Relationship Between Disability and Poverty
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Challenges of Children with Physical Disabilities
InSight: RIVIER ACADEMIC JOURNAL, VOLUME 4, NUMBER 1, SPRING 2008 CHALLENGES OF CHILDREN WITH PHYSICAL DISABILITIES Jillian Pizzi* Undergraduate Student, B.A. in Psychology Program, Rivier College Take yourself back to a time when you had no real academic worries, recess was the most important part of the day, and you could not wait for snack time. Can you imagine never being able to play on the monkey bars or tire swing at recess? Or always being picked last in gym class because you weren’t “good enough”? Or maybe even never being able to participate in gym class at all? These are just a few issues for children with disabilities. Being a child with a disability is the hardest thing in the whole world because they do not understand why everyone else is “normal” and they aren’t. They know that their physical disability limits them to certain activities, but the exact reasoning for that, in their young minds, is unclear, as well. All they know is that they are different and those differences limit them greatly in their everyday lives and activities. Children with physical disabilities are limited in almost all aspects of their lives in one way or another. This creates tremendous confusion and frustration for those children. The question that I wish to further explore is “What challenges do individuals with physical disabilities encounter in childhood?” My interest in this topic stems from personal experience with my own physical disability that I have suffered with throughout my life. I was born with bilateral club feet, which means that both feet, at birth, were turned completely outwards, and arthrogryposis, which is a stiffening and permanent locking of all the joints in one’s body. -
Perceived Barriers and (Dis)Connections in Rural Guatemala
Disability and the Global South, 2014 OPEN ACCESS Vol.1, No. 1, 128-152 ISSN 2050-7364 www.dgsjournal.org Disability, poverty and education: perceived barriers and (dis)connections in rural Guatemala Shaun Grecha* Manchester Metropolitan University. Corresponding Author- Email: [email protected] This paper engages with the impacts of disability on the formal education of disabled people in poor rural areas. Reporting on qualitative ethnographic work in Guatemala, adults with a physical impairment provided retrospective accounts of their educational trajectories. Findings highlight multidimensional and dynamic barriers to education confronted by all poor people, but which often intensified for disabled people. These met a host of disability-specific barriers cutting across social, physical, economic, political and personal spheres. Findings report how in the face of more persistent basic needs and costs, education had a high opportunity cost, and often could not be sustained. Disabled parents also came to prioritise the education of their children translating into limited or no school re-entry for these parents. The paper concludes that engagement with temporal and context specific (but fluid) spaces of poverty is necessary, because it is within these spaces that disability and education are constructed and lived, and within and through which barriers emerge. Cross-sectoral efforts are needed, addressing educational barriers for all poor people indiscriminately, while targeting families to remove obstacles to other basic needs competing with education. Critically, efforts are needed to ensure that educational outcomes are linked to immediate contributions to the family economy and welfare through work. Keywords: Global Disability, Poverty, Global South, Majority World, International Development, Inclusive Education Introduction The right to education is a right that continues to be echoed globally, constitutive for many of personal, social, economic, cultural and political development in an increasingly interconnected world. -
Economic Insecurity at the Intersection of Disability, Gender, and Race
Hierarchies of Categorical Disadvantage: Economic Insecurity at the Intersection of Disability, Gender, and Race July 2018 Forthcoming in Gender & Society Michelle Maroto1 University of Alberta David Pettinicchio University of Toronto & Andrew C. Patterson MacEwan University 1 This research was partially supported by a SSHRC Insight Grant (#435-2015-0382). Correspondence concerning this article should be addressed to Michelle Maroto, 6-23 Tory Building, University of Alberta, Edmonton, AB T6G 2H4, Canada; e-mail: [email protected]. Hierarchies of Categorical Disadvantage: Economic Insecurity at the Intersection of Disability, Gender, and Race ABSTRACT Intersectional feminist scholars emphasize how overlapping systems of oppression structure gender inequality, but in focusing on the gendered, classed, and racialized bases of stratification, many often overlook disability as an important social category in determining economic outcomes. This is a significant omission given that disability severely limits opportunities and contributes to cumulative disadvantage. We draw from feminist disability and intersectional theories to account for how disability intersects with gender, race, and education to produce economic insecurity. The findings from our analyses of 2015 American Community Survey data provide strong empirical support for hierarchies of disadvantage, where women and racial minority groups with disabilities and less education experience the highest poverty levels, report the lowest total income, and have a greater reliance on sources -
The Effects of Service Dogs on Psychosocial Health and Wellbeing for Individuals with Physical Disabilities Or Chronic Conditions
Disability and Rehabilitation ISSN: 0963-8288 (Print) 1464-5165 (Online) Journal homepage: http://www.tandfonline.com/loi/idre20 The effects of service dogs on psychosocial health and wellbeing for individuals with physical disabilities or chronic conditions Kerri E. Rodriguez, Jessica Bibbo & Marguerite E. O’Haire To cite this article: Kerri E. Rodriguez, Jessica Bibbo & Marguerite E. O’Haire (2019): The effects of service dogs on psychosocial health and wellbeing for individuals with physical disabilities or chronic conditions, Disability and Rehabilitation, DOI: 10.1080/09638288.2018.1524520 To link to this article: https://doi.org/10.1080/09638288.2018.1524520 Published online: 11 Jan 2019. Submit your article to this journal Article views: 1 View Crossmark data Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=idre20 DISABILITY AND REHABILITATION https://doi.org/10.1080/09638288.2018.1524520 ORIGINAL ARTICLE The effects of service dogs on psychosocial health and wellbeing for individuals with physical disabilities or chronic conditions Kerri E. Rodrigueza, Jessica Bibboa,b and Marguerite E. O’Hairea aCenter for the Human-Animal Bond, Department of Comparative Pathobiology, Purdue University College of Veterinary Medicine, West Lafayette, IN, USA; bCenter for Research and Education, Benjamin Rose Institute on Aging, Cleveland, OH, USA ABSTRACT ARTICLE HISTORY Purpose: To evaluate the effects of service dogs on psychosocial health and indicators of wellbeing Received 21 May 2018 among individuals with physical disabilities or chronic conditions. Revised 11 September 2018 Materials and methods: A total of 154 individuals participated in a cross-sectional survey including 97 Accepted 12 September 2018 placed with a mobility or medical service dog and 57 on the waitlist to receive one. -
Official Facts and Figures on Disability General
O VERVIEW FACTS AND FIGURES Over 1 billion people, about 15% of the world’s population, have some form of disability. 80% thereof live in developing countries. 18% of the world's poorest people have disabilities. 93 million children (under the age of 14) are disabled 150 million children (0-18) are disabled and 80% live in developing countries. 1/3rd of all children not attending primary school are disabled. The economic losses related to exclusion of people with disabilities from the workplace are between 3 and 7 per cent of GDP. Official Facts and Figures on Disability General statements: Disability disproportionately affects vulnerable populations: (1) - there is a higher disability prevalence in lower income countries then in higher income countries - people from the poorest wealth quintile, women, and older people have a higher prevalence of disability - people who have a low income, are out of work, or have low educational qualifications are at an increased risk of disability - children from poorer households and those in ethnic minority groups are at significantly higher risk of disability than other children Disabling barriers are: (1) - Inadequate policies and standards - Negative attitudes - Lack of provision of services - Problems with service delivery - Inadequate funding - Lack of accessibility - Lack of consultation and involvement - Lack of data and evidence 1 Disability is a development issue, because of its bidirectional link to poverty: disability may increase the risk of poverty and poverty may increase the risk of disability. (2) The onset of disability may lead to the worsening of social and economic well-being and poverty through a multitude of channels including the adverse impact on education, employment, earnings, and increased expenditures related to disability. -
Disability, Livelihood and Poverty in Asia and the Pacific
Disability, Livelihood and Poverty in Asia and the Pacific AN EXECUTIVE SUMMARY OF RESEARCH FINDINGS The cover design is reflective of the varied data landscape and multifaceted nature of disability data. Many parameters interplay in the process of data collection thereby creating a wide-spectrum of estimates. This book acknowledges the diversity in definitions, purposes and methodologies, as embodied in the strong contrasts in detail and colour. Disability, Livelihood and Poverty in Asia and the Pacific AN EXECUTIVE SUMMARY OF RESEARCH FINDINGS Acknowledgements This publication was prepared by the ESCAP Social Development Division, under the overall direction of Nanda Krairiksh. The research team was led by Donovan Storey and Marco Roncarati, and comprised the following members: Aiko Akiyama, Patrik Andersson, Rebecca Carter, Ksenia Glebova, Beverly Lynn Jones, Natalie Meyer, Andres Montes and Ermina Sokou. Inputs to the report were provided by Jorge Carrillo, Christian Österlind, Fiona Wells and Alastair Wilkinson. The following organizations of, and for, person with disabilities were partners in the participatory research at the national level: Commitments, India; Pacific Disability Forum and the Fiji Disabled Peoples’ Federation, Fiji; Japan Disability Forum (JDF), Japan; Association of Women with Disabilities ‘SHYRAK’, Kazakhstan; Kabalikat ng Malayang Pilipino (KAMPI), Philippines; Korea Disabled People’s Development Institute (KODDI), Republic of Korea; Special Talent Exchange Programme (STEP), Pakistan; Universal Foundation for -
INDIVIDUALIZED EDUCATION PROGRAM (IEP)-Annotated
IEP (ANNOTATED) Student's Name INDIVIDUALIZED EDUCATION PROGRAM (IEP) (ANNOTATED) ********************************************* School Age Student's Name: IEP Team Meeting Date: IEP Implementation Date (Projected Date When Services and Programs Will Begin): Anticipated Duration of Services and Programs: ANNOTATION: IEP Team Meeting Date: Write the date that the IEP team meeting is held. An IEP team meeting is to occur no less than once per calendar year and is conducted within 30 calendar days of a determination that the student needs special education and related services (30 calendar days following the completion of the Evaluation and Reevaluation Reports). IEP Implementation Date (Projected Date when Services and Programs Will Begin): Write the first day the student will begin to receive the supports and services described in this IEP. IEPs must be implemented as soon as possible but no later than 10 SCHOOL days after the final IEP is presented to the parent. However, when a NOREP/PWN must be issued to the parent, the LEA must wait until the 11th calendar day after presenting the NOREP/PWN to the parent. The LEA must have an IEP in effect for each student with a disability at the beginning of each school year. If the IEP annual review is due sometime in the summer, the school may not wait until the new school year to write the IEP. The IEP must be in effect at the beginning of each school year. Anticipated Duration of Services and Programs: Write the last day that the student will receive the services and programs of this IEP. This date must be one day less than a year from the team meeting date. -
Preventing Birth Defects and Developmental Disabilities
Promoting the Health of Babies, Children and Adults and Enhancing the Potential for Full, Productive Living Centers for Disease Control and Prevention National Center on Birth Defects and Developmental Disabilities Healthy Beginnings. Healthy Lives. Fiscal Year 2009 • Annual Report Table of Contents Imagine a Day .............................................. 3 Assuring Child Health: Preventing Birth Defects and Developmental Disabilities ....................... 4 Assuring Child Health: Promoting Healthy Child Development .... 6 Improving the Health of People with Disabilities .......................................... 8 Protecting the Health of People with Blood Disorders ................................ 10 A New Tomorrow ....................................... 13 NCBDDD Organizational and Financial Landscape ........................ 14 A Picture of NCBDDD’s Reach ................. 15 Notable 2009 NCBDDD Scientific Publications .............................. 16 National Center on Birth Defects and Developmental Disabilities More information at www.cdc.gov/ncbddd 1 Paying Tribute On August 11, 2009, the world lost one of its great champions for people with intellectual disabilities – as Eunice Kennedy Shriver, the founder of Special Olympics, passed away. We remember her for her unwavering dedication to persons with intellectual disabilities. She was a leader in changing attitudes about how our society views people with disabilities. Her son Timothy Shriver noted, “She believed that people with intellectual disabilities could – individually -
Meeting the Needs of Students with Physical Disabilities
Meeting the Needs of Students with Physical Disabilities ACKNOWLEDGEMENTS The Division of Student Support Services, Newfoundland and Labrador Department of Education Programming for Individual Needs: Using Technology to Enhance Students’ Differing Abilities, 1996 CLOSE-UP MEETING THE NEEDS OF STUDENTS WITH PHYSICAL DISABILITIES Susan is a six year old girl in grade one. Susan loves to sing and has an impressive repertoire of Golden Oldies. One of her favourite songs is “You Are My Sunshine” which she has been heard singing as she wheels her wheelchair along the school corridor. Susan uses her wheelchair to travel long distances within the school and to socialize with the other children on the playground. She uses an elevator to reach the gymnasium and cafeteria, thus the entire school is accessible to her. She is learning to use a Kaye-walker to travel short distances within the school - such as from her classroom to the library next door. The library is one of Susan’s favourite places and choosing a book one of the highlights of her week. Susan has adapted seating for the library, as well as for her classroom. The school bathroom has one large stall fitted with an extra-wide door to accommodate a wheelchair. It is also equipped with grab bars and a reducer ring to meet Susan’s needs. Susan’s school bus is equipped with a wheelchair lift, and the Q-Straint system to secure her wheel chair. To make fine-motor tasks easier for her, Susan uses a wrist splint, pencil grip, dycem to hold her notebook in place and adapted scissors. -
Ability in Disability Enacted in the National Parliament of South Africa Camilla Hansen*
Scandinavian Journal of Disability Research, 2015 Vol. 17, No. 3, 258–271, http://dx.doi.org/10.1080/15017419.2013.859177 Ability in disability enacted in the National Parliament of South Africa Camilla Hansen* Department of Community Medicine, Section of Medical Anthropology and Medical History, Institute of Health and Society, University of Oslo, 1130 Blindern, 0318 Oslo, Oslo, Norway (Received 21 March 2013; accepted 21 October 2013) This anthropological study describes how disabled activist and politicians transcend race segregation, exclusions, discrimination and make disability and ability in disab- ility real in the eyes of the nation. Based upon interviews with 15 parliamentarians with disability (MP) and participations observation in the National Parliament, between 2005 and 2006, this article disentangle inclusion/ exclusion in a particular historical context and situate the role disabled politicians in building a new South Africa. In post-apartheid, exclusion is linked to ‘disadvantage communities’. These new political positions created can be traced back to the introduction of ubuntu as connected with disability and ability in new nation, as well as the association between physical disability and the structural disabilities associated with the apartheid regime. Such political narrative strategies served to create a new broad relational understanding of disability, bringing new political capital to people with disabilities and interconnect disability in the new nationhood. Keywords: post-apartheid South Africa; diversity; reconciliation; human rights; disability politics/classification; reasonable accommodation; ability/disability; social life; inequalities Introduction This article investigates how South Africa’s politicians with disabilities enact their con- ditions in ways that express ability in disability. In the post-apartheid context, acceptance of national diversity shapes how ability in disability is enacted. -
Rehabilitation of People with Physical Disabilities in Developing Countries
Rehabilitation of people with physical disabilities in developing countries Program Report for Collaborative Agreement: DFD-A-00-08-00309-00 September 30, 2008 – December 31, 2015 Author: Sandra Sexton March 2016 ISPO Registered Office: International Society for Prosthetics and Orthotics (ISPO) c/o ICAS ApS Trekronervej 28 Strøby Ergede 4600 Køge Denmark Correspondence: International Society for Prosthetics and Orthotics 22-24 Rue du Luxembourg BE-1000 Brussels, Belgium Telephone: +32 2 213 13 79 Fax: +32 2 213 13 13 E-mail: [email protected] Website: www.ispoint.org ISBN 978-87-93486-00-3 1 Contents Page 1. Executive summary 3 2. List of acronyms 4 3. Acknowledgements 5 4. Introduction and background 6 4.1 Prosthetics and orthotics in developing countries 6 4.2 The prosthetics and orthotics workforce 6 5. Program activities, progress and results 7 5.1 Scholarships 7 5.2 Measuring the impact of training in prosthetics and orthotics 13 5.3 Enhancement of prosthetics and orthotics service provision 18 6. Budget and expenditure 22 7. References 23 2 1. Executive Summary Prosthetics and orthotics services enable people with physical impairments of their limbs or spine the opportunity to achieve greater independence to participate in society. Alarmingly, such services are not available to an estimated 9 out of 10 people with disabilities globally due to a shortage of personnel, service units and health rehabilitation infrastructures1. To try and address this situation, our International Society for Prosthetics and Orthotics (ISPO) members have been working towards development of the prosthetics and orthotics sector since our Society’s inception in the 1970s. -
Doing Transport Differently
Doing Transport Differently How to access public transport – a guide for everyone with lived experience of disabilty or health conditions Doing Transport Differently How to access public transport – a guide for everyone with lived experience of disabilty or health conditions Doing Transport Differently How to access public transport – a guide for everyone with lived experience of disabilty or health conditions How to use this guide Where should I start? This guide is aimed at people with If you’re not yet using public transport lived experience of disability or health for whatever reason and want to know conditions and at those advising or what’s possible, go to section two. working with them. Using a question For an overview of the law as it relates and answer approach to enable different to transport, go to section two. people with different travel needs to dip To begin planning a journey, short or into it in different ways, it will show you long, go to section three. how far access to public transport has For information and advice on using improved and how to make use of it. buses or coaches, go to section four. For information and advice on using trains, go to section five. For information and advice on underground trains, go to section six. For information and advice on light rail and tramways, ferries and other forms of transport, go to section seven. The resources section includes both useful websites and useful phone numbers to keep with you when you travel. 2 Contents Contents Foreword – Genevieve Barr 6 Foreword – Sir Bert Massie