong>ir families is frequently one <strong>of</strong> discriminationand exclusion, in all countries <strong>of</strong> <strong>the</strong> world. The discrimination<strong>the</strong>y endure can be direct, indirect, or acombination <strong>of</strong> <strong>the</strong> two. Direct discrimination takesplace when a child <strong>with</strong> a disability is deliberatelytreated differently from a child <strong>with</strong>out a disability, on<strong>the</strong> basis <strong>of</strong> his or her impairment. Indirect discriminationoccurs when practices or policies that do notimmediately appear to discriminate against children<strong>with</strong> disabilities actually have a discriminatory impactin practice, resulting in <strong>the</strong> denial <strong>of</strong> certain humanrights. 31 Indirect discrimination may be unintentional,but its effects can be no less damaging than those <strong>of</strong>direct discrimination.Global review <strong>of</strong> <strong>the</strong> rights <strong>of</strong> children <strong>with</strong>disabilities by <strong>the</strong> UN Committee on <strong>the</strong> <strong>Rights</strong><strong>of</strong> <strong>the</strong> ChildThe most wide-ranging and authoritative evidence <strong>of</strong>worldwide discrimination comes from a recent globaloverview <strong>of</strong> <strong>the</strong> situation <strong>of</strong> children <strong>with</strong> disabilitiesconducted by <strong>the</strong> UN Committee on <strong>the</strong> <strong>Rights</strong><strong>of</strong> <strong>the</strong> Child, in its General Comment 9 based onanalysis <strong>of</strong> <strong>the</strong> reports submitted over a long periodby many States parties. 32In this General Comment <strong>the</strong> Committee reportedthat some recommendations had to be madespecifically concerning children <strong>with</strong> disabilities for<strong>the</strong> “overwhelming majority” <strong>of</strong> countries reviewed.The Committee emphasized that obstacles stemmednot from <strong>the</strong> disability itself but from “a combination<strong>of</strong> social, cultural, attitudinal and physical barriersthat children <strong>with</strong> disabilities encounter in <strong>the</strong>ir dailylives.” These barriers are reflected in many reportsfrom countries in all regions <strong>of</strong> <strong>the</strong> world and are byno means confined to <strong>the</strong> poorest countries.The report contains clear suggestions for action,included in <strong>the</strong> recommendations for action atnational level in chapter 4 above, and discussedfur<strong>the</strong>r in chapter 7.Confronting discriminationDiscrimination can manifest itself in various ways:through cultural prejudices, socio-economic,legislative or administrative measures, as well asenvironments that are inaccessible to persons <strong>with</strong>disabilities. Cultural prejudices <strong>of</strong>ten reflect guilt,shame or even fear associated <strong>with</strong> <strong>the</strong> birth <strong>of</strong>a child <strong>with</strong> a disability. It is reported by Save <strong>the</strong><strong>Children</strong> that where <strong>the</strong>re is a cultural reverence forbloodlines, babies born <strong>with</strong> physical or intellectualimpairments are <strong>of</strong>ten hidden away or abandonedbecause <strong>the</strong>y are considered to be a sign <strong>of</strong>impurity. 33 Cultural attitudes are also influenced bynegative or stereotyped depictions <strong>of</strong> persons <strong>with</strong>disabilities in folklore, books, films or televisionprogrammes. However, <strong>the</strong> experience <strong>of</strong> manycountries has demonstrated that <strong>the</strong> existence<strong>of</strong> deep-seated negative attitudes should not beregarded as an insuperable obstacle to progress.Preconceptions or lack <strong>of</strong> open discussion aboutdisability sometimes results in children <strong>with</strong>disabilities being overlooked in <strong>the</strong> planning andprovision <strong>of</strong> services. In o<strong>the</strong>r cases, <strong>the</strong> servicesput in place are inappropriate, poorly conceived orill-funded. Even in situations where such barrierscan be overcome, this means little if children <strong>with</strong>disabilities are unable to gain physical access toschools, hospitals, public buildings or recreationalareas, or to use public transportation to do so.Fur<strong>the</strong>rmore, <strong>the</strong> marginalization experienced bychildren <strong>with</strong> disabilities is all too <strong>of</strong>ten compoundand cumulative. <strong>Children</strong> may be discriminatedagainst or suffer social exclusion not only because<strong>the</strong>y have an impairment, but also because <strong>of</strong> <strong>the</strong>irgender, or because <strong>the</strong>y belong to o<strong>the</strong>r groupsthat experience discrimination (see box 5.1) suchas children living in poverty, children who have lost<strong>the</strong>ir parents, children living on <strong>the</strong> street, or childrenbelonging to religious, ethnic or national minorities.In this latter regard, <strong>the</strong> situation <strong>of</strong> Roma children inCentral and Eastern Europe and <strong>the</strong> Commonwealth<strong>of</strong> Independent States (<strong>the</strong> CEE/CIS region)represents a particularly damaging cycle <strong>of</strong> disability,discrimination and disadvantage. Available evidencesuggests very high rates <strong>of</strong> classified disability among<strong>the</strong> Roma minority. Such a diagnosis may in partrepresent higher rates <strong>of</strong> impairment as an outcome<strong>of</strong> entrenched disadvantage, unmet needs and lack <strong>of</strong>information. However, it is likely also to be based instigma and bias, reflecting <strong>the</strong> way that aptitudes aremeasured according to dominant cultural standards.The perpetuation <strong>of</strong> disadvantage is fur<strong>the</strong>r seenin <strong>the</strong> observed practice <strong>of</strong> placing Roma childrenin institutions or in special, segregated schools,regardless <strong>of</strong> <strong>the</strong>ir impairment status. 34Innocenti Digest No. 13<strong>Promoting</strong> <strong>the</strong> <strong>Rights</strong> <strong>of</strong> <strong>Children</strong> <strong>with</strong> <strong>Disabilities</strong>14