Disability Inclusion in Child Protection and Gender-Based Violence Programs

Women's Refugee Commission
1

TOOL 1: PRINCIPLES AND GUIDELINES FOR DISABILITY INCLUSION IN PSS PROGRAMMING

The following principles are proposed to foster the participation of children and youth with disabilities, and those affected by disability, in PSS programs, strengthening their peer networks, emotional well-being and mental health across different life stages.

Principle 1: Children with disabilities have a right to participation and inclusion in PSS programs

The United Nations Convention on the Rights of Persons with Disabilities (CRPD)requires states parties to ensure that persons with disabilities are protected in situations of risk, and “that protection services are age-, gender- and disability-sensitive.” 1 Exclusion of children and youth with disabilities from existing activities and programs, whether inadvertent or purposeful, is a form of discrimination. 2 Children with disabilities are a vulnerable group for prioritization in Community-Based PSS activities, with at-risk children with disabilities being identified for focused interventions that develop their coping skills and emotional supports, and strengthen peer networks that foster their emotional and mental health wellbeing. Including children with disabilities is a core component of PSS programming — not something “special” or separate.

Principle 2: See the girl or boy first, not their disability

Children with disabilities have life experiences, dreams and goals like other children, and, when asked, may identify simply as friends, daughters, sons, sisters, brothers, and so forth. They are exposed to the same stigma, discrimination and inequality based on age and gender as other girls and boys their age. Yet, these factors are often overlooked, as program staff, families and communities prioritize the disability-related needs of this group.

Principle 3: Do not make assumptions

Program staff often make assumptions about what children with disabilities can and cannot do, or what activities would be most suitable for them. Consulting with them, exploring their interests and providing them with opportunities allows children with disabilities to be recognized as the experts on their situations and enables them to provide insights into how to adapt our activities.

Principle 4: Identify and value all contributions

Participation will look different for every individual, and vary according to their personal preferences, the type of activity and how familiar they are with program staff and peers. Program staff should take the time to watch, listen, talk and interact with individuals to learn more about them, what their preferences are, and their skills and capacities. It is also important to avoid setting rigid standards for “participation.” Everyone has something to contribute — this may be a picture, a gesture or a detailed discussion — all of which should be valued and recognized in efforts to engage meaningfully with children with disabilities in PSS activities.

2

Principle 5: Work with families and caregivers

PSS staff should seek to understand the concerns, priorities and goals not only of girls and boys with disabilities, but also of those who may be taking on care-giving roles for persons with disabilities, as they may also be excluded from community activities and opportunities. It is critically important to engage caregivers of children and youth with more profound disabilities, including parents and siblings. By engaging wider family units, we can both support and strengthen healthy relationships and balanced power dynamics among caregivers, children and youth with disabilities and other family members. This is particularly important when working with girls and young women with disabilities who are likely to have less power and status in society due to age, gender and disability norms.

Guidelines for PSS Staff

Following are practical steps that PSS staff can take to support implementation of the above principles, and to ensure that existing PSS activities are accessible to and inclusive of children with disabilities.

Notes

1 The United Nations (2006) Convention on the Rights of Persons with Disabilities.

https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html

2 UNHCR. (2011). Working with persons with disabilities in forced displacement.

http://www.unhcr.org/publications/manuals/4ec3c81c9/working-persons-disabilities-forced-displacement.html