affecting <strong>the</strong>m, and to have <strong>the</strong>se views given dueweight in accordance <strong>with</strong> <strong>the</strong> age and maturity<strong>of</strong> <strong>the</strong> child. 70 All too <strong>of</strong>ten, however, <strong>the</strong>re is areluctance to recognize <strong>the</strong> competence <strong>of</strong> children<strong>with</strong> disabilities to contribute effectively to decisionmakingprocesses. This can be compounded byattitudes <strong>of</strong> caretakers, teachers and even parents,who may underestimate <strong>the</strong> ability <strong>of</strong> certainchildren to contribute a valid opinion. Changingsuch views about <strong>the</strong> ability <strong>of</strong> <strong>the</strong>se childrento participate – or to benefit from support inparticipating – in discussion and decision-makingconcerning <strong>the</strong>ir lives is critical. It representsa major challenge to prevailing attitudes andpreconceptions in all countries, one that must beaddressed through training as well as through widerefforts to shift public beliefs and attitudes.The availability <strong>of</strong> timely and appropriate informationand knowledge resources – for persons <strong>with</strong>disabilities, <strong>the</strong>ir families, service providers and<strong>the</strong> public – is critical to improve access to qualityservices, increase participation in decision-makingand create public awareness and demand. Article17 <strong>of</strong> <strong>the</strong> CRC asserts a child’s right to informationand material aimed at <strong>the</strong> promotion <strong>of</strong> <strong>the</strong> child’ssocial, spiritual and moral well-being and physicaland mental health.Two innovative examples in <strong>the</strong> Americas representpotential models for adaptation in o<strong>the</strong>r countriesand regions. A National Dissemination Center for<strong>Children</strong> <strong>with</strong> <strong>Disabilities</strong> serving <strong>the</strong> United Statesand related territories provides families, students,educators and o<strong>the</strong>rs <strong>with</strong> information on topicsregarding children and youth <strong>with</strong> disabilities.Multiple communication strategies are used in orderto reach different population groups: direct contactthrough telephone, correspondence and email,as well as provision <strong>of</strong> web-based informationand resources (including in an audible version).Based on this US experience, a similar initiative,Entre Amigos, is underway in Brazil. This servicehas similar objectives but has used a differentdevelopment approach, which builds on <strong>the</strong>experience and contacts <strong>of</strong> more than 20 Brazilianpartner organizations. 71Just as important as information provided formallyis <strong>the</strong> opportunity for informal learning through<strong>the</strong> interaction <strong>of</strong> children <strong>with</strong> disabilities <strong>with</strong><strong>the</strong>ir peers. This in turn will allow <strong>the</strong>m to explore,develop, learn and form opinions in <strong>the</strong> sameway as o<strong>the</strong>r children. Unfortunately, policies andprogrammes addressing <strong>the</strong> specific requirements<strong>of</strong> young persons <strong>with</strong> disabilities are rare andusually limited in scope. 72 <strong>Children</strong> <strong>with</strong> disabilitieslack many <strong>of</strong> <strong>the</strong> opportunities open to o<strong>the</strong>rchildren in areas such as learning, recreation,participation in sports clubs and societies, andinclusion in projects established by governments,NGOs or international agencies. This may be a result<strong>of</strong> prejudice, inaccessible information or venues, orbecause <strong>the</strong>se children are simply overlooked.For persons <strong>with</strong> disabilities, <strong>the</strong> transitionfrom childhood to adulthood is complex, in partbecause <strong>the</strong>y may be denied new experiences andinformation considered essential for <strong>the</strong>ir peers<strong>with</strong>out disabilities. Adolescents <strong>with</strong> disabilities<strong>of</strong>ten receive little or no information about health,life skills and sexuality, putting <strong>the</strong>m at greaterrisk <strong>of</strong> sexual abuse and <strong>of</strong> acquiring sexuallytransmitted infections, including HIV/AIDS. 73Similar challenges exist <strong>with</strong> respect to substanceabuse, yet many <strong>of</strong> <strong>the</strong> factors that increasepressure on any young person to drink, smoke ortake illicit drugs – social isolation, loneliness anddepression – are frequently found among youngpersons <strong>with</strong> disabilities.Very few young persons <strong>with</strong> disabilities succeedin finding work in any country. Even if <strong>the</strong>y do,it is likely to be <strong>of</strong> lower status, less secure andmore poorly paid than that <strong>of</strong> <strong>the</strong>ir peers <strong>with</strong>outdisabilities. In many <strong>of</strong> <strong>the</strong> transition economies,workers <strong>with</strong> disabilities who enjoyed guaranteedemployment under socialist regimes now find<strong>the</strong>mselves <strong>with</strong>out work, while in all countries<strong>the</strong> chances <strong>of</strong> persons <strong>with</strong> disabilities findingstable salaried employment are far smaller thanfor <strong>the</strong>ir peers <strong>with</strong>out disabilities. Many moreyoung persons <strong>with</strong> disabilities enter <strong>the</strong> informaleconomy. Inside <strong>the</strong> home this may involveperforming domestic tasks, assisting <strong>with</strong> homebasedwork or tending animals, while outside <strong>the</strong>home it is likely to mean performing menial tasks oreven begging.While some children <strong>with</strong> disabilities will wishto continue <strong>with</strong> formal education on leavingschool, o<strong>the</strong>rs may welcome <strong>the</strong> opportunity toprepare for <strong>the</strong> working world. Whatever <strong>the</strong>irpriorities, well-planned and coordinated transitionarrangements are essential. These might include<strong>the</strong> provision <strong>of</strong> vocational training; meaningfulwork experience for individuals <strong>of</strong> at least <strong>the</strong>minimum age <strong>of</strong> access to employment; and taxincentives to mobilize employers wherever feasible.Employers, employees and workers’ organizationssuch as trade unions have important roles to playin <strong>the</strong> promotion <strong>of</strong> equal opportunities in <strong>the</strong>workplace. In particular, this involves establishingconditions in <strong>the</strong> workplace aimed at <strong>the</strong> inclusion<strong>of</strong> young persons <strong>with</strong> disabilities who haveaccess to employment in conformity <strong>with</strong> relevantinternational standards. Employment structuresand social security support will, in turn, need to betailored to <strong>the</strong> needs <strong>of</strong> individuals.21 <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
6 FOUNDATIONS FORINCLUSIONThe important question for children <strong>with</strong> disabilitiesis not whe<strong>the</strong>r, but how <strong>the</strong>y can be fully included,as members <strong>of</strong> <strong>the</strong>ir families, schools, communitiesand society.Working <strong>with</strong> familiesThe process <strong>of</strong> including a child <strong>with</strong> a disability insociety as a whole begins <strong>with</strong> access to everydayexperiences in <strong>the</strong> home setting, <strong>with</strong> parents andcaregivers playing a central role. 74 For children <strong>with</strong>disabilities, early intervention involving stimulationand interaction <strong>with</strong> parents soon after birth is essentialto development. Like every o<strong>the</strong>r child, a child<strong>with</strong> disabilities has his or her own evolving capacities.At each stage <strong>of</strong> <strong>the</strong> life cycle – starting wi<strong>the</strong>arly detection and family-based early interventionthrough different levels <strong>of</strong> educational and recreationaldevelopment to <strong>the</strong> specific requirements thatcome <strong>with</strong> adolescence – <strong>the</strong>re are different criticalmoments, challenges and opportunities in everychild’s development. Inclusive practices are relevantfor children <strong>with</strong> disabilities at all ages. However, <strong>the</strong>earlier <strong>the</strong>se children are given <strong>the</strong> opportunity tointeract <strong>with</strong> <strong>the</strong>ir peers and to participate in society,<strong>the</strong> greater <strong>the</strong> benefit is likely to be for all children.Early identification and assessment, combined <strong>with</strong>appropriate interventions, mean that potential difficultiescan be identified in time to limit <strong>the</strong> consequences<strong>of</strong> an impairment on a child’s life and developmentand to maximize participation in all <strong>the</strong> activities usualfor <strong>the</strong> child’s age group. Primary health care workers,along <strong>with</strong> o<strong>the</strong>r community workers, have a keyrole to play in identifying infants and young children<strong>with</strong> developmental delays and impairments, and insupporting families to help <strong>the</strong>ir child to learn anddevelop. Early identification can also be promotedthrough <strong>the</strong> preparation <strong>of</strong> all family members, especiallyparents, to monitor <strong>the</strong>ir child’s developmentalprogress through <strong>the</strong> use <strong>of</strong> simple instruments,streng<strong>the</strong>ned <strong>with</strong> a basic understanding <strong>of</strong> children’scapacities at different stages. The participation <strong>of</strong> <strong>the</strong>wider family, especially grandparents, is <strong>of</strong> great importancein ensuring parents feel supported and valuedin this process. Health and community workersneed to encourage <strong>the</strong> involvement <strong>of</strong> <strong>the</strong> extendedfamily wherever possible.© <strong>UNICEF</strong>/HQ06-0223/GulshanInnocenti Digest No. 13<strong>Promoting</strong> <strong>the</strong> <strong>Rights</strong> <strong>of</strong> <strong>Children</strong> <strong>with</strong> <strong>Disabilities</strong>22
Change language