1) DISABILITIES AMONG REFUGEES AND CONFLICT-AFFECTED POPULATIONS Women’s Commission for Refugee Women and Children June 2008
2) DISABILITIES AMONG REFUGEES AND CONFLICT-AFFECTED POPULATIONS Resource Kit for Fieldworkers Women’s Commission for Refugee Women and Children June 2008
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DISABILITIES AMONG REFUGEES AND
CONFLICT-AFFECTED POPULATIONS
Resource Kit for Fieldworkers
Women’s Commission for Refugee Women and Children
June 2008
Cover photograph: Boy making a reed basket at the UNHCR-supported
vocational training program for the blind and disabled at the Blind
Association, Jalalabad, Afghanistan. (UNHCR/S. Schulman)
The Women’s Commission for Refugee Women and Children
works to improve the lives and defend the rights of refugee
and internally displaced women and children.
The Women’s Commission is legally part of the International
Rescue Committee (IRC), a non-profit 501(c)(3) organization.
It receives no direct financial support from the IRC.
www.womenscommission.org
© Women’s Commission for Refugee Women and Children
June 2008
ISBN: 1-58030-073-1
Funding for this project was provided by the UN High Commissioner for
Refugees, The StarFish Foundation and Beth Daniels.
RESOURCE KIT FOR FIELDWORKERS
Improving Services for Displaced Persons with Disabilities:
Lessons Learned and Ideas for Action
TABLE OF CONTENTS
EXECUTIVE SUMMARY.......................................................2
GUIDING PRINCIPLES........................................................6
OPERATIONAL GUIDELINES..................................................6
DataCollection/Identification/Registration ........................................7
Assessments ...................................................................8
AccesstoInformation ..........................................................10
CampLayout/Infrastructure .....................................................11
Access to Mainstream Services: Checklists. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Shelter/Accommodation .....................................................12
Water and Sanitation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Food and Nutrition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Nonfood-item Distribution. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
HealthServices(IncludingMentalHealth) .......................................15
PhysicalRehabilitationServices ...............................................15
Education .................................................................16
Vocational Training/Skills Training/Adult Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Income Generation/Employment Opportunities/Livelihoods. . . . . . . . . . . . . . . . . . . . . . . . . . 18
Psychosocial Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
SpecializedServicesforPeoplewithDisabilities .................................19
Water and Sanitation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Food and Nutrition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Health Services (Including Mental Health Services). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
PhysicalRehabilitationServices ...............................................21
Psychosocial Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
InclusiveEducation .........................................................23
Protection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
ProtectionMonitoring .......................................................24
ProtectingWomenwithDisabilities ............................................25
Protecting Children with Disabilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Refugee Status Determination. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Community Participation and Inclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Durable Solutions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
ACRONYMS AND ABBREVIATIONS .........................................29
EXECUTIVE SUMMARY
The World Health Organization (WHO) estimates that between 7 and
10 percent of the world’s population live with disabilities. As such, it
can be assumed that between 2.5 and 3.5 million of the world’s 35
million displaced persons also live with disabilities. Among displaced
persons who have fled civil conflict, war or natural disasters, the
number with disabilities may be even higher.
Yet persons with disabilities remain among the most hidden, neglected
and socially excluded of all displaced people today. People with
disabilities are often literally and programmatically “invisible” in
refugee and internally displaced persons (IDP) assistance programs.
They are not identified or counted in refugee registration and data
collection exercises; they are excluded from or unable to access
mainstream assistance programs as a result of attitudinal, physical and
social barriers; they are forgotten in the establishment of specialized
and targeted services; and they are ignored in the appointment of camp
leadership and community management structures. Disabled persons’
potential to contribute and participate is seldom recognized: they are
more often seen as a problem than a resource. Moreover, traditional
community coping mechanisms, including extended families, neighbors
and other caregivers, often break down during displacement. The loss
of caregivers can leave persons with disabilities extremely vulnerable
and exposed to protection risks.
Disabilities Among Refugees and Conflict-Affected Populations, the
companion report to this resource kit, is the culmination of a six-month
project commissioned by the Women’s Commission for Refugee Women
and Children and co-funded by the United Nations High Commissioner
for Refugees (UNHCR) to address the rights and needs of displaced
persons with disabilities, with a particular focus on women (including
older women), children and youth. Based on field research in five
refugee situations, as well as global desk research, the Women’s
Commission sought to map existing services for displaced persons with
disabilities, identify gaps and good practices and make
recommendations on how to improve services, protection and
participation for displaced persons with disabilities. The objective of the
project was to gather initial empirical data and produce a resource kit
that would be of practical use to UN and nongovernmental organization
(NGO) field staff working with displaced persons with disabilities.
While refugees and IDPs with disabilities face enormous challenges,
the research was not wholly negative. The Women’s Commission
found examples of innovative and successful programs for refugees
with disabilities, particularly in the areas of inclusive and special
needs education, vocational and skills training, community health care
and outreach programs and prosthetics and physical rehabilitation
(especially for land mine survivors). We found situations where
refugees with disabilities and their families were highly organized and
had formed their own self-help support groups. The Women’s
Commission also found examples of positive disability awareness
programs. Given an accessible physical environment, heightened
disability awareness, both within their community and the local host
community, and an inclusive approach by agencies assisting them,
displaced persons with disabilities can live independent lives,
participate fully in public affairs and make positive contributions to
their communities.
The research found that, in general, services and opportunities for
refugees with disabilities were better in refugee camps than in urban
settings. Due to the more geographically and socially cohesive nature of
refugee camps, it is easier to identify refugees with disabilities, adapt
programs to be more inclusive and set up specialized services. It is also
easier to effect attitudinal and programmatic change in refugee camps.
Urban refugee communities are more dispersed and less physically
cohesive. Many urban refugees are undocumented and lack any legal
status. They are often afraid of the authorities and prefer to remain
“hidden.” This makes it much harder to identify persons with disabilities
or to integrate them into mainstream or specialized services.
The study showed that less information and fewer services were
available for people with mental disabilities than those with physical
and sensory disabilities. Refugees with mental disabilities tended to
be more “invisible” and “hidden” from public view than those with
physical disabilities. They were less likely to be identified in
registration and data collection exercises and tended to be more
excluded from both mainstream and targeted assistance programs.
They were less likely to be included in decision-making processes or in
leadership and program management structures.
Collecting reliable and accurate data on the number and profile of
displaced persons with disabilities was one of the weakest aspects of
all the programs surveyed for the report. In many cases, data on the
number of displaced persons with disabilities was simply not available
from the government, UNHCR or its implementing partners. Where
data did exist, it was often inconsistent or inaccurate. One of the
reasons for this was differences in the terminology and categories
used to classify different types of disabilities and reasons for
disabilities. In addition, concepts of “impairment” and “disability” can
differ enormously among different cultures and societies. Data
collection staff also lacked the technical expertise to identify and
categorize different types of disabilities.
Almost all the countries surveyed identified problems with the physical
layout and infrastructure of camps or settlements, and lack of physical
access for persons with disabilities. Refugees with disabilities noted
the physical inaccessibility of shelters, food distribution points, water
points, latrines and bathing areas, schools, health centers, camp
offices and other community facilities. Problems of physical
accessibility were often worse for refugees living in urban areas,
where the opportunities to adapt or modify physical infrastructure
were much more limited, than in camps. Difficulties with physical
access affected all aspects of disabled refugees’ daily lives, especially
those with physical and visual impairments. Unable to leave their
homes, or move around easily, many refugees with disabilities faced
greater levels of isolation than before their displacement.
Nearly all the field studies reported that refugees with disabilities did
not receive additional or special food rations, nor were they prioritized
in food distribution systems. In all the countries surveyed, participants
pointed out that the food and nonfood distribution points were far from
people’s homes and the long, crowded lines made it difficult for many
persons with disabilities to receive their rations.
All the field surveys cited the lack of specialized health care,
psychosocial support and counseling services for persons with
disabilities. There were no specialized doctors, no specialist therapy and
a lack of specialized medicines and treatments. Moreover, there were
generally no referrals to specialist services outside the camps. Nearly all
the refugees surveyed said that health clinics were often physically
inaccessible for persons with disabilities and that they had to line up for
long periods and were not given priority treatment. Many disabled
people and their families said that they were suffering from increased
levels of isolation, depression and mental health problems since
becoming refugees, but there were no or very limited psychosocial
services available. A positive finding in all the countries’ situations
surveyed was that women with disabilities had access to reproductive
health care. There were also positive examples of community health
care and outreach programs (especially in refugee camps).
Access to education for children with disabilities was one of the most
successful areas in all the countries surveyed. All the field studies
showed that children with disabilities had access to schools and no
cases were found of children with disabilities being actively excluded
from school. The field surveys identified many successful examples of
inclusive education programs for children with disabilities, including
early childhood intervention programs; ongoing training of special
needs support teachers and mainstream teachers in special needs
education; the development of special teaching aids, appropriate
curriculum and teaching resources; home support and liaison
programs; parent support groups; and, where necessary, the
establishment of separate schools, or learning environments, for
children with particular needs (e.g., schools for blind or deaf children).
In some settings, although children with disabilities were not actively
excluded from mainstream schools, they were not actively encouraged
to attend either and dropout rates were high. This was due to various
factors, including the lack of special needs support staff or training
for mainstream teachers in special needs education; the lack of
appropriate teaching aids or flexible curriculum; and the physical
inaccessibility of school buildings and facilities. The field studies also
found some incidents of gender disparity in school attendance rates
for children with disabilities (more boys than girls with disabilities
were attending school), although the reasons for this were not entirely
clear from the research.
Access to vocational and skills training, income generation and
employment opportunities for refugees with disabilities varied
considerably. There were some examples of very successful vocational
and skills training programs that were specially geared for persons with
disabilities and had helped them to learn useful skills and subsequently
either find employment or set up their own small business. In other
settings, vocational training courses had not been adapted to meet the
needs of persons with disabilities and the teachers were not specially
trained. Elsewhere, persons with disabilities were either actively
excluded from vocational training or given no encouragement to attend.
In all the countries surveyed, persons with disabilities said that they
were keen to learn new skills and wanted to find jobs. However, they
faced huge social, attitudinal and legal barriers in finding employment,
not only because of their disability, but also because of their status as
refugees and outsiders. The field research demonstrated that it was
easier for refugees with disabilities in camps to find work or set up
their own small businesses than it was for refugees in urban areas,
where they were competing on the open market.
Nearly all the refugees with disabilities interviewed during the field
studies said that they would like to be more involved in community
affairs, camp management and decision-making processes. However,
opportunities for formal participation of refugees with disabilities in
camp management and program planning, implementation and
management were very few, even in those situations where there
were high levels of disability awareness. There were a few isolated
examples of persons with disabilities being included in strategic
planning processes and participatory assessments, and a few
examples of NGOs with positive employment policies for persons with
disabilities. In the absence of formal opportunities to participate in
community management and decision-making, there were some
positive examples of refugees with disabilities forming their own
organizations and self-help groups.
Opportunities for community participation among refugees with
disabilities in urban areas were even more limited. In all the countries
surveyed, there was little to no contact between refugees with
disabilities and local disabled persons’ organizations (DPOs) and no
attempts by local DPOs to integrate refugees with disabilities into
their activities. A positive outcome of the field surveys, however, was
a building of alliances between local disability service providers and
local DPOs and refugees with disabilities in several countries.
Involvement in the field research exposed local DPOs to the needs of
refugees with disabilities and motivated them to include refugees in
their programs. It also helped increase awareness of national disability
services among refugee relief agencies.
In general, the quality of information on protection risks faced by
refugees with disabilities was poor. Respondents in the field studies
cited a range of protection problems, but gave few concrete examples.
Almost without exception, everyone interviewed mentioned
discrimination, stigmatization, harassment, neglect and exclusion of
persons with disabilities as major protection concerns, both within
their own communities and in the host communities. In several
countries, the field studies found that women with disabilities were at
risk of sexual violence, domestic abuse and physical assault, although
again, few concrete examples were given. In one country, nearly all
the respondents mentioned that older persons with disabilities were
doubly discriminated against and were at risk of neglect and possible
abandonment, especially when they became, or were perceived as
having become, a burden for their families. The same country also
highlighted physical abuse against children with disabilities.
The lack of available information about protection risks faced by
persons with disabilities does not imply that refugees and IDPs with
disabilities do not face protection risks, but rather highlights
weaknesses in protection reporting and response and a general failure
to address the protection needs of persons with disabilities during
routine protection monitoring. The research also found that there were
no clear policies or information about durable solution options for
refugees with disabilities, in particular in third country resettlement.
This resource kit is a companion piece to the report Disabilities among Refugees
and Conflict-Affected Populations, published by the Women’s Commission for
Refugee Women and Children in June 2008.
For a copy of the full report, go to
www.womenscommission.org/special/disabilities.php or contact:
Women’s Commission for Refugee Women and Children
122 East 42nd Street
New York, NY 10168-1289
1.212.551.3115
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RESOURCE KIT FOR FIELDWORKERS
Improving Services for Displaced Persons with Disabilities:
Lessons Learned and Ideas for Action
If invisibility, exclusion and powerlessness are common themes emerging from the
experience of older people, then consultation, inclusion and empowerment
through partnership have emerged as the primary indicators for good practice.*
This resource kit is intended for United Nations (UN), nongovernmental organization (NGO),
community-based organization (CBO) and disabled persons’ organization (DPO) field staff working
with refugees, asylum seekers and internally displaced persons (IDPs) with disabilities. It is
intended to provide practical ideas on how to improve services and protection for people with
disabilities and enhance their inclusion and participation in community affairs. It is based on the
findings of five country field studies, as well global desk research into other refugee and IDP
programs and an analysis of existing international policies and practices relating to displaced
persons with disabilities. The resource kit is a compilation of lessons learned and ideas for action.
It is not intended as authoritative guidelines. It is an initiative that the Women’s Commission hopes
will be built on and developed over time, with input from a broad range of humanitarian actors,
CBOs, DPOs and displaced persons with disabilities themselves. References to relevant
international guidelines are given after each section.
* HelpAge International, Older People in Disasters and Humanitarian Crises: Guidelines for Best Practice
(London: HelpAge International, 2000)
GUIDING PRINCIPLES
The following principles should guide all actions on behalf of refugees and IDPs with disabilities:
> Rights-based approach. All humanitarian action targeting
persons with disabilities should be informed by the human rights
principles and standards codified in the UN Convention on the
Rights of Persons with Disabilities (CRPD). These include
principles of nondiscrimination; respect for the inherent dignity,
autonomy and independence of the individual; gender equality;
respect for difference and diversity; and respect for the rights of
women and children. The objective of all humanitarian programs
should be to promote the full and equal enjoyment of all human
rights and fundamental freedoms by all persons, including people
with disabilities, and respect for their inherent dignity.
> Inclusive approach. Humanitarian actors should promote the full
and effective participation and inclusion of displaced persons with
disabilities in all community activities and address all social,
attitudinal, informational and physical barriers that impede people
with disabilities from participating fully in everyday life and
decision-making.
Resources:
> Accessibility. Humanitarian actors should ensure that the
physical environment, all facilities, services, shelters, schools,
health services, organizations and information are accessible to
displaced persons with disabilities.
> Independent living. Action should be taken to ensure that
displaced persons with disabilities can live as independently as
possible and participate as fully as possible in all aspects of life.
> Age, gender and diversity awareness. Special attention
should be paid to the rights of displaced women, children and
older persons with disabilities and their particular situation. Often
these groups may be doubly, or triply, discriminated against—not
only on the basis of their disability, but also due to their age,
gender and status. Humanitarian actors should make special
efforts to ensure full age and gender equality in their programs to
promote the full inclusion and participation of women, children
and older people with disabilities in decision-making processes.
Ad Hoc Committee on a Comprehensive and Integral International Convention on the Protection and Promotion of the Rights and Dignity of Persons with
Disabilities. (2006). Final report, Convention on Rights of Persons with Disabilities. http://www.un.org/disabilities/convention/conventionfull.shtml.
IASC. (2007). Guidelines on mental health and psychosocial support in emergency settings. Geneva: Inter-Agency Standing Committee.
UNHCR. (2007). A community-based approach in UNHCR operations. Geneva: UNHCR.
OPERATIONAL GUIDELINES
It may be necessary to differentiate between various stages of a refugee or displacement emergency when implementing these guidelines. In the
very early stages of an emergency, attention should be paid to site selection and the planning and design of camp infrastructure, services and
facilities to ensure minimum standards of accessibility to mainstream services for all persons with disabilities (e.g.,10 percent of latrines in a camp
should be physically accessible and appropriately designed for people with disabilities). At later stages of emergencies, when services and
infrastructure are well-established (i.e., during “care and maintenance” phases), attention should be paid to increasing coverage and improving
access to mainstream services, as well as designing targeted services that more specifically meet the needs of persons with disabilities.*
* E-mail communication with Valérie Scherrer (Emergency Coordinator, Christian Blind Mission (CBM)), April 23, 2008.
DATA COLLECTION / IDENTIFICATION / REGISTRATION
Objective: To improve the collection of data on refugees and IDPs with disabilities in all displacement situations. To gather
disaggregated data on the number, age, gender and profile of displaced persons with disabilities in order to enhance their assistance
and protection. To safeguard confidentiality and avoid misuse of data.
> Identify a responsible organization and standardized system for
registration and data collection in each displacement situation, to
ensure consistency of data.
> Ensure that questions on disability are included in all screening of
new arrivals and subsequent data collection, population census or
registration exercises.
> Ensure that confidentiality safeguards are included in all data
collection systems to avoid misuse of information.
> Ensure that standard disability definitions/terminology are used in
each displacement situation.
> Disaggregate data on disability by age/gender/type of disability
and, where relevant, cause of disability (e.g., congenital, as a result
of childbirth, due to accident or injury, due to illness, malnutrition,
trauma). Indicate whether the disability preceded displacement,
was a result of the conflict or natural disaster that caused the
displacement or was a result of the displacement itself.
> Where the disability preceded displacement, collect basic data on
what services/assistance were available to individuals prior to
displacement (see Assessments section below for further
information).
> Include details about family/support networks for displaced
persons with disabilities and identify people with disabilities who
are living alone.
Resources:
> Use registration and data collection exercises to identify family
members of people with disabilities who may have been separated
during flight and facilitate family reunification as soon as possible.
> Wherever possible, the UNHCR data collection software, ProGres,
should be used in all operations to facilitate the collection of
globally comparative data on refugees with disabilities.
> The disability definitions included in the ProGres Standardized
Specific Needs Codes should be amended to avoid confusion
between “mental disability” and “mental illness.” All other
UNHCR identification and registration tools (e.g., the Heightened
Risk Identification Tool) should be harmonized to use the same
disability definitions as ProGres to ensure consistency in data.
> Use multiple sources/networks of different organizations to gather
baseline information on displaced persons with disabilities (e.g.,
teachers/health workers/community workers/social workers/camp
management committee/parents).
> Provide sensitization and training on disability issues to staff
responsible for registration/data collection—in particular on
terminology and definitions; how to identify, classify and register
people with disabilities; and communication strategies.
> Encourage data collection staff to work alongside trained and
qualified disability workers in order to accurately identify and
record the number and profile of people with disabilities within a
displaced population.
> Take into account local perceptions/concepts/definitions of
disability when organizing data collection exercises.
Norwegian Refugee Council (NRC). (2004). Camp management toolkit. Oslo: NRC.
UNHCR. (2007). Handbook for emergencies, 3rd ed. Geneva: UNHCR.
UNHCR. (2007). Heightened Risk Identification Tool. Geneva: UNHCR.
See also, information on UNHCR’s data collection software package ProGres (Profile Global Registration System), developed in 2004 to standardize
UNHCR registration procedures and improve the quality and accuracy of data collected (e.g., UNHCR. (2007). “Guidance on the use of standardized
specific needs odes.” IOM/028/FOM/030. Geneva: UNHCR).
ASSESSMENTS
Objective: To conduct initial, rapid response, community-based assessments and, at a later stage, more comprehensive individual
assessments to ascertain the assistance needs, protection risks, skills and capacities of displaced persons with disabilities.
COMMUNITY ASSESSMENTS
> Analyze registration data to assess the number, profile, specific
needs and protection risks of people with disabilities within the
community.
> Include people with all types of disabilities and of all ages and
gender in community-based, participatory assessments.
> Identify specific protection risks, including possible physical or
sexual abuse, exploitation, trafficking, discrimination,
marginalization, neglect and exclusion, of people with disabilities
within the community.
> Identify existing community mechanisms to protect and support
people with disabilities in the community; identify potential new
protection mechanisms.
> Identify the extent to which people with disabilities are
participating in community management and decision-making;
identify who is excluded and why.
> Identify existing skills/resources/capacities among people with
disabilities in the community.
> Identify what services/facilities were available to people with
disabilities in their countries of origin/home community.
> Identify what services/facilities exist locally in the host community
and what services are provided in camps or settlements.
> Identify the extent to which people with disabilities are able to
access mainstream services and how many people with
disabilities are benefiting from specialized services in the
camp/settlement or local community.
> Make priority lists for distribution of basic equipment/mobility
devices and other assistive devices (e.g., wheelchairs, walking aids,
hearing aids) based on rapid, group-based needs identification.
> Identify any existing self-help groups or organizations among
people with disabilities and their families.
> Identify local DPOs in the host community and assess their
capacity to incorporate displaced persons with disabilities into
their programs.
> Community workers/humanitarian agencies should familiarize
themselves with national disability strategies in the country of
asylum, including national legislation, national services, inter-
agency responsibilities (e.g., which government ministries are
responsible for disabilities, which UN agencies, international
NGOs, NGOs and CBOs are engaged) and how displaced persons
with disabilities can access national services and protection.
INDIVIDUAL ASSESSMENTS
> Once persons with disabilities have been identified and registered,
steps should be taken by trained disability workers to conduct
individual assessments in order to provide necessary follow-up
and care.
> Provide training to disability workers on how to conduct
assessments and on early intervention and prevention strategies.
> Implement early intervention and prevention strategies, especially
for children and older people. Identify people with disabilities who
are living alone or who need additional community support to live
independently or need more institutionalized care.
> Identify people with disabilities (including mental disabilities) who
were previously living in institutions. Assess their immediate
protection and basic needs and determine whether these can be
adequately and appropriately met within the family/community.
> Where possible, promote community-based care for people with
disabilities. In cases where disabled people were previously living in
institutions and have very high-intensity needs that cannot be met
within the family/community, identify local institutions that can
provide adequate and appropriate care. Ensure regular monitoring
and follow-up for people referred to institutions, in particular to
monitor the quality of care and respect for their human rights.
Resources:
> Conduct independent living assessments to identify what
additional assistance people with disabilities require to live
independently (e.g., house modifications/assistive
devices/mobility aids).
> Identify what mobility aids and other assistive devices (e.g.,
prostheses, orthotics, wheelchairs, walking aids, hearing aids,
eyeglasses, etc.) individuals with disabilities had access to in their
countries/communities of origin. Assess how many, and what
kind, of assistive devices need to be replaced and/or repaired and
how many additional devices are required by people who did not
have access to them before.
> Conduct medical assessments to identify medical needs of people
with disabilities and care required, and make necessary medical
referrals.
> Conduct educational/vocational training assessments to identify
educational needs of children with disabilities/vocational training
needs of young people and adults with disabilities and make
necessary referrals to schools/colleges/training centers.
> Conduct livelihood/employment assessments of people with
disabilities to identify skills and abilities and make necessary
referrals to income generation activities.
> Provide disability certification where necessary (i.e., if this will
help people with disabilities access locally available services and
facilities).
IASC. (2007). Guidelines on mental health and psychosocial support in emergency settings. Geneva: Inter-Agency Standing Committee.
UNHCR. (2008). A community-based approach in UNHCR operations. Geneva: UNHCR.
UNHCR. (1996). Assisting disabled refugees: A community-based approach, 2nd ed., rev. Geneva: UNHCR.
UNHCR. (2007). Heightened Risk Identification Tool. Geneva: UNHCR.
UNHCR. (2006). Mainstreaming age, gender and diversity summary report. Geneva: UNHCR.
UNHCR. (2005). The UNHCR tool for participatory assessment in operations. Geneva: UNHCR.
ACCESS TO INFORMATION
Objective: To ensure that people with disabilities have full and unhindered access to information
in a manner that is accessible and appropriate to different kinds of disabilities.
> Ensure that displaced persons with disabilities have full access to
a range of resources regarding information about their legal rights
and entitlements as refugees, asylum seekers or IDPs and as
persons with disabilities.
> Ensure that displaced persons with disabilities have full access to
accurate information about emergency relief efforts, as well as
national services for persons with disabilities.
> Ensure that persons with disabilities have full access to accurate
information about conditions in their country/region of origin, and
about the range of durable solutions available to them, including
resettlement policies for refugees with disabilities.
> Devise community-based strategies and communication channels
for ensuring that people with disabilities are informed about
community affairs and developments.
> Involve DPOs in information dissemination.
> Ensure that information is provided in a format that is accessible,
easy to understand (i.e., by 12-year-olds) and appropriate to
different kinds of disabilities (e.g., camp radio broadcasts; Braille
news-sheets and large-print media; loudspeaker announcements;
messages passed through disability community workers—
including in sign language; street drama, songs, etc.).
Resources:
> Use information campaigns to raise awareness and understanding
about disability issues among displaced and local communities.
Public awareness-raising campaigns can be used to counter
prejudices and negative attitudes toward people with disabilities
and to promote the rights of people with disabilities to participate
fully in their community.
> Conduct public information campaigns on the UN Convention on
the Rights of Persons with Disabilities (CRPD) and how it applies
in displacement situations.
> Identify members of the refugee/IDP or local community who
are skilled in using Braille, sign language and other methods
of communication and facilitate training for community leaders,
UN and NGO service providers (e.g., doctors/health
workers/teachers/community workers) in these methods.
Ad Hoc Committee on a Comprehensive and Integral International Convention on the Protection and Promotion of the Rights and Dignity of Persons
with Disabilities. (2006). Convention on Rights of Persons with Disabilities (Articles 9 and 21).
http://www.un.org/disabilities/convention/conventionfull.shtml.
IASC. (2007). Guidelines on mental health and psychosocial support in emergency settings. Geneva: Inter-Agency Standing Committee.
CAMP LAYOUT / INFRASTRUCTURE
Objective: To ensure that camps, settlements and urban living areas are accessible for people with disabilities and designed in such a way as to
enable displaced persons with disabilities to live independently and to participate fully in all aspects of life.
> The needs of people with disabilities should be addressed at the
start of any refugee/IDP emergency during site selection and the
planning and design of camp layout and infrastructure.
> Site design and camp construction may start before a detailed
registration and profiling of the camp population has taken place.
Nevertheless, site planners should work on the assumption that 7-
10 percent of any population will have disabilities and the number
may likely be higher among populations displaced by war, conflict
or natural disaster (in particular the number of physical
disabilities). Camp infrastructure and facilities should be designed
accordingly (e.g., 10 percent of latrines should be physically
accessible and appropriately designed for people with disabilities).
> Site planners, architects and construction engineers should
receive basic training and sensitization on disability issues. The
principle of “Universal Design” should guide all site planning and
design—this means that infrastructure and facilities should be
designed to be usable by all people, to the greatest extent
possible, without the need for adaptation or specialized design.
> The needs of people with disabilities should be taken into
consideration when designing all aspects of camp life. Minimum
accessibility standards should be applied to ensure that camp
buildings and facilities are accessible to people with disabilities
(e.g., shelters, latrines and bathing areas, water points, schools,
health services, food and nonfood-item distribution points,
community centers, camp offices).
> Site planners and construction engineers should also ensure that
refugee and IDP settlements are safe for people with disabilities
to avoid accidents and injuries.
Resources:
> Where refugees or IDPs are not accommodated in purpose-built
camps or settlements but are living in urban areas, humanitarian
organizations should provide assistance to displaced persons and
their families to make whatever alterations and modifications are
necessary to make their living areas and physical environment
more accessible. These include:
• house modifications (e.g., widening doors for wheelchair
access, installing ramps and handrails)
• provision of assistive devices (e.g., wheelchairs, crutches,
walking sticks, motorized or manual three-wheelers)
• assistance with transportation to enable people with
disabilities to leave their homes (e.g., a minibus to take people
with disabilities to local health clinics, workplace, schools; or
financial assistance, where necessary, to buy bus/train tickets)
> Where more structural change is required to the local physical
environment, humanitarian organizations should collaborate with
local government authorities. It should be noted that
improvements to the local infrastructure will benefit not only
displaced persons with disabilities, but also older people and
people with disabilities among the local population. These include:
• constructing sidewalks (pavements)
• installing ramps and handrails and widening doors in public
buildings
• paving and repairing roads
> Principles of “reasonable accommodation” should guide efforts to
make living environments and urban infrastructure more accessible.
This means making any necessary and appropriate modifications
and adjustments to ensure that persons with disabilities can live
independently and participate fully in all aspects of life.
Ad Hoc Committee on a Comprehensive and Integral International Convention on the Protection and Promotion of the Rights and Dignity of Persons
with Disabilities. (2006). Convention on Rights of Persons with Disabilities (Preamble, Articles 9 and 21).
http://www.un.org/disabilities/convention/conventionfull.shtml.
Norwegian Refugee Council (NRC). (2004). Camp management toolkit. Oslo: NRC.
The Sphere Project. (2004). Chap. 4, Shelter, settlement and non-food items. In The Sphere Project: Humanitarian charter and minimum standards in
disaster response, rev. ed. London: Oxfam Publishing. http://www.sphereproject.org/content/view/27/84.
UNHCR. (2007). Handbook for emergencies, 3rd ed. Geneva: UNHCR.
ACCESS TO MAINSTREAM SERVICES: CHECKLISTS
Objective: To ensure that displaced persons with disabilities have full and equal access to all mainstream services available to the rest of the
displaced population and that mainstream services are accessible and inclusive.
The checklists below provide suggestions on how humanitarian organizations can improve access to mainstream services for displaced persons with
disabilities. They include steps to improve physical access to all mainstream services and facilities; steps to make mainstream services more
appropriate for people with disabilities; and steps to improve the training and orientation of humanitarian workers in different sectors, so they can be
more sensitive to the needs of people with disabilities.
SHELTER / ACCOMMODATION
> Are shelters physically accessible for people with disabilities (e.g., > Are people with disabilities provided with necessary assistance
are they built on flat land; are ramps/handrails provided; are doors and materials to build their shelters?
wide enough for wheelchair access)?
> Do living arrangements provide sufficient privacy to people with
> Are kitchens/cooking areas accessible for people with disabilities? disabilities, in particular women?
> Are sleeping arrangements/beds accessible and comfortable for > Are shelters in a safe location, especially for women and those
people with disabilities (e.g., raised bed/provision of mattress or with limited mobility?
padded sleeping mat)?
> Are people with disabilities involved in decision-making regarding
> Are shelters for people with disabilities located close to essential the design and location of shelters? (N.B.: especially those with
services and facilities (e.g., water, latrines and bathing areas, limited mobility who will spend extended periods in shelters.)
health centers, schools, food and nonfood distribution points, fuel
collection, community centers, camp offices)?
> In cold climates, are shelters sufficiently warm and insulated for
people with disabilities, particularly older people and those who
are less mobile and may suffer more from the cold?
Resources:
HelpAge International. (2000). Older people in disasters and humanitarian crises: Guidelines for best practice. London: HelpAge International.
IASC. (2007). Guidelines on mental health and psychosocial support in emergency settings. Geneva: Inter-Agency Standing Committee.
Norwegian Refugee Council (NRC). (2004). Camp management toolkit. Oslo: NRC.
The Sphere Project. (2004). Chap. 4, Shelter, settlement and non-food items. In The Sphere Project: Humanitarian charter and minimum standards in
disaster response, rev. ed. London: Oxfam Publishing. http://www.sphereproject.org/content/view/27/84.
UNHCR. (2007). Handbook for emergencies, 3rd ed. Geneva: UNHCR.
WATER AND SANITATION
> Have people with disabilities, including women, participated in the > Can people with disabilities living alone access latrines on their own?
planning, design and location of latrines, water points and bathing
> Do people with disabilities have easy access to water for washing?
areas?
> Do latrines and bathing areas provide sufficient privacy and
> Do people with disabilities have easy access to latrines (i.e., next
security to people with disabilities, especially women?
to house or very close to house)?
> Do women with disabilities have access to private areas where they
> Are latrines physically accessible (i.e., on flat ground/no steps/wide
can wash/dispose of menstrual cloths (according to local customs)?
enough doors/correct height/assistive aids such as handrails)?
> Do people with disabilities have easy access to water points (i.e., > Are there systems in place to ensure assistance for people with
close to house)? disabilities who cannot fetch their own water?
> Are water points physically accessible (i.e., on flat ground/no
steps/correct height)?
Resources:
IASC. (2007). Guidelines on mental health and psychosocial support in emergency settings. Geneva: Inter-Agency Standing Committee.
Norwegian Refugee Council (NRC). (2004). Camp management toolkit. Oslo: NRC.
The Sphere Project. (2004). Chap. 2, Minimum standards in water supply, sanitation and hygiene promotion. In The Sphere Project: Humanitarian
charter and minimum standards in disaster response, rev. ed. London: Oxfam Publishing. http://www.sphereproject.org/content/view/27/84.
UNHCR. (2007). Handbook for emergencies, 3rd ed. Geneva: UNHCR.
FOOD AND NUTRITION
> Are people with disabilities able to participate in the design of
food distribution systems?
> Are food distribution points easily and physically accessible for
people with disabilities (i.e., close to house/on flat ground/no steps)?
> Are systems in place to ensure that people with disabilities are
given priority during food distributions (i.e., do not have to line up
for long periods; can receive food first; “fast track” lines)?
> Are systems in place to ensure that people with disabilities,
including older people, have equal access to food and are not
discriminated against (e.g., checks to ensure that people with
disabilities receive their full food ration and are not cheated or
robbed of their ration during food distribution, or forced to use
their food ration to pay for the transportation of the food back to
their homes)?
> Is transport provided to enable people with disabilities to reach
food distribution points and to transport food to their homes?
> Is food packaged in a way that is easy to transport (e.g., smaller
food packages for people with disabilities or older people)?
> Are systems in place to assist persons with disabilities who are
unable to collect their food ration themselves (e.g., can other family
members, neighbors or community workers collect their food ration)?
> Are there mobile food distribution services for people with
disabilities who are housebound or immobile?
> Do food-for-work programs exclude people with disabilities,
including older people? Are there alternative programs for people
unable to work?
> Are kitchens physically accessible and appropriate for people with
disabilities (e.g., can people with disabilities enter kitchens; are
stoves at correct height, easy to use)?
> Are systems in place to ensure that people with disabilities who
live alone and cannot prepare their own food are assisted by other
family members, neighbors or community workers?
> Is food nutritionally appropriate/easy to eat and digest for people
with disabilities (e.g., children with cerebral palsy/children with cleft
palates/older people missing teeth or with digestive problems)?
> Is there supplementary feeding for children and older people with
disabilities?
> Do people with disabilities have easy and equal access to cooking
fuel or firewood?
> Are systems in place to assist people with disabilities to collect
cooking fuel or firewood if they are unable to do so themselves
(e.g., other family members, neighbors or community workers)?
Resources:
HelpAge International. (2000). Older people in disasters and humanitarian crises: Guidelines for best practice. London: HelpAge International.
IASC. (2007). Guidelines on mental health and psychosocial support in emergency settings. Geneva: Inter-Agency Standing Committee.
Norwegian Refugee Council (NRC). (2004). Camp management toolkit. Oslo: NRC.
The Sphere Project. (2004). Chap. 3, Minimum standards in food security, nutrition and food aid. In The Sphere Project: Humanitarian charter and
minimum standards in disaster response, rev. ed. London: Oxfam Publishing. http://www.sphereproject.org/content/view/27/84.
UNHCR. (2007). Handbook for emergencies, 3rd ed. Geneva: UNHCR.
NONFOOD-ITEM DISTRIBUTION
> Are nonfood distribution points easily and physically accessible for > Are systems in place to assist people with disabilities who are unable
people with disabilities (i.e., close to house/on flat ground/no steps)? to collect nonfood items themselves (e.g., can other family members,
> Are systems in place to ensure that people with disabilities are
neighbors or community workers collect their nonfood assistance)?
given priority during nonfood distributions (e.g., do not have to line > Are there mobile nonfood distribution services for people with
up for long periods; can receive items first)? disabilities who are house-bound or immobile?
> Are systems in place to ensure that people with disabilities, > Are people with disabilities provided with additional nonfood
including older people, have equal access to nonfood items and items if necessary (e.g., blankets, clothing, bathing and laundry
are not discriminated against (e.g., checks to ensure that people soap, cooking utensils, mattresses or raised beds)?
with disabilities receive their entitlement and are not
cheated/robbed of their assistance during nonfood distribution)?
> Are people with disabilities provided with necessary assistive
devices and mobility aids during nonfood distributions (e.g.,
> Is transport provided to enable people with disabilities to reach special cooking utensils, smaller pots and water containers, tools,
nonfood distribution points and to transport nonfood items to their hearing aids and batteries, crutches, etc.)?
homes?
> Are women with disabilities provided with menstrual cloths?
Resources:
HelpAge International. (2000). Older people in disasters and humanitarian crises: Guidelines for best practice. London: HelpAge International.
Norwegian Refugee Council (NRC). (2004). Camp management toolkit. Oslo: NRC.
The Sphere Project. (2004). Chap. 4, Shelter, settlement and non-food items. In The Sphere Project: Humanitarian charter and minimum standards in
disaster response, rev. ed. London: Oxfam Publishing. http://www.sphereproject.org/content/view/27/84.
UNHCR. (2007). Handbook for emergencies, 3rd ed. Geneva: UNHCR.
HEALTH SERVICES (INCLUDING MENTAL HEALTH SERVICES)
> Do people with disabilities, regardless of their type of disability,
age or gender, have full and equal access to health services?
> Are health services easily and physically accessible for people
with disabilities (i.e., close to houses/on flat ground/no
steps/wide doors)?
> Do people with disabilities and mothers of children with
disabilities have priority access to health services (e.g., are they
seen first by doctors; do not have to wait in long lines)?
> Do doctors and health staff receive training and sensitization on
disability issues and communication methods (e.g., Braille/sign
language)?
> Is public health information provided in accessible formats for
people with disabilities (e.g., notices in Braille and large print)?
> Are appropriate medicines available in camps or urban
settlements for people with disabilities (such as anti-epileptic,
anti-convulsant, anti-depressant and other psychiatric drugs); if
not, can they be acquired elsewhere?
> What mental health services are available in the camp or
settlement? Are people with the most severely disabling
Resources:
neuropsychiatric problems (e.g., psychosis, epilepsy, severe
depression) receiving care? Are special mental health services
provided for people with disabilities? If not, can people with
disabilities access mental health services elsewhere?
> Do women with disabilities have access to reproductive health
services? Are there any special health services for women with
disabilities?
> Are systems in place to ensure that when people with disabilities
are sick they can receive medical care (e.g., who do they inform—
family members, disability workers, social workers, etc.)? Are
there daily home visits for people with disabilities who live alone
to check on their health and well-being?
> Are systems in place to help people with disabilities get to health
clinics if they are unable to do so alone (e.g., with the help of
family members, neighbors or community workers)?
> Is transport provided to assist people with disabilities to get to
health services that are outside the camp or settlement, or are far
away from their homes (e.g., local forms of transport in refugee
camps (wheelbarrows, carts, donkey carts, tricycles) or
buses/carts/tricycles for urban refugees)?
HelpAge International. (2000). Older people in disasters and humanitarian crises: Guidelines for best practice. London: HelpAge International.
IASC. (2007). Guidelines on mental health and psychosocial support in emergency settings. Geneva: Inter-Agency Standing Committee.
The Sphere Project. (2004). Chap. 5, Minimum standards in health services. In The Sphere Project: Humanitarian charter and minimum standards in
disaster response, rev. ed. London: Oxfam Publishing. http://www.sphereproject.org/content/view/27/84.
UNHCR and International Save the Children Alliance. (2001). Action for the rights of children resource pack: Critical issues: Disability. London:
International Save the Children Alliance. http://www.savethechildren.net/arc/files/main.html.
PHYSICAL REHABILITATION SERVICES
> Are there physical rehabilitation centers close to the refugee or
IDP camps?
> Do people with physical impairments living in urban areas have
access to physical rehabilitation services?
> Are physical rehabilitation services physically accessible and
available equally to, and designed to meet the particular needs of,
women, men, girls and boys and older persons?
> Do physical rehabilitation centers provide a full range of services
(e.g., assistive devices, appropriate therapy, follow-up, etc.)?
> Are systems in place to help people with disabilities get to physical
rehabilitation centers if they are unable to do so alone (e.g., with
the help of family members, neighbors or community workers)?
> Is transport provided to assist people with disabilities get to
physical rehabilitation services that are outside the camp or
settlement, or are far away from their homes (e.g., local forms of
transport in refugee camps (wheel-barrows, carts, donkey carts,
tricycles) or buses/carts/tricycles for urban refugees)?
EDUCATION
> Do children with disabilities have full and equal access to pre-
schools, primary and secondary schools?
> Do girls and boys with disabilities have equal access to
educational opportunities?
> Are schools easy to get to and physically accessible for children
with disabilities (i.e., close to homes; on flat ground; wide doors
for wheelchair access; ramps instead of stairs)?
> Are facilities in schools physically accessible for children with
disabilities (e.g., are latrines accessible and appropriate; are
classrooms and classroom furniture appropriate and accessible;
can children with disabilities reach water points; are playgrounds
safe and appropriate)?
> Is transport provided to help children with disabilities get to
schools that are at a distance from their homes (e.g., local forms
of transport in refugee camps (wheelbarrows, carts, donkey carts,
tricycles) or buses/carts/tricycles for urban refugees)?
> Is the school environment welcoming and supportive for children
with disabilities?
> Are there sufficient and appropriate teaching aids, and play and
stimulation materials for children with disabilities?
Resources:
> Are there opportunities for children with disabilities to join in with
mainstream social, cultural and sporting activities (e.g., sports
lessons/cultural events/field trips)?
> Do children with disabilities have access to play areas and child-
friendly spaces in displacement camps or settlements that are
physically accessible and appropriate for their needs?
> Are there school/home liaison teachers who can build links with
the school and children’s homes; advise families on children’s
progress; identify children with disabilities in the community and
promote their inclusion in mainstream schools or attendance at
special schools?
> Is there an early childhood intervention program to help identify
children with disabilities, conduct assessments, provide training
and support to families and link children to available services?
> Are there opportunities for children with disabilities to continue
with higher education? Is higher education promoted for children
with disabilities?
> Are schools utilized to serve broader community needs, for
example, as a place where parents with children with disabilities
can meet and form support groups?
Inter-Agency Network for Education in Emergencies. (2006). Good practice guides: Inclusive education of children at risk.
http://ineesite.org/page.asp?pid=1060.
UNHCR and International Save the Children Alliance. (2001). Action for the rights of children resource pack: Critical issues: Disability. London:
International Save the Children Alliance. http://www.savethechildren.net/arc/files/main.html.
VOCATIONAL TRAINING / SKILLS TRAINING / ADULT EDUCATION
> Do people with disabilities, including older people, have access to > Do vocational trainers receive any training or sensitization on
existing vocational training, skills training and adult literacy disability issues, including communication methods (e.g., sign
classes? language/Braille/other forms of communication)?
> Are there special vocational training or adult education programs > Can community workers help identify the skills and training needs
geared toward people with disabilities, including older people? of people with disabilities in the community and encourage them
> Are the needs and skills of people with disabilities taken into
to participate in vocational training courses?
account when planning vocational training courses? > Are vocational training courses linked to possible job
> Are vocational training classes physically accessible for people
opportunities?
with disabilities (e.g., are centers near homes; are they on flat > Is there a market for the skills learned/products made during
ground; wide doors; no steps)? vocational training courses?
> Is transport provided to help people with disabilities attend > Are vocational training courses regularly evaluated on the basis of
vocational training courses? attendance rates, progress of participants and ability to find jobs
and/or sell products at the end of the course? Are participants
with disabilities included in course evaluations?
Resources:
HelpAge International. (2000). Older people in disasters and humanitarian crises: Guidelines for best practice. London: HelpAge International.
UNHCR. (1996). Assisting disabled refugees: A community-based approach, 2nd ed., rev. Geneva: UNHCR.
INCOME GENERATION / EMPLOYMENT OPPORTUNITIES / LIVELIHOODS
> Are there income generation/job opportunities for people with > Do cash-for-work programs discriminate against or exclude people
disabilities in refugee camps and settlements or outside in the with disabilities, including older people? Are there alternative
community? schemes for people unable to work?
> Are there opportunities for people with disabilities to set up small > Do UN agencies/NGOs/CBOs promote the employment of people
businesses in camps/settlements? with disabilities in the management and implementation of
> Are people with disabilities, including older people, included in
existing income generation/livelihood projects? Are income
assistance programs? Do humanitarian agencies have equal
opportunity employment policies?
generation projects designed to take into account the > Do UN agencies/NGOs work with local employers to promote the
needs/skills/wage-earning capacities of people with disabilities? employment of people with disabilities?
> Can people with disabilities, including older people, access
existing microcredit/self-reliance schemes? Are there special
microcredit schemes for people with disabilities to set up small
businesses? Are they provided with tools, seeds and other
material inputs?
Resources:
HelpAge International. (2000). Older people in disasters and humanitarian crises: Guidelines for best practice. London: HelpAge International.
UNHCR. (1996). Assisting disabled refugees: A community-based approach, 2nd ed., rev. Geneva: UNHCR.
PSYCHOSOCIAL PROGRAMS
> Are people with disabilities included in existing > Can community workers make referrals to locally available
psychosocial/counseling and support programs? psychosocial services for people with disabilities?
> Are there specially trained counselors/community workers to work
with people with disabilities and their families? Are they trained in
sign language/Braille/other forms of communication?
Resources:
IASC. (2007). Guidelines on mental health and psychosocial support in emergency settings. Geneva: Inter-Agency Standing Committee.
SPECIALIZED SERVICES FOR PEOPLE WITH DISABILITIES
Objective: To provide targeted services specifically geared to meet the needs of people with disabilities.
As well as improving disabled persons’ access to mainstream services, there may also be a need to set up specialized services and infrastructure
that are specifically geared to meet the needs of displaced persons with disabilities. There is some overlap between the sectors covered below and
those dealt with under mainstream services in the section above. However, this section of the Resource Kit provides guidance to humanitarian
workers on how to plan and design educational, health, psychosocial, skills training and other programs that specifically target the needs of persons
with disabilities. It also includes advice on how to plan and design facilities and infrastructure (such as water and sanitation and food distribution
systems) to specifically meet the needs of people with disabilities. The following suggestions are drawn from the field studies and country programs
reviewed by this project, as well as guidance from specialist organizations in different sectors.
WATER AND SANITATION
A leader in water supply and sanitation programs in emergencies, Oxfam has considerable experience in designing appropriate water supply and
sanitation for people with disabilities. The following ideas are drawn from Oxfam good practice in the field and technical briefs that Oxfam has
prepared for its staff.
> Involve people with disabilities, including women, and, where
necessary, their caregivers, at all stages of planning, design and
location of latrines, water points and bathing areas to ensure that
they are accessible, convenient, safe and appropriate.
> Design latrines, water points and bathing areas with the aim of
ensuring that people with disabilities can access them
independently and be as self-reliant as possible.
> Where independent access is not possible, design latrines and
bathing areas to accommodate caregivers who will accompany
people with disabilities.
> Ensure easy access to water close to the latrine.
> Consider the following features when designing latrines and
bathing facilities for disabled access:
• Build individual family latrines for people with disabilities or
disabled units within communal latrine blocks.
• Ensure that individual latrines and/or communal latrines are
close to the homes/shelter of people with disabilities.
• Install an easy access pathway, using ramps rather than steps,
to the latrines, water points and bathing areas.
• Ensure that the entrance to the latrine block and doors of the
disabled units are wide enough to accommodate a
wheelchair/crutches.
• Ensure that disabled units are large enough to accommodate
and maneuver a wheelchair, plus a caregiver, and that the
door can be shut when the user is inside.
• Install handrails/ropes/vertical poles to assist the user to move
into the latrine, to help move from standing to sitting/squatting
position and to provide added stability while sitting/squatting.
• Install handrails on the door, or a pulley system, to enable
people with disabilities to easily open and close the door from
inside the latrine; a doorstop will also prevent the door from
swinging too far if it opens outward.
• Install raised, strong, easily cleanable seats for people with
disabilities (fixed or movable) (N.B.: seats should be designed
to enable a disabled person to move from his/her wheelchair
to the seat and back again).
• Public health promotion should emphasize the importance of
keeping disabled units/family latrines clean and hygienic.
• Hand-washing units should be easy to access and at an
appropriate height for children and people with disabilities.
• Bathing facilities should be close to the latrines, easily
accessible and with enough room for the user and caregiver
(including wheelchair); a washable, drainable chair or bench can
be useful (e.g., a metal framed bench with woven rubber strips).
> For those disabled people who are housebound, consider the
following options:
• a commode chair (made of wood or metal with a removable pot)
• bedpans or potties
> For disabled people who are housebound, ensure that there is
sufficient privacy within shelters (e.g., a screen or separate area
within the shelter) and easy access to water and soap for washing
the commode pots or bedpans.
Resources:
Jones, H. and R. A. Reed. (2005). Water and sanitation for disabled people and other vulnerable groups. Leicestershire, UK: WEDC.
Oxfam Technical Brief No. 1. (2007). Excreta disposal for people with physical disabilities in emergencies. London: Oxfam Publishing.
Oxfam Technical Brief No. 2. (2007). Vulnerability and socio-cultural considerations for PHE in emergencies. London: Oxfam Publishing.
FOOD AND NUTRITION
The Sphere Project Handbook provides the following guidance on providing nutritionally appropriate food for people with disabilities.
> Ensure that people with disabilities, and their caregivers, are given > Provide supplementary feeding for people with disabilities
priority in food distribution systems and have easy access to food (especially children and older people) with specific nutritional
supplies. requirements.
> Ensure that systems are in place to bring food to the homes of > Provide special aids to assist with food preparation and feeding
people with disabilities who have restricted mobility and/or have (e.g., special seats, spoons, straws, cooking utensils and
lost caregivers and family support during the crisis. necessary adaptations to cooking areas—e.g., raised stoves).
> Provide food that is nutritionally adequate and appropriate and > Ensure that the needs of caregivers are also taken into account
easy to eat and digest for people with disabilities (including older when planning feeding programs (e.g., lack of time to access and
people and children) (N.B.: this will depend on specific nutritional prepare food due to caring role; lack of community support
requirements). mechanisms due to stigma and marginalization; the time
> Provide people with disabilities with energy-dense foods that are
easy to prepare, consume and digest (N.B.: this will depend on
specific needs).
consumed maintaining higher standards of hygiene and feeding a
person with disabilities may mean caregivers miss out on meals
themselves; lack of available assets to exchange for food due to
costs of treatment).
Resources:
HelpAge International. (2000). Older people in disasters and humanitarian crises: Guidelines for best practice. London: HelpAge International.
The Sphere Project. (2004). Chap. 3, Minimum standards in food security, nutrition and food aid. In The Sphere Project: Humanitarian charter and
minimum standards in disaster response, rev. ed. London: Oxfam Publishing. http://www.sphereproject.org/content/view/27/84.
HEALTH SERVICES (INCLUDING MENTAL HEALTH SERVICES)
The following ideas have been gathered from the field studies, as well as several other countries whose disability programs were reviewed.
> Set up regular, specialized health clinics for different impairments > Set aside specific hours and/or days for children, adults and older
(e.g., a regular eye clinic or prosthetics clinic once a week or once people with disabilities to visit health clinics to avoid long waits to
a month). see doctors.
> Arrange for visiting specialist doctors and health professionals to > Ensure that health staff have a good knowledge of locally
run the clinics (e.g., once a week/once a month). available clinics/health services for people with disabilities and
are able to make referrals where appropriate (N.B.: this also
means providing the funding for referrals to outside clinics).
> Establish outreach care and home visiting programs. Encourage
community health workers, including mental health workers, to
regularly visit the homes of people with disabilities in order to:
• carry out early identification of impairments
• conduct physical and mental health assessments
• disseminate information on public health, disease prevention
and basic hygiene
• provide rehabilitative care, physical therapy and support
• reduce drop-out once treatment is initiated (e.g., ensuring that
people with severe mental disorders adhere to treatment and
return to their mental health care provider for follow-up visits)
• make referrals where necessary
Resources:
> Provide appropriate mobility aids and assistive devices through the
health services (e.g., walking sticks, crutches, wheelchairs,
tricycles, hearing aids, eyeglasses) to people with disabilities.
> Provide home-based respite care for children with disabilities (e.g.,
for children with cerebral palsy), to give their families or
caregivers a break.
> Protect and promote the rights of patients with disabilities, such
as patient confidentiality; ensure privacy, especially for women;
informed consent by patient, or guardian (in the case of children or
people with severe mental disabilities).
HelpAge International. (2000). Older people in disasters and humanitarian crises: Guidelines for best practice. London: HelpAge International.
IASC. (2007). Guidelines on mental health and psychosocial support in emergency settings. Geneva: Inter-Agency Standing Committee.
The Sphere Project. (2004). Chap. 5, Minimum standards in health services. In The Sphere Project: Humanitarian charter and minimum standards in
disaster response, rev. ed. London: Oxfam Publishing. http://www.sphereproject.org/content/view/27/84.
PHYSICAL REHABILITATION SERVICES
> Where physical rehabilitation centers exist in close proximity to
refugee or IDP camps, set up a referral system and provide
assistance to enable refugees and IDPs with physical impairments
to access these services. Assistance may include: covering the
cost of treatment (if needed); the cost of transportation; and, if the
person has to stay at the center for a long time, the cost of
accommodation and food.
> Ensure that physical rehabilitation centers close to camps can
provide a complete range of services, including surgical and post-
operative care, prostheses, orthotics, wheelchairs, walking aids and
other assistive mobility devices, physical therapy and follow-up.
> Where there is no physical rehabilitation center close to the
refugee or IDP camp, explore the possibility of a team from a
nearby center visiting the camp on a regular basis to provide
physical rehabilitation services.
> If this option is chosen, community workers should be trained (by
the center) to provide basic physical therapy to ease the
appropriation of the devices and to perform basic repairs.
> For urban refugees and IDPs, set up a referral system and provide
assistance to enable refugees and IDPs with a physical disability
to have access to services. This may include: covering the cost of
treatment (if needed); the cost of transportation; and, if the person
has to stay for a long time, the cost of accommodation and food.
> Ensure that physical rehabilitation centers for urban refugees can
provide a complete range of services, including surgical and post-
operative care, prostheses, orthotics, wheelchairs, walking aids and
other assistive mobility devices, physical therapy and follow-up.
> If none of the above options are possible, consider establishing a
physical rehabilitation center (or workshop) within the camp or
settlement. This will require using trained personnel (prostheses
and orthotics technicians and physiotherapists) to set up the
center and provide the services. Staff could be expatriate
specialists, trained personnel from the host country or, if available,
trained personnel from the refugee or IDP population.
> Set up workshops and provide training for refugees and displaced
persons, including amputees, to make and repair prosthetics/mobility
aids/assistive devices within camps or urban settlements.
Resources:
Handicap International. http://www.handicap-international.org/.
ICRC. http://www.icrc.org.
ICRC Special Fund for the Disabled. http://www.icrc.org/fund-disabled.
Mae Tao Clinic, Thailand. http://www.maetaoclinic.org/.
See also, Landmine Survivors Network. http://www.landminesurvivors.org. This website can be used to download the following documents:
Prosthetics and orthotics project guide: Supporting P&O services in low-income settings: A common approach for organizations
implementing aid projects
Prosthetics and orthotics programme guide: Implementing P&O services in low-income settings: A guide for planners and providers
of services for persons in need of orthopaedic devices
PSYCHOSOCIAL PROGRAMS
The IASC Guidelines on Mental Health and Psychosocial Support provide a wealth of ideas about how to promote mental health and psychosocial well-
being. The following ideas are drawn from the IASC guidelines, the HelpAge International guidelines and from the case studies reviewed for this project.
> Encourage home visits by social workers/disability workers to > Consider providing additional material and social assistance to
people with disabilities and their families or caregivers to provide households that care for disabled family members.
counseling and psychosocial support.
> Provide respite care for families and/or caregivers of children or
> Help set up support groups for families or caregivers of children adults with disabilities (e.g., to give them a break; enable them to
and adults with disabilities (e.g., mothers’ support groups/older attend a training course or a regular support group).
persons’ support groups).
> Promote full and inclusive participation of people with disabilities
> Set up safe places/centers within the camp or settlement where in decision-making, planning, design, management and
people with disabilities/older people/parents of disabled children implementation of camp activities as a key strategy toward
can meet and socialize. ensuring psychosocial well-being.
> Provide ongoing training for mothers and/or caregivers of children
with disabilities (e.g., training and support for mothers of children
with mental disabilities or cerebral palsy).
Resources:
HelpAge International. (2000). Older people in disasters and humanitarian crises: Guidelines for best practice. London: HelpAge International.
IASC. (2007). Guidelines on mental health and psychosocial support in emergency settings. Geneva: Inter-Agency Standing Committee.
INCLUSIVE EDUCATION
Extensive literature exists on how to promote inclusive education for children with disabilities. The following suggestions are drawn from the INEE
Handbook and Good Practice Guides and from the Action for the Rights of Children disability resource pack. Additional ideas come from the field studies
and other country programs reviewed during this project.
> Ensure that children with disabilities have full and equal access to
all educational opportunities.
> Wherever possible, promote the inclusion of children with special
needs in mainstream schools and classes.
> Set up special units within mainstream schools or special schools
for children who would benefit more from specialized teaching
(e.g., schools/special units for children who are deaf, blind, severely
mentally impaired or those with severe learning difficulties).
> Where necessary, facilitate referrals to special education facilities
outside the camps/settlements for children who cannot attend
mainstream schools and provide necessary funding and transport.
> Provide training and awareness raising for mainstream teachers
on special needs and inclusive education.
> Provide ongoing training for special needs support teachers and
special education assistants in schools.
> Provide training in sign language, Braille and other forms of
communication for mainstream teachers and special needs
support teachers.
> Develop a flexible learning environment and curriculum that takes
into account the special needs of children with disabilities (e.g.,
arrange classrooms so children with visual impairment can see the
blackboard or arrange for visual aids; arrange classrooms so
children with hearing impairments can hear the teacher; adapt the
curriculum for children with learning difficulties and mental
disabilities).
Resources:
> Provide specialized teaching aids and learning devices for children
with disabilities (e.g., materials in Braille, large print books,
talking books and talking calculators for the visually impaired;
colored chalk and visual aids for the visually and hearing impaired;
and special aids for literacy and numeracy for children with
learning difficulties).
> Provide children with assistive devices and mobility aids to
facilitate their inclusion in mainstream schools and maximize their
learning (e.g., hearing aids, eyeglasses, magnifying glasses,
wheelchairs, crutches, tricycles and special chairs).
> Set up workshops in the camps for making teaching aids, play
materials and learning devices for children with disabilities with
locally available resources.
> Conduct community awareness raising and information campaigns
to sensitize teachers, parents, other students and the local
community about disability issues. Stress the importance for all
children with disabilities to have the opportunity to attend school,
especially girls and children with mental disabilities.
> Conduct more research and analysis into why fewer girls with
disabilities are attending school than boys with disabilities. Take
immediate steps to encourage families to send girls with
disabilities to school.
Inter-Agency Network for Education in Emergencies (INEE). (2006). Good practice guides: Inclusive education of children at risk.
http://ineesite.org/page.asp?pid=1060.
INEE. (2004). Handbook: Minimum standards for education in emergencies, chronic crises and early reconstruction.
http://ineesite.org/page.asp?pid=1240.
UNHCR and International Save the Children Alliance. (2001). Action for the rights of children resource pack: Critical issues: Disability. London:
International Save the Children Alliance. http://www.savethechildren.net/arc/files/main.html.
PROTECTION
PROTECTION MONITORING
Objective: To improve the identification of and response to protection risks faced by displaced persons with disabilities.
> Ensure that protection officers include people with disabilities in
routine protection monitoring.
> Provide training for protection officers on the risks faced by people
with disabilities, including people with mental disabilities and
older people, and on appropriate communication methods (e.g.,
sign language/Braille).
> Put in place reporting mechanisms for people with disabilities,
their families and neighbors to report protection risks/problems
involving people with disabilities, and set up coordinated response
mechanisms.
> Extend family tracing services to include people with disabilities
and reunite disabled people with their families or, where this is
not possible, with extended or “foster” families.
> Develop checklists of possible protection risks faced by people
with disabilities (e.g., sexual violence, domestic abuse and
physical abuse; abduction/separation from family members;
exploitation; neglect, abandonment, concealment and intimidation;
disappearance and trafficking; theft of medicines/food/
belongings/identification documents), but also look for other
potential protection risks not included in checklists.
> Assess local capacities for responding to protection risks: how did
the community cope in the past; what has changed in
displacement; specifically, how has this affected people with
disabilities (e.g., family separation; loss of caregivers, family
members, etc.)?
Resources:
> Ensure representation of people with disabilities/their family
and/or caregivers in protection working groups (PWG).
> Provide training to members of PWG on specific protection risks
faced by people with disabilities, appropriate responses and
communication methods.
> Establish safe places where people with disabilities, including
older people, can meet and share information/children can play;
ensure that safe places established in camps are accessible to
people with disabilities.
> Include specific guidance on respect for the human rights of
people with disabilities in staff Codes of Conduct.
> Provide training and awareness raising on the UN Convention on
the Rights of Persons with Disabilities (CRPD) and how it applies
in displacement situations for people with disabilities and their
families, community leaders and members of the community,
teachers, health staff, community workers, humanitarian workers
and local government officers.
> Ensure that people with disabilities have full and equal access to
justice and legal representation and enjoy recognition before the
law.
> Provide training for law enforcement officials and the judiciary on
disability rights and the CRPD in relation to refugees and IDPs.
Ad Hoc Committee on a Comprehensive and Integral International Convention on the Protection and Promotion of the Rights and Dignity of Persons
with Disabilities. (2006). Final report, Convention on Rights of Persons with Disabilities.
http://www.un.org/disabilities/convention/conventionfull.shtml.
IASC. (2007). Guidelines on mental health and psychosocial support in emergency settings. Geneva: Inter-Agency Standing Committee.
Norwegian Refugee Council (NRC). (2004). Camp management toolkit. Oslo: NRC.
UNHCR. (2008). A community-based approach in UNHCR operations. Geneva: UNHCR.
UNHCR. (2003). Agenda for protection, 3rd ed. Geneva: UNHCR.
PROTECTING WOMEN WITH DISABILITIES
Objective: To improve the identification of and response to specific protection risks faced by displaced women with disabilities.
> Include women with disabilities in all protection monitoring, in > Special attention should also be paid to the protection risks faced
particular with a focus on identifying and preventing sexual and by mothers of children with disabilities, who may face
gender-based violence, domestic violence and abuse, physical abuse, abandonment, domestic violence and abuse, discrimination and
trafficking, neglect, discrimination and stigmatization of women with stigmatization.
disabilities. Note that disabled women who have lost family support
during a crisis may be at heightened risk of sexual violence.
> Ensure that women with disabilities have adequate privacy both in
the home and in public places (e.g., latrines/bathing/washing
> Pay special attention to the specific protection risks faced by areas/health centers/adequate clothing) to protect their dignity
women with mental disabilities and learning difficulties, who may and safety.
be at greater risk of sexual violence and abuse.
> Encourage disabled women to set up their own
committees/support groups and to identify and report protection
risks faced by women with disabilities in their community.
Resources:
IASC. (2005). Guidelines for gender-based violence interventions in humanitarian settings. Geneva: Inter-Agency Standing Committee.
IASC. (2007). Guidelines on mental health and psychosocial support in emergency settings. Geneva: Inter-Agency Standing Committee.
UNHCR. (2008). Handbook for the protection of women and girls. Geneva: UNHCR.
UNHCR. (2003). Sexual and gender-based violence against refugees, returnees and internally displaced persons: Guidelines for prevention and
response. Geneva: UNHCR.
PROTECTING CHILDREN WITH DISABILITIES
Objective: To improve the identification and response to specific monitor risks, intervene where possible and refer cases to relevant
protection risks faced by displaced children with disabilities. protection staff or authorities as necessary.
> Include children with disabilities in all protection monitoring, with > Promote the inclusion of children and young people with
a particular focus on identifying and preventing neglect, disabilities in children’s and youth groups in the community.
abandonment, concealment, physical restraint, isolation, physical Encourage children and young people with disabilities to set up
and/or sexual abuse, exploitation, trafficking, discrimination and their own support groups, where necessary.
stigmatization of children with disabilities.
> Encourage the establishment of support groups for parents and
> Establish community child protection committees, with the family members of children with disabilities; set up mother and
involvement of children and young people themselves, that child groups or parent support groups where parents can meet and
identify at-risk children, including children with disabilities, young children can play.
Resources:
IASC. (2007). Guidelines on mental health and psychosocial support in emergency settings. Geneva: Inter-Agency Standing Committee.
UNHCR. (2008). Handbook for the protection of women and girls. Geneva: UNHCR.
UNHCR. (1994). Refugee children: Guidelines on protection and care. Geneva: UNHCR.
REFUGEE STATUS DETERMINATION
Objective: To ensure that refugees and asylum seekers with disabilities have full and equal access to refugee status determination (RSD)
procedures and that RSD staff are trained appropriately and are sensitive to disability issues.
> Ensure that refugees and asylum seekers with disabilities have
full, fair and equal access to RSD procedures.
> Ensure that information about RSD procedures is provided in a
format that is accessible and easily understood by people with
disabilities (e.g., written communication in large print or Braille for
visually impaired; information provided in simple language that
could be understood by a 12-year-old).
> Ensure that RSD offices are physically accessible for refugees with
disabilities (e.g., on flat ground; ramps instead of steps; wide
doors for wheelchair access). Ensure that facilities at RSD offices
are also physically accessible (e.g., toilets/latrines).
> Provide transport for refugees with disabilities to reach RSD
offices where necessary.
> Prioritize hearings for refugees with disabilities to avoid long
waits.
> Ensure that refugees with disabilities are provided with the
necessary assistance to ensure a full and fair hearing of their
asylum case (e.g., access to sign language interpreters for the
hearing impaired; mentally disabled are accompanied by family
members or companions to assist with interview as necessary).
> Ensure that RSD officers have access to medical certificates, or
letters from doctors, to ascertain the nature of an individual’s
disability, where this is necessary/appropriate.
> Provide training and awareness raising for RSD officers on
disability issues and rights and appropriate communication
methods (e.g., sign language/Braille/presenting information in a
simple, easily understood format).
> Conduct further research into how accessible and appropriate RSD
procedures are for refugees with disabilities and what
modifications and adaptations need to be made (according to
specific disabilities).
COMMUNITY PARTICIPATION AND INCLUSION
Objective: To ensure that displaced persons with disabilities, regardless of their type of disability, gender or age, are empowered and can
participate fully and equally in all community affairs, decision-making and planning processes. To ensure that displaced persons with disabilities,
regardless of their type of disability, gender or age, are represented at all levels of camp/community management and at all stages of program
planning, design, implementation and management. To ensure that displaced persons with disabilities are able to form their own organizations and
to participate in local disabled persons’ organizations (DPOs).
> Include people with disabilities, their families and caregivers and
DPOs in all community-based participatory assessments.
> Provide training and awareness-raising programs to people with
disabilities on their rights; provide training in public
communication skills, management skills, etc., to empower them
to participate in community affairs and decision-making processes.
> Promote the inclusion of people with all types of disabilities in
camp management structures (e.g., camp committees) and in
community leadership positions (e.g., through quotas/reserved
seats/awareness raising).
> Set up systems to ensure that people with disabilities, regardless
of their type of disability, gender or age, are represented and
heard at all levels of camp/community life and during decision-
making processes.
> Ensure that children and young people with disabilities are able to
participate fully in community affairs and that systems are in place to
consult with children and young people and to listen to their views.
> Involve people with disabilities at all stages of the project cycle
(needs assessment, planning, design, implementation and
management).
> Involve people with disabilities at all levels of project
management and promote the employment of people with
disabilities in humanitarian organizations, particularly at senior
management levels.
> Work with traditional leaders/camp leaders to promote the
inclusion of people with disabilities, regardless of the type of
disability, gender or age, in community management and decision-
making processes and to gain their support for change in
communities where people with disabilities have traditionally
been excluded from public life.
> Conduct ongoing awareness raising and information campaigns in
the community about the rights of people with disabilities in order
to promote tolerance, understanding and respect for people with
disabilities and allay fears about “difference.”
> Work with people with disabilities, their families and DPOs to
counter fears, stigmatization and superstition surrounding
particular disabilities (e.g., mental disabilities) through awareness
raising and information campaigns.
> Provide ongoing training to community leaders and community
workers on the rights of people with disabilities (including the
CRPD), participatory approaches to working with people with
disabilities and appropriate communication methods (e.g., sign
language/Braille/other methods).
> Encourage and support people with disabilities of all ages and
gender to set up their own organizations, self-help or support groups.
Resources:
> Encourage the inclusion of children and young people with
disabilities in community youth groups and activities.
> Encourage the inclusion of people with disabilities in other special
focus groups (e.g., women’s groups, older persons groups, adult
literacy groups, livelihood activities (e.g., gardening, livestock,
handicraft projects)).
> Provide safe spaces/community centers within camps or
settlements where people with disabilities, their families and
DPOs can meet and socialize.
> Build links between displaced persons with disabilities and people
with disabilities in the local community; encourage local DPOs to
integrate displaced persons into their activities. This is especially
important for refugees and IDPs with disabilities living in urban
areas, who may be more isolated and have access to fewer
services than those living in camps.
> Ensure that services provided to displaced persons with
disabilities are also made available to people with disabilities in
the local community.
> Build the capacities of DPOs both within the refugee community
and the local community. Meet and consult regularly with DPOs
and include them at all levels of program planning,
implementation and evaluation.
> Provide transport/assistance so that people with disabilities can
attend support groups, community meetings and DPO meetings
both within and outside the camp/settlement.
Ad Hoc Committee on a Comprehensive and Integral International Convention on the Protection and Promotion of the Rights and Dignity of Persons
with Disabilities. (2006). Convention on Rights of Persons with Disabilities. Final report.
http://www.un.org/disabilities/convention/conventionfull.shtml.
HelpAge International. (2000). Older people in disasters and humanitarian crises: Guidelines for best practice. London: HelpAge International.
IASC. (2007). Guidelines on mental health and psychosocial support in emergency settings. Geneva: Inter-Agency Standing Committee.
Norwegian Refugee Council (NRC). (2004). Camp management toolkit. Oslo: NRC.
UNHCR. (2008). A community-based approach in UNHCR operations. Geneva: UNHCR.
UNHCR. (1996). Assisting disabled refugees: A community-based approach, 2nd ed., rev. Geneva: UNHCR.
DURABLE SOLUTIONS
Objective: Ensure that refugees and displaced persons with disabilities have full and equal access to all durable solution options. Ensure that
displaced persons with disabilities have full access to information about durable solutions options in an accessible format.
> Ensure that people with disabilities have equal access to all
durable solutions and are not discriminated against or excluded.
> Ensure that displaced persons with disabilities are fully informed
about durable solution options through accessible communication
strategies (e.g., camp radio broadcasts; Braille news-sheets and
large-print media; loudspeaker announcements; messages passed
through disability community workers—including in sign
language; street drama, songs, etc.).
> Ensure that refugees with disabilities are not separated from
family members or caregivers when seeking durable solutions and
that efforts are made to reunite family members who become
separated during return or resettlement operations. However,
where persons with disabilities choose different durable solution
options from other family members, ensure that appropriate
arrangements are made to facilitate durable solutions that are in
the best interests of the person with disabilities.
> Ensure that there is a proper handover of individual care
management at the time of accessing durable solutions; ensure
that all agencies have full information about the needs of refugees
with disabilities (e.g., medical care, treatments and medicines;
education and training needs; rehabilitation and palliative care;
independent living; mobility and assistive devices, etc.).
> Ensure that appropriate arrangements are made to assist with the
voluntary repatriation of refugees with disabilities and the return of
IDPs to their own communities, including pre-departure counseling,
medical care and special travel arrangements and that refugees
with disabilities and their families have access to this information.
> Ensure that people with disabilities have full information about
their rights as disabled persons to services and facilities available
in their country or community of origin.
> Ensure that adequate support is provided to people with
disabilities when they return to their own communities and that
appropriate medical, educational, rehabilitation, training and
employment services are provided for returnees with disabilities.
> Ensure that refugees who choose to integrate locally in their countries
of asylum have equal access to national services for people with
disabilities and receive full information about their rights as disabled
persons, and information about services and facilities available.
> Ensure that refugees with disabilities have full and transparent
information about resettlement policies (e.g., policies of different
resettlement countries toward refugees with disabilities;
resettlement selection criteria).
> Ensure that refugees with disabilities and their families have full
and transparent information about family reunification for
refugees with disabilities.
> Provide refugees with disabilities and their families with
information about the national disability framework in resettlement
countries, including information on their rights as disabled persons
and what services and facilities are available nationally.
> Ensure that special procedures are in place for resettling refugees
with disabilities, including pre-departure screening, counseling
and special travel arrangements and that refugees with
disabilities and their families have access to this information.
> Ensure that refugees with disabilities and their families are assisted
on arrival in resettlement countries and given full information on
how to access medical, educational, rehabilitation, training and
employment services on arrival in the resettlement country.
> Review individual country resettlement policies to ensure that they do
not discriminate against refugees with disabilities (e.g., by imposing
discriminatory health criteria) and that they are in full compliance with
the UN Convention on the Rights of Persons with Disabilities.
> Review and revise UNHCR’s policy on the resettlement of refugees
with disabilities as articulated in the 2004 Resettlement
Handbook. In particular, provide additional guidance on policies
and procedures for the individual and group resettlement of
refugees with disabilities, including issues of family reunification,
pre-departure screening, special travel arrangements and
arrangements on arrival in the resettlement country.
Resources:
UNHCR. (2004). Resettlement handbook. Geneva: UNHCR. http://www.unhcr.org/cgi-bin/texis/vtx/protect?id=3d4545984.
UNHCR. (2003). Agenda for protection, 3rd ed. Geneva: UNHCR.
UNHCR. (1996). Handbook: Voluntary repatriation: International protection. Geneva: UNHCR. http://www.unhcr.org/publ/PUBL/3bfe68d32.pdf.
ACRONYMS AND ABBREVIATIONS
CBO Community-based organization
DPO Disabled persons’ organization
IASC Inter-Agency Standing Committee
ICRC International Committee of the Red Cross
IDP Internally displaced person
INEE Interagency Network for Education in Emergencies
NGO Nongovernmental organization
ProGres Profile Global Registration System
RSD Refugee status determination
UN United Nations
UNHCR United Nations High Commissioner for Refugees
Women’s Commission for
Refugee Women and Children
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DISABILITIESAMONGREFUGEESANDCONFLICT-AFFECTEDPOPULATIONSWomen’sCommissionforRefugeeWomenandChildrenJune2008
Cover photograph: Boy making a reed basket at the UNHCR-supported
vocational training program for the blind and disabled at the Blind
Association, Jalalabad, Afghanistan. (UNHCR/S. Schulman)
The Women’s Commission for Refugee Women and Children
works to improve the lives and defend the rights of refugee
and internally displaced women and children.
The Women’s Commission is legally part of the International
Rescue Committee (IRC), a non-profit 501(c)(3) organization.
It receives no direct financial support from the IRC.
www.womenscommission.org
© Women’s Commission for Refugee Women and Children
June 2008
ISBN: 1-58030-072-3
TABLE OF CONTENTS
FOREWORD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
EXECUTIVESUMMARY .................................. 2
Key Recommendations to All Humanitarian Actors . . . . . . 5
PART 1: INTRODUCTION AND BACKGROUND. . . . . . . . . . . . . . . 6
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
PART 2: MAIN FINDINGS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
The Difference between Refugee Camps
andUrbanSettings ................................. 11
TypesofDisability .................................. 12
IdentificationandDataCollection .................... 14
Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
CampLayout/Infrastructure .......................... 16
FoodandNutritionandNonfoodItems ................ 18
HealthServices .................................... 19
PsychosocialServices .............................. 21
Inclusive Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Vocational Training/Employment/Livelihoods . . . . . . . . . . 26
Participation/CommunityInclusion ................... 28
Protection ......................................... 32
Durable Solutions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
PART 3: RECOMMENDATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Key Recommendations to All Humanitarian Actors . . . . . 36
Specific Recommendations to UNHCR
andtheInternationalCommunity ..................... 37
PART 4: INTERNATIONAL RESPONSE . . . . . . . . . . . . . . . . . . . . . 38
UNHCRPolicies .................................... 38
Other UN and International Policies on
DisabilityandDisplacement ......................... 42
International and Nongovernmental Organizations
with Disability Policies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
ANNEX A: Methodology, Field Studies, Field Research
Methodology, Strengths and Constraints of Field Studies . . . 48
Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Field Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Country Profiles
Nepal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Thailand ....................................... 50
Yemen ......................................... 52
Jordan ......................................... 54
Ecuador . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Field Research Methodology. . . . . . . . . . . . . . . . . . . . . . . . . 58
Strengths and Constraints of Field Studies. . . . . . . . . . . . . 59
ANNEXB:ProGres ..................................... 61
Specific Need Definitions: Persons with Disabilities . . . 61
ANNEX C: Heightened Risk Identification Tool. . . . . . . . . . . . . 62
Health Needs and Disability Definitions . . . . . . . . . . . . . . . 62
ANNEXD:GuidelinesforFieldStudies ................... 63
Data Collection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Background Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
TypesofDisabilities ................................ 63
Access to and Appropriateness of Mainstream
Services for Refugees with Disabilities . . . . . . . . . . . . . . . 63
Overview of Specialized Services for
Persons with Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Protection ......................................... 64
Participation/CommunityInclusion ................... 65
Research Methodology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
NOTES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
ACRONYMSANDABBREVIATIONS ...................... 70
ACKNOWLEDGMENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
FOREWORD
Too often invisible, too often forgotten and too often overlooked,
refugees with disabilities are among the most isolated, socially
excluded and marginalized of all displaced populations. As this
pioneering research by the Women’s Commission for Refugee Women
and Children reveals, those with disabilities are more limited by
our actions than by their own physical and mental abilities. The way
we design and construct camps can impede their access to vital
services; the way we distribute food without taking their specific
needs into account impacts their health and safety; the way we
exclude them from vocational training and income generation
programs promotes the view that they are helpless and dependent;
and when we don’t actively encourage their participation in refugee
leadership structures, we give the impression that they are less able.
Yet, as this research also attests, refugees with disabilities possess
valuable skills, knowledge and experience, and they wish and
deserve to be given the opportunities to use them. They want equal
access and opportunity. They need to be socially included and
to participate fully. Like all of us, they want to contribute to their
communities and have meaningful lives.
“Disabilities among Refugees and Conflict-affected Populations”
highlights interesting and engaging examples of positive field
practice—where those with disabilities have access to mainstream
services as well as vital targeted services. The companion resource
kit provides practical guidance for UNHCR and implementing partner
field staff on ways to improve both protection and service delivery for
these populations.
The Women’s Commission sought to place refugees with disabilities
higher on the international agenda and to provide tools and guidance
for improving critical assistance. This research has accomplished
just that. As the first undertaking of this kind, specifically focused on
refugees, it has given both greater recognition and voice to those
refugees with disabilities and provided us all with a way forward.
Let us use this guidance to ensure improved protection, enhanced
participation and equal opportunity for those with disabilities. Let us
stop erecting—and start dismantling—those barriers that limit
their access and potential.
António Guterres
United Nations High Commissioner for Refugees
June 2008
EXECUTIVE SUMMARY
The World Health Organization (WHO) estimates that between 7 and
10 percent of the world’s population live with disabilities. As such, it
can be assumed that between 2.5 and 3.5 million of the world’s 35
million displaced persons also live with disabilities. Among displaced
persons who have fled civil conflict, war or natural disasters, the
number with disabilities may be even higher.
Yet persons with disabilities remain among the most hidden, neglected
and socially excluded of all displaced people today. People with
disabilities are often literally and programmatically “invisible” in
refugee and internally displaced persons (IDP) assistance programs.
They are not identified or counted in refugee registration and data
collection exercises; they are excluded from or unable to access
mainstream assistance programs as a result of attitudinal, physical
and social barriers; they are forgotten in the establishment of
specialized and targeted services; and they are ignored in the
appointment of camp leadership and community management
structures. Disabled persons’ potential to contribute and participate
is seldom recognized: they are more often seen as a problem than a
resource. Moreover, traditional community coping mechanisms,
including extended families, neighbors and other caregivers, often
break down during displacement. The loss of caregivers can leave
persons with disabilities extremely vulnerable and exposed to
protection risks.
This report is the culmination of a six-month project commissioned
by the Women’s Commission for Refugee Women and Children
and co-funded by the United Nations High Commissioner for
Refugees (UNHCR) to address the rights and needs of displaced
persons with disabilities, with a particular focus on women (including
older women), children and youth. Based on field research in five
refugee situations, as well as global desk research, the Women’s
Commission sought to map existing services for displaced persons
with disabilities, identify gaps and good practices and make
recommendations on how to improve services, protection and
participation for displaced persons with disabilities. The objective
of the project was to gather initial empirical data and produce
a Resource Kit that would be of practical use to UN and
nongovernmental organization (NGO) field staff working with
displaced persons with disabilities.
While refugees and IDPs with disabilities face enormous
challenges, the research was not wholly negative. The Women’s
Commission found examples of innovative and successful programs
for refugees with disabilities, particularly in the areas of inclusive
and special needs education, vocational and skills training,
community health care and outreach programs and prosthetics and
physical rehabilitation (especially for land mine survivors). We
found situations where refugees with disabilities and their families
were highly organized and had formed their own self-help support
groups. The Women’s Commission also found examples of positive
disability awareness programs. Given an accessible physical
environment, heightened disability awareness, both within their
community and the local host community, and an inclusive approach
by agencies assisting them, displaced persons with disabilities can
live independent lives, participate fully in public affairs and make
positive contributions to their communities.
The research found that, in general, services and opportunities for
refugees with disabilities were better in refugee camps than in urban
settings. Due to the more geographically and socially cohesive nature
of refugee camps, it is easier to identify refugees with disabilities,
adapt programs to be more inclusive and set up specialized services.
It is also easier to effect attitudinal and programmatic change in
refugee camps. Urban refugee communities are more dispersed and
less physically cohesive. Many urban refugees are undocumented
and lack any legal status. They are often afraid of the authorities and
prefer to remain “hidden.” This makes it much harder to identify
persons with disabilities or to integrate them into mainstream or
specialized services.
The study showed that less information and fewer services were
available for people with mental disabilities than those with physical
and sensory disabilities. Refugees with mental disabilities tended
to be more “invisible” and “hidden” from public view than those
with physical disabilities. They were less likely to be identified in
registration and data collection exercises and tended to be more
excluded from both mainstream and targeted assistance programs.
They were less likely to be included in decision-making processes
or in leadership and program management structures.
Collecting reliable and accurate data on the number and profile of
displaced persons with disabilities was one of the weakest aspects
of all the programs surveyed for the report. In many cases, data on
the number of displaced persons with disabilities was simply not
available from the government, UNHCR or its implementing partners.
Where data did exist, it was often inconsistent or inaccurate. One
of the reasons for this was differences in the terminology and
categories used to classify different types of disabilities and reasons
for disabilities. In addition, concepts of “impairment” and “disability”
can differ enormously among different cultures and societies. Data
collection staff also lacked the technical expertise to identify and
categorize different types of disabilities.
Almost all the countries surveyed identified problems with the
physical layout and infrastructure of camps or settlements, and lack
of physical access for persons with disabilities. Refugees with
disabilities noted the physical inaccessibility of shelters, food
distribution points, water points, latrines and bathing areas, schools,
health centers, camp offices and other community facilities.
Problems of physical accessibility were often worse for refugees
living in urban areas, where the opportunities to adapt or modify
physical infrastructure were much more limited, than in camps.
Difficulties with physical access affected all aspects of disabled
refugees’ daily lives, especially those with physical and visual
impairments. Unable to leave their homes, or move around easily,
many refugees with disabilities faced greater levels of isolation
than before their displacement.
Nearly all the field studies reported that refugees with disabilities
did not receive additional or special food rations, nor were they
prioritized in food distribution systems. In all the countries surveyed,
participants pointed out that the food and nonfood distribution points
were far from people’s homes and the long, crowded lines made it
difficult for many persons with disabilities to receive their rations.
All the field surveys cited the lack of specialized health care,
psychosocial support and counseling services for persons with
disabilities. There were no specialized doctors, no specialist therapy
and a lack of specialized medicines and treatments. Moreover, there
were generally no referrals to specialist services outside the camps.
Nearly all the refugees surveyed said that health clinics were often
physically inaccessible for persons with disabilities and that they
had to line up for long periods and were not given priority treatment.
Many disabled people and their families said that they were suffering
from increased levels of isolation, depression and mental health
problems since becoming refugees, but there were no or very
limited psychosocial services available. A positive finding in all the
countries’ situations surveyed was that women with disabilities
had access to reproductive health care. There were also positive
examples of community health care and outreach programs
(especially in refugee camps).
Access to education for children with disabilities was one of the
most successful areas in all the countries surveyed. All the field
studies showed that children with disabilities had access to
schools and no cases were found of children with disabilities being
actively excluded from school. The field surveys identified many
successful examples of inclusive education programs for children
with disabilities, including early childhood intervention programs;
ongoing training of special needs support teachers and mainstream
teachers in special needs education; the development of special
teaching aids, appropriate curriculum and teaching resources; home
support and liaison programs; parent support groups; and, where
necessary, the establishment of separate schools, or learning
environments, for children with particular needs (e.g., schools for
blind or deaf children).
In some settings, although children with disabilities were not actively
excluded from mainstream schools, they were not actively
encouraged to attend either and dropout rates were high. This was
due to various factors, including the lack of special needs support
staff or training for mainstream teachers in special needs education;
the lack of appropriate teaching aids or flexible curriculum; and the
physical inaccessibility of school buildings and facilities. The field
studies also found some incidents of gender disparity in school
attendance rates for children with disabilities (more boys than girls
with disabilities were attending school), although the reasons for
this were not entirely clear from the research.
Access to vocational and skills training, income generation and
employment opportunities for refugees with disabilities varied
considerably. There were some examples of very successful
vocational and skills training programs that were specially geared
for persons with disabilities and had helped them to learn useful
skills and subsequently either find employment or set up their own
small business. In other settings, vocational training courses had
not been adapted to meet the needs of persons with disabilities and
the teachers were not specially trained. Elsewhere, persons with
disabilities were either actively excluded from vocational training or
given no encouragement to attend. In all the countries surveyed,
persons with disabilities said that they were keen to learn new skills
and wanted to find jobs. However, they faced huge social, attitudinal
and legal barriers in finding employment, not only because of their
disability, but also because of their status as refugees and outsiders.
The field research demonstrated that it was easier for refugees
with disabilities in camps to find work or set up their own small
businesses than it was for refugees in urban areas, where they
were competing on the open market.
Nearly all the refugees with disabilities interviewed during the field
studies said that they would like to be more involved in community
affairs, camp management and decision-making processes. However,
opportunities for formal participation of refugees with disabilities
in camp management and program planning, implementation and
management were very few, even in those situations where there
were high levels of disability awareness. There were a few isolated
examples of persons with disabilities being included in strategic
planning processes and participatory assessments, and a few
examples of NGOs with positive employment policies for persons
with disabilities. In the absence of formal opportunities to participate
in community management and decision-making, there were some
positive examples of refugees with disabilities forming their own
organizations and self-help groups.
Opportunities for community participation among refugees with
disabilities in urban areas were even more limited. In all the
countries surveyed, there was little to no contact between refugees
with disabilities and local disabled persons’ organizations (DPOs) and
no attempts by local DPOs to integrate refugees with disabilities
into their activities. A positive outcome of the field surveys, however,
was a building of alliances between local disability service providers
and local DPOs and refugees with disabilities in several countries.
Involvement in the field research exposed local DPOs to the needs
of refugees with disabilities and motivated them to include refugees
in their programs. It also helped increase awareness of national
disability services among refugee relief agencies.
In general, the quality of information on protection risks faced by
refugees with disabilities was poor. Respondents in the field
studies cited a range of protection problems, but gave few concrete
examples. Almost without exception, everyone interviewed
mentioned discrimination, stigmatization, harassment, neglect and
exclusion of persons with disabilities as major protection concerns,
both within their own communities and in the host communities.
In several countries, the field studies found that women with
disabilities were at risk of sexual violence, domestic abuse and
physical assault, although again, few concrete examples were given.
In one country, nearly all the respondents mentioned that older
persons with disabilities were doubly discriminated against and were
at risk of neglect and possible abandonment, especially when they
became, or were perceived as having become, a burden for their
families. The same country also highlighted physical abuse against
children with disabilities.
The lack of available information about protection risks faced by
persons with disabilities does not imply that refugees and IDPs
with disabilities do not face protection risks, but rather highlights
weaknesses in protection reporting and response and a general
failure to address the protection needs of persons with disabilities
during routine protection monitoring. The research also found
that there were no clear policies or information about durable
solution options for refugees with disabilities, in particular in
third country resettlement.
Key Recommendations to All Humanitarian Actors
> Make accessible to displaced persons with disabilities
camp infrastructure and all facilities, services, shelter,
organizations and information. The needs of persons with
disabilities should be addressed at the start of the emergency
during the site selection, planning and design of camp
infrastructure and services.
> Set up a standard, centralized data collection system to
collect disaggregated data on the number, age, gender
and profile of displaced persons with disabilities in order
to enhance their protection and assistance. Attention
should be paid to maintaining the confidentiality of information.
Disability awareness training should be provided to all data
collection officers.
> Conduct community-based information-and awareness-
raising campaigns to promote greater tolerance, respect
and understanding of persons with disabilities. Promote
the inclusion of people with all types of disabilities in camp
management structures, community decision-making processes
and at all stages of the program cycle, ensuring age and
gender diversity.
> Promote full and equal access to mainstream services
for persons with disabilities (e.g., shelter, water and
sanitation, food and nutrition, nonfood distributions, health and
mental health services, education, vocational and skills training
and adult education, income generation and employment
opportunities, and psychosocial programs).
> Provide targeted services, as needed, for persons
with disabilities (e.g., specialized health services, physical
rehabilitation and prosthetics clinics, assistive devices,
nutritionally appropriate food, special needs education, case
management, protection monitoring and reporting mechanisms).
> Ensure that displaced persons with disabilities have full
access to all durable solution options and to objective
information regarding durable solutions in a format that is
accessible and easy to understand.
> Build alliances with local disability providers to support
the integration of refugees and IDPs into local disability
services. Encourage local displaced persons’ organizations
(DPOs) to integrate disabled refugees and IDPs into their
activities. Ensure that services provided to displaced persons
with disabilities are also made available to persons with
disabilities in the local community.
A complete list of recommendations can be found in Part 3 on page 38.
For a copy of the resource kit that accompanies this
report, go to www.womenscommission.org or contact:
Women’s Commission for Refugee Women and Children
122 East 42nd Street
New York, NY 10168-1289
1.212.551.3115
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PART 1: INTRODUCTION AND BACKGROUND
Introduction
“In all wars and disasters, it is persons with disabilities
that are first to die; persons with disabilities that are the
first to get disease and infection; and it is persons with
disabilities who are the last to get resources and
medicines when they are handed out. They are treated as
the bottom of the pile.”1
The World Health Organization (WHO) estimates that there are more
than 600 million persons with disabilities worldwide—between 7
and 10 percent of the world’s population—80 percent of whom live in
developing countries.2 It can be assumed, therefore, that between 2.5
and 3.5 million of the world’s 35 million displaced persons also live
with disabilities. Indeed, the number of persons with disabilities
among displaced populations may be even higher. Where displaced
persons have fled civil conflict and war, a higher proportion of the
population may have suffered serious injuries or trauma due to the
fighting or land mine accidents, resulting in physical, mental or
sensory impairments. According to the 1996 United Nations Study of
the Impact of Armed Conflict on Children, armed conflicts in the
previous decade caused more than a million deaths of children in
poor countries. For every child killed, three were permanently
impaired and many more psychologically damaged.3 Similarly, where
displacement is the result of a natural disaster, such as an
earthquake or flood, large numbers of people may have suffered
injuries resulting in a variety of impairments.
Health care and social support systems may be disrupted during civil
conflicts and after a natural disaster, depriving the local population,
especially children, of essential preventive or curative medical care
and maternal and child health programs. This can mean that people
with existing impairments do not receive the treatment they require
and their conditions can worsen, while people with wounds and
injuries resulting from the conflict or disaster may lack essential
treatment, leading to permanent disabilities.4 Lack of preventive
health care (such as vaccination programs), poor nutrition and
disruptions to maternal health programs can mean that children
develop impairments during times of crisis that could otherwise
have been prevented. Disruptions to schooling and other social
support systems can mean that children with disabilities miss out
on stimulation that is essential for their development.
The actual flight can also be fraught with dangers and difficulties for
persons with disabilities. In some cases, families have to make
agonizing decisions to leave behind less able family members who
may not survive the flight. In Sierra Leone, for example, many
children with disabilities were abandoned by their families when
they fled the conflict.5 Where communities have to escape
immediately from a dangerous situation, those people with physical,
mental or sensory impairments may be less able to flee, especially
children and older people. At a residential home for persons with
disabilities in Galle, Sri Lanka, for example, only 41 of the 102
residents managed to escape the building and survive the tsunami in
December 2004.6 Often, protection risks faced by displaced persons
are greatest during flight, when they are the most vulnerable. People
with disabilities may be more likely to face physical or sexual abuse
and violence during flight because they are the least able to escape
or defend themselves.
Unfortunately, the situation for persons with disabilities seldom
improves greatly once they have crossed a border or reached a place
of “safety.” Sadako Ogata, former UN High Commissioner for
Refugees, said “Disabled refugees face a double vulnerability—often
the last to receive food, water and care…and, in many situations,
viewed as a burden to be left behind.”7
Among displaced populations, persons with disabilities are often the
most hidden, marginalized, socially excluded and vulnerable. They
can often be literally and programmatically “invisible” in refugee
assistance programs. They are often not identified or counted in
refugee registration and data collection exercises. They are excluded
from or unable to access mainstream assistance programs through
attitudinal, physical and social barriers. They are forgotten in the
establishment of specialized and targeted services and ignored in
the appointment of camp leadership and community management
structures.8 Disabled persons’ potential to contribute and participate
is seldom recognized: they are more often seen as a problem than
a resource, and more often ignored than assisted.
Displaced persons with disabilities also face serious protection
risks in camps and urban settings, including exploitation, physical
and sexual abuse, harassment, ridicule, discrimination and neglect.
Women, children and older persons with disabilities are often the
most at risk. Displaced women with physical and mental disabilities
are triply marginalized by their status, disability and gender. They are
more likely to be exposed to sexual exploitation and physical abuse.
In general, women also tend to be the main caregivers for persons
with disabilities in a community (as mothers, wives, grandmothers)
and can face increased workloads, discrimination and abuse as a
result of this role.
Children and youth with disabilities are also often subject to sexual
and physical abuse, exploitation and neglect (including hiding
children away, restricting them to the home and, in extreme
circumstances, tying them up). They are often excluded from
education and not provided with the support to help them develop
to their full capacity.
Older persons with disabilities may find themselves abandoned by
family members, whose resources are already depleted, so they can
no longer care for dependent, older family members. They may face
extreme isolation and vulnerability in displacement situations and
may be unable to access the basic health care, food and shelter they
need to survive. Loss of identity and status within their community
and a sense of dislocation and isolation can put a huge strain on
older persons with disabilities.
Where they existed, traditional community coping mechanisms,
including extended families, neighbors and other caregivers, may
have broken down either pre-flight, during flight or on arrival, and
little attention is given to rebuilding them. Families may have been
separated due to the conflict, or during flight, and neighbors who
previously provided support find themselves settled in different
locations. The loss of support mechanisms and previous caregivers
can leave persons with disabilities even more exposed and
vulnerable to protection risks.
While facing enormous challenges, the situation facing displaced
persons with disabilities is not all negative. Conflicts and
emergencies can often be catalysts for positive social, attitudinal
and environmental change, and refugee or displacement camps can
be conducive environments for introducing new approaches and
improved services for persons with disabilities.9 The research found
examples of innovative and successful programs for refugees with
disabilities, particularly in the areas of inclusive and special needs
education, vocational and skills training, and prosthetics and physical
rehabilitation, especially for land mine survivors. The Women’s
Commission encountered situations where refugees with disabilities
and families of refugees with disabilities were highly organized
and had formed their own self-help support groups. The Commission
uncovered examples of creative disability awareness programs that
had led to higher levels of awareness among the refugee community
and relief agencies about the rights, needs and skills of persons
with disabilities. The Commission also found NGOs that had positive
employment policies, encouraging the employment of persons
with disabilities.
In general, the Women’s Commission found that many refugees with
disabilities, depending on the severity of their impairment, had a
large number of skills and talents to offer their community. Many
people interviewed said that they wanted to be more involved in
community affairs and decision-making, they wanted to contribute
economically through finding employment and they wanted to attend
school and gain valuable practical skills through vocational training.
Given an accessible physical environment, heightened disability
awareness, both within their community and the local host
community, and an inclusive approach by agencies assisting them,
displaced persons with disabilities can live independent lives,
participate fully in public affairs and make positive contributions
to their community.
Background
SCOPE AND OBJECTIVES OF PROJECT
While its primary focus is on improving conditions for refugee
women, children and youth, the Women’s Commission for Refugee
Women and Children (Women’s Commission) has, in recent years,
begun to address the needs of other excluded and marginalized
groups of refugees and displaced persons. Recognizing that refugees
and internally displaced persons (IDPs) with disabilities are among
some of the most excluded and marginalized of displaced persons in
the world, the Women’s Commission launched a project, co-funded
by UNHCR, to address the rights and needs of displaced persons with
disabilities in September 2007. The project addressed the needs of
refugees and IDPs with both physical and mental disabilities, with a
particular focus on the needs of women (including elderly women),
youth and children.
The overall goals of the project were to enhance understanding of
the challenges faced by refugees and displaced persons with
disabilities, as well as their skills and potentials; to increase access
to mainstream services for persons with disabilities, as well as to
improve provision of specialized services; to promote greater inclusion
and participation of persons with disabilities in community affairs,
decision-making processes, project planning, implementation and
management; and, finally, to ensure better protection for displaced
persons with disabilities and to strengthen protection responses to
the risks they face. The principal aim of the project was to produce
a resource kit that would be of direct, practical use to UN and local
and international NGO field staff working with displaced persons
with mental, physical and sensory disabilities. The Resource Kit is
available at www.womenscommission.org/special/disabilities.php.
The project sought to map existing services for displaced persons
with disabilities in a range of countries and displacement situations,
as well as identify examples of good practices and gaps. In addition
to extensive desk research and liaison with relevant organizations
engaged in this field, the project commissioned five field studies in
select countries across different geographic regions and covering
a broad range of displacement situations. (See Annex D, p. 50.) The
field studies focused on conditions for displaced persons with
disabilities in developing countries where, generally, there were
fewer opportunities for refugees to be integrated into existing
services than for persons with disabilities in industrialized countries.
Due to a variety of reasons and constraints, the field studies focused
exclusively on the situation facing refugees and asylum seekers
with disabilities.10 However, in reality both refugees and IDPs
with disabilities face very similar challenges as a result of their
displacement. The project therefore addresses the needs of both
refugees and IDPs with disabilities in the Resource Kit.
The primary focus of the field studies was on services for persons
with disabilities during refugee emergencies and protracted
displacements rather than on disaster preparedness measures or
post-conflict responses. While the field studies and Resource Kit
address access to durable solutions for persons with disabilities, they
do not deal in great detail with the actual implementation of return,
reintegration and resettlement processes.11
DEFINITIONS, APPROACHES AND
RESPONSES TO DISABILITY
Definitions
Disability. The UN Convention on the Rights of Persons with
Disabilities (CRPD)12 does not explicitly define the word “disability.”
Instead, the Convention treats disability as an evolving concept that
can change over time and within and between different societies.
Moreover, the Convention focuses on the negative social attitudes
and physical barriers that prevent persons with disabilities from
participating fully in society, rather than exclusively on individual
impairments. The Preamble to the Convention recognizes that
“disability is an evolving concept and that disability results from the
interaction between persons with impairments and attitudinal and
environmental barriers that hinders their full and effective participation
in society on an equal basis with others.”13 Article 1 of the Convention
states that persons with disabilities include “those who have long-term
physical, mental, intellectual or sensory impairments which in
interaction with various barriers may hinder their full and effective
participation in society on an equal basis with others.”14
Adopting the “rights-based model” of disability promoted in the UN
Convention, this project focuses on the physical, social, attitudinal
and environmental barriers that prevent displaced persons with
disabilities from participating in their society fully and on an equal
basis with others in their community.
Impairment. An impairment is damage to an individual’s physical,
mental, intellectual or sensory condition. This project addresses the
needs of displaced persons with a broad range of impairments. These
include preexisting impairments resulting from childbirth, congenital
diseases, infectious diseases, poor nutrition, poor maternal and
child health care, accidental injuries, harmful traditional practices
and trauma that occurred before displacement, as well as physical
injuries and mental disabilities that result from the conflict, natural
disaster or displacement itself.
For the purposes of this project, the Women’s Commission interprets
“mental disability” to mean people with long-term mental,
intellectual and cognitive impairments that are congenital or arise
from childbirth, illness, malnutrition or an accident or injury. In most
cases, “mental disabilities” preceded the refugee emergency,
unless they were acquired as a result of an injury or accident during
the conflict or displacement. The Women’s Commission distinguishes
between people with “mental disabilities” and those with short-or
long-term “mental illness,” “mental disorders” or mental health
problems.15 There is, however, considerable confusion among
organizations, service providers and data collectors regarding
definitions of “mental disability” and “mental illness.”
WHO International Classification of Functioning, Disabilities
and Health. In May 2001, the 54th World Health Assembly endorsed
the WHO’s International Classification of Functioning, Disabilities and
Health.16 The aim of the classification is to provide a “unified and
standard language and framework for the description of human
functioning and disability as an important component of health.”17
The new classification focuses both on how “body structures”18 and
“body functions”19 impact on an individual’s “activities”20 and his/her
“participation”21 in society; and on how environmental and personal
factors affect the lives of persons with disabilities. The five
environmental factors that can limit activities or restrict participation
are: products and technology; the natural environment and human-
made changes to it; support and relationships; attitudes; and
services, systems and policies.22 The WHO classification has been
accepted as one of the UN social classifications.23
A note of caution on definitions and data collection
The understanding of both “impairment” and “disability” can
differ enormously among cultures and in different contexts. So,
for example, a condition that may be considered a physical
impairment or disability in some cultures may not be considered to
have any impact on the abilities and activities of an individual in
another society. Differences in definitions and conceptualizations
of “impairments” and “disability,” as well as differences in
societal attitudes, can make it very difficult to arrive at a precise
number of persons with disabilities within a community. Even
where standardized definitions are used for the purpose of data
collection, the way in which those definitions are interpreted can
depend very much on the culture and society of the population.
Approaches to Disability
Not only do definitions and conceptions of disability differ among
cultures and societies, but there are also differences in the way
disability is approached by society, governments and service
providers. Two main approaches to disability have emerged in
recent years.
Medical/individual model. This is the more traditional approach to
disability, which is still prevalent in many societies today and informs
policies and services accordingly. This approach focuses on the
individual and emphasizes the medical nature of the disability, which
can be medically diagnosed and treated. The medical impairment is
considered to be the primary cause of the disability and of the
resulting exclusion or isolation that a disabled person experiences.
Medical rehabilitation is seen as the most effective response, with
the aim of treating or “correcting” the disability and enabling the
individual to participate more fully in society. This approach requires
specialized services and institutions, which are run by specialists
(e.g., special schools or training centers), and often relies on
expensive tools and equipment.24
Social model. This is a more recent approach to disability, now
favored by many disability activists and organizations. It is also the
approach the Women’s Commission has taken in this study. The
social model highlights the interaction between persons with
impairments and their social environment. It is not so much the
impairment that disables an individual, but the social, physical,
environmental and attitudinal barriers that society erects that prevent
his or her full and equal participation. Rehabilitation strategies are
directed toward making the social environment more accessible
for persons with disabilities, rather than solely toward medical
rehabilitation of the individual. In other words, the perception is that
the problem lies with the society, rather than with the individual.
This model emphasizes the capacities of persons with disabilities
and looks for strategies to make services, facilities, policies and
practices more inclusive and accessible.25
Strategies and Responses
Rehabilitation. Rehabilitation is the process of removing—or
reducing as far as possible—the factors that limit the activity and
participation of a person with a disability, so that she/he can attain
and maintain the highest possible level of independence and quality
of life physically, psychologically, socially and economically. The
aim of rehabilitation should be to provide an individual with equal
opportunities for full and effective participation and inclusion in
society, including opportunities to study, work and access services. To
achieve full inclusion, many different interventions may be needed,
including medical care, supply of assistive devices, therapy (physical
and occupational), psychosocial services, social support, education
(inclusive and special), job placement, support for economic self-
reliance and eradication of physical, social and financial barriers.
Physical rehabilitation. Physical rehabilitation is an essential
element in ensuring the full integration of persons with disabilities in
society. The restoration of mobility is the first step toward enjoying
such basic rights as access to food, shelter and education, getting a
job and earning an income. Physical rehabilitation includes the
provision of assistive devices such as prostheses, walking aids and
wheelchairs, along with appropriate therapy. It also includes the
maintenance, adjustment, repair and replacement of such devices.26
Community-based rehabilitation. Community-based rehabilitation
(CBR) was developed by WHO in the 1970s as a community-based
approach to provide rehabilitation, equal opportunities and social
inclusion for all persons with disabilities within their own
community.27 CBR adopts a multilayered approach from the national
to the community levels or vice versa. At the national level, a ministry
is generally designated with the responsibility for coordinating CBR
within the country and providing an organizational framework (usually
the social welfare, health or education ministry). At the district level,
CBR managers, or district committees, are responsible for overall
implementation, training and supervision of the CBR program. At the
community level, CBR activities are implemented through a CBR
committee consisting of different community representatives (such
as teachers, health workers, community leaders, persons with
disabilities and their families). They carry out house-to-house visits,
provide information to persons with disabilities and their families
and give help and advice in carrying out simple tasks of daily living.
They also act as advocates for persons with disabilities with the
local community to promote their accessibility and inclusion.28
CBR has evolved to become a multisectoral community development
strategy. A joint International Labor Organization (ILO), United
Nations Educational, Scientific and Cultural Organization (UNESCO)
and WHO position paper published in 2004 described CBR as a
strategy for rehabilitation, equalization of opportunity, poverty
reduction and social inclusion of persons with disabilities.29 As
practiced today in more than 90 countries, CBR is a multisectoral
approach implemented through the combined efforts of persons
with disabilities themselves, their families, organizations and
communities, and the relevant governmental and nongovernmental
organizations working in the development sector. Involvement and
participation of persons with disabilities is at the heart of CBR.
Inclusion. Rather than organizing “special” or segregated activities
for persons with disabilities, inclusive policies promote the
incorporation and equal participation of persons with disabilities in
all mainstream activities. Promoting inclusion involves the removal
of all physical, institutional, social, attitudinal and environmental
barriers that prevent the full and equal inclusion of persons
with disabilities in the activities enjoyed by other members of
the society.30
Inclusive education. Inclusive education promotes the inclusion of
all children in schools and learning environments, regardless of their
particular needs or vulnerabilities. Inclusive education is now a well-
established concept that has been endorsed by various international
fora and educational policy frameworks. It is a policy that applies
to all disadvantaged, marginalized and excluded children, not just
children with disabilities.
As a follow-up to the 1990 World Conference on Education for All,
governments, international organizations, NGOs and education
specialists met in Salamanca, Spain in June 1994 to discuss special
needs education and the concept of inclusive education. The
conference adopted a Statement and Framework for Action that
asserted that “schools should accommodate all children regardless
of their physical, intellectual, social, emotional, linguistic or other
conditions.” Among the groups of children that should be included
in schools were disabled children, street children, children from
nomadic populations, children from linguistic, ethnic or cultural
minorities and children from other disadvantaged or marginalized
areas or groups.31
Inclusive education means actively identifying children who are
not attending school because of their particular circumstances,
marginalization or disadvantaged status and adapting learning
environments to meet their needs and circumstances. It can be
applied at all educational levels, from early childhood education to
primary and secondary education, vocational training and adult
education. Wherever possible, it means promoting the inclusion of
children with disabilities in mainstream schools, rather than providing
segregated or “special” education for children with special needs.
It is argued that inclusive education not only improves educational
opportunities for disadvantaged and marginalized children, it also
helps combat discrimination and prejudice and improves the standard
of teaching for all children as it results in improvements to the school
environment and a teaching methodology and curriculum that are
flexible and child centered.32
Early childhood intervention. This is a support system for children
with disabilities and their families. The focus of early childhood
intervention is on early diagnosis and identification of children with
disabilities and learning difficulties and working with the child and
their family from the earliest possible stage until they start school. It
involves providing support, information and simple training to
families to help them foster their child’s development in areas such
as communication, hygiene and mobility and helping children to
be as independent and confident as possible.33
Universal design. Universal design means that all infrastructure
and facilities should be designed to be usable by all people, to the
greatest extent possible, without the need for adaptation or
specialized design.34
Reasonable accommodation. Reasonable accommodation
means making any necessary and appropriate modifications and
adjustments to the physical environment and infrastructure to ensure
that persons with disabilities can live independently and participate
fully in all aspects of life.35
10
PART 2: MAIN FINDINGS
“The most important thing in an emergency is DIGNITY.
We have to treat persons with disabilities with dignity
and respect their right to live in their own community
with dignity.”36
The main findings from the field studies and accompanying global
desk research are given below. Case studies are used to illustrate the
findings. Most of the information comes from the five field studies,
with additional information gathered from various disability programs
elsewhere.
The Differences between Refugee Camps
and Urban Settings
The field studies highlighted the differences between the situation
faced by refugees with disabilities living in camps and settlements
and those in urban areas.
REFUGEE CAMPS
“One thing that struck me when I looked back on the
programs implemented…is that the ‘glass house’ nature
of refugee programs, where people remain a captive
audience and available on sight to take on board
whatever is new and latest, affects developments.
Attitudinal change—fundamental to developing
inclusive education—appeared to be huge even in the
short time we were there, but whether or not that has
continued or has been sustained at any level would
need to be examined.”37
In general, there are better services and greater awareness about
the needs of refugees with disabilities in refugee camps than in
urban areas. Refugee camps are generally more geographically
discrete, with a more physically cohesive community. It is easier to
identify refugees with disabilities through standard registration and
census operations in camps than it is in urban areas. The presence of
a range of humanitarian agencies with technical expertise in a variety
of areas (e.g., education/health/community services/vocational
training) makes it easier to set up specialized programs for persons
with disabilities.
Moreover, the “ready-made” community in a refugee camp makes it
easier to effect both attitudinal and programmatic change. Refugees
often have a surplus of time, especially in longer-term refugee
situations. This makes them a “captive audience” for new ideas,
attitudes and approaches. Refugees also often have a surplus of
untapped capacity and skills. The research found that there is great
potential for positive action and change in refugee camps if such
time, skills and capacities are effectively employed.
URBAN SETTINGS
In contrast to refugee camps, urban refugee communities tend to be
more dispersed and less physically cohesive. This makes it much
harder to identify and register refugees in general, and refugees with
disabilities in particular. Urban refugees are often undocumented and
lack any legal status as refugees or asylum seekers. Their irregular
status may mean that they do not wish to be identified and prefer to
remain “hidden” from the authorities. Given their already low profile
and the fact that many are confined to their homes due to lack of
mobility and social attitudes, refugees with disabilities are even more
likely to be “hidden” from public view and are even less likely to be
identified, registered or integrated into mainstream or specialized
services.
CASE STUDY Out of sight, out of mind:
Iraqi refugees in Jordan
Iraqi refugees in Jordan are so frightened of deportation that they
intentionally keep a low profile. They do not register with UNHCR,
seek refugee status or try to access assistance from any of the
humanitarian organizations in order to keep their location and
background a secret. Many refugees do not exist on any official
records. This made research into the living conditions for refugees
with disabilities very difficult. In addition, refugees are dispersed
throughout the urban areas, making it very difficult to locate them,
and even when located, many are too afraid to speak to strangers.
This situation is exacerbated for refugees with disabilities who, due
to physical barriers and lack of mobility, discrimination, negative
social attitudes and fear, are largely confined to their houses and
rarely go out. They are among the most “invisible” and marginalized
of all the refugees.
11
CASE STUDY Keeping a low profile:
Colombian refugees in Ecuador
In Ecuador, many Colombians refugees do not register with UNHCR or
officially apply for asylum, as they fear making themselves known to
the armed groups operating in the border area between Ecuador and
Colombia. Instead, they maintain a low profile and integrate into the
local communities alongside economic migrants from Colombia.38
UNHCR and the Government of Ecuador estimate that as many as
200,000 Colombians who have fled the violence in Colombia may be
living throughout Ecuador. Most of these people are “invisible” to the
authorities; they are undocumented, living without any legal status or
protection and unable to access any of their basic rights as refugees.39
Urban refugees in general may be excluded from public services due
to their lack of legal status, government restrictions, discrimination
and lack of access to information. These difficulties are multiplied for
urban refugees with disabilities, who also face physical, social and
attitudinal barriers because of their disabilities. Difficulties in
information dissemination in urban areas and the invisibility of
refugees with disabilities means that urban refugees with disabilities
often have no information about national services or facilities for
persons with disabilities available locally, or about their rights both
as refugees and as disabled persons in the country of asylum.
In general, it is harder for humanitarian agencies to implement
refugee assistance programs in urban areas not only due to the
dispersed and hidden nature of the community, but also because of
government restrictions. With urgent needs in the community at
large, restricted access and limited resources, the needs of refugees
with disabilities are often neglected by humanitarian organizations in
urban refugee programs, and there are few targeted programs for
urban refugees with disabilities.
Types of Disability
In general the study found that less information and fewer services
were available for people with mental disabilities than those with
physical and sensory disabilities. Refugees with mental disabilities
tended to be even more “invisible” and “hidden” from public view
than those with physical disabilities. There was often greater
discrimination and stigmatization of people with mental disabilities,
and family shame often led to the mentally disabled being hidden
away, physically restrained and frequently neglected. Refugees with
mental disabilities were less likely to be identified in registration and
data collection exercises; they tended to be more excluded from both
mainstream and targeted assistance programs, and they were less
likely to be included in decision-making processes or in leadership
and program management structures.
The majority of assistance programs in refugee settings tended to
focus on people with physical and sensory disabilities. There was a
lot more focus on physical rehabilitation programs, especially for land
mine survivors. This focus included prosthetics clinics, provision of
mobility devices and orthopedic and physical therapy, and special
needs education for children with hearing and sight impairments. Far
fewer organizations provided targeted services for refugees with
mental disabilities and there were fewer attempts to integrate
refugees with mental disabilities into mainstream programs, such as
education, vocational training, income generation activities.
CASE STUDY The stigma of mental disabilities:
Somali refugees in Kenya
UNHCR community services staff in Dadaab, Kenya acknowledged
that despite the successful disability programs in the refugee camps,
services for refugees with mental disabilities and mental health
problems were severely lacking. In particular, there was only one
technical adviser on mental disabilities and mental health for all
three refugee camps. People with mental disabilities tended to be
much more discriminated against and stigmatized within the
predominantly Somali community in the camps than people with
physical or sensory disabilities. Mothers of children with mental
disabilities were often blamed for their child’s disability and there
was a common phenomenon of fathers abandoning mothers who
gave birth to mentally disabled children, often taking the other
children with him. Neighbors and extended family members also
tended to ostracize families with mentally disabled members, leaving
them isolated and alone. As a result, children and adults with mental
disabilities tended to be hidden away and completely excluded from
Many indigenous people in Colombia fall victims to land mines while
trying to flee their homes in search of safety. (UNHCR/X. Creach)
12
A girl who was disabled by
the war in Sierra Leone meets
with the Women's Commission.
(Jocelyn Cunningham)
community affairs and activities. Often mothers abandoned by their
husbands and families and left alone with children with mental
disabilities felt that they had no choice but to tie up their children if
they wanted to leave their house for any reason. Although children
with mental disabilities were able to attend school, they were much
more likely to be ignored and neglected and not receive the support
and assistance they needed. The priority, according to UNHCR, was
to address negative attitudes toward people with mental disabilities
through community awareness raising and public information
programs.40
A notable exception to this trend is the Bhutanese refugee camps in
Nepal, where a special program exists to provide mentally
challenged young people with vocational skills training and income
generation opportunities.
CASE STUDY Education for Bhutanese children and youth
with mental disabilities
Children and youth with mental disabilities in the Bhutanese refugee
camps in Nepal are encouraged to participate in mainstream
education for as long as they are able (testing is provided).
Occupational therapy is offered to children and youth with mental
disabilities as an alternative to, or once they leave, mainstream
schooling. This includes skills training in bamboo craft work,
embroidery, painting, photo framing, musical therapy and making jute
mats. In addition, young people are assisted with basic life skills and
daily living tasks and young girls are helped with personal hygiene
and other similar tasks. Training programs are tailored to suit the
individual needs of each person and the aim is to enable mentally
disabled young people to live as independently and with as much
dignity as possible. Peer participation in the training programs by
students in the mainstream schools is encouraged. Parents are also
encouraged to participate in the training program to assist their
children where necessary and to form their own support groups.
Meeting the needs of people with mental disabilities is often a low
priority and is frequently overlooked in the midst of a major
emergency. In Sri Lanka, however, a local NGO, MENCAFEP (Mentally
Handicapped Children and Families Education Project), used the
opportunity of increased funding and international attention following
the 2004 Indian Ocean tsunami to expand its ongoing projects for
children with mental disabilities and their families and include
children affected by the tsunami.41
CASE STUDY Integrating children with mental disabilities
into communities in post-tsunami Sri Lanka
MENCAFEP had been working in Sri Lanka for nearly 20 years at the
time of the Indian Ocean tsunami, providing a wide range of
community-based services for profoundly mentally disabled children
and their families in the tea estates around Nuwara Eliya, in Sri
Lanka’s Hill Country. Two days after the tsunami on December 26,
2004, a team from MENCAFEP visited Batticaloa District on the
13
eastern coast of Sri Lanka to assess the tsunami damage and its
impact on children with disabilities. According to MENCAFEP, not
only had a lot of disabled children lost their lives in the tsunami, but
many disabled units and centers attached to schools and pre-schools
were also destroyed. MENCAFEP set about replicating its programs in
the tsunami-affected areas in Batticaloa District. These services
included a day care center and respite care center; an inclusive pre-
school; a specialist disability center for profoundly disabled children;
an education unit providing formal education and practical skills; a
sheltered vocational training workshop and skills training in daily
tasks for profoundly mentally disabled children and young people;
physiotherapy and the provision of special aids (including special
seats for severely disabled children). Through community outreach
and home visits, MENCAFEP workers helped set up satellite centers
in remote rural communities with local CBOs. The district hospital in
Batticaloa also set up a special disability clinic with pediatricians and
a psychiatrist for children with disabilities.
MENCAFEP’s philosophy is to avoid the institutionalization of children
with disabilities, which is very common in Sri Lanka. By providing
support to families, they strive to enable children with disabilities to
continue to live with their families. According to interviews with
MENCAFEP, one of the major challenges faced in Batticaloa was
negative attitudes and stigmatization of people with mental
disabilities. Whereas MENCAFEP’s long-established programs in the
Hill Country had helped change attitudes toward children with mental
disabilities, there was still a lot of superstition surrounding mental
disabilities in Batticaloa, which it would take time to overcome.
According to MENCAFEP, in Sri Lankan culture families of disabled
children, especially the mother and the child, are seen to have done
something wrong in a previous life that caused the disability. In some
cases families of disabled children can be ostracized from their
communities. MENCAFEP tried to change attitudes by integrating
children with mental disabilities into existing community activities
and providing disability training and awareness raising for local CBOs
and community groups.
The destruction caused by the tsunami, plus 20 years of civil war that
had ravaged Batticaloa District, had taken its toll on the community.
Poverty levels were extremely high and social welfare indices very
low. But paradoxically, the tsunami gave MENCAFEP the opportunity
to expand its activities to include children with mental disabilities in
Batticaloa District and to offer them new possibilities that they had
previously been denied. It also provided an opportunity to challenge
deeply held prejudices and stigmas about children with mental
disabilities.42
Identification and Data Collection
Identifying and collecting data on the number of persons with
disabilities and the types and causes of disability has proven to be
one of the biggest challenges in refugee situations. In order to
provide targeted services for refugees with disabilities and to adapt
mainstream programs to ensure greater inclusion, systems must first
be in place to identify persons with disabilities. In general, the
greater the awareness and understanding of the needs and rights of
persons with disabilities, the better the systems for identification and
assessment, and the more accurate and comprehensive the data.
Methods of identification, registration and data collection vary from
country to country. Refugee registration is usually the responsibility
of the host government and/or UNHCR, although in some countries
NGOs are also responsible for refugee data collection. Identification
and data collection can take place through a variety of methods,
including formal census operations, one-off or ongoing refugee
registration exercises, participatory assessments,43 community
mapping and targeted surveys.
Identification of refugees with disabilities often takes place more
informally. Information is shared among community outreach workers
(such as traditional birth attendants, health workers, special needs
support teachers, youth workers, social workers and camp
management staff) and between different organizations and services
(e.g., schools, health clinics, etc.). Refugee networks (e.g., camp
committees, groups for women, the elderly, young people, parents,
etc.) can also be a useful way to collect information about refugees
with disabilities.
Numerous problems in data collection were encountered in the
course of the field research. The first problem was that data
collection staff often lacked the technical expertise and knowledge to
identify and categorize different types of disabilities. This made it
difficult to both detect and distinguish between different kinds of
disabilities, which could lead to inconsistencies and inaccuracies in
data. It was important, therefore, that data collection staff worked
alongside trained disability workers, in order to accurately identify
and record the number and profile of persons with disabilities within
a refugee population.
Second, there was a lack of consistency in the way in which data
was collected. The ideal is where data collection is centralized and is
the responsibility of either the government or UNHCR, using a
standardized methodology and definitions. However, there were
many variants of this model. In some countries, there was no
centralized system for refugee data collection at all, and thus no
systems for the identification or registration of refugees with
14
disabilities. This was especially the case in urban refugee situations,
where the refugee population was dispersed, and often hidden, as in
Jordan and Ecuador, for example.
In other countries, there was a centralized system for data collection,
but a lack of disability awareness meant that the system failed to
include information on refugees with disabilities. This was the case
in Yemen, where UNHCR has a comprehensive system for refugee
registration, but does not collect information on refugees with
disabilities or other special needs.
A third scenario was where the centralized data collection system
was weak, and NGOs substituted with their own data collection.
However, the drawback of this approach is that NGOs may only
collect partial data on their own specific programs, rather than data
on the entire refugee population. This was the case in Ecuador, for
example, where NGOs keep data on their own programs, but there is
a lack of comprehensive data about the entire refugee population.
A fourth scenario was where both UNHCR (or the government) and
NGOs had their own comprehensive data collection systems, but the
data was not consistent. This was the case in Nepal and Thailand, for
example, where the data collected by the NGOs (Caritas Nepal and
COERR, respectively) was not consistent with UNHCR’s data. This
may be due to the use of different data collection methodologies,
different definitions and terminology or the involvement of staff with
different skills and expertise in data collection.
In Nepal for example, Caritas excludes “mental illness” in its
definition of “mental disability” and does not include individuals with
mental health problems in its disability data. UNHCR, on the other
hand, used the ProGres database categories for its 2007 census in
the Bhutanese refugee camps, which includes “mental illness” in its
definition of “mental disability.” Given the high levels of mental
health problems in the Bhutanese refugee camps, the inclusion of
“mental illness” in UNHCR’s definition of disability may help explain
the significant discrepancy in overall disability numbers between
Caritas and UNHCR (see also Nepal Country Profile, page 50).
In some countries, UNHCR, the government and partner organizations
have coordinated effectively to gather data on the number and profile
of refugees with disabilities in the camps. A comprehensive data
collection exercise was carried out in the Dadaab refugee camps in
September 2007, for example, providing very detailed information on
the numbers and types of disabilities in the camps and on the
immediate needs of people living with disabilities.44
AdisabledIraqimanenteringavocationaltrainingcenterfundedbyUNHCRinDamascus,Syria.(UNHCR/L.Boldrini)
Assessments
Once refugees with disabilities have been identified, it may be
necessary to conduct more in-depth, community-based and individual
assessments in order to ascertain their specific assistance and
protection needs and refer them to appropriate services. The field
research found that the quality and focus of assessments differed
enormously. In some countries, there was no evidence of any kind of
systematic assessments of persons with disabilities (in Ecuador and
Yemen, for example). In other countries, there were partial
assessments of refugees’ medical, educational, physical or training
needs. In none of the countries surveyed did refugees with disabilities
receive individual, comprehensive assessments of all their physical,
medical, psychological, educational, training and livelihood needs.
This was an area in which UNHCR, in particular, was very weak.
CASE STUDY “Independent Living Plans” help refugees
with disabilities live more independently
In Jordan, once Mercy Corps social workers had identified Iraqi
refugees with disabilities living in Amman (through a variety of
information sharing and referral networks), they conducted house
15
visits to help the refugees prepare “Independent Living Plans.” The
aim of these plans was to identify ways in which refugees with
disabilities could become more self-sufficient and live more
independently. Options included modifications to make houses more
accessible (such as widening doors, installing ramps, etc.), provision
of mobility or other assistive devices (such as wheelchairs, hearing
aids, etc.) or providing durable medical equipment.
In Nepal, on the other hand, the disability program focused on medical
assessments and certification for persons with disabilities. All
persons with disabilities identified through the Caritas program were
given the opportunity to attend a nearby hospital where they could be
medically assessed and receive a medical certificate of disability,
based on WHO standards (categories of disability). This has proven
especially useful for refugees wishing to acquire mobility or other
assistive devices, such as hearing aids, from the local hospitals.
In other cases, assessments were specifically geared to the type of
program being offered. So, for example, in Thailand and Nepal, the
educational skills and needs of children with disabilities were
assessed in order to integrate them into mainstream schools, give
them more specialized learning environments or provide them with
vocational skills training.
Participatory assessments are an effective way of collecting
comprehensive information about the needs, protection risks,
capacities and resources of persons with disabilities and involving
them in planning and decision-making processes using participatory
and community-based approaches.
CASE STUDY Participatory assessment identifies
key needs in Kenya
In Dadaab refugee camps in Kenya, UNHCR focused its 2007
participatory assessment on three thematic issues—education,
sexual and gender-based violence, and people living with disabilities.
A multifunctional team, consisting of representatives from UNHCR,
other UN agencies, NGOs and the local community, held focus group
discussions with refugees in the camps and the local population in
Dadaab town to solicit their views. Focus group discussions were
held with groups of people living with disabilities, as well as
community and religious leaders, teachers, men, women, youth and
children, and the elderly. The participatory assessment identified
some of the key needs for people living with disabilities in the
camps, such as the need for better medical services and more
assistive and mobility devices, and the need for more specialist staff.
It also identified the high levels of stigmatization and discrimination
toward persons with disabilities and the lack of comprehensive data
on the numbers and profile of persons with disabilities.45
Camp Layout/Infrastructure
Almost all the refugee situations surveyed identified problems with
the physical layout and infrastructure of the refugee camps or
settlements, and lack of physical access for persons with disabilities.
In refugee camps, refugees with disabilities noted the physical
inaccessibility of shelters, food distribution points, water points,
latrines and bathing areas, schools, health centers, camp offices and
Refugees from Myanmar (Burma) at
Umpien Refugee Camp, Thailand.
(UNHCR/R. Arnold)
16
other community facilities. Buildings were either poorly designed for
persons with disabilities and difficult to maneuver around or they
were located far away from the homes of persons with disabilities or
in locations that were physically inaccessible (e.g., on rough or raised
ground). Difficulties with physical access affected all aspects of
disabled refugees’ daily lives, especially those with physical and
visual impairments. Unable to leave their homes, or move around
easily, refugees with disabilities faced greater levels of isolation than
before their displacement.
Even in refugee situations where there were high levels of awareness
of disability rights and well-established disability programs and
services, the design and layout of the camps and the physical
inaccessibility of many services were major impediments. In Nepal
and Thailand, for example, where there are well-developed inclusive
education and special needs education facilities, refugees repeatedly
cited difficulties with physical access to schools, the poor design of
school compounds, classrooms and latrines and the inaccessible
location of school buildings as a problem for children with disabilities.
CASE STUDY Terrain and infrastructure limit access
to services
In a recent study on inclusive education in six of the Karen refugee
camps in Thailand, ZOA concluded that “the infrastructure of school
compounds and buildings is not fully equipped to cater to the physical
and learning needs of students with special education needs.”46
According to World Education, the camps are roughly laid out, often on
mountains, with few services roads. Physical access to the classrooms
is difficult for children with disabilities.47 JRS, which provides special
needs education in the Karenni refugee sites, writes that “The camps
are quite basic, set in steep hills with no paved roads. The terrain is
unsuitable for wheelchairs, so people with physical disabilities that
prevent them from walking are often unable to leave home at all once
they are too heavy to be carried by a parent/carer. These people suffer
from isolation a lot. Of course, they also have difficulties accessing
education, health and other services in the camps.”48
A positive example of adapting the physical environment to make it
more accessible for refugees with disabilities can be found in the
refugee camps in Dadaab, Kenya.
CASE STUDY Adaptations improve lives
According to information from UNHCR, Dadaab is located in a river
delta with very sandy ground. This makes it especially difficult for
refugees with physical disabilities and those reliant on wheelchairs
to move around the camps. In response to this challenge,
DisabledIraqiveteranoftheIran/IraqwarinAmman,Jordan.(UNHCR/P.Sands)
wheelchairs with specially designed wheels have been created for
use in Dadaab. Moreover, Handicap International—which took over
responsibility from Care International for the disability CBR program
in the refugee camps at the beginning of 2008—has also introduced
disability mainstreaming in all construction projects in the camps.
This involves sensitizing site planners and construction engineers to
disability issues and ensuring that the construction of all community
buildings is accessible and appropriate for persons with disabilities.49
Problems of physical accessibility are often worse for refugees living in
urban areas. Unlike in refugee camps, where in theory it is possible for
site planners to take into account the needs of disabled refugees when
planning camp layout and infrastructure and make changes to
accommodate their needs, such changes are not possible in urban
areas, unless urban infrastructure for the population in general is made
more accessible. Urban refugees usually have little choice when
looking for housing and must take whatever they can find. For disabled
refugees, housing may often be inaccessible (e.g., on high floors
without elevators), cramped and difficult to maneuver about in with a
wheelchair or physical disability. The few services that are available to
refugees with disabilities may be located far from people’s homes and
17
they may not have access to transport to reach them. This can result in
disabled urban refugees living extremely isolated lives.
In Jordan, for example, Mercy Corps and researchers from the
Landmines Survivors Network found that many Iraqi refugees with
disabilities rarely left their homes. This was one of the reasons why
Mercy Corps helped set up peer empowerment support groups for
refugees with disabilities—to enable them to break their isolation by
providing a space for people to meet, socialize and share experiences.
Food and Nutrition and Nonfood Items
Nearly all the field studies reported that refugees with disabilities did
not receive additional or special food rations, nor were they
prioritized in food distribution systems. In all the refugee camps,
participants in the field studies pointed out that the food distribution
systems were not suited to refugees with disabilities, especially
those with physical and visual impairments. Food distribution points
were frequently far from refugees’ homes and they had to line up for
long periods, or try to push their way through large crowds, to receive
their food—which was difficult for many.
In Yemen, refugees said that people with visual impairments often lost
some of their food ration as it was stolen by other (sighted) refugees.
Refugees in Thailand and Yemen said that they thought persons with
disabilities should be given priority in food distribution systems and
should be given extra rations. In Nepal and Yemen, mothers of children
with cerebral palsy pointed out the need for specially formulated food
for their children, and mothers in Yemen said they needed milk for
children with cerebral palsy and cleft palates.
There were some examples of refugees with disabilities receiving
supplementary food. Until budget cuts, the Karen Women’s
Organization had been providing extra rations for disabled children
either through the schools or through home visits by special
education teachers in some of the refugee camps in Thailand. Some
food aid is provided to extremely vulnerable urban refugees, including
persons with disabilities, in Ecuador and Jordan through the
humanitarian agencies.
Depending upon the severity of their impairment, most persons with
disabilities were reliant on mothers, or other family members, to
prepare their food. In Jordan, for example, 75 percent of refugees
with disabilities interviewed for the field study said that they were
unable to prepare food on their own.
A positive example of taking the needs of persons with disabilities
into account in food and nonfood distribution systems can be found in
Dadaab, Kenya, where UNHCR reached an agreement with WFP that
DisabledAngolanrefugeeinNangweshiCamp,Zambia.(UNHCR/L.Taylor)
persons with disabilities will be given priority during food
distributions. People with disabilities are served first during food
distributions so they do not have to wait in long lines and members of
the community have been mobilized to help persons with disabilities
collect their food rations and transport them to their homes. People
with disabilities do not, however, receive any special rations.50
Another positive example can be found in Nepal, where UNHCR
distributed vitamin-enriched milk to children in the camp disability
centers for nine months in 2007 and 2008. The signs of recovery and
motor and sensory improvements among disabled children and youth
were overwhelmingly positive and visible within a few months. Based
on this experience, UNHCR decided to continue this practice in 2008.51
Lack of access to food and insufficient or inappropriate food can be
particularly acute for older persons with disabilities. In assessments
carried out among older people living in the IDP camps in Western
Darfur, HelpAge International (HelpAge) identified nutrition and
health as two of the most serious problems faced by older persons.
Many older people lacked ration cards and did not know how to
obtain one. They faced problems in accessing food because of
restricted mobility and being unable to line up for long periods or
18
push their way through large and sometimes aggressive crowds. In
a rapid nutrition survey carried out in May 2006, nearly 40 percent of
older people were shown to be at risk of malnutrition due to clinical
and social factors. HelpAge took several simple and immediate steps
to ameliorate the situation.52
CASE STUDY Social center helps end isolation of older
people in Darfur
In response to its assessment surveys, which highlighted that over 20
percent of older people in five IDP camps in West Darfur were not
accessing WFP rations, HelpAge and WFP started to distribute
supplementary food baskets to older people at risk of malnutrition. A
“social nutrition center” was also piloted in Krinding IDP camp on the
edge of El Geneina town. Older people were selected on the basis of
both nutritional needs and social isolation and transported to the
center three times a week to share a freshly cooked meal. While in the
long run it was not feasible to continue to provide hot meals, the local
community was keen to maintain the center as a social place where
older people could meet. The center was therefore converted into a
community-run tea canteen serving hot tea and high nutrition snacks.
Not only did these steps improve the nutritional status of older people
in the IDP camps, but the “social nutrition center” also helped give
older people a greater sense of community and belonging, improve
their mental and physical well-being, and break their isolation.53
In most of the countries surveyed, refugees reported that nonfood
distribution systems were not accessible for persons with
disabilities, especially those with physical and visual impairments.
Distribution points were far from people’s homes, they had to line up
for long periods, or struggle through large crowds, and they were not
given priority. In most countries, refugees said that they did not
receive any additional or special nonfood items because of their
disability (e.g., extra soap, clothes, cooking utensils, blankets, etc.),
although refugees with disabilities did receive assistive devices and
mobility aids in some countries. There were some exceptions. In
Nepal, refugees said that they were sometimes prioritized in
nonfood-item distributions, but this was usually when disability
workers were involved in the distribution. In Dadaab, refugees with
disabilities were often prioritized during nonfood-item distributions
and received extra items such as clothing, kitchen and hygiene sets.
Health Services
Another problem cited in all the field surveys was the lack of
specialized health care for refugees with disabilities. Health services
in refugee camps did not cater to the specific needs of refugees with
disabilities. There were no specialized doctors, no specialist therapy
and a lack of specialized medicines and treatments for persons with
disabilities (although it should be noted that such services may also
not have been available in refugees’ communities of origin).54
Moreover, there were generally no referrals to specialist services
outside the camps. Nearly all the field studies cited a lack of sufficient
mental health services and specialist medical services for people with
mental disabilities. Some field studies cited the lack of specialized
hearing and/or eye clinics. Several studies mentioned communication
difficulties for refugees with hearing problems, as the doctors and
medical staff did not understand sign language (although this was
probably also the case in refugees’ communities of origin).55 Nearly all
the refugees surveyed said that health clinics were often physically
inaccessible for persons with disabilities (far from their homes, on
rough or raised ground). Mothers with disabled children often had to
wait for a long time, with nowhere to sit down, before being able to
see a doctor. Adults and children with disabilities were not given
priority treatment. A positive finding in all the situations surveyed for
the report was that women had access to reproductive health care.
CASE STUDY No special health services for persons with
disabilities in Yemen camp
In Yemen, refugees at Kharaz camp have access to primary health care
services in the camp, including primary health clinics, a mother and
child health program, a program for TB and HIV/AIDS and, where
necessary, referrals to local hospitals. But the field study found that
persons with disabilities were not treated as a group with special needs
and did not receive any specialized treatment in the camps. They had to
line up with all the other refugees from 5:00 a.m. to register to see the
doctor, and they were not given priority on waiting lists for referrals.
Refugees with disabilities said that they could not obtain necessary
medicines in the camps or referrals for treatment and operations
outside the camp. They were not provided with assistive devices and
there were no hearing or eye clinics in the camps. According to refugees
interviewed, a high number of children in the camps had eye problems,
due in part to the harsh climate, but they were not receiving any
treatment and their conditions were deteriorating. The field study found
that mental health services were not available in the camp and there
were very limited referrals to specialized mental health services outside
the camp. Treatment for people with epilepsy and mental illnesses was
not always regular and was often interrupted. Although refugee women
with disabilities benefited from the reproductive health services
available in the camp, there were no special health programs for
women with disabilities.
19
The situation is no better for refugees in urban areas. Of the Iraqi
refugees with disabilities interviewed in Jordan, 41 percent said that
health services were not at all accessible to them; only 23 percent
said that they had access to treatment or health care specific to their
disability. Those refugees who were able to visit private doctors or
access free services at the Red Crescent Hospital and the Italian
Hospital in Amman said that it was often difficult to see a doctor,
there was a lack of specialists with knowledge of their particular
condition, free clinics were often out of the medicines they needed
and they could not afford medical equipment, such as hearing aids,
wheelchairs or physiotherapy equipment.
In other countries, targeted health services and specialist support
were available for the local population, but refugees with disabilities
had difficulty accessing these services. This was due to a
combination of lack of information, administrative barriers,
discrimination and isolation.
CASE STUDY Refugees lack access to services in Ecuador
In Ecuador, the National Disability Council, CONADIS, in collaboration
with implementing agencies, provides a variety of services to assist
disabled Ecuadorians with access to specialized health care. These
services include providing financial support to low-income persons
with disabilities to help them acquire assistive medical devices or
equipment, such as wheelchairs, hearing aids and equipment to help
them live more independent lives at home and in the workplace.
CONADIS also subsidizes medicines for people whose disabilities are
a result of injuries to their spinal cords, psychiatric disorders and
epilepsy, such as anti-convulsion and neurological medicines, and
personal hygiene items. In order to qualify for this assistance,
disabled people must have national identity cards or birth certificates
and national disability identification cards; they must also have a
doctor’s certificate and evidence that they are not benefiting from
other assistance or private insurance programs. As there is no reliable
information about the number of refugees in Ecuador who possess
a national disability card, there is also limited information about the
number of refugees benefiting from these targeted services. Only
one case of a refugee being able to access the CONADIS assistance
program was found during the course of the field research.
Several field studies cited the lack of mobility and other assistive
devices available to refugees through the health services (e.g.,
wheelchairs; crutches; prosthetics; hearing aids; eyeglasses) and the
lack of rehabilitation for refugees with physical disabilities. In
Dadaab, Kenya, for example, UNHCR reported that there was only
sufficient budget to provide 50 wheelchairs for refugees in all three
camps, which was not nearly enough to meet the need. Hearing aids
are not provided at all in Dadaab and there is no prosthetics clinic in
the camps, although some refugees with disabilities are referred to
the rehabilitation ward at nearby Garissa Hospital and some children
are referred to Bethany Kids International Hospital in Kijabe.56
In other countries, physical rehabilitation was the strongest
component of the health care program for persons with disabilities.
CASE STUDY Successful prosthetics initiatives in Thailand
benefit refugees
In the Thai/Burmese border camps, well-established medical,
prosthetics and physical rehabilitation programs provide essential
services to the large number of land mine survivors among the refugee
population. According to the 2007 Landmine Monitor Report, at least
1,747 Burmese (refugees and migrants) with disabilities received
services during 2006, including 286 land mine survivors.57 Prosthetics
clinics and rehabilitation services are provided by Handicap
International and the Mae Tao Clinic. Handicap International has four
prosthetics workshops in the camps and provides assistive mobility
devices, prostheses and physical rehabilitation to refugees (mainly
land mine victims and amputees). In 2005, Handicap International
assisted 3,507 Burmese refugees through its rehabilitation activities.58
The Mae Tao Clinic was set up in Mae Sot in 1989 by Dr. Cynthia
Maung and provides free health care to Burmese refugees and
migrant workers.59 In 2001, the Mae Tao Clinic set up a prosthetics
department to provide free surgical and postoperative care,
prosthetics and rehabilitation to the large number of land mine
survivors among the refugee population. The department, which is
directed by a Burmese amputee, also runs a one-year training program
for refugees to learn to make prostheses. In 2006, 174 people were
provided with prostheses by the department (146 of whom were land
mine survivors).60 A new mobile prosthetic service was launched in
mid-2005 through a joint venture between the Mae Tao Clinic and the
Karen Handicap Welfare Association.61 Both Handicap International’s
and the Mae Tao Clinic’s programs were considered to be very
successful by participants in the field study.
Another successful component of some health care programs has
been the emphasis on community outreach, where disability workers
visit refugees in their homes on a regular basis to provide
physiotherapy, counseling, respite care and assistive devices.
CASE STUDY A model project: Regular visits by disability
workers in Nepal
A very successful component of Caritas Nepal’s disability program
has been its community outreach work, funded by UNHCR. Disability
20
workers visit the homes of children with disabilities on a daily basis
to provide physiotherapy, counseling and occupational therapy. The
disability workers assess the physical needs of the children and
provide cost-effective aids and appliances, such as special chairs,
parallel bars and crutches. They provide materials to maintain the
personal hygiene of children with mental disabilities and help teach
children and their families about daily living skills.
In 2007, regular home visits were made to 116 refugees with
disabilities in the camps.62 In addition, community workers provide
respite care for children with cerebral palsy in the camps for a fixed
period of time to give their mothers, or other caregivers, a much-
needed break. 54 children with spastic cerebral palsy were benefiting
from this program in 2007 and it was considered one of the model
programs in the refugee camps.
Older persons with disabilities can face particular challenges
accessing health care in refugee and IDP camps. In particular, the
focus on emergency health and primary health care can ignore the
needs of older people and persons with disabilities who have chronic
health problems. In rapid assessments carried out in six IDP camps in
West Darfur in late 2005, during which more than 4,000 individuals
aged 55 and over were interviewed, HelpAge identified health and
nutrition as two of the most important needs facing older people.63
CASE STUDY Assisting older refugees in Darfur
HelpAge assessments repeatedly showed that the majority of older
people were not accessing health services in the IDP camps in Darfur,
despite the presence of international NGO clinics in all the camps
surveyed. As an immediate step to address this situation, HelpAge
established a network of community health workers who, with ongoing
training in health and older people, were responsible for referring older
people to health clinics in the camps and following up cases in their
homes. A system of donkey-cart ambulances was also set up to assist
in medical referrals of older people. As a result of this intervention,
several medical agencies have allotted specific hours and days at their
clinics during which older people are given priority for consultations
and treatment. This has meant that older people no longer have to line
up for long periods at the health clinics, one of the major barriers they
had identified in accessing health services.
Another intervention by HelpAge was a mobile eye clinic set up in
West Darfur. Nearly 2,000 people received surgical interventions or
Local NGO CCBRS, Comprehensive Community Based Rehabilitation
Somaliland, in partnership with UNHCR, provides physical therapy to
the disabled as well as sexual and gender-based violence counseling
in Hargeisa IDP settlement, Somalia. (UNHCR/A. Webster)
medicines through the eye clinic. Those patients who benefited from
sight-restoring operations expressed a renewed sense of self-
reliance and pride. They were able to carry out daily activities such as
fetching water, collecting firewood, preparing food and cultivating a
garden once again after the treatment.64
Psychosocial Services
In all the field studies, participants pointed out the lack of psychosocial
support and counseling services for refugees with disabilities and their
families. Although psychosocial programs existed in some countries,
none of them provided specific support to refugees with disabilities.
The IASC Guidelines on Mental Health and Psychosocial Support in
Emergency Settings provide a framework for understanding mental
health and psychosocial problems in emergencies that is also useful
when applied to persons with disabilities.65 The guidelines state that
mental health and psychosocial problems may be predominantly
social or psychological in nature. Social problems may have existed
before the emergency (e.g., poverty; preexisting discrimination and
social exclusion). They may be emergency induced (e.g., family
separation; disruption of social networks and community structures;
gender-based violence) or humanitarian aid induced (e.g.,
undermining of community structures or traditional support
mechanisms). Problems that are predominantly psychological follow
the same model. They may be preexisting (e.g., severe mental
disorder), emergency induced (e.g., depression and anxiety disorders,
including post-traumatic stress disorder and grief) or humanitarian
aid induced (e.g., anxiety due to lack of information about food
distribution). The IASC Guidelines on Mental Health and Psychosocial
Support identify people in the community with preexisting severe
physical, neurological or mental disabilities or disorders as a
subgroup that could be at increased risk of developing mental health
problems in an emergency. Other at-risk groups include elderly
people, especially those who have lost caregivers; people in
21
institutions; and people who experience severe social stigma,
including people with severe mental disorders.66
Some persons with disabilities may have suffered severe anxiety and
stress during their displacement and flight. Some people may have
feared that they would be left behind or have been subjected to
physical and sexual abuse and violence during the flight. Others may
have lost their support networks. Family members, neighbors or other
carers may have died or been separated during the flight and
displacement, leaving persons with disabilities even more at risk and
vulnerable to abuse.
For many persons with disabilities, life as a refugee or displaced
person brings added strains and pressures that they may not have
faced previously. Coping with a new physical and social environment
where everything is different and nothing is predictable may add
extra strains to the lives of persons with disabilities, especially at the
beginning. The physical layout and inaccessibility of refugee camps
and urban settlements and the lack of disability awareness in the
planning of facilities, such as shelters or latrines, may make life more
difficult for many refugees with disabilities and may increase levels
of isolation for refugees who are unable to leave their homes or move
around easily because of their disabilities.
The lack of essential support services and facilities, which refugees
with disabilities may have benefited from before their displacement,
such as specialized health services, special education and skills
training programs, counseling or physiotherapy, may also contribute
to feelings of isolation and despair. Similarly, the loss of essential
medical equipment, mobility aids and other assistive devices, such as
glasses, hearing aids, wheelchairs, crutches, may have a very
negative impact on disabled refugees’ daily lives. All of these factors
can lead to increased levels of isolation, depression and mental
health problems among persons with disabilities.
Older persons with disabilities suffer especially from a sense of
isolation and loss of identity and status in refugee and displacement
settings. They may be at greater risk of abandonment by families
who feel they can no longer look after dependent family members.
The disruption and dislocation of communities and social traditions
may also result in older people feeling that they no longer have a role
or status in their family or community.
At the same time, families and caregivers, especially women, can
also suffer disproportionately in refugee settings. The added burden
of looking after disabled family members, often in the absence of any
other support networks, as well as trying to cope in a new
environment—collect food, fetch water, deal with the camp
bureaucracy—can put an enormous strain on families, especially
women and single heads of households. They too may suffer from
increased feelings of isolation and depression and, as a result,
disabled family members may be shut away more than they would
have been prior to displacement.
In several countries, disabled mothers and mothers of children with
disabilities cited a particular need for psychosocial support and
counseling programs.
CASE STUDY Mothers with disabilities struggle to raise
their children
In Yemen, disabled women said that they were facing enormous
pressures trying to raise their children in the harsh living conditions
in the refugee camp. Single heads of household were particularly
struggling. Some women with disabilities said that their children
were very demanding and they resorted to beating them. Some
disabled women were suffering from depression. Although ADRA
provides counseling services for refugees with special needs, there
was no special psychosocial program for persons with disabilities or
their families in the camp. In a subsequent communication, UNHCR
informed us that a psychiatrist joined UNHCR in September 2007 and
pays regular visits to the camp to provide counseling to refugees,
including those with disabilities.67
One psychosocial strategy that has worked successfully in many
refugee and displacement settings has been providing the space and
opportunity for persons with disabilities of all ages and their families
and caregivers to meet and share experiences. There are several
positive examples of refugees with disabilities and their families
setting up their own self-help support groups to provide each other
with emotional support and practical assistance.
CASE STUDY Training helps mothers of children with
disabilities
In Nepal, Caritas assisted 55 mothers of children with disabilities
from the Bhutanese refugee camps to attend one-month training and
capacity-building courses in Kathmandu in 2007. The courses were
particularly geared toward mothers of children with mental
disabilities and cerebral palsy, but also included mothers of children
with hearing, visual and physical disabilities. They were aimed at
enhancing the mothers’ self-confidence and self-esteem and
developing specific skills to help them look after their disabled
children (such as personal hygiene, nutrition and cooking, first aid,
stress management, family planning and safer sex). The training
program also organized visits to different skills training and support
programs for children with disabilities and HIV/AIDS in Kathmandu.
22
This was very important in helping the mothers feel less isolated,
helping them to realize that they were not alone and other children
shared the same disabilities as their own, and in showing them the
potential for children with disabilities to learn new skills and develop
their capacities. The training courses were an opportunity for mothers
to share experiences and feelings of fear, grief and loss. It enabled
them to open up and express themselves in ways that many of them
had never done before.
One of the most important initiatives to come out of the training
courses was the formation of mothers’ support groups in each of the
refugee camps. The mothers visit the disability center every week
and help support the children through stimulating activities and play
materials that help develop their skills. The mothers have established
a savings and credit plan, which they pay into each month for their
disabled child. Members of the group in need of money can take a
short-term loan from the savings program. Most importantly, though,
the support groups have broken the isolation that many mothers were
feeling and given them a space to express themselves and seek
comfort and support.
Inclusive Education
Inclusive education was one of the more successful areas in all the
camp-based refugee operations studied for this project. In all the
countries surveyed, children with disabilities have access to schools
and the field studies found no cases of children with disabilities
being actively excluded from school. Rates of attendance by children
with disabilities at mainstream schools were high in several of the
countries studied.
Positive examples ranged from fully inclusive and integrated
education programs, to more targeted, specialized teaching for
children with special needs. The most successful programs included
early childhood intervention programs; ongoing training of special
needs support teachers and training for mainstream teachers in
special needs education (including training in Braille and sign
language); the development of special teaching aids, appropriate
curriculum and teaching resources (e.g., textbooks in Braille, large
print posters, etc.); home support and liaison programs; parent
support groups; and, where necessary, the establishment of separate
schools, or learning environments, for children with particular needs
(e.g., schools for blind or deaf children).
In Dadaab refugee camps, for example, children with special needs
are both integrated into the mainstream schools and also have the
opportunity to attend special classes within the schools. National
special needs education staff move within the three camps advising
teachers on how to meet the educational needs of children with
disabilities. In addition, some children with special needs (especially
children who are blind or deaf) are placed in special boarding schools
outside the refugee camps. The special needs education staff also
conduct home visits to conduct educational assessments, prepare
children with special needs for school and ensure appropriate
placements, provide parental guidance and counseling and promote
general awareness on disability issues.68
A common finding was that inclusive education programs can be a
good entry point for developing other services for refugees with
disabilities or helping them integrate into existing services (e.g.,
through early childhood intervention programs, refugee children with
disabilities can be referred to appropriate rehabilitation or health
care services; parent support groups can be a starting point for
providing appropriate psychosocial support to parents of disabled
children).
CASE STUDY A model education program on the
Thai/Burmese border
Some of the most well-developed inclusive and special needs
education programs can be found in the Burmese refugee camps in
Thailand. In general, a high premium is placed on education within
the refugee community. Preschool, primary and secondary schooling
is provided in all nine refugee camps and general attendance is
extremely high (between 93 and 99 percent in all camps).69 The
education programs are coordinated by the Karen Education
Department in the seven Karen refugee camps and the Karenni
Education Department in the two Karenni refugee camps, with
assistance from CBOs and NGOs.
A variety of NGOs is responsible for implementing special education
programs in the camps. Special education services are set up by the
Karen Women’s Organization in the seven Karen refugee camps, with
the support of World Education. Programs include an early childhood
intervention program where parents and teachers work together to
identify children with disabilities as early as possible. Special
education teachers work one-on-one with children through home
visits to support them in becoming independent at home (e.g.,
through learning about hygiene and toileting), learning basic
numeracy and language and learning to provide support and guidance
to their parents. Children who are able to progress from the early
childhood intervention program to mainstream schools are assigned
an teacher who will assist them at school and tutor them at home.70
The Karen Women’s Organization, with the support of World
Education, also runs separate schools for children who are blind and
deaf, where they are taught using Braille and sign language, with the
23
Deaf refugee children from Burma
learn to sign in Thailand.
(JRS Thailand)
goal of integrating students into mainstream schools at the
secondary level. A significant development in the refugee camps has
been the documentation of Karen sign language and the
dissemination of Karen Braille, which had already been created in
Myanmar (formerly, Burma).
The Karen Women’s Organization and World Education also support
inclusive education in mainstream schools. The Karen Women’s
Organization supports the integration of children with learning
difficulties into mainstream primary schools and World Education
provides ongoing training to special needs support teachers. Both
organizations have provided awareness raising and orientation for
schools, parents and the community to promote inclusive education.
In December 2007, 548 children were enrolled in the special
education program run by the Karen Women’s Organization in the
seven Karen refugee camps. Of these, 233 children were attending
nursery and primary schools, 242 children were included in the early
intervention program, 47 students were attending the school for the
deaf and 26 students were attending the school for the blind.71
Thirteen teachers for the hearing impaired, six teachers for blind
students and 61 early intervention and inclusive education teachers
were employed in the program.
The Jesuit Refugee Service (JRS), in conjunction with the Karenni
Education Department, runs inclusive education programs in the two
Karenni refugee sites (Ban Mai Nai Soi and Ban Mae Surin). Children
from the ages of 3 to 18 (with a few older students) and with a wide
range of special educational needs (from physical needs, hearing and
visual impairments, to conditions such as Down syndrome and
cerebral palsy) are given support to attend their local mainstream
school. Special education assistants are placed in each grade of
primary school and work with children who have been identified as
having a special educational need. A special unit also exists in each
primary school where special education assistants can work one-on-
one with small groups of students. The program also offers support to
students who are unable to attend mainstream school due to the
severity of their disability. This includes “family friendship time” in
two special education centers, where children and their families can
come together to play, learn and support each other. Other services
include home visits for educational purposes, special classes for
blind and deaf students and monthly parent support groups. In
November 2007, 239 students and their families were involved in the
special education program. In addition, the special education program
helps young persons with disabilities access short-term vocational
training and informal education programs when they have completed,
or can no longer cope in, mainstream schools.72 Further, since 2005,
the NGO WEAVE (Women’s Education for Advancement and
Empowerment) has been running an early childhood development
program through nursery schools in the Karenni camps, in partnership
with the Karenni Women’s Organization.
24
In general the special education programs in the Karen and Karenni
refugee camps have been very successful. Parents are happy that
their children are able to attend school, or receive some kind of
education; children feel empowered and less isolated as a result of
the programs.73 The perception of disabled children in the refugee
community has changed due to the inclusive education programs and
families with disabled children are less shunned and stigmatized than
they used to be. Some drawbacks of both programs are difficulties in
physical access to schools and educational facilities; overcrowded
classrooms and lack of appropriate materials; the loss of trained
staff, especially from the Karen Women’s Organization, due to the
resettlement program; and cuts in funding. In the Karen refugee
camps, a major drawback has been the lack of support by the Karen
Education Department, which sees inclusive and special needs
education as expensive and not a priority.74
CASE STUDY Children with disabilities receive mainstream
education in Nepal
Out of the 684 children with disabilities registered by Caritas Nepal,
550 (80 percent) were attending mainstream schools (291 boys
and 259 girls)75 and 371 hearing-and speech-impaired students had
received sign language training in October 2007. The successful
inclusive education program in the Bhutanese refugee camps
includes ongoing training for special needs support teachers;
classroom support for children with disabilities; home visits by
special needs support teachers to encourage children with
disabilities to attend schools and to liaise with parents and families;
sign language training for the hearing impaired and for teachers
and community workers; remedial classes for children who have
learning difficulties; and skills training for children with mental
disabilities. In addition, Caritas provides students with disabilities
with learning accessories and teaching aids to help with their
integration. These include rechargeable cells for hearing aids;
eyeglasses, talking calculators, Braille books and teaching aids and
cassette recorders for the visually impaired; and crutches, a tricycle,
prostheses and other mobility aids for the physically impaired. As
a result of their integration into mainstream education programs,
some young persons with disabilities have been able to complete
higher education.
Elsewhere, although children with disabilities were not actively
excluded or discouraged from attending mainstream schools, they
were not actively encouraged to attend and dropout rates were high.
This was due to various factors, including the lack of special needs
support staff or training for mainstream teachers in special needs
education; the lack of appropriate teaching aids (e.g., schoolbooks in
Braille) or flexible curriculum (e.g., for mentally challenged children);
and the physical inaccessibility and poor design of school buildings
and facilities, all of which made it difficult to support and sustain
children with disabilities in mainstream schools.
Where special needs education was not available in mainstream
schools, either in refugee camps or urban settings, refugee children
with disabilities were usually excluded from local special needs
schools, either due to the cost or because of their refugee status.
CASE STUDY Schools in Yemen lack services and supplies
for children with disabilities
In Yemen, the CBR program run by Rädda Barnen encourages children
with disabilities to attend school. Out of 77 children with disabilities
identified by Rädda Barnen through its CBR program, 50 children (28
boys and 22 girls) were attending school in November 2007 (65
percent). Although children with disabilities are encouraged to attend
mainstream schools, the schools are not inclusive for children with
disabilities. There are no special education facilities, supplies,
resources or curricula for children with disabilities and no special
education teachers to take care of children with disabilities in the
schools. Children with hearing and vision impairments face particular
difficulties in the schools and there are no assistive devices, such as
eyeglasses or hearing aids, to help children attend school. It is
difficult for children with physical and visual impairments to reach
the schools as they are far from their shelters and the roads are not
paved. Despite these problems, the schoolteachers try to take care of
children with disabilities even though they lack specialized training,
resources and equipment.
CASE STUDY Disabled Iraqi children in Jordan need
specialized education
Until 2007, the Jordanian government did not permit any Iraqi
children to attend public schools, and the alternative, private schools
were too expensive for the majority of refugees. In 2007, the
government changed its policy and Iraqi children were allowed to
attend Jordanian schools. However, school attendance among Iraqi
children remains low due to regulations that prevent enrollment by
children who have been out of formal school either in Iraq or Jordan
for more than three years. Fears of disclosing illegal residency,
severe overcrowding and a lack of sufficient books and school
supplies have also contributed to low school attendance rates by
refugee children.76
Among the disabled children aged 5 to 18 years old interviewed in
the field study surveys, 60 percent (18 children) said that they were
attending school. Thirteen children said that the school nearest them
25
was accessible given their disability, but few felt that the schools
were inclusive. Most of the disabled children attending school had
sensory impairments (six had visual impairments and three had
hearing impairments). None of the children with physical disabilities
interviewed for the study were attending school, and only five
children with mental disabilities were in school. Many of the children
surveyed identified the need for special education as one of their
most immediate concerns in Jordan, or indicated the desire to be
resettled to a country where there are more inclusive and accessible
educational programs.
A final and important consideration is gender disparity in school
attendance and dropout rates among children with disabilities. In all
the refugee camp situations surveyed, more boys with disabilities
were attending school than girls with disabilities (data is not
available for the urban refugee situations). In Thailand, for example,
the ZOA Education Survey (2005) found that 50.6 percent of children
attending schools in the Karen camps were boys and 49.4 percent
were girls. Data available from World Education and the Karen
Women’s Organization, however, shows that among disabled
children attending schools in the same camps, 61 percent were
male and only 39 percent were female. JRS Thailand writes that:
“Refugees with disabilities tend to face more opposition than others
to accessing education, from teachers, the wider community and
even their own families. This is particularly true for girls (especially
girls who are useful workers at home, e.g., girls with hearing
impairments).”77
Similarly, in the Bhutanese refugee camps in Nepal, 53 percent of
disabled children attending schools are boys and 47 percent are girls.
This compares with a breakdown of 49 percent boys and 51 percent
girls in the total school population. The lower attendance rates
among disabled girls, compared with the overall school attendance
rates for girls, suggests that disabled girls may be doubly
discriminated against and even more disadvantaged when it comes
to access to education. While the reasons for this are not entirely
clear from the surveys, it is an issue that should be further
researched and addressed in order to take remedial action.78
Disabled girls should be encouraged to attend school and
participate in educational activities, and schools should stress to
parents that it is important for all girls to attend school, including
those with disabilities. In Dadaab, for example, considerable
community awareness raising was needed to persuade the refugee
community that all children with disabilities, including girls, had the
right to education.
Vocational Training / Employment /
Livelihoods
Access to vocational and skills training, income generation, and
employment opportunities for refugees with disabilities varies.
In some countries, very successful vocational and skills training
programs have been set up that are specially geared for persons
with disabilities. Refugees learn useful skills through the programs
and are able to find employment or set up their own small business
as a result.
In other countries, refugees with disabilities have access to
vocational training, but it has not been adapted to meet their needs
and skills and the teachers have not been specially trained to work
with persons with disabilities. In some cases, courses are specially
geared for persons with disabilities, but the choice of skills training
is not appropriate for the people involved and it has not been
successful. Elsewhere, vocational training courses exist for the
general refugee population, but refugees with disabilities are either
actively excluded or are given no encouragement to attend. And
finally, there are situations where vocational training does not
exist at all, either for the general population or for refugees with
disabilities.
CASE STUDY Refugees with disabilities excluded from
vocational training in Yemen
In Kharaz refugee camp in Yemen, training courses in sewing,
weaving and production of straw products are offered to refugees. In
addition, in 2007, 65 refugees attended vocational training in
employable skills such as welding, plumbing and repair of home
appliances in vocational training institutes in Aden. Nevertheless, the
needs of persons with disabilities are not taken into account when
planning these courses and persons with disabilities are not included.
Only one refugee with a physical impairment joined the weaving
workshop in the camp. Although some refugees with disabilities join
the adult literacy classes, they usually drop out due to lack of support
and the location of the classes, which is far from their homes. During
focus group discussions, nearly all refugees with disabilities said that
they had the ability and desire to work, but they did not have access
to income generation activities in the camps. Although ADRA is
running a self-reliance project, providing refugees with small credits
to run their enterprises, refugees with disabilities were not included
in this project.
Vocational training helps persons with disabilities to develop fine
and gross motor skills and increases their sense of self-confidence
and self-esteem.79 It also gives persons with disabilities viable
26
Sudanese refugees in Kakuma Camp,
Kenya, attend a class for deaf children
using sign language. (UNHCR/B. Press)
opportunities to find employment or set up their own small
businesses.
Nearly all the field studies showed that persons with disabilities are
very keen to learn new skills—they want to receive vocational
training and they want to be able to find jobs. The successful
training programs show that there is huge potential, and capacity,
for including persons with disabilities in vocational and skills
training programs.
Youth vocational training is most effective where it is an extension
of, or an alternative to, formal schooling for young persons with
disabilities who have either completed, or reached their full
capability, in the formal school system. Some special needs
education programs also offer vocational skills training as part of
their curriculum; for example, the deaf and blind schools in the
Karen refugee camps.
Successful programs in different countries have included bicycle
repair, radio mechanics, embroidery, painting, massage for the
blind, handicrafts, music and auto mechanics. Other initiatives have
been less successful, such as wristwatch repair and setting up
musical bands.
One of the greatest problems facing persons with disabilities
everywhere is the huge social, attitudinal and environmental barriers
they still face in finding employment. Refugees with disabilities face
double discrimination—not only because of their disability, but also
because of their status as refugees and outsiders. In many countries,
refugees are unable to legally work outside camps or refugee
settlements, and even where they are, employers may be much less
likely to employ them because they are refugees. For a refugee with a
disability, the chance of finding employment in the open market may
be close to zero.
There are some success stories. In Nepal and Thailand, for example,
refugees with disabilities have been able to successfully set up
small businesses in the camps using the skills they learned during
vocational training programs. It is, however, generally much easier
to start small businesses, or find employment, in refugee camp
situations than it is in urban environments. There is less competition
in camps to start small businesses, and NGOs and relief agencies
are much more likely to have positive employment policies and be
open to employing persons with disabilities than the open market
outside the camps.
CASE STUDY Vocational training provides an alternative to
formal education in Nepal
As well as providing inclusive education for children with
disabilities, Caritas Nepal also runs vocational skills training courses
for students who have mental, physical and sensory impairments
when they reach a point that they can no longer cope in mainstream
schools. Caritas believes that vocational training provides an
alternative to formal education for young persons with disabilities
and helps develop social and intellectual skills that will be useful in
assisting them to live independent lives. In October 2007, 150
students (64 male and 86 female) were engaged in vocational
training programs, while some 546 young people (292 male and 254
27
female) participated in vocational training courses between January
2001 and June 2007 in all seven Bhutanese refugee camps. Training
courses have included carpentry, tailoring, electronics, bicycle repair,
embroidery, painting, hairdressing, using a handloom, shoemaking,
wristwatch repair, bamboo crafts, typing and computer training and
playing in musical bands.
Training courses run for six months and a specially trained teacher is
hired to run each course. Evaluation workshops held at the end of
each training course highlight the successes and weaknesses of each
course. So, for example, in 2007 courses rated highly (on the basis of
attendance rates and progress made by the students) included bicycle
repair, embroidery and bead-garland making. Wristwatch repair and
the musical bands were less successful (lower attendance rates and
the students made less progress than in other trades). Caritas
decided to discontinue these courses and replace them with
traditional weaving and jute-mat making in September 2007.
During focus groups discussions with refugees, participants were
generally happy with vocational training opportunities for persons
with disabilities available in the camps. They noted, however, that
refugees with hearing impairments, refugees who were literate and
those with mild forms of physical and mental impairments, were
most likely to benefit from the vocational training programs.
Participants said that some refugees with disabilities had set up
small grocery shops, barber shops and spinning businesses in the
refugee camps as a result of the training courses. However, they all
stressed that while employment opportunities were available and
refugees with disabilities had the capacity to work, very few refugees
with disabilities benefited from these wage earning opportunities. It
was noted that there was a lack of follow-up after the vocational
training courses to provide participants with the necessary financial
support, equipment and guidance to set up their own businesses or
find employment.
Refugees with disabilities living in towns, as in Ecuador and Jordan,
have far fewer opportunities to access vocational training programs
or find a job with local employers. In Ecuador, for example, none of
the refugees with disabilities interviewed for the field study were
attending vocational training or income generation programs.
Although vocational training programs for Ecuadorians exist, no
refugees were able to access these opportunities.
Lack of employment is often cited as the biggest challenge facing
refugees living outside camps who do not receive assistance and
have to be self-reliant.
CASE STUDY Lack of income is debilitating for
Iraqis in Jordan
In Jordan, Iraqi refugees cited lack of employment opportunities as
the single biggest problem facing them. Without legal residency, no
Iraqis can work in Jordan. In a recent study commissioned by Mercy
Corps, the Sweileh Community Development Center found that 90
percent of Iraqis in Jordan identified themselves as “unemployed.”80
Unable to generate income to support even their most basic needs,
many displaced Iraqis (especially men) feel extremely frustrated and
helpless. For persons with disabilities, who have to pay for expensive
medical treatment and/or equipment, the lack of income can be even
more debilitating.
Among the 106 Iraqi refugees interviewed for the field study, only
two said that they had access to income generating opportunities,
although many had worked before becoming refugees. Fourteen
individuals (20 percent of adults surveyed) said that they had access
to vocational training or adult education programs, but only four of
these attended courses specifically geared to persons with
disabilities. Although vocational training opportunities exist for
persons with disabilities in Jordan, for the most part these
organizations do not include Iraqis in their programs. Over a quarter
of refugees interviewed for the study said that they had applied to be
included in Jordanian vocational training programs, but they were
actively “excluded from participation.”
One option for refugees with disabilities is to find employment with
refugee relief agencies. In Nepal and Thailand, for example, refugees
with disabilities are employed as special needs support teachers,
rehabilitation workers and disability program managers. Some
agencies, such as Caritas Nepal, have affirmative action policies that
promote the employment of refugees with disabilities. ZOA Refugee
Care in Thailand has a policy that 5 percent of its staff should be
persons with disabilities.
Participation / Community Inclusion
Opportunities for participation and community inclusion differ
considerably between refugee camp and urban refugee situations. In
refugee camps, questions focused on the level of participation by
persons with disabilities in camp management structures, such as
camp committees, and in the planning, design, implementation and
management of refugee assistance programs and protection
strategies. In all the camp situations reviewed, it was found that
there were limited formal opportunities for refugees with disabilities
28
ChildbeingtreatedatInternationalRescueCommitteePhysicalTherapyUnit,KakumaCamp,Kenya.(RebeccaHankin)
to be involved in camp management structures, even in those places
where there were high levels of disability awareness.
Nearly all the refugees with disabilities interviewed said that they
would like to be more involved in camp management, but they had
never been asked. It appeared that camp committees themselves
were not averse to the inclusion of refugees with disabilities, it was
simply an issue they had not considered.
Similarly, nearly all the relief agencies (UN agencies, NGOs and
CBOs) said that there were no reasons why persons with disabilities
could not be included in the planning and management of assistance
programs and they would be happy to involve them more. In reality,
though, very few refugees with disabilities were actually involved in
program planning or design and even fewer in implementation and
management, especially at higher management levels.
In both Nepal and Thailand, the refugees are extremely well
organized and have elaborate camp management and representation
structures. Despite the high levels of disability awareness in both
situations, however, there were few formal opportunities for refugees
with disabilities to participate in camp management and community
decision-making processes. No information was available from the
field study in Thailand about the level of formal representation by
refugees with disabilities on camp committees and in camp
management structures, although according to the 2006 Landmine
Monitor Report, 10 percent of section leaders in Mae La refugee
camp were disabled (most of them land mine survivors).81
In Nepal, according to the field study, only one refugee camp
management committee had a disabled member. Notably,
community leaders who participated in focus group discussions for
the field study in Nepal mentioned that persons with disabilities
could participate more in community affairs if they were given the
opportunity. Refugees with disabilities recommended that a certain
number of seats on the camp committees should be reserved for
persons with disabilities and they should not be discriminated
against.
Interestingly, there was a difference in perceptions among refugees
with disabilities and their families, and humanitarian organizations
and service providers in the Bhutanese refugee camps regarding the
levels of participation in program planning, design, implementation
and management. Refugees with disabilities said that if given the
chance, they could participate in the planning, design and
implementation of assistance programs and protection strategies.
However, they said that they had not been given the opportunity to
participate and were often discriminated against. Humanitarian
organizations, on the other hand, said that refugees with disabilities
were actively consulted in program planning. They said that they
were invited to attend meetings before the implementation of any
program on disability issues and were fully involved in the World
Disability Day celebrations and in extracurricular activities in the
school. UNHCR Nepal, for example, said that it organized focus group
discussions including refugees with disabilities in its planning
exercise for the preparation of its Country Operation Plan in 2008.82
In Yemen, the field study noted that there were very few opportunities
for persons with disabilities to participate in community affairs.
People with disabilities in the camps said that they were “seen as a
burden on the community.” They were not included in any committees
or sub-committees in the camp, and were not involved in any planning
or programming. They noted, however, that for the first time in 2007,
two small groups of men and women with disabilities had participated
in the UNHCR participatory assessment. Refugees with disabilities
said that if they were given the opportunity, they could be active
participants in the planning and implementation of programs.
29
CASE STUDY Greater awareness in the community benefits
persons with disabilities in Kenya camps
A positive development in the refugee camps in Dadaab, Kenya, has
been the drive to promote greater awareness and inclusion of
persons with disabilities in community affairs. Since Handicap
International took over the disability CBR program in January 2008, it
has put great emphasis on community awareness raising to increase
understanding of disability issues and combat negative attitudes
toward persons with disabilities among community leaders, teachers,
health workers and the community at large. The “disability center”
has been renamed the “community center” and is now used for a
range of different activities for the whole community, not just
persons with disabilities. It is hoped that this will promote
socialization and interaction between persons with disabilities and
the wider community.
Handicap International has also promoted the representation of
persons with disabilities in all decision-making and planning
processes. At the end of 2007, for example, there was a multisectoral
strategic planning exercise in all the camps. People with disabilities
were represented in each of the sectoral planning meetings and
invited to give their perspective. As a result of the strategic planning
exercise, it was agreed that routine protection monitoring over the
coming year would include a special focus on persons with
disabilities. People with disabilities are also actively represented on
Parent/Teacher Associations in the camps and there are some
UNHCR has a dedicated registration
center for Iraqi refugees located in
Douma, 25 km from Damascus, Syria.
A refugee injured in the war waiting
at the registration center in order to
receive an interview appointment.
(UNHCR/R. Awabdeh)
representatives of persons with disabilities on the camp committees.
In addition, persons with disabilities have their own committees,
which advocate for better services and representation.
Handicap International and UNHCR are also promoting community
support networks for persons with disabilities and their families to
help counter discrimination and stigmatization and break the isolation
and exclusion that many persons with disabilities and their families
experience. There have been attempts, for example, to involve youth
groups in providing support to single mothers of disabled children,
including women who have been abandoned by their husbands. The
youth groups have been encouraging neighbors to come and look
after a disabled child if the mother needs to leave the house for any
reason, to avoid the mother tying up her child.83 Handicap
International has also supported the formation of livelihood groups,
where persons with disabilities interact with others in the
community. In addition, Handicap International has set up day care
centers for children with disabilities that are run and managed by
members of the community.
In the absence of formal opportunities to participate in community
management and decision-making affairs, some refugees with
disabilities have formed their own organizations and self-help groups.
The level of self-organization among persons with disabilities is an
indication of the level of disability awareness and inclusiveness in
the community. Where persons with disabilities feel valued and
included, they are more likely to have the self-confidence to form
their own organizations than when they feel excluded and isolated.
30
In Nepal, refugees with disabilities have formed their own self-help
groups in each of the refugee camps. Refugees with hearing
impairments have also set up their own NGO—the Bhutanese
Refugee Deaf Association. In addition, the mothers of children with
disabilities have formed their own support groups.
CASE STUDY Self-help groups provide support in Nepal
Refugees with disabilities in Nepal have formed self-help groups in
each of the refugee camps. The groups, of 10 to 15 adults (over 18
years of age), meet every week and provide a forum for persons with
disabilities to share experiences, give each other mutual support and
identify needs among persons with disabilities in the camp. It serves
as a focal point for passing on information to disability workers in the
camps and for consultation and cooperation between persons with
disabilities and the disability workers. The self-help group is involved
in practical activities such as taking people who are sick to the health
center; assisting single disabled persons with repairs to their hut,
collecting rations, etc.; and meeting with humanitarian organizations
to raise awareness of the needs of persons with disabilities in the
camps. The group encourages people with mental disabilities to
participate in all its activities and stresses the importance of listening
to their views and suggestions. Parents and siblings can also attend
the group if their family member has a severe mental disability.
Information about the self-help groups was provided by Caritas
Nepal, which helps support the groups as part of the CBR approach.
However, refugees with disabilities did not talk about the self-help
groups during the focus group discussions in the camps.84
In the Karenni refugee camps in Mae Hong Son Province, Thailand,
parents of children with disabilities have formed a monthly parent
support group to share experience and provide mutual support.
Through its special education program, JRS has also helped set up
“Family Friendship Time” in two special education centers where
children and their families can come together to learn, play and
support each other. According to the information gathered in the field
study, only one refugee DPO existed—the Karen Handicapped
Welfare Association (KHWA) in Mae La camp. There was no
information about refugees’ involvement in local DPOs from the field
study, although the 2006 Landmine Monitor Report stated that DPOs
were active in Thailand.85
CASE STUDY Residential home is a lifeline for land mine
survivors
The Karen Handicapped Welfare Association (KHWA) is a DPO set up
and run by land mine survivors in Mae La Camp. In 2000, the KHWA
set up Care Villa, a residential home for dependent land mine
survivors in the camp. The founder of Care Villa, himself a land mine
survivor, realized that there were land mine survivors in the camps
with no one to take care of them. Sixteen residents (all men) were
living in Care Villa in 2006, 13 of whom were land mine survivors.86
Many of the residents had been blinded by their accident and lost
one or more limbs.87 Residents are provided with food, 24-hour
caregivers (nurses), vocational training and moral support. In 2005,
Care Villa provided its residents with training in radio mechanic work,
crafts, musical instruments and English as a second language.88 Only
three of the survivors had family in the camp (in 2005), so the care
and support provided by Care Villa was essential for their survival.89
In none of the countries surveyed were refugees with disabilities
integrated or involved in the activities of local DPOs. There was
generally a lack of awareness among both the refugee population
and assisting agencies about the existence and activities of local
DPOs and vice versa. One of the weaknesses of the research project
was the insufficient focus on the activities of local DPOs.
Measuring levels of participation and inclusion was harder in urban
refugee situations, as there were fewer opportunities for refugee
participation. Due to the dispersed, often hidden, nature of urban
refugee situations, refugees tend to be less organized than they are in
camps and there are rarely any formal refugee management structures.
Furthermore, the lack of assistance means that many urban refugees
are simply struggling to survive and have little time for any other
activities. Urban life for refugees with disabilities is often even more of
a struggle and even more isolated than it is for the rest of the refugee
population. Frequently confined to their homes, urban refugees with
disabilities have even fewer opportunities to organize themselves.
In both Jordan and Ecuador, the study showed that there were no
organizations for refugees with disabilities and few avenues for them
to participate in any meaningful way in the design, implementation or
management of refugee policy or assistance programs. In both
countries, the researchers found that the refugee community in
general was extremely economically and socially marginalized and
excluded. The priority for all refugees, not just those with disabilities,
was to improve their social, economic and legal status in order to
participate more fully in the society (e.g., in Jordan this meant
obtaining legal residency as a precursor to enjoyment of all other
rights). Refugees with disabilities suffered a double discrimination
and exclusion, due to their refugee status and their disability, which
severely impeded their social integration and opportunities for
community participation and inclusion.
In both countries, local DPOs existed (more in Jordan than in Ecuador),
but in neither country were any refugees with disabilities involved or
31
included in local DPO activities. As a result of the research, however, a
local DPO in the city of Ibarra, Imbabura Province, Ecuador, expressed
an interest in including Colombian refugees in its activities. As noted
earlier, the involvement of persons with disabilities affiliated with the
Landmine Survivors Network Jordan as researchers in this project
exposed them to the challenges faced by Iraqi refugees with
disabilities. Consequently, the LSN Jordan has been exploring ways in
which it can support Iraqis with disabilities. Encouragingly, as a result
of the research, bridges have been built between local persons with
disabilities and refugees with disabilities. For example, a house of
Jordanian persons with disabilities living together as a support
network has invited Iraqis with disabilities to join them. A few months
after the completion of the research, Mercy Corps wrote: “A
community by and for persons with disabilities of both nationalities is
slowly developing, and we understand that some of the LSN surveyors
are participating in that growing community, which is good news.”90
Protection
In general, the quality of information on protection risks faced by
refugees with disabilities was weak. Respondents in the field studies
cited a range of protection problems, but gave few concrete examples.
Almost without exception, all the refugees involved in the field studies
mentioned discrimination, stigmatization, harassment, neglect and
exclusion of persons with disabilities as major protection concerns,
both within their own communities and in the host communities. In
many countries, refugees with disabilities are doubly discriminated
against, both because of their disabilities and because of their status
as foreigners and refugees. They face exclusion from the employment
market, health and public services, and educational opportunities both
because they are disabled and because they are refugees.
The field study guidelines asked researchers to identify particular
protection risks faced by women, girls and older persons with
disabilities. In Nepal, nearly all respondents mentioned that older
persons with disabilities faced discrimination, particularly in terms of
access to nutritious food, warm clothing and medicine. They were at
risk of neglect and possible abandonment, especially when they
became, or were perceived as having become, a burden for their
families. Respondents in Nepal also said that adolescent girls with
disabilities should be provided extra protection from sexual assault.
In several countries, including Nepal, Thailand and Ecuador, the field
studies cited sexual violence, domestic abuse and physical assault as
protection risks facing refugee women with disabilities. Concrete
examples of these abuses were difficult to find during the field
research. In subsequent communication, however, UNHCR Nepal
confirmed that in 2007 women with disabilities made up almost 8
percent of the survivors of all types of sexual and gender-based
violence, and approximately 25 percent of rape survivors. In response
to these trends, UNHCR launched a pilot project in November 2007 to
train women with speech and hearing disabilities on sexual and
gender-based violence and distributed whistles as a means of alarm.
This project was conducted in cooperation with a local DPO, Kochi
Deaf Association, and Caritas Nepal.91
Researchers in Jordan and Yemen said that there were no known
cases of sexual violence and domestic abuse against refugee women
with disabilities. In Jordan, the researchers explained that refugee
women with disabilities rarely left their homes and said that they did
not raise any specific protection concerns that were not also shared
by male respondents. In Yemen, the number of reported cases of
sexual and gender-based violence among the refugee population in
general is very low. Data on incidents of sexual and gender-based
violence against refugees in Yemen is kept by UNHCR, but there was
no information about women with disabilities. The research team in
Yemen noted that while women with disabilities did not report
incidents of sexual violence in the refugee camp, some of them said
that they had experienced violence and abuse during their flight from
Somalia to Yemen and on arrival in Yemen at the hands of security
personnel. Similarly, among Somali refugees in Dadaab, UNHCR
reported very few cases of sexual and gender-based violence against
women with disabilities.
It should be noted, however, that information on sexual and gender-
based violence is very dependent on the context in which it is
gathered. First, it depends on the gender of the interviewer, as
women are less likely to talk openly about sexual and gender-based
violence with men present. In Jordan, for example, although three of
eight researchers were women, the researchers worked in pairs and
there was nearly always a male researcher present at every
interview. However, Mercy Corps Jordan also conducted separate
focus group discussions with women on gender issues, and found no
information about sexual and domestic violence.92 Second, it depends
on the level of trust and confidence between the researcher and
interviewee. Third, it is affected by the format and setting for the
interview (whether it was a group or individual discussion; whether it
was in a public or private place; and who was present—e.g., other
family members). Finally, it is influenced by the culture of the
community and whether it is taboo to talk about sexual and gender-
based violence, especially with outsiders.
A further protection problem raised during the field studies was
refugees with disabilities going “missing” from camps. Again, little
concrete information was available, but in countries like Nepal, there
were indications that this may be linked to trafficking and may
32
Family members care for Ahmed, age 9.
His father was killed in fighting near
Baidoa, Somalia, during the war, after
which his family fled to Galkayo.
He has been paralyzed since birth.
(UNHCR/B. Bannon)
especially affect refugee women with mental disabilities. More
research should be carried out on this issue. Field research in Nepal
also highlighted physical assault against refugees with disabilities
(by “drunkard boys”) and corporal punishment/beating of children
with disabilities as protection risks. In Yemen, respondents said that
single male heads of household with disabilities face particular
challenges in looking after their children.
CASE STUDY Somali refugees with disabilities face
discrimination and abuse
In Dadaab refugee camps, UNHCR reported that the greatest
protection risk facing Somali refugees with disabilities was
discrimination and stigmatization. People with disabilities, especially
children, suffered frequent physical abuse. They were often beaten or
tied up, had stones thrown at them or suffered verbal abuse from
other people in the community. Mothers of children with disabilities
also experienced harassment, stigmatization and abandonment.93
Refugees’ perceptions of protection risks depended very much on
their general living conditions. In Jordan, for example, where Iraqi
refugees were struggling to survive, poor living conditions, lack of
legal status, lack of employment opportunities and the need for
durable solutions were cited as primary protection problems by all
refugees, including those with disabilities. When pressed, Iraqi
refugees with disabilities in Jordan cited material needs, such as
blankets, heaters, batteries for hearing aids, medical equipment,
hygienic items for the elderly and home improvements, as principal
protection concerns, rather than physical risks. Similarly, in Yemen all
refugees, including those with disabilities, cited the need for durable
solutions, employment opportunities and access to basic needs as
their primary protection concerns.
While not relevant in all countries, the field studies included
questions on whether refugees with disabilities had equal access to
refugee status determination (RSD) procedures and whether they
faced discrimination because of their disability. In Jordan, 75 percent
of respondents felt that the UNHCR RSD process was accessible for
refugees with disabilities. Of the 25 percent who said it was not
accessible, one quarter were people with physical disabilities. There
was even less information available about whether RSD procedures
were accessible for people with mental disabilities.
CASE STUDY Refugee status determination officers make
efforts to reach Colombian refugees with disabilities
Colombian refugees in Ecuador said that they had access to the RSD
processes, with some limitations depending on the type of disability
they had. The field study found that there were no specific
procedures in place for persons with disabilities, but that RSD
officials tried to be flexible and meet the needs of individuals on a
case-by-case basis. For example, RSD officials said that they would
try to carry out interviews in locations that were physically accessible
for refugees with physical disabilities. If a refugee had mental
disabilities, RSD officials would try to interview the family of the
person or a legal guardian.
33
Two-year-old Heba takes her first
steps with prosthetic limbs,
in Damascus. (UNHCR/J. Wreford)
The field studies also asked respondents the degree to which
refugees with disabilities had access to information about their
rights, services available to them and durable solutions. In general,
persons with disabilities in refugee camps had better access to
information, through heads of housing blocks and subsectors,
disability workers, community health workers, special education
teachers and self-help groups, than those living in urban areas.
Refugees in urban areas had little information about their rights
as refugees and as disabled persons, and little or no information
about services available for persons with disabilities in the local
community. It should be added that many refugee assisting
agencies, including UNHCR, also lacked such information.
Similarly, in refugee camp settings there were more formal avenues
for refugees with disabilities to report protection incidents than
in urban areas. In Nepal and Yemen, the researchers asked
respondents if they would know who to report a protection incident
to, such as a missing disabled person. In both cases, refugees said
that they would report the incident to the subsector head, camp
management committee and the police (Nepal), or to the elders,
police and UNHCR (Yemen).
Finally, some of the field studies asked refugees with disabilities
how their general status and well-being had been affected by
displacement. In Jordan, about half of the respondents said that their
disability made their situation in exile much more difficult, because
of the extra costs they had to bear and because they could not obtain
training and education. The other half said that their disability was
the reason for their displacement—they had come to Jordan because
there were better medical specialists, health care and education than
in Iraq. They also said that their disability increased their chances of
resettlement to a third country. In Ecuador, the majority of refugees
with disabilities said that they had suffered a decrease in access to
health care and social benefits since becoming refugees.
Durable Solutions
Lack of information or clarity about durable solution options for
refugees with disabilities was common in all the field studies. In
particular, there was a lot of confusion about resettlement policies
for refugees with disabilities, which was creating considerable
concern. At the time of the field research, UNHCR was unable to give
clear information about policies on durable solutions for refugees
with disabilities in any of the countries surveyed, although UNHCR
Nepal and Thailand did subsequently provide information.
Resettlement opportunities were available for refugees in all the
countries surveyed. In Nepal and Thailand, after years of deadlock in
finding durable solutions, third country resettlement was finally
available to the refugees. The United States announced in 2006 that
it would resettle 60,000 Bhutanese refugees over the next few years,
and several other industrialized countries, including Australia,
Canada, New Zealand, Denmark, the Netherlands and Norway, have
since indicated their willingness to accept Bhutanese refugees for
34
resettlement. In Thailand, more than 24,000 refugees have been
resettled since 2005 and UNHCR expects that a further 15,000 may
be resettled by the end of 2008. The United States, Canada and
Australia have all committed to accept large numbers of refugees
from Thailand. Other resettlement countries are Finland, Great
Britain, Ireland, the Netherlands, New Zealand, Norway and Sweden.
In Jordan, the legal situation for Iraqis improved in 2007 when
UNHCR agreed to recognize them as refugees on a prima facie
basis. This not only enabled Iraqis to avail themselves of UNHCR’s
protection, but also meant that they had the opportunity of
resettlement to a third country. In reality, though, there are very
few resettlement opportunities for Iraqi refugees.94 Priority is given
to extremely vulnerable cases and people who need specialized
medical care, which is why some refugees believe that their
disability may actually increase their chances of resettlement.
Researchers asked refugees with disabilities their views about
resettlement.
CASE STUDY Confusion about resettlement in camps
in Nepal
In Nepal, where resettlement has become a very politicized issue,
there were mixed views. There were high levels of misinformation
about resettlement within the refugee camps, and many refugees
with disabilities who participated in the field study expressed
fears about how they would be treated, attitudes toward persons
with disabilities and whether their rights would be respected in
resettlement countries. They had concerns about the language and
culture, health care, education and other services for persons
with disabilities and whether they could get a job in resettlement
countries. Mothers of children with disabilities were worried about
whether their children would be able to go to school in resettlement
countries. Community leaders who took part in the field study said
that “persons with disabilities should not be sent to third countries
since this group is most vulnerable and dependent” and worried that
their needs would not be met. In general, refugees with disabilities
favored voluntary return or local integration over resettlement. Due
to the levels of harassment and tensions surrounding resettlement
in the Bhutanese refugee camps, however, it is difficult to know
how representative these views are.
In subsequent communication with UNHCR Nepal, after the field
research, UNHCR explained that a public information campaign on
resettlement had been postponed until November 2007, due to a
request from the Government of Nepal and the high levels of tension
in the camps. UNHCR acknowledged that at the time of the research,
refugees with disabilities may not have had sufficient information
about resettlement options. Following the public announcement of
resettlement by the Government of Nepal in November 2007, UNHCR
held information sessions on resettlement at the disability centers
in all the camps in December 2007. UNHCR noted that there had
been a significant level of interest in resettlement among refugees
with disabilities and that the organization would continue to provide
more information sessions throughout 2008. UNHCR also noted that
some of the first cases prepared and submitted for resettlement
based on protection needs were refugees with physical and mental
disabilities.95
During the field research in Thailand, there was a view that those
refugees who were better educated, in good health and employed by
NGOs would be prioritized over refugees with disabilities in
resettlement programs. However, according to UNHCR data, 1,316
refugees with disabilities were resettled between January 2005 and
March 2008. These included refugees with mental, physical and
sensory impairments who could benefit from improved medical and
other services in resettlement countries.96 The field research in
Thailand also found that resettlement had had an impact on services
for refugees with disabilities in the Burmese refugee camps, such as
health care and education programs, due to the loss of skilled and
trained refugee staff.
In other countries, refugees with disabilities said that resettlement
was their preferred durable solution. They said that they wanted to
access better health services and medical care and that there would
be more educational opportunities available for persons with
disabilities in resettlement countries. For example, some Iraqis with
disabilities actually came to Jordan in order to access resettlement
opportunities.
There have also been a few positive examples of group resettlement
programs actually targeting refugees with disabilities.
CASE STUDY Identifying refugees with disabilities in
Kenya for resettlement
In late 2005, UNHCR launched a large-scale profiling exercise in
Dadaab refugee camps, Kenya, called the “Disabled Refugees and
Survivors of Violence Profiling Project.” The aim of the project was to
identify physically disabled refugees with legal and physical
protection problems, as well as survivors of violence, who may be in
need of resettlement. Some 5,500 individuals were screened through
the project, of whom approximately 2,000 refugees with disabilities
and their families were identified as meeting UNHCR’s resettlement
criteria. Most of the refugees were resettled in the United States.97
35
PART 3: RECOMMENDATIONS
Key Recommendations to All Humanitarian Actors
1. The principles enshrined in the UN Convention on the
Rights of Persons with Disabilities (CRPD) should
underpin all refugee and IDP assistance programs. Provide
training to humanitarian workers, local government officials and
refugee and IDP communities on the CRPD.
2. Camp infrastructure and all facilities, services, shelter,
organizations and information should be accessible to
displaced persons with disabilities. The needs of persons
with disabilities should be addressed at the start of the
emergency during the site selection, planning and design of
camp infrastructure and services. Minimum accessibility
standards should be established at the start of the emergency.
3. A standard, centralized data collection system should be set
up to collect disaggregated data on the number, age, gender
and profile of displaced persons with disabilities in order to
help identify refugees and IDPs with disabilities and enhance their
protection and assistance. Attention should be paid to maintaining
the confidentiality of information. Disability awareness training
should be provided to all data collection officers to assist them in
identifying and registering persons with disabilities.
4. Conduct community-based information and awareness-
raising campaigns to promote greater tolerance, respect
and understanding of persons with disabilities.
5. Promote the inclusion of people with all types of
disabilities in camp management structures, community-
based participatory assessment and strategic planning
exercises, community decision-making processes and at all
stages of the program cycle, ensuring age and gender diversity.
6. Provide transportation to persons with disabilities to
enable them to access mainstream and targeted services.
7. Ensure that persons with disabilities have full and equal
access to all food and nonfood distributions; provide food
that is appropriate, nutritionally adequate and easy to transport
and safe, appropriate means to cook this food.
8. Refugees and IDPs with disabilities should have full and
equal access to health services, including access to
specialized health services, medicines and treatments, physical
rehabilitation services and community health outreach programs,
where necessary.
9. Psychosocial support (in the form of counseling,
community outreach programs and self-help groups)
should be provided for displaced persons with disabilities
and their families and caregivers.
10. Children with disabilities should have full and equal
access to education. Wherever possible, they should be
included in mainstream schools. Ongoing training should be
provided to mainstream teachers and special needs support
teachers and appropriate curriculums, teaching aids and learning
devices should be developed to support and sustain the inclusion
of children with special needs. Where necessary, specialized
teaching for children with specific disabilities (e.g., blind or deaf
children) should be provided.
11. Protection officers should receive training on the specific
protection risks faced by persons with disabilities and
routinely include persons with disabilities in protection
monitoring. Set up appropriate reporting mechanisms for persons
with disabilities and their families to report protection problems.
12. Ensure that displaced persons with disabilities have full
access to all durable solution options and full access to
objective information regarding durable solutions in a format that
is accessible and easy to understand. Ensure that refugees with
disabilities are not separated from family members or caregivers
when accessing durable solutions. Ensure that transportation is
provided to persons with disabilities when accessing durable
solution options.
13. Promote greater understanding and awareness among UN
and NGO workers of the national framework and services
for persons with disabilities in the country of asylum or
displacement area. Ensure that services provided to displaced
persons with disabilities are also made available to persons with
disabilities in the local community.
14. Build alliances with local disability providers to support
the integration of refugees and IDPs into local disability
services. Encourage local disabled persons’ organizations (DPOs)
to integrate disabled refugees and IDPs into their activities.
36
Specific Recommendations to UNHCR and the International Community
1. Promote attention to and services for persons with
disabilities in all humanitarian emergencies through the
development of IASC Guidelines (such as the IASC Guidelines
on Mental Health and Psychosocial Support and Gender-Based
Violence) or other collaborative, interagency efforts to provide
guidance and instruction to the field.
2. The specific needs of displaced persons with disabilities
should be addressed as a cross-cutting issue in all
clusters (protection, early recovery, camp management, etc.)
within the UN-led IDP cluster approach.
3. Minimum accessibility standards for persons with
disabilities should be included in the Sphere Project
Minimum Standards during the 2009/2010 revision of the
Sphere Project Handbook (e.g., 10 percent of latrines should
be accessible for persons with disabilities).
4. Revise and update the 1996 UNHCR Community Services
Guidelines on Assisting Disabled Refugees to reflect
current approaches to disability within the international
community and UNHCR’s community-based approach to assisting
refugees. Disseminate the guidelines widely and provide training
on the guidelines for all UNHCR field staff.
5. Revise UNHCR’s 2004 Resettlement Handbook to provide
adequate guidance on the resettlement of refugees with
disabilities.
6. Revise and harmonize the disability definitions used in
UNHCR’s data collection system, ProGres, and in the
UNHCR Heightened Risk Identification Tool. Ensure the
standard application of ProGres in all UNHCR operations.
7. Include disability in all UNHCR age, gender and diversity
mainstreaming exercises and participatory assessments.
8. Continue research into the needs of displaced persons
with disabilities. In particular, further research should be
carried out on the conditions for refugees and IDPs with
disabilities in urban areas.
37
PART 4: INTERNATIONAL RESPONSE
The following section provides a brief overview and analysis of some
of the international policies and practices relating to issues of
displacement and disability. It includes a review of UNHCR’s policies
on refugees and displaced persons with disabilities; an overview of
other UN and international disability policies; and a summary of
different organizational approaches to disability and displacement.
UNHCR Policies
UNHCR ASSISTING DISABLED REFUGEES: A
COMMUNITY-BASED APPROACH
This is a manual developed by UNHCR’s Community Services division
in 1996 to provide practical guidance to UNHCR field staff on how to
improve services for refugees with disabilities (hereafter referred to
as 1996 Guidelines).98 Written more than 10 years ago, the 1996
Guidelines do not reflect the most current approaches and policies
toward persons with disabilities. The guidelines adopt a more
individualized/medical approach to disability, emphasizing early
detection, medical screening, prevention, treatment and physical
rehabilitation as the main strategies for assisting persons with
disabilities. This contrasts with the social model adopted by this
project, which stresses removing the physical, environmental, social,
attitudinal and legal barriers that prevent persons with disabilities
from enjoying full and equal participation in society.
The 1996 Guidelines outline a two-stage approach to dealing with
disability. Stage one includes identification of existing resources for
persons with disabilities at the local, national, regional and
international levels; identification and assessments of needs, with a
strong focus on medical screening; and prevention and treatment.
The guidelines specify three levels of prevention. Primary prevention
includes primary health care measures to prevent children from
developing impairments because of health factors such as
malnutrition, the spread of communicable diseases and inadequate
pre-and postnatal care. Secondary prevention includes early
detection, curative care and early rehabilitation to prevent a
preexisting impairment from becoming a long-term disability. Finally,
tertiary prevention focuses on physical rehabilitation and the
provision of appropriate aids aimed at “preventing disabilities from
becoming a handicap.”
The second stage focuses on rehabilitation and social integration for
persons with disabilities, with a strong emphasis on CBR as an
effective and appropriate method in refugee settings. The guidelines
state that all UNHCR projects should be designed and implemented
so as to maximize the participation of refugees with disabilities. They
stress that refugees with disabilities should have equal access and
opportunities in education, housing, transportation, health and social
services, as well as all aspects of social, cultural and religious life.
Special attention is paid to the needs of refugee women and children
with disabilities, including information on promoting inclusive
education in refugee settings.
The 1996 Guidelines also focus on various strategies, including
international medical evacuations and extra-regional resettlement of
persons with disabilities, which were central tenets of UNHCR’s
policies toward refugees with disabilities in the 1980s and 1990s, but
are now no longer in vogue.
It was unclear during the research for this project the extent to which
the 1996 Guidelines are still adhered to in refugee programs today.
There was no evidence of any updated versions of the 1996
Guidelines or ongoing training or promotion of the guidelines in
UNHCR field operations. The guidelines are not available publicly on
UNHCR’s website. Indeed, most UNHCR personnel interviewed in the
course of the project were unaware that the guidelines even existed.
Although the focus of the 1996 Guidelines fits more into the
individual/medical model of disability than the social model, aspects
of the manual (in particular Part Three on rehabilitation and the
emphasis on participation and equal access) are still relevant
and applicable today. UNHCR should consider updating and revising
the guidelines and reissuing them to its field staff with ongoing
field training.
MEDICAL EVACUATION: UNHCR SPECIAL TRUST
FUND FOR HANDICAPPED REFUGEES
One option for refugees with disabilities highlighted in the 1996
Guidelines was international medical evacuation. In December 1981,
the International Year of Disabled Persons, UNHCR announced the
establishment of a Special Trust Fund for Handicapped Refugees,
created with funds from the Nobel Peace Prize (which UNHCR won in
1981). Guidelines on how to administer the funds were issued in
38
1983 and revised in 1986.99 The guidelines state that, in general, all
refugees should be treated locally in public hospitals and facilities
normally available to nationals, or in private hospitals where
absolutely necessary. In exceptional cases, where adequate facilities
are not available locally, a refugee patient may be referred for
specialized treatment outside the country of asylum, usually within
the same region. The program was set up specifically to “correct or
minimize physical and mental disabilities.”100 In order to qualify for
international medical evacuation, persons with disabilities required a
medical referral from their doctor and a detailed social report
prepared by UNHCR or the relevant implementing agency. Patients,
and their escorts, could not apply for resettlement while abroad and
had to agree in writing to return to their country of asylum after their
medical treatment, or when requested to do so. Priority was given to
children and young people who had a favorable prognosis for
recovery and to heads of families, especially female heads of
households, with dependent children. Assistance included medical,
psychological and psychiatric treatment, surgical interventions, the
purchase of prosthetic devices and procurement of medicines.
By the year 2000, the Special Trust Fund had run out of funds and its
approach was no longer considered viable from a public health or
administrative perspective. Refugees with disabilities were hence no
longer evacuated for medical treatment.101
RESETTLEMENT: TEN OR MORE PLAN AND
UNHCR RESETTLEMENT HANDBOOK
The 1996 Guidelines also promoted third-country resettlement as a
possible solution for refugees with disabilities.102 The guidelines said
that through the “Ten or More” and “Twenty or More” programs
UNHCR was able to arrange for the annual resettlement of 200-300
disabled refugees and their families.103 The Ten or More plan was
established by UNHCR in 1973 for the resettlement of disabled
refugees who had special medical needs that could not be met in
their country of refuge. The aim of the program was for resettlement
countries to accept 10 or more (or later, 20 or more) persons with
disabilities, plus their families, annually who might otherwise not
meet admissibility criteria in the resettlement country.104 However,
some countries have since suspended their Ten or More and Twenty
or More resettlement programs.105
There are currently about 200 resettlement places worldwide for
medical/disability cases in countries such as Norway, Finland,
Netherlands, Denmark and New Zealand. These places are usually
reserved for extremely urgent cases where immediate medical
attention is required, such as a life-threatening illness or disability,
rather than for chronic illnesses or long-term disabilities.106 Some
countries, such as the United Kingdom and Australia, have cost
ceilings for the resettlement of individuals with serious illnesses or
disabilities.107 Australia, for example, makes no special provisions
for the resettlement of refugees with medical needs, and on the
contrary discourages it by setting rigid health criteria tied to public
safety and undue cost considerations. Refugees will not meet health
criteria if they have a medical condition that is “likely to result in a
significant cost to health care and community services or prejudice
Australians’ access to health care or community services.”108 Such
requirements are likely to exclude many refugees with disabilities
from being eligible for resettlement in Australia and could be seen
as actively discriminatory.
In 2004, UNHCR revised its 1997 Resettlement Handbook. Unlike the
1996 Guidelines, the 2004 Resettlement Handbook gives scant
attention to the resettlement of refugees with disabilities. The
Handbook (like the 1996 Guidelines) deals with the resettlement of
refugees with disabilities only in the context of urgent medical needs.
The Handbook stresses that where disabled refugees are “well-
adjusted to their disability and are functioning at a satisfactory level”
they are “generally not to be considered for resettlement.”109 It goes
on to give the example of deaf refugees who have learned sign
language and who are able to practice a profession, or who can
benefit from training in the country of refuge, as a group that would
not need resettlement. It says that wherever possible, treatment—
such as the provision of hearing aids or prosthetics—should be
provided in the country of refuge. “Only when such disabilities are
untreatable locally, and when they seriously threaten the person’s
safety or quality of life, should resettlement be explored.”110
Taken on its own, this guidance appears at best to treat the
resettlement of refugees within an overly narrow remit, and at
worst to actively advise against the resettlement of refugees with
disabilities, in a way that could be interpreted as discriminatory. In
subsequent e-mail correspondence with UNHCR resettlement staff,
it was stressed that refugees with disabilities could fall within
other profiles of people who are “at risk” or in need of a durable
solution. “Disability is often used as an indicator of potential risk or
past trauma. Resettlement staff are sensitive to this and will give
particular attention to assessing the merits of resettlement for
persons with disabilities, especially if no effective support is
available in [the] country of refuge and where heightened risk to
that individual may result because of the disability.”111
Nevertheless, UNHCR’s official resettlement policy currently fails to
adequately deal with the issue of resettlement for refugees with
disabilities. There is no guidance on family reunification for refugees
with disabilities, or on how a disabled family member would impact a
39
family’s opportunities for resettlement. This is especially important in
group resettlement cases where there need to be clearer policies on
resettlement opportunities for refugees with disabilities and their
families. This includes information on special procedures for
resettling refugees with disabilities, including pre-departure
screening, counseling and travel arrangements; and on how to assist
refugees with disabilities to access medical, educational, physical
rehabilitation, training and employment services on arrival in the
resettlement country.
UNHCR PROFILE GLOBAL REGISTRATION SYSTEM
(PROGRES)
In 2004, UNHCR launched a new data collection software, ProGres
(Profile Global Registration System), which is aimed at standardizing
and improving refugee registration and data collection and at
gathering more detailed and accurate information on refugee
populations. ProGres allows for the collection of disaggregated data
on the basis of age, gender, family composition, religion, ethnic
group, area of origin and specific protection needs of the population.
It also provides guidance on collecting data about groups of refugees
with specific needs and protection risks, such as children and
adolescents, women at risk, single parents, older people, people with
specific medical needs, people with specific legal and physical
protection needs and persons with disabilities. Since 2004, UNHCR
staff across the world have been trained in ProGres, but it has not yet
been implemented in all countries. ProGres has not been used in any
IDP situations. One drawback is that the data collection staff often
lack the technical expertise and knowledge to assess the nature of a
disability and hence to categorize and record accurate data. Qualified
professionals should be involved in data collection for all special
needs categories.
The categories of disabilities listed under the Special Needs section
of the database include sight impairment, hearing impairment,
mental disability (moderate and severe), physical disability
(moderate and severe) and speech impairment. [See Annex B, p. 63).
Although these categories are generally useful in distinguishing
between different types and levels of disability within a refugee
population, the definition of “mental disability” in the ProGres
database incorrectly uses the terms “mental disability” and “mental
illness” interchangeably. Thus a moderate mental disability, for
example, is defined as: “Having a mental illness resulting from
childbirth, medical illness, injury or trauma…” (emphasis added).112
However, mental health problems are also included separately under
a category called “psychological condition” in the “Important
Medical Condition” section of the Special Needs section of the
database. Such confusion not only compromises the accuracy and
quality of data collected, but can also affect the appropriateness of
targeted responses.
Nevertheless, there is evidence that where ProGres has been
properly implemented it significantly improves the quality and
accuracy of data available about a refugee population, including
information on disability. With improved training for data collection
staff, some revisions to the Special Needs definitions and the
standard application of ProGres in all UNHCR operations, UNHCR
could vastly improve the quality of data available on refugees with
disabilities worldwide.
UNHCR HEIGHTENED RISK IDENTIFICATION TOOL
An additional tool developed by UNHCR to identify groups of
refugees at risk is the Heightened Risk Identification Tool (HRIT).113
Like ProGres, the HRIT is a first line identification tool. Unlike
ProGres, which aims to provide an overall profile of the refugee
population (group-based information), the HRIT is aimed at providing
detailed information about individuals at risk. It was initially
developed as a tool to identify women at risk, and expanded to
include other at-risk individuals in 2007.114
It is intended to be used by UNHCR protection and community
services officers and NGO implementing partners to identify
individuals at risk who require immediate intervention, ensure their
referral to appropriate resources and plan for durable solutions,
especially resettlement. The HRIT can be used as an interview tool,
a checklist for case workers or a portable tool during visits to
refugee communities.
The HRIT includes six heightened risk categories with different
heightened risk indicators and checklists for determining the cause
of the risk (whether past or present), the level of risk (high, medium
or low) and the impact on both the individual and his/her family.
Categories of people at heightened risk include women and girls,
unaccompanied and separated children and adolescents, older
persons, survivors of violence and torture, persons with health
needs and persons with legal or physical protection needs. [See
Annex C, p. 64.]
Unlike the ProGres database, where disability has its own separate
category, disability is included as an indicator under the Health
Needs category of the HRIT. Furthermore, the HRIT does not use the
same definitions or terminology for disability as ProGres. Only two
indicators are dedicated to disabilities—these are “physical
disability” (with no further explanation) and “intellectual
impairment from birth (e.g., Down syndrome, intellectual disability)
or as a result of injury (e.g., acquired brain injury).” There is no
inclusion of other disabilities, such as sensory impairments, or
mixed disabilities, and no indication of the severity of disability
(i.e., severe/moderate as in ProGres).
Each of the six heightened risk categories includes an indicator called
“impairment in daily functioning due to mental illness.” The user
guidelines list signs of mental illness that interviewing staff should
look for. Unlike ProGres, where the terms “mental illness” and
“mental disability” are incorrectly used interchangeably, the HRIT
specifically states that “interviewers should note that mental illness
does not include intellectual or congenital disabilities (e.g., Down
syndrome, brain damage from birth or injury, physical disabilities,
etc.). Daily functioning may be impaired in these instances, but is not
caused by psychological factors.”115
Although the distinction between “mental disability” and “mental
illness” is helpful, in general the HRIT does not provide as detailed
information on disability as ProGres. Disability is not included as an
indicator under other heightened risk categories, for example, older
persons, women at risk or children—even though living with a
disability or supporting a family member with a disability can pose
particular protection risks for all these groups. Moreover, the lack of
specificity about the type and severity of disability in the HRIT means
that it cannot accurately reflect the different protection risks faced by
people with different disabilities.
A final comment on both the HRIT and ProGres is the danger of only
viewing disability through a heightened risk, or special needs, lens
during refugee profiling exercises. This can result in ignoring the
skills and potential of persons with disabilities. Moreover, the
tendency, especially in the HRIT, to see disability as a special health
need means that there may be an overemphasis on medical
responses, while ignoring disabled persons’ other rights and needs
and the social, physical and environmental barriers they face to
participating fully in society.
Finally, it is important to recognize that identification of refugees with
disabilities is just the first step. Knowing the number and profile of
persons with disabilities in a community is only useful if action is
then taken both to improve their individual situation and also to make
the necessary social and environmental changes to enable them to
participate on a full and equal basis in their community.
THE UNHCR TOOL FOR PARTICIPATORY
ASSESSMENT IN OPERATIONS
Participatory assessments have become an established part of
annual planning exercises in most UNHCR field operations. UNHCR
defines participatory assessment as “a process of building
partnerships with refugee women and men of all ages and
backgrounds by promoting meaningful participation through
structured dialogue.”116 It involves holding separate discussions with
women, men, boys and girls, including adolescents, to gather
“accurate information on the specific protection risks they face and
the underlying causes, to understand their capacities and resources,
and to hear their proposed solutions.”117 The aim of participatory
assessments is to gather baseline data for age, gender and diversity
analysis, to analyze protection risks and solutions together with
refugees and to involve refugees at all stages of the program cycle.
The participatory assessment tool provides guidance to staff on how
to conduct participatory assessments using multifunctional teams
and a variety of methodologies (such as observation and spot checks,
semistructured discussions and focus group discussions).118
Participatory assessments are of particular relevance to refugees
with disabilities as they are an effective method for ensuring that
the views of all refugees are heard and that marginalized groups
are not excluded during the design and delivery of goods and
services. They can also lead to more detailed and disaggregated
baseline data about a community, which in turn improves the
planning and design of programs to meet the real needs of the
community. If they are properly planned, participatory assessments
can be an effective method of identifying persons with disabilities
within a community, listening to their views and involving them
fully in all stages of the planning, design, implementation and
monitoring of assistance programs and protection responses.
Where participatory assessments have fully involved refugees with
disabilities, such as in the Dadaab refugee camps in Kenya, they
have led to significant improvements in the design and delivery of
services for persons with disabilities.
UNHCR AGE, GENDER AND DIVERSITY
MAINSTREAMING STRATEGY
UNHCR’s Age, Gender and Diversity Mainstreaming (AGDM)
initiative aims to place refugees at the center of decision-making
within UNHCR’s operations and to promote the equal access and
opportunity for all refugees regardless of age, gender, religion,
ethnicity or ability. The approach uses UNHCR’s participatory
assessment tool to consult with refugees of all ages and
backgrounds to identify the particular needs, concerns, priorities
and proposed solutions for refugee women, men, girls and boys.
The AGDM then uses this information to inform both policy and
practice and synthesizes the findings into the program planning
cycle, including the country operations plan and budget. This
approach was piloted in 2004 and is now being mainstreamed
through a roll-out strategy in all UNHCR field operations.
41
The strategy initially focused exclusively on age and gender.
However, following an evaluation of the pilot projects in 2005,
diversity was added, primarily to reflect the particular protection risks
faced by different religious and ethnic groups. Although disability
could also be included as an indicator of diversity, the focus of the
AGDM strategy has been much more on age, gender and ethnic
diversity. So while the AGDM could be an effective strategy for
identifying the specific needs, skills and resources of disabled people
in a community, it has not yet been fully used in this way.119
UNHCR COMMUNITY-BASED APPROACH
UNHCR’s community-based approach encompasses the same values
and some of the same methodologies as participatory assessments
and the AGDM strategy. It places people of concern (those people
under UNHCR’s mandate—refugees, asylum seekers, Stateless
persons, some internally displaced persons, and refugee returnees) at
the center of all UNHCR operations and protection strategies. It is a
participatory approach to working that is “based on an inclusive
partnership with communities of persons of concern which
recognizes their resilience, capacities and resources.”120 Several
guiding principles underpin the community-based approach. These
are a rights-based approach as a conceptual framework; meaningful
participation of all members of the community in decision-making
processes and community activities; age, gender and diversity
analysis; empowerment; ownership and sustainability, whereby
members of the community assume full responsibility for managing
activities and services; and transparency and accountability. The
community-based approach manual outlines different strategies for
mobilizing community participation. These include situation analysis
(including stakeholder analysis, participatory assessments and
participatory planning) and community mobilization and
empowerment (including community mapping, community-based
action planning, monitoring and evaluation). Like the participatory
assessments and AGDM strategy, the community-based approach
provides great potential for including persons with disabilities in all
aspects of decision-making, program planning, implementation and
monitoring processes. However, the extent to which this has really
been achieved has yet to be reviewed and analyzed.
ACTION FOR THE RIGHTS OF CHILDREN (ARC)
ARC is an interagency initiative begun by UNHCR and the
International Save the Children Alliance in 1997 and later joined by
several other UN agencies and NGOs.121 ARC has produced 14 training
resource packs for practitioners focusing on the rights and needs of
refugee and displaced children. One of these resource packs is
dedicated to addressing the needs of children with disabilities and
reversing negative attitudes.122 The resource pack provides
comprehensive information on approaches to disability, relevant
international legal standards relating to children with disabilities, the
specific challenges for children with disabilities in situations of armed
conflict and displacement and concrete strategies for encouraging the
active participation and inclusion of children with disabilities in
assistance programs, with particular attention given to inclusive
education. This is an excellent resource for UN and NGO fieldworkers
seeking to improve assistance and protection for displaced children
with disabilities. The ARC disability resource pack is currently being
updated and revised and a new edition will be available in mid-2008.
OTHER UNHCR POLICIES AND GUIDELINES
Other UNHCR policies and guidelines of relevance to refugees and
IDPs with disabilities include:
> UNHCR. (2008). Handbook for the protection of women and girls.
Geneva: UNHCR.
> UNHCR. (2003). Sexual and gender-based violence against
refugees, returnees and internally displaced persons: Guidelines
for prevention and response. Geneva: UNHCR.
> UNHCR. (2007). Handbook for emergencies, 3rd ed. Geneva:
UNHCR.
> UNHCR. (1994). Refugee children: Guidelines on protection and
care. Geneva: UNHCR.
> UNHCR. (2003). Agenda for Protection, 3rd ed. Geneva: UNHCR.
http://www.unhcr.org/protect/PROTECTION/3e637b194.pdf.
Other UN and International Policies on
Disability and Displacement
CONVENTION ON THE RIGHTS OF PERSONS WITH
DISABILITIES, DECEMBER 2006
The Convention on the Rights of Persons with Disabilities (CRPD) was
adopted by the UN General Assembly in December 2006. It was the
fastest-ever negotiated human rights treaty and had a record number
of state signatories when it opened for signature in March 2007. As
of April 24, 2008, 127 countries had signed the Convention, with 24
ratifications, and 71 countries had signed the Optional Protocol, with
14 ratifications.123 The Convention and Optional Protocol entered into
force on May 3, 2008.
The CRPD is now the principal international human rights instrument
to promote and protect the rights of persons with disabilities and as
42
such should guide all aspects of humanitarian response.124 Article 11
of the CRPD specifically refers to situations of risk and humanitarian
emergencies and calls on States Parties to take “all necessary
measures to ensure the protection and safety of persons with
disabilities in situations of risk, including situations of armed conflict,
humanitarian emergencies and the occurrence of natural disasters.”
Other relevant articles for refugees and displaced persons with
disabilities include recognition of the specific rights of women and
children with disabilities (Articles 6 & 7). The CRPD also emphasizes
the importance of accessibility to enable persons with disabilities to
“live independently and participate fully in all aspects of life.” It
obliges States Parties to take appropriate measures to ensure that
persons with disabilities have access on an equal basis with others
to the physical environment, transportation, information and
communications and to other facilities and services in both urban and
rural areas. It calls on States to identify and eliminate all obstacles
and barriers to accessibility, including in buildings, roads,
transportation, schools, housing, medical facilities, information,
communication and other services (Article 9).
Article 16 calls on States Parties to protect persons with disabilities
from exploitation, violence and abuse and to provide rehabilitation,
reintegration and protection for those who are victims of violence and
abuse. The Convention also guarantees the rights of persons with
disabilities to freedom of expression and access to information in
accessible formats (e.g., Braille and sign language) (Article 21).
States Parties undertake to provide early and comprehensive
information, services and support to children with disabilities and
their families to prevent “concealment, abandonment, neglect and
segregation of children with disabilities” (Article 23). The right of
children to free and inclusive primary education is guaranteed in
Article 24. States Parties are encouraged to promote the learning of
Braille and sign language and to employ teachers qualified in sign
language and Braille (Article 24). The Convention also calls on States
to ensure that persons with disabilities have access to tertiary
education, vocational training, adult education and lifelong learning
on an equal basis with others (Article 24).
Similarly, the Convention guarantees the rights of persons with
disabilities to health care, including sexual and reproductive and
specialized health care (Article 25); habilitation and rehabilitation
(Article 26); work and employment (Article 27); an adequate standard
of living and social protection (Article 28); participation in political
and public life (Article 29); and participation in cultural life,
recreation, leisure and sport (Article 30). Article 31 obliges States to
collect statistical data on disabilities and to comply with legislation
on data protection to ensure confidentiality and respect for the
privacy of persons with disabilities.125
The Convention was preceded by the 1993 UN Standard Rules on the
Equalization of Opportunities for Persons with Disabilities, which
were one of the major outcomes of the UN Decade of Disabled
Persons from 1983 to 1992.126
THE SPHERE PROJECT HANDBOOK
The Sphere Project was launched in 1997 by a group of humanitarian
NGOs and the Red Cross and Red Crescent movement. The aim of the
Sphere Project was to establish an operational framework for
accountability in disaster assistance efforts. The Sphere Project
Handbook was published in 2000 (and revised in 2004) and consists
of a Humanitarian Charter, which is based on the principles and
provisions of international humanitarian, human rights and refugee
law, and Minimum Standards for disaster assistance in five key
sectors (water and sanitation, nutrition, food aid, shelter and health
services).127 Disability is dealt with as an issue throughout the Sphere
Project Handbook that cuts across all sectors (other such issues
include children, older people, gender protection, HIV/AIDS and the
environment). People with disabilities are defined as having physical,
sensory or emotional impairments or learning difficulties that make it
more difficult for them to use standard disaster support services. The
focus of the Sphere Project is on ensuring that standard facilities are
as accessible as possible and that all vulnerable groups, including
persons with disabilities, have full and equal access to assistance
and information.
The strength of the Sphere Project is that it deals with disability as
an integrated issue that cuts across all areas and considers the needs
of persons with disabilities in all mainstream sectors. The weakness
is that it is very general and lacks specific guidance. So under the
food and nutrition section, for example, there are no guidelines for
measuring malnutrition among individuals with physical disabilities;
and under the health section there are no guidelines on the
management of chronic diseases and disabilities during disasters,
although it does contain a standard that discusses the needs of
people with severely disabling mental illness. The Sphere Project
Handbook is due to be revised in 2009, with the new edition
available by the end of 2010. The issue of disability will be reviewed
during the upcoming revision of the Handbook.
43
WHO/UNESCO/ILO: COMMUNITY-BASED
REHABILITATION
Community-based rehabilitation (CBR) is a method that was
developed by WHO in the 1970s as a community-based approach to
assisting persons with disabilities within their local community. (See
page 11 for a full description of the CBR approach.) Recent revisions
of CBR strategies have emphasized the critical role that DPOs play in
advocating and advising on behalf of persons with disabilities. They
have also stressed the core human rights and poverty reduction
components of CBR programs; the need to promote gender equality
and the inclusion of all age groups, including middle-aged and older
adults, in CBR programs; and the need for ongoing training for CBR
workers, managers, DPOs and service providers.128 New CBR
guidelines developed by WHO, ILO and UNESCO, in collaboration
with disability and development NGOs and DPOs, will be launched in
2008. Among other things, the guidelines address the relevance of
CBR programs in situations of crisis, such as natural disasters, civil
conflict and war, and complex chronic emergency situations.129
The CBR approach has been applied in numerous refugee and
displacement situations. As a low-cost, community-based approach
that relies on locally available resources and local skills and
knowledge, it is well suited to a refugee or IDP setting. While
increasing the visibility and integration of persons with disabilities,
CBR has been criticized for not promoting their participation in
decision-making processes at all levels, nor has it succeeded in
mainstreaming disability issues.130
The new Guidelines on CBR and Crisis Situations attempt to address
these criticisms.131 The guidelines stress the importance of
consultation, participation and representation of persons with
disabilities in the crisis management process to ensure inclusive
emergency planning and response. This includes disaster management
planning, during the immediate emergency response and in the
reconstruction and recovery phase. The guidelines state that the CBR
approach is useful in ensuring that the needs of persons with
disabilities are reflected in disaster preparedness planning; in ensuring
that mainstream emergency assistance and support is accessible to
persons with disabilities; and ensuring that persons with disabilities
can benefit from reconstruction and development after the emergency.
IASC GUIDELINES ON MENTAL HEALTH AND
PSYCHOSOCIAL SUPPORT
In 2007, the Inter-Agency Standing Committee published Guidelines
on Mental Health and Psychosocial Support in Emergency Settings to
“enable humanitarian actors to plan, establish and coordinate a set
of minimum multisectoral responses to protect and improve people’s
mental health and psychosocial well-being in the midst of an
emergency.”132 The guidelines emphasize both emergency
preparedness and minimum responses in the early phases of an
emergency and comprehensive responses in the stabilized emergency
phase and early reconstruction phases.
The guidelines highlight the mental health and psychosocial impact
of emergencies on individuals, families and communities. They divide
mental health and psychosocial problems into those that are
predominantly social, including preexisting social problems,
emergency-induced social problems and humanitarian aid-induced
social problems; and those that are predominantly psychological,
including preexisting mental health problems, emergency-induced
problems and humanitarian aid-related problems. The guidelines
identify groups of people at increased risk of mental health problems
during an emergency. Included among these are people with
preexisting, severe physical, neurological or mental disabilities or
disorders. Also included are elderly people who have lost family
members who were caregivers and people experiencing social stigma
(including people with severe mental disorders). Mental health is
viewed as a gradient from the short-term mental health impacts of an
emergency to more acute distress and trauma to long-term, chronic
mental illness and disability.
The IASC Guidelines on Mental Health and Psychosocial Support
adopt a broad, holistic view of mental health and psychosocial well-
being, avoiding an overemphasis on trauma and post-traumatic stress
disorder. They suggest strategies for promoting mental health and
well-being at all stages of programming and planning.
Although the IASC Guidelines on Mental Health and Psychosocial
Support do not deal explicitly with mental disabilities (e.g.,
intellectual disability; long-term cognitive impairment; serious mental
disorders; and congenital mental disability), the broad, holistic
approach to mental health adopted by the guidelines is a useful
framework for addressing disabilities in an emergency context.
Furthermore, the core principles of human rights and equity:
participation; do no harm; building on local resources and capacities;
integrated support systems; and a multilayered approach (including
basic services and security; strengthening community and family
supports; nonspecialized support for people who need extra support;
specialized services for people with severe mental disorders) that
underpin the guidelines are all highly relevant when planning
services and responses for people with all kinds of disabilities.
The IASC Guidelines on Mental Health and Psychosocial Support
could be a useful model for developing similar interagency guidelines
on meeting the needs of persons with disabilities during
humanitarian emergencies.133
44
IASC GUIDELINES ON HUMAN RIGHTS AND
NATURAL DISASTERS
In June 2006, the IASC published operational guidelines on
Protecting Persons Affected by Natural Disasters. These guidelines
mention persons with disabilities in a number of different contexts
(e.g., camp security/safe and nondiscriminatory access to
humanitarian assistance/inclusion in resettlement and reconstruction
planning/inclusion in livelihood opportunities).134
BONN DECLARATION
The Bonn Declaration is the outcome of an international conference
held in Bonn November 7-8, 2007 on the above topic. The declaration
provides a set of recommendations for a more inclusive emergency
response. These deal with inclusive pre-disaster preparedness and
planning; an inclusive acute emergency response and immediate
rehabilitation measures; and inclusive post-disaster reconstruction
and development.135
International and Nongovernmental
Organizations with Disability Policies
HELPAGE INTERNATIONAL
There is a significant overlap between the challenges faced by
displaced older people and persons with disabilities who are
displaced. Not only do many older people also have physical, mental
and sensory impairments, but like persons with disabilities they are
also often the most vulnerable, hidden and neglected group within a
displaced population. HelpAge International (HelpAge) has more than
20 years of experience of working with older people in humanitarian
crises and emergencies. Over this period HelpAge has documented
many of its experiences and lessons learned in the form of policy
papers, reports and guidelines for best practices. In 1999, HelpAge
commissioned a major research project on how older people are
affected by disasters and humanitarian emergencies, and how
humanitarian agencies address their needs. The findings from this
research, published in a report in 2000, are of direct relevance to
humanitarian agencies working with displaced persons with
disabilities.136
Like persons with disabilities, there is a glaring lack of reliable data
on older people in humanitarian emergencies. UN and NGO relief
agencies still fail to collect age-and gender-disaggregated data and
older people, like persons with disabilities, continue to be
systematically ignored in mainstream programming and decision-
making processes. HelpAge reports that while there is a growing, and
important, recognition of the specific protection and assistance needs
of women and children in emergencies by a number of organizations
with specific mandates, older people are frequently forgotten.
Specific mandate organizations fail to adopt a cross-generational
approach or to recognize the critical role that older people play as
caregivers and advisers within the family and community; while
mainstream agencies assume that older people will be able to access
basic relief services like everyone else.137
The reality in humanitarian emergencies is not so straightforward.
Like persons with disabilities, older people are often unable to access
relief aid and services due to restricted mobility and inability to travel
long distances or line up for long periods of time for relief aid. Health
services focus almost exclusively on emergency and primary health
care, with much less attention paid to addressing chronic health
problems. The irony is, though, that, like persons with disabilities, if
chronic health problems are ignored and untreated in an emergency,
they can become acute and result in much more serious and long-
term impairments. Older people, like persons with disabilities, are
also ignored in income generation and livelihood projects, vocational
training and adult education programs, and they lack access to basic
information about their rights, relief services and durable solution
options.
Older people also face many of the same protection problems as
persons with disabilities. One of the greatest protection risks faced
by older people in an emergency is isolation. The breakdown of
family and community structures during an emergency and the
separation of family members during flight can leave many older
people alone and neglected. Like persons with disabilities, they may
be separated from caregivers and lose the support of extended
families and neighbors. The impact of chronic emergencies on
households, in terms of the loss of income and the depletion of
resources and coping strategies, can make it much harder to care for
dependent family members, such as older or disabled people. This
can result in neglect or abandonment of older people, particularly
those who are disabled. 138
Increased isolation makes older people, like persons with disabilities,
more vulnerable to sexual and physical violence and abuse, theft and
exploitation. Isolation and the loss of a meaningful role and status in
the family and community can also lead to extreme loneliness,
depression and mental health problems. While humanitarian
organizations have put enormous effort into setting up support groups
and safe spaces for women and children in refugee and IDP camps,
similar effort has not been put into providing safe spaces for older
people to meet and socialize.139
45
A lot of important lessons can be learned from HelpAge’s experience
and documentation of working with older people in emergencies,
which can usefully be applied to displaced persons with disabilities.
Resources:
HelpAge International. (2004). Ageing and disability. Ageways, 64
(January 2004).
HelpAge International. (2000). Older people in disasters and
humanitarian crises: Guidelines for best practice. London: HelpAge
International.
HelpAge International. (2006). Rebuilding lives in longer-term
emergencies: Older people’s experience in Darfur. London: HelpAge
International.
Wells, Jo. (2005). Protecting and assisting older people in
emergencies. Network Paper Number 53 (December 2005). London:
Humanitarian Practice Network.
HANDICAP INTERNATIONAL
One of the principal organizations involved in assisting refugees and
displaced persons with disabilities is Handicap International. Indeed,
Handicap International’s activities began in the early 1980s in
refugee camps in South East Asia—Thailand, Cambodia, Laos and
Thailand—to assist refugees who had lost their limbs as a result of
land mine accidents. Handicap International has continued to work
with refugees and displaced persons with disabilities since that time.
Although its main emphasis continues to be on orthopedic and
physical rehabilitation for persons with disabilities and injuries in
natural disasters, conflicts and situations of extreme poverty, it has
also expanded its activities to promote the social inclusion of all
persons with disabilities with a strong emphasis on community-
based approaches. Handicap International is currently working in
more than 60 countries.
Handicap International provides long-term development assistance in
partnership with local disability organizations. It also has an
emergency response unit and is involved in assisting refugees and
displaced persons. Handicap International is currently collaborating
with UNHCR to second technical staff for UNHCR operations to
provide technical training and advice to UNHCR staff and the IASC
Protection Cluster, and to help develop operational guidelines on
assisting refugees and IDPs with disabilities based on analysis of
good practices in the field.
Resources:
http://www.handicap-international.org/
WORLD VISION
World Vision is an international development and humanitarian aid
agency dedicated to the relief of suffering and improvement in the
quality of life of the world’s poorest people. The World Vision
Partnership is committed to mainstreaming and inclusion of people
with disabilities across the organization and throughout all its
development, humanitarian and advocacy programs.
World Vision seeks to support people with disabilities’ participation
in program planning, monitoring and evaluation; equipping
humanitarian, development and advocacy staff on disability issues;
and sharing best practice with other agencies, particularly through
active membership of key disability coalitions. Through interagency
collaboration, World Vision also actively seeks constructive policy
changes, such as the inclusion of disabled children in education.
Resources:
http://www.worldvision.org.uk/
CHRISTIAN BLIND MISSION
Christian Blind Mission (CBM) is an international Christian
development organization whose primary purpose is to improve the
quality of life of the world’s poorest persons with disabilities and
those at risk of disability. CBM works with partner organizations in
low-income countries to ensure that persons with disabilities and
their families have ready access to affordable and comprehensive
health care and rehabilitation programs, quality education programs
and livelihood opportunities.
Working with persons with disabilities, CBM advocates for their
inclusion in all aspects of society. In this context, CBM and its partners
adopt the same approach toward refugees and IDPs with disabilities,
providing them with services in camps and specialized referral
facilities. CBM and its partners are active in refugee and IDP camps in
Chad, Democratic Republic of Congo, Sri Lanka and elsewhere.
Resources:
http://www.cbm.org/
46
SAVE THE CHILDREN ALLIANCE
Save the Children has been working to further the rights of children
with disabilities since its inception in 1919. Save the Children
Alliance members work to address the rights of children with
disabilities to inclusive education, play and leisure, family support
and participation. They promote the full inclusion of children with
disabilities in society, and advocate and lobby governments to
implement laws and international treaties to enhance their full rights
as citizens.
In an emergency, Alliance members ensure the inclusion of children
with disabilities in their humanitarian response, including child-friendly
spaces, education and other relief and rehabilitation activities.
They also initiate specific interventions for children with disabilities to
prevent discrimination and promote access to basic services.
Resources:
http://www.savethechildren.org.uk/
http://www.savethechildren.net/alliance/index.html
Lansdown, Gerison. Forthcoming. Promoting the rights of children
with disabilities: A guide to using the Convention on the Rights of
Persons with Disabilities with the Convention on the Rights of the
Child. London: Save the Children Alliance.
Policy and Learning Team. (2005, January). Working with the most
vulnerable in emergencies. London: Save the Children UK.
Richman, Naomi. (1993). Communicating with children: Helping
children in distress. London: Save the Children UK.
Save the Children UK. (2005). Making a difference: Training materials
to promote diversity and tackle discrimination. London: Save the
Children UK.
Save the Children UK. (2008). Making schools inclusive: How change
can happen. London: Save the Children UK.
THE INTERNATIONAL COMMITTEE OF THE RED
CROSS (ICRC)
The International Committee of the Red Cross (ICRC) is an impartial,
neutral and independent organization whose exclusively
humanitarian mission is to protect the lives and dignity of victims of
war and internal violence and to provide them with assistance. The
ICRC works through 80 delegations and missions around the world.
Its aim is to preserve or restore acceptable living conditions for
civilians, the sick and wounded (both military and civilian) and people
deprived of their freedom. Assistance includes ensuring access to
food, water and other vital necessities, and restoring satisfactory
hygiene conditions.
As part of its mandate, the ICRC supports the physical rehabilitation of
victims of conflict and violence who have sustained physical injuries
and disabilities through its physical rehabilitation programs and
through the ICRC Special Fund for the Disabled, set up 25 years ago.
Resources:
International Committee of the Red Cross: http://www.icrc.org
ICRC Special Fund for the Disabled: http://www.icrc.org/fund-
disabled
INTERNATIONAL CAMPAIGN TO BAN LANDMINES
The ICBL Working Group on Victim Assistance, comprising more than
25 international humanitarian and development organizations, has
developed programmatic guidelines to help shape and promote
comprehensive rehabilitation for landmine survivors worldwide.
Resources:
ICBL. (2004). Guidelines for the care and rehabilitation of survivors.
http://www.icbl.org/problem/solution/survivors/guidelines
THE INTERNATIONAL DISABILITY AND
DEVELOPMENT CONSORTIUM: TASK GROUP ON
DISABILITY AND CONFLICT
The IDDC consists of 14 international NGOs involved in disability and
development, including all those listed above. Disability and conflict
were identified as a key issue by the IDDC and following an
international seminar on the topic in June 2000, the task group was
set up.
Resources:
IDDC. (2000, May 29-June 4). Disability and conflict. Report of an
IDDC Seminar, London.
Kett, Maria, Sue Stubbs, and Rebecca Yeo. (2005). Disability in
conflict and emergency situations: Focus on tsunami-affected areas.
London: IDDC.
47
ANNEX A: Methodology, Field Studies, Field Research
Methodology, Strengths and Constraints of Field Studies
Methodology
A four-pronged approach was used to conduct the research: 1) a
review of existing UN, NGO, international and national policies on
disability, with particular reference to displacement and disability;
2) global desk research into conditions for displaced persons in
different refugee and IDP situations, primarily in developing
countries; 3) telephone interviews with various organizations working
in this field; and 4) field studies into specific conditions for refugees
with disabilities in five different countries, carried out by local
organizations.
The research was primarily qualitative rather than quantitative, and
the objective was not to gather detailed demographic or sex-and
age-disaggregated data on displaced persons with disabilities. The
project served as a preliminary insight into the challenges faced by
displaced persons with disabilities and was by no means an
exhaustive study.
Field Studies
Different locally based NGOs working on disability issues were
subcontracted to carry out the five field studies for the project. The
reasons for this were varied. Not only did time and budget
constraints prevent an international consultant from carrying out the
research, but also, and more importantly, the Women’s Commission
believed that involving locally based organizations fully engaged in
this issue, with an intimate understanding of the situation on the
ground, would significantly improve the quality of the research.
Wherever possible, the project tried to work through local disabled
persons organizations (DPOs) and also to use persons with
disabilities to carry out the research.
CHOICE OF COUNTRIES AND LOCAL
ORGANIZATIONS
As mentioned above, for a variety of reasons, the countries selected
for field studies focused exclusively on refugees and asylum seekers
and not on IDP situations. In selecting countries and locally based
organizations to conduct the field studies, the following criteria
were used:
> a broad geographic range;
> a broad range of displacement situations (e.g., camp-based and
urban refugees; emergency and long-term refugee crises);
> local organizations already engaged in working with persons
with disabilities (either in the refugee or local community) and
with an in-depth understanding of the local situation;
> wherever possible to engage local DPOs and persons with
disabilities to conduct the research.
COUNTRY PROFILES
After much preliminary research and investigation, the following
countries and local organizations were selected to carry out the field
studies:
NEPAL
Location. Bhutanese Refugee Camps, Jhapa and Morang Districts,
South East Nepal.
Background to refugee situation. Tens of thousands of refugees
fled Bhutan in the early 1990s following a systematic policy of
discrimination, denationalization and expulsion of ethnic Nepalis
living in Southern Bhutan by the Bhutanese government.140 The
refugees, now numbering more than 107,000141 (one-sixth of the total
population of Bhutan), have been living in seven camps in South East
Nepal for more than 16 years. This is one of the world’s longest and
most protracted refugee crises, although a solution for some of the
refugees is now in sight.
Fifteen rounds of bilateral talks between the governments of Nepal
and Bhutan between 1993 and 2003 failed to solve the refugee crisis,
and the Government of Bhutan has refused to allow a single refugee
to return. Given this impasse, in October 2006, the United States
finally announced an offer to resettle 60,000 refugees.142 Several other
industrialized countries have since indicated their willingness to
accept Bhutanese refugees for resettlement.143 In January 2008, a
refugee resettlement processing center was opened in Damak, Jhapa
District. At the opening of the center, the U.S. ambassador announced
that the U.S. government hoped to resettle 13,000 refugees in 2008
and a further 20,000 refugees by the end of 2009.144
48
Description of refugee camps. The Bhutanese refugee camps are
renowned for their high levels of community organization and
participation, as well as their excellent education programs and high
literacy and school attendance rates. Refugees run many of the
services in the camps themselves, including the schools, health
services, vocational training and other community programs. There is a
highly organized camp management structure in place in all the camps
and broad levels of community representation. Women, youth and
older people have active community-based organizations (CBOs) in the
camps, and services for these groups are active and well organized.
UNHCR has overall responsibility for assisting the Government of
Nepal to provide assistance and protection to refugees in the camps.
The World Food Program (WFP) is responsible for providing food to the
refugees. UNHCR’s implementing partners provide additional services:
the Lutheran World Federation (LWF), which has been working in the
camps since they were set up in 1991, is responsible for camp
infrastructure, water and sanitation and food and nonfood relief
distribution. Caritas Nepal is responsible for formal and nonformal
education and vocational training in the camps (see more below).
AMDA (Association of Medical Doctors of Asia) provides primary
health care services in the camps, including psychosocial services, an
HIV/AIDS program and sexual and gender-based violence program.
For many years, services in the camps were of a very high standard.
However, the protracted nature of the refugee crisis and
accompanying donor fatigue have led to the departure of several
implementing agencies and to a reduction in assistance. Budgetary
constraints have resulted in cuts in essential services, including basic
and supplementary food rations and nonfood items (such as plastic
sheeting and clothing) and a switch in fuel from kerosene to coal dust
briquettes, which are unpopular with the refugees.145 Not only have
cuts in assistance led to a general decline in living conditions in the
camps, but the protracted nature of the refugee crisis has also
contributed to a reported increase in depression and other mental
health problems among the refugees and to growing levels of sexual
and gender-based violence, especially domestic violence.146
Political unrest in Nepal and the violent Maoist (Communist Party of
Nepal) insurgency that spread through the country from 1996 until a
comprehensive peace agreement between the Maoists and the
Government of Nepal was signed in 2006147 also affected the refugee
camps. Disaffected refugee youth formed their own Bhutanese
Maoist organization, generating fear and insecurity in the camps.
Violence and intimidation in the camps increased considerably in
2006, following the U.S. government’s offer to resettle 60,000
refugees. Opposition to resettlement came from some of the refugee
political leaders who continued to favor return to Bhutan as the only
solution to the crisis, as well as from the Maoist youth operating in
the camps.148 Refugees who were perceived to support resettlement,
especially the camp committee leaders, were threatened and in some
cases forced to leave the camps and go into hiding. In May 2007,
attacks by Maoist youths on refugees who supported resettlement
resulted in the deaths of at least two refugees when the Nepalese
police opened fire on the mob.149
Numbers of refugees with disabilities. Both UNHCR and Caritas
Nepal collect data on the number and types of disability in the
Bhutanese refugee camps. There is, however, significant discrepancy
between the data collected by the two organizations. UNHCR
estimates the total number of disabled persons to be 11,396 (10.6
percent of the total refugee population), while Caritas Nepal has
recorded 3,388 disabled persons in the camps (3.2 percent of the
total population).
The UNHCR data was collected in its 2007 census in the refugee
camps, during which all refugees were met, including those who
were restricted to their huts due to disability. Caritas Nepal’s data
was collected by disability staff in each camp using participatory
rural appraisal tools at the start of the disability project in 1996
(see below for more details). According to Caritas, the data is
regularly updated to include newly identified cases and newborn
children with disabilities. One explanation for the discrepancy in data
put forward by Caritas is that UNHCR’s data collection may have
been carried out by staff without technical expertise in diagnosing
and classifying disabilities and may have included other groups, such
as chronically sick and mentally ill persons, who are not included in
the Caritas data collection.
Conversely, UNHCR suggests that during the 2007 census a decision
was made to capture all persons with disabilities without
categorization, so the UNHCR data also include persons with minor
disabilities that do not significantly impair their daily life. UNHCR
also argues that, as Caritas’s disability program does not reach 100
percent of refugees with disabilities in the camps and the data may
not be regularly updated, its figures may not be representative of the
total number of persons with disabilities in the camps.150 Whatever
the reason, the discrepancy highlights the difficulties in obtaining
accurate and consistent data on the number of persons with
disabilities in a refugee situation.
According to both UNHCR and Caritas Nepal’s data, the most
prevalent form of disability is hearing impairment (35 percent of the
total disabled population is hearing impaired according to UNHCR,
while according to Caritas 49 percent of the disabled population is
hearing and speech impaired). The second highest form of disability
according to UNHCR is visual impairment (25 percent of total
49
disabled population) and according to Caritas is physical disability (23
percent of total disabled population). UNHCR ranks physical disability
(moderate and severe) as the third most prevalent form of disability
(19 percent of total disabled population), while Caritas ranks visual
impairment as the third highest form of disability (12 percent of total
disabled population).
According to UNHCR’s census data, 0.1 percent of under-five-year-olds
have a disability; 2.7 percent of 5-to 11-year-olds; 4.3 percent of 12-to
17-year-olds; 11.7 percent of 18-to 59-year-olds; and 42.1 percent of
people over 59 years are disabled. Both UNHCR and Caritas conclude
that in all age groups, more men than women live with disabilities.
Services for refugees with disabilities. A community-based
disability program was started by Save the Children in 1995. It began
with a home visiting pilot project targeting 20 children with
disabilities and their families in two refugee camps. The program
was extended in 1996 with the appointment of disability workers in
all camps, and expanded to include CBR training for community
leaders, schoolteachers and health workers. A community-based data
collection exercise was organized in all the camps using participatory
mapping tools to gather comprehensive information on the numbers
and types of disability in the camps.151
In 2001, Caritas Nepal took over the disability program when Save
the Children ceased its activities in the refugee camps. The main
emphasis of the Caritas program has been on promoting inclusive
education. Caritas provides training for special needs support
teachers who serve as a vital bridge between the school and homes
of children with disabilities. It runs training courses in sign language
for refugees with hearing impairments, their families and caregivers,
teachers and community leaders. Mobility devices, hearing aids and
other aids and appliances are provided to persons with disabilities.
There is a comprehensive vocational skills training program for youth
who have completed school, or as an alternative to formal schooling,
and for young people with mental disabilities. Disability community
workers carry out home visits for counseling and physiotherapy, and
respite care is given to children with cerebral palsy. There is an
ongoing training and support group for mothers of children who are
mentally disabled or suffer from cerebral palsy. All disabled refugees
have the opportunity to receive medical certification of their
disabilities (based on WHO classifications), which helps them to
acquire assistive devices, including hearing aids. Finally, refugees
with disabilities have been encouraged to set up their own self-help
groups in the refugee camps with support from the disability workers.
Local organization. Field research for this project was carried out
by Caritas Nepal. In collaboration with the Jesuit Refugee Service,
Caritas has been involved in assisting the Bhutanese refugees since
the start of the refugee crisis in 1991. Initially responsible for setting
up and running primary and secondary schools in all the refugee
camps (now providing education to more than 32,000 children),152
Caritas Nepal’s activities have expanded to include vocational
training, play centers for preschool children, youth centers,
counseling services for the students and a community-based
disability project. Caritas programs are staffed almost entirely by
refugees. Caritas encourages the employment of persons with
disabilities in its programs.
Field research. The research was carried out by the coordinator of
the disability project (a refugee) in six of the seven refugee camps
November 12-28, 2007. The researcher conducted in-depth focus
group discussions with 321 disabled refugees (disaggregated by age
and gender), their families, caregivers and community/traditional
leaders in five of the refugee camps. The researcher also conducted
structured interviews with 28 NGO and UN service providers,
including special needs support teachers, CBR workers, UNHCR staff
and the physiotherapist. In addition, the researcher visited 55
households with disabled family members for informal discussions
about their particular circumstances.
THAILAND
Location. Burmese refugee camps along the Thai/Burmese border.
Background to refugee situation. The first Thai/Burmese border
camps were established in 1984 and, like the Bhutanese refugee
camps, are some of the world’s oldest and most long-term refugee
camps. For more than four decades, Myanmar’s (Burma’s) four major
ethnic opposition groups—the Karen National Union (KNU), Shan
State Army-South (SSA-South), the Karenni National Progressive
Party (KNPP) and the Chin National Front (CNF)—have been fighting
with the country’s ruling military junta (currently the State Peace and
Development Council—SPDC) over demands by the ethnic groups for
self-determination.153 In 1984, a major offensive by the military into
the KNU front lines triggered the first of many movements of
refugees across the border into Thailand. Subsequent military
offensives, as well as the military’s “Four Cuts” policy, which aims to
cut off food, funds, recruits and information to the opposition groups
by terrorizing and abusing the civilian populations that are supporting
them, have resulted in hundreds of thousands of refugees fleeing into
neighboring Thailand. The fall of the KNU headquarters at
Manerplaw in early 1995 caused enormous displacement and
resulted in another major influx of refugees into Thailand. At the end
of 2007 there were more than 130,435 registered refugees in the nine
registered border camps.154 Refugees are primarily from Myanmar’s
four main ethnic groups—the Karen, Karenni, Mon and Shan.155
50
Description of refugee camps. The camps are dispersed along
1,000 km of the Thai/Burmese border. Many of them are difficult to
access due to their remote location. Set up more than 20 years ago,
the camps are now well established with elaborate refugee camp
management structures. The Karen and Karenni Refugee Committees
are responsible for the overall management of the seven Karen
camps and two Karenni camps. They oversee all activities in the
camps and liaise with NGOs and UNHCR. The Karen Education
Department is responsible for all the education programs in the seven
Karen refugee camps, and the Karenni Education Department in the
two Karenni refugee camps.
Camp committees coordinate the day-to-day running of the camps, in
collaboration with local government officials. They consist of sectoral
subcommittees responsible for areas such as supplies, health,
education, camp affairs, security and judiciary, as well as central,
zone and section-level committees. Community elders advisory
boards, made up of senior refugees appointed by elders in the
community, exist to provide guidance to refugee committees and
camp committees. In addition, there are active women’s and youth
committees operating in all the camps, as well as other CBOs.156
The nine official refugee camps (seven Karen camps and two Karenni
camps) are formally administered by the Government of Thailand, and
most assistance is provided by NGOs. Shelter, food and nonfood
items are provided through a consortium of NGOs known as the
Thailand Burma Border Consortium (TBBC). Set up in 1984 when the
first Burmese refugees arrived in Thailand, the TBBC now has 11
member organizations working in the Thai/Burmese border camps.157
A variety of other NGOs are responsible for providing primary health
care, water and sanitation, education, vocational training and adult
literacy, income generation and employment programs and
psychosocial programs in the camps. NGOs that form part of the
Committee for the Coordination of Services to Displaced Persons in
Thailand (CCSDPT) receive permission annually from the Ministry of
Interior to work in the camps.
UNHCR has a more limited role in the Thai/Burmese border camps
than it does in refugee operations in other countries. This is partly
due to the fact that Thailand is not party to the 1951 UN Refugee
Convention and/or its 1967 Protocol. UNHCR was only able to
establish a presence in the border areas in 2000. UNHCR’s primary
role in the camps is to oversee protection activities that ensure that
the refugees can live in safety and security within the camps. In
2007, UNHCR had 17 implementing partners responsible for different
protection activities, including education, documentation, child
protection and prevention of and response to sexual and gender-
based violence. UNHCR continues to advocate for refugees to be
given greater freedom of movement in and out of the camps,
particularly in order to seek work in Thailand’s labor-short economy.
UNHCR works closely with some NGOs and CBOs as well as the
CCSDPT and holds regular Protection Working Group meetings in
Bangkok and at the provincial level.158
With little realistic prospect that Burmese refugees can soon go
home, more refugees have expressed interest in resettlement to third
countries. Since resettlement began in 2005, more than 24,000
Burmese refugees have been resettled from Thailand, and UNHCR
expects that as many as 15,000 more could be resettled from all
camps by the end of 2008. The United States, Canada and Australia
have all committed to accept large numbers of refugees. Other
resettlement countries are Finland, Great Britain, Ireland, the
Netherlands, New Zealand, Norway and Sweden.159 A report by the
CCSDPT in 2007 found that the resettlement program was having a
negative impact on education and health services in the camps, due
to the loss of teachers and health workers.160
Numbers of refugees with disabilities. Until 2005, refugee data
was collected by the Catholic Office for Emergency Relief and
Refugees (COERR) on a monthly basis. In 2005, the Government of
Thailand (Ministry of Interior), with the assistance of UNHCR, carried
out a major re-registration exercise in the nine registered refugee
camps using the ProGres registration software.161 It was hoped that
this exercise would provide a more detailed profile of the refugee
population, which would be useful when planning durable solutions,
such as repatriation or resettlement, and for improving protection and
assistance in the camps.162
Since 2005, the Government and UNHCR have continued to update
data on the refugee camps, including a detailed breakdown of
persons with disabilities by age and gender using the ProGres
disability definitions. [See Annex B, p.63.] COERR now collects data
on extremely vulnerable individuals, unaccompanied and separated
children only.
According to COERR, there were 2,949 refugees with disabilities in
the seven Karen refugee camps that were surveyed for this project in
November 2007. This represents 2.2 percent of the total population of
those camps, of whom 66 percent were male and 34 percent were
female. COERR’s data distinguishes between three categories of
disabilities (mentally disabled, physically disabled and mentally ill
persons)163 and between adults (18 years and over) and children
(under 18 years). According to its data, the majority of disabled
children and adults have physical disabilities (77 percent of disabled
children and 85 percent of disabled adults). The data does not give a
breakdown for sensory impairments (visual, hearing and speech).
51
According to data provided by UNHCR in March 2008, there were a
total of 9,308 persons with disabilities in the nine registered refugee
camps: 4,166 (45 percent) of whom were female and 5,143 (55
percent) of whom were male. This represents 7.1 percent of the total
population of those camps, according to UNHCR’s population data.164
Services for refugees with disabilities. Several NGOs have
specialized programs for refugees with disabilities in the camps, with
a particular emphasis on inclusive education, including teaching in
Braille and sign language, income generation and vocational skills
training and prosthetics clinics for the large number of land mine
victims. Inclusive and special needs education programs are
implemented by the Karen Women’s Organization (with the support of
World Education) in the seven Karen camps and by JRS in the two
Karenni camps. The NGO ZOA is also responsible for vocational
training, nonformal education and income generation for refugees
with disabilities. The Karen Handicapped Welfare Association
provides vocational training and runs a residential center for land
mine victims in Mae La Camp. The Mae Tao Clinic runs a one-year
training program to teach amputees to make prostheses and runs a
prosthetics clinic, primarily for land mine victims. Handicap
International provides refugees with disabilities with physical therapy
and rehabilitation, assistive devices and prostheses in most of the
camps. COERR is responsible for counseling and social work in the
camps and for providing extremely vulnerable refugees, including
persons with disabilities, with additional relief supplies, such as
hygiene packs.
Local organizations. Research for the disability project was carried
out by the NGO World Education and its local community-based
implementing partner, the Karen Women’s Organization. Since 2000,
World Education has been supporting special needs and inclusive
education programs in the Karen refugee camps. In 2003, World
Education partnered with the Karen Women’s Organization, which is
now responsible for direct implementation of special education
programs in all seven camps. The Karen Women’s Organization has
also organized parent workshops and community awareness days to
promote understanding and awareness about disability issues in the
refugee camps.
Field research. The research was carried out by a volunteer working
with World Education, in close collaboration with staff from the
Karen Women’s Organization November 7-23, 2007. Research was
conducted in Mae La refugee camp, near Mae Sot. Further
information was gathered from organizations (NGOs and CBOs)
working in the other six border camps under the supervision of the
Karen Refugee Committee (Mae La Oon, Mae Ra Ma Lung, Umpiem
Mai, Nu Po, Ban Don Yang, Tham Hin).
The researcher made several visits to Mae La camp where she
carried out visits to the school, prosthetics clinic and vocational
training and income generation programs. She held focus group
discussions with the land mine victims group and parents of children
with disabilities, as well as carrying out home visits to families of
refugees with disabilities. She also interviewed camp leaders, NGO
service providers, CBOs, camp school administrators and health
providers in Mae La camp and the Mae Sot area.
Additional information about services for Karenni refugees with
disabilities in Mae Hong Son Province (Ban Mai Nai Soi and Ban Mae
Surin camps) was provided by JRS Thailand.
YEMEN
Location. Kharaz Camp, Lahej Governorate, Yemen.
Background to refugee situation. Due to its strategic location and
generous asylum policies (the only country in the Arab Peninsula to
have signed the 1951 Refugee Convention and its 1967 Protocol),
Yemen has hosted thousands of refugees from the Horn of Africa for
several decades. The outbreak of civil war in Somalia in 1991 led to a
large-scale influx of Somali refugees into Yemen. Continuing civil
unrest in Somalia and neighboring Ethiopia, as well as deteriorating
socioeconomic conditions throughout the Horn of Africa, have
contributed to a steady flow of refugees into Yemen.165 A UNHCR
registration exercise, completed in December 2006, estimated that
there were more than 48,000 refugees in Yemen.166 The Government
of Yemen grants prima facie refugee status to all Somalis arriving in
the country. Other refugees must go through a UNHCR refugee status
determination to be awarded UNHCR Mandate refugee status.
Description of refugee camp. Research for the project was carried
out in Kharaz refugee camp located in Lahej Governorate, some 150
km southwest of the capital, Aden. The site, a former military base,
was chosen by the Government of Yemen as a permanent refugee
camp in 1997. With support to its implementing partners, UNHCR
helped construct basic infrastructure, family shelters and latrines in
the camp, which was completed in early 2001. The government also
constructed a road to facilitate access to the remote area. In June
2001, refugees were relocated from Jahin camp (135 km east of
Aden) to Kharaz camp, where, according to the UNHCR registration
exercise in December 2006, 8,691 refugees were living (8,040
Somalis and 651 Ethiopians).
The majority of refugees in Kharaz camp are women and children: 55
percent of the total population is under 18 years of age, 24 percent is
women, 20 percent men and 1 percent elders. Kharaz is located in an
isolated, semi-arid area with harsh climatic conditions and few
52
economic opportunities. Many male refugees choose to leave their
wives, children and elderly relatives in the camps while they look for
work elsewhere in Yemen, or in the Gulf States. There are
consequently a high number of female-headed households and
vulnerable individuals living in the camps, where they are reliant on
UNHCR to provide assistance and protection. UNHCR estimates that
as few as 5 percent of Somalis in Yemen are living in Kharaz refugee
camp; the remainder choose to live in the towns and cities, where it is
easier for them to find work.167
Kharaz refugee camp is a care and maintenance operation. UNHCR
works through four implementing partners—the Adventist
Development Relief Agency (ADRA), the Charitable Society for
Social Welfare, Rädda Barnen (Save the Children, Sweden) and the
Society for Humanitarian Solidarity—to provide refugees with
shelter, water and sanitation, food and basic nonfood items, health
services (including reproductive health services), primary education,
vocational training, community services (including social counseling
and a women’s and men’s community center) and income generation
activities.
In general, self-organization and representation among the refugees
appears to be weaker than in the camps in Thailand and Nepal.
Although a Refugee Council exists, made up of 10 persons elected
from the 86 block leaders, the field study found that its members
needed training and awareness raising on their role and
responsibilities in order to be more actively involved in meaningful
planning and decision-making. There are very few CBOs in the
refugee camps, and none for persons with disabilities.
Numbers of refugees with disabilities. UNHCR is responsible for
assisting the Government of Yemen to register refugees in the
country. In July 2005, UNHCR signed a memorandum of
understanding (MOU) with the Government of Yemen to open six
registration centers in six governorates to register new arrivals and
renew expired refugee cards.168 Although UNHCR collects data on the
number of refugees in the country, this does not include information
on the number or profile of refugees with disabilities. During
interviews for the field study, UNHCR staff said that the office should
start using the ProGres database and update its refugee data,
especially data on refugees with special needs.169
Data on refugees with disabilities was provided by two of the
implementing partners working with refugees with disabilities in the
Kharaz camp, ADRA and Rädda Barnen. In June 2007, ADRA carried
out a door-to-door survey to identify persons with disabilities and
other persons with special needs in the camps. Rädda Barnen
collects data on the number of children with disabilities who are
reached through its CBR program (see below). According to
information collected by both organizations a total of 167 refugees
(2 percent of the total population) have disabilities. The highest
number of refugees have physical disabilities (48.5 percent of the
total disabled population), followed by visual impairment (28 percent
of the total disabled population).
Services for refugees with disabilities. The only specialized
program for refugees with disabilities is a CBR program for disabled
children run by Rädda Barnen. The program is supervised by three
CBR workers who carry out regular home visits, provide training to
mothers of children with disabilities and help integrate refugee
children with disabilities into the schools and other community
services. None of the other organizations have specific services for
refugees with disabilities.
Local organization. Research for the project was carried out by
staff from the Center for Persons with Special Needs, established in
1990 by the Government of Yemen (Ministry of Social Affairs), in
collaboration with UNDP and ILO, in Al Mansora, Aden. The Center
provides services for Yemeni nationals with disabilities in four
governates. These include: early intervention for children with
disabilities and efforts to integrate them into mainstream schools;
training to mothers of necessary skills to take care of their children
with disabilities; vocational training for youth and young adults with
disabilities (including carpentry, electricity, weaving, computer
training, sewing, toy-making and leather work); microcredit and self-
reliance projects; a physiotherapy center and a workshop to produce
assistive devices and artificial limbs for persons with disabilities.
Field research. The research was carried out by 10 staff members
from the Center for People with Special Needs, with the assistance
of six refugee interpreters. The research team visited the camp from
November 16-30, 2007. The team conducted discussions with 116
refugees with disabilities in focus groups disaggregated by
nationality of the refugees, age and gender. In addition, focus group
discussions were held with 20 mothers of children with disabilities.
The research team visited four families of children with disabilities to
observe their living conditions and carry out informal discussions
(semistructured interviews). In addition, structured interviews were
held with 22 NGO and UNHCR staff, including teachers, CBR workers,
medical staff and UNHCR community services staff, as well as nine
members of the Refugee Council.
At the time of the research, the Center was not involved in
providing any services for refugees in Kharaz Camp, or for refugees
residing elsewhere in Yemen. However, as a result of carrying out
the research and finding out more about conditions for refugees
with disabilities in the camp, the Center offered to provide assistive
devices to disabled refugees free of charge. In February 2008, the
53
research team returned to Kharaz and agreed to provide 30
refugees with assistive devices. They also proposed providing
capacity building to the CBR workers in the camp and visiting
Kharaz Camp every three to four months to meet with the
refugees with disabilities.
JORDAN
Location. Iraqi refugees, East Amman, Jordan.
Background to refugee situation. A recent study found that nearly
half a million Iraqis have fled to Jordan since 2003 to escape the
growing violence and unrest in Iraq.170 In March 2007, UNHCR called
the situation facing Iraqi refugees “the biggest displacement crisis
in the Middle East” in nearly 60 years.171 The displaced Iraqis are not
recognized as refugees by the Jordanian government and do not
have any kind of legal status. They are unable to legally work, find
accommodation or access government services. The legal situation
for Iraqis improved in 2007 when UNHCR agreed to recognize
them as refugees on a prima facie basis, enabling Iraqis to avail
themselves of UNHCR protection, including access to resettlement.
However, the majority of Iraqis in Jordan have not applied for refugee
status and remain unprotected and unassisted by the government
or UNHCR.
Description of refugee situation. There are no refugee camps for
Iraqis in Jordan and the majority of the refugees live in poor Iraqi
neighborhoods in urban areas. A recent survey conducted by a
Norwegian research foundation, FAFO and the Jordanian Ministry of
Statistics found that nearly 80 percent of Iraqis in Jordan are living in
Amman, most of them in East Amman.172 Other cities with significant
numbers of Iraqi refugees are Karak and Irbid.
Unable to obtain work permits in Jordan, the Iraqi population is
highly dependent on money transfers from outside the country and
savings from previous employment in Iraq. As funds begin to run out,
many families are living in increasingly desperate conditions in
cramped, semi-furnished apartments, often with several families
sharing a single room that doubles as kitchen and bedroom. Most of
the refugees receive no assistance and have to pay for their own
food, electricity, water and health bills. With no legal status in
Jordan, they are unable to access government services, including
public health care. Barred from public hospitals, most of the refugees
visit private doctors or attend free clinics at the Red Crescent
Hospital and the Italian Hospital in Amman.
At the same time, the arrival of such a large number of Iraqi refugees
has put an enormous strain on the Jordanian infrastructure and
relations with the general public. The first Iraqi arrivals came with
considerable resources, causing major rent and price hikes in
Amman. More recently, refugees have arrived in a much poorer and
more desperate condition, putting a strain on government services
and infrastructure, including housing, water and sanitation, health
care and education. Tensions are growing between the Iraqi refugees
and the Jordanian public in a country traditionally known for its
generosity and tolerance toward refugees.173
In the absence of government services, UN and NGO relief agencies
have also found themselves severely restricted in the services they
can provide to Iraqi refugees due to stringent government
restrictions, close oversight and lengthy bureaucratic delays.
Numbers of refugees with disabilities. In general, there is a lack
of reliable data regarding the number of Iraqi refugees in Jordan.174
Even less information is available about the number of refugees with
disabilities. UNHCR has data on the 50,000 registered refugees in
Jordan. But these are only a fraction of the 500,000 Iraqis believed to
be living there. UNHCR had registered 298 adults with disabilities
(118 women and 180 men over 18 years of age) and 39 children with
disabilities (13 girls and 26 boys under 18 years of age) in December
2007.
Among the 106 refugees with disabilities interviewed for the field
study, 30 percent had a physical disability, 16 percent had a mental
illness,175 13 percent were visually impaired; 1 percent had a
hearing/speech impairment; 2 percent had a cognitive/learning
disability; 17 percent were listed as “other”;176 and 12 percent had a
combination. The primary cause of disabilities, according to the
survey, were birth/hereditary (36 percent), war/violence (26 percent)
and disease/illness (21 percent). In the absence of any other data, it
is not possible to see how reflective this sample is of the general
refugee population.
Services for refugees with disabilities. Although there is a well-
established national disability strategy in Jordan, including special
schools for the blind and hearing impaired, laws preventing
discrimination on the basis of disability in schools and the workplace,
and measures to develop a national inclusive education policy,
refugees with disabilities are completely excluded from any of these
services and protections. Similarly, refugees are excluded from the
active network of national DPOs that exists in Jordan.
Very limited services and assistance are provided to refugees with
disabilities by the relief agencies. Given the extent of government
constraints on NGO activities and the scale of need of the Iraqi
refugees in general, the needs of refugees with disabilities are
frequently overlooked. Several international relief agencies and local
NGOs are providing limited aid to refugees with disabilities through
54
their assistance programs for vulnerable Iraqis. Care International
provides monthly cash assistance to extremely vulnerable families
and helps them find housing; Caritas International provides medical
assistance; and the local NGO, Tkiyet Um Al, runs a food assistance
program for poor Jordanian and vulnerable Iraqi families. The Queen
Zein Al Sharaf Institute for Development/Jordan Hashemite Fund for
Human Development (hereafter referred to as “ZENID/JOHUD”) runs
50 community development centers and a variety of specialized
programs to enable persons with disabilities to become more active
members of their communities. ZENID/JOHUD’s kindergarten also
has an inclusive policy for children with disabilities and encourages
the involvement of parents in their children’s early education
activities. ZENID/JOHUD is one of the only Jordanian NGOs to
integrate Iraqis into its programs.
Local organization. Research was carried out by Mercy Corps
Jordan in collaboration with researchers affiliated with the national
Landmine Survivors Network. In addition to ongoing development
activities in Jordan, Mercy Corps is implementing projects to assist
the most vulnerable Iraqi refugees, with funding support from
UNHCR. Through its local partner, Tkiyet Um Ali, Mercy Corps
provides food to hundreds of impoverished Iraqi families on a daily
basis. Mercy Corps also provides relief items and educational
opportunities to the most vulnerable Iraqi children and Jordanian
children in East Amman, in an effort to minimize tensions between
the two communities, and supports informal educational
opportunities for Iraqi children and youth.177
Mercy Corps also supports the ZENID/JOHUD in its activities to help
Iraqis and Jordanians with disabilities to live independent and
integrated lives in their communities. These include house-to-house
visits by trained Jordanian social workers to the homes of persons
with disabilities, and independent living plans that identify ways in
which Iraqis and Jordanians with disabilities can live more
independently in their homes. Mercy Corps also supports two adult
and two children’s “peer empowerment support groups” that allow
Iraqi refugees with disabilities to gather twice a month at the
ZENID/JOHUD offices and share experiences, organize activities and
form a cohesive network. Activities in the past have included picnics,
visits to amusement parks for the children and dinners and theater
outings for the adult groups.
The Jordan Landmine Survivors Network (LSN) was established in
Amman in 1999 and is part of the international Landmine Survivors
Network. It provides peer support to Jordanians who have lost limbs
as a result of land mine and other accidents. The Jordan LSN has
assisted more than 1,300 land mine survivors and others who have
lost limbs. The Jordan LSN also works with other disability
organizations to raise awareness among the general public and the
government of the issues facing persons with disabilities, and to
enforce local laws that will protect these rights.178 At the time of
conducting the research, the Jordan LSN was not providing any
services or support to Iraqi refugees with disabilities.
Field research. All the interviews for the field study were carried
out by eight researchers affiliated with the Jordan LSN, all of them
persons with disabilities. Mercy Corps strongly supported the
involvement of Jordanians with disabilities in carrying out the field
study, as the organization believed it would enhance the quality and
insights of the research. Their involvement in this project had a very
positive impact on the researchers themselves and has helped bridge
gaps between the Iraqi and Jordanian disabled communities.
Most of the researchers found their involvement in the study an
enabling experience and were eager to have an opportunity to prove
their capability in a professional capacity, as discrimination is still
rife in Amman and many of them had been unable to find work. The
researchers gained useful experience and bolstered their levels of
self-confidence. They quickly gained the trust of the Iraqi refugees
with disabilities and understood the complexities and sensitivities of
the research, which undoubtedly improved its quality. At the same
time, the researchers provided a positive role model to the Iraqi
refugees with disabilities, most of whom rarely leave their homes.
Importantly, the field research also exposed the Jordanian
researchers to the challenges faced by Iraqi refugees with disabilities
and motivated them to seek ways to integrate Iraqis with disabilities
into existing support networks for persons with disabilities in Jordan.
The field research took place November 19-29, 2007. The researchers
were given a half-day training by Mercy Corps staff before beginning
the survey. One hundred and six refugees with disabilities were given
survey forms to complete and focus group discussions were held
within the existing ZENID/JOHUD peer empowerment support
groups. In addition, the eight researchers conducted 100 house-to-
house visits in different geographic areas to gather information about
the living conditions for refugees with disabilities.
One constraint cited by Mercy Corps and the researchers themselves
was insufficient time for briefing and training. Lack of time for a
thorough training and trial run meant that some of the researchers
were unclear of the meaning of some of the questions, while others
were so keen to be given a job opportunity that they did not properly
read the briefing material given to them.
55
ECUADOR
Location. Colombian refugees in Esmeraldas, Sucumbíos, Carchi,
Pichincha and Imbabura provinces, northern Ecuador, where there are
the highest numbers of Colombian refugees and migrants.
Background to refugee situation. The vast majority of refugees in
Ecuador are from neighboring Colombia. Civil conflict in Colombia
between the two main left-wing guerilla movements—the FARC
(Revolutionary Armed Forces of Colombia) and the ELN (National
Liberation Army)—and right-wing paramilitary groups has caused
widespread displacement, hardship and suffering for civilians since it
began in the 1960s, with an escalation in fighting in the 1990s.179
Most civilians affected by the war were previously displaced within
Colombia itself; however, since 2000 an increasing number of
Colombians have been forced to flee across the border into
neighboring Ecuador and Venezuela.180
Description of refugee situation. Most of the Colombians flee into
the three provinces in northern Ecuador bordering Colombia—
Esmeraldas, Sucumbios and Carchi; high numbers of Colombian
refugees and migrants are also living in Imbabura province.
Colombians fleeing to Ecuador must present an asylum claim to the
General Directorate for Refugees (Ministry of Foreign Affairs) for a
determination of their refugee status. Between 2000 and 2007,
52,337 Colombians applied for refugee status in Ecuador, of whom
15,563 people (nearly 30 percent) were recognized and 18,319 (35
percent) were rejected. A further 9,435 cases (18 percent) were
submitted but either withdrawn or were not completed, and 1,062 (2
percent) of cases were resettled.181 Colombians wishing to apply for
asylum can also register with UNHCR, which conducts a preliminary
interview, thus initiating the asylum process. However, many
Colombians do not apply for asylum as they fear making themselves
known to the armed groups operating in the border area between
Ecuador and Colombia.182 UNHCR and the government of Ecuador
estimate that as many as 200,000 Colombians who have fled the
violence may be living undocumented throughout Ecuador.
There are no refugee camps for Colombians in Ecuador. Instead, most
refugees and asylum seekers choose to live in urban areas in
dispersed family clusters. There are high concentrations of Colombian
refugees in the cities of Quito, Santo Domingo de los Colorados, Ibarra
and in Esmeraldas. There are high numbers of women and children
among the refugees, as many of the men have either been killed in the
violence, have stayed behind in Colombia or are working elsewhere.
Refugees and asylum seekers have limited access to national social
assistance programs and services. Many are living in conditions of
extreme poverty with high unemployment levels. They face racism,
xenophobia, exclusion and discrimination on a daily basis. Asylum
applicants receive assistance from UNHCR in the form of food, rent
subsidies and nonfood items for the first three months of their asylum
application. In practice, however, it can often take up to six months,
or more, for their cases to be determined. One exception is health
care, as refugees have generally been able to access public hospitals
and receive the same health care as Ecuadorians. This is largely due
to good contact between Hebrew Immigrant Aid Society (HIAS), the
Red Cross and UNHCR and the social workers at public hospitals. In
some places, refugees are even given a discount by the hospital
social workers, according to the same system applicable to low-
income Ecuadorian families, to help pay for medical services.
Asylum seekers are not legally allowed to work during the asylum
application process. However, as the assistance provided by UNHCR
is insufficient, many Colombians are forced to work in the informal
economy, where they are often exploited and run the risk of not being
paid for their labor. Even recognized refugees who are legally able to
work find it difficult to find work due to discrimination, or face
exploitation in the workplace.
The international response to assisting Colombian refugees and
asylum seekers has been weak. UNHCR and a handful of
humanitarian organizations assist the refugees with limited food,
health care, education, income generation, vocational training,
community development and psychosocial assistance. UNHCR has
offices in Quito (Pichincha Province), Lago Agrio (Sucumbios Province)
and Ibarra (Imbabura Province). The NGOs assisting Colombian
refugees include the Red Cross Society in Sucumbios, Orellana and
Azuay Provinces; FAS183 in Pichincha Province; COOPI184 in Carchi,
Esmeraldas, Imbabura, Sucumbios and Orellana Provinces; and HIAS
(see below for more details on HIAS).
Number of refugees with disabilities. There is no centralized
system for collection of data on refugees with disabilities in Ecuador.
Instead, different organizations have collected data for the population
they are working with, but none of this data is complete and it does not
give a reliable picture of the total number or profile of refugees with
disabilities in Ecuador. The UNHCR branch office in Quito
acknowledged that there is no systematic system for collecting data on
refugees with special needs, including refugees with disabilities, and
hence no reliable data is available. UNHCR’s field office in Ibarra, on
the northern border with Colombia, collects some data on refugees
with special needs, including refugees with disabilities. But the data is
not exact and is not broken down by age, gender or type of disability.
UNHCR said that it was hoping to introduce the ProGres data collection
system in early 2008, which is expected to fill these gaps.185
56
For the purposes of the research, a questionnaire was prepared to
gather data on the number of refugees with disabilities, using the
same categories the Ecuadorian National Council of Disabilities
(CONADIS) uses to collect data on disability in Ecuador. The
questionnaire was distributed to agencies working with refugees in
different provinces in the country and they were asked to provide
data on the number of refugees with disabilities that had used their
services from January to November 2007.
According to HIAS, 86 of the 10,235 refugees who had used its
services in 2007 were living with disabilities (0.8 percent). Of these,
37 refugees had physical disabilities, 19 had physical and mental
disabilities, 13 had mental disabilities (intellectual and psychological),
11 had hearing/speech impairments and six had visual impairments.
The data also distinguished between disabilities arising from birth,
illness or malnutrition, conflict and war (e.g., injuries/land mines),
trauma or torture and prolonged refugee situations.
Even less information was available from other UN organizations
working with Colombian refugees in Ecuador. In September 2005, a
joint UNICEF, WFP, UNHCR project was launched on the northern
border of Ecuador to monitor the protection of Colombian refugees. In
an interview with UNICEF about the project, the researcher was told
that “during the implementation of the project, UNICEF did not detect
disability problems among the refugee population.”186 Given that
WHO estimates that in any population, 7-10 percent will have a
disability, this statement reflects not so much the absence of
disability among the Colombian refugees, but more the lack of
disability awareness and sensitivity among UN staff implementing
the project. Similarly, UNIFEM, which implements gender projects
among Colombian women living on the northern border, also had no
statistics or information about women with disabilities.
Services for refugees with disabilities. Ecuador is one of the
leading South American countries in providing legal protection and
inclusive policies and services for persons with disabilities. Ecuador
ratified the UN Convention on the Rights of Persons with Disabilities
on March 30, 2007. Moreover, the National Constitution prohibits
discrimination on the basis of disability and guarantees the rights of
children and adults with disabilities to education, rehabilitation, public
services and transport and to participate in sporting and cultural
events. The 2001 Disability Act established a National System for the
prevention, care and integration of persons with disabilities and set
up the National Council of Disabilities (CONADIS). It also guarantees
the rights of persons with disabilities to education, health and
rehabilitation, transport, physical accessibility, communication and
employment. An amendment to the national Labor Code in 2006
(Registro Oficial No. 198—January 30 2006), stipulates that any
public or private employer with more than 25 employees is obliged to
employ at least one person with a disability for a permanent job.
CONADIS is the institution responsible for issuing national disability
cards to all disabled persons and coordinating services for persons
with disabilities. The national disability card entitles persons with
disabilities to certain benefits, including health and transport rebates,
and allows them to access special government programs for persons
with disabilities (such as vocational training, income generation,
employment and health care programs).
Despite these positive provisions, until 2004 refugees were unable to
access any public services for persons with disabilities, or avail
themselves of national legal protections. In 2004, the Ministry of
Foreign Affairs declared that refugees with disabilities could also be
issued with disability cards by CONADIS, entitling them to a range of
public services. In reality, however, only a very few refugees have
actually obtained national disability cards, and almost no refugees
(even those possessing the cards) have access to the national disability
services and programs. The reasons for this are varied and include a
lack of information about refugee rights and the 2004 decision among
government officials, social workers and refugees themselves;
administrative obstacles and delays; racism and xenophobia; and a
general mistrust by the refugees of national assistance programs.
Although there are some private services (schools, health clinics,
rehabilitation centers) for persons with disabilities, these tend to be
too expensive and difficult for refugees to access.
None of the relief agencies providing assistance to Colombian
refugees have any targeted programs specifically for refugees with
disabilities, although some refugees with disabilities are benefiting
from broader refugee assistance programs. Before the field research,
there was very little collaboration between UNHCR or any of the
refugee assisting agencies and organizations assisting persons with
disabilities in Ecuador. As a result of the field research, however,
HIAS made contact with several humanitarian organizations involved
in providing services to Ecuadorian children with disabilities.
One of these, the Italian NGO OVCI,187 runs health, education and
rehabilitation projects for children with disabilities in Esmeraldas
Province and in San Lorenzo. In San Lorenzo, HIAS has helped
negotiate access for disabled refugee children to the Primero Pasos
School, a school for children and adolescents with multiple disabilities,
and to health care and rehabilitation programs run by OVCI and the
National Institute for Children and Families (INNFA).188 Similarly, in
Esmeraldas Province it is hoped that refugees with disabilities can be
integrated into OVCI’s programs. This is a positive example of how
refugees with disabilities can be integrated into national programs and
also demonstrates one of the positive outcomes of the field research.
57
Local organization. The research was carried out by Hebrew
Immigrant Aid Society (HIAS). HIAS has four programs addressing the
needs of Colombian refugees in four provinces in Ecuador (Pichincha,
Esmeraldas, Carchi and Imbabura). These include a psychosocial
assistance program; CINOR (Orientation and Information Center for
Refugees and Migrants)—a legal advice program; a humanitarian
and social assistance and employment program; and administering a
German government university scholarship program—DAFI. HIAS is
working in eight Ecuadorian cities, and has offices in six of them.
Field research. A volunteer working with HIAS carried out the
research November 1-30, 2007. The researcher visited six provinces
in Ecuador. She met with government staff, including from the
Ministry of Foreign Affairs and CONADIS, as well as staff from
UNHCR and the four other humanitarian organizations (HIAS, Red
Cross, COOPI and FAS) providing assistance to Colombian refugees.
She conducted structured interviews with 24 staff from UNHCR,
CONADIS and the four humanitarian organizations in six different
provinces. She also visited 20 families in four provinces and held
semistructured discussions with 24 refugees with disabilities and
their families. Finally, she prepared and distributed a questionnaire to
government agencies, UNHCR and other UN agencies, humanitarian
organizations and DPOs in eight cities across Ecuador.
Field Research Methodology
The Women’s Commission prepared a set of guidelines for carrying
out the field studies outlining the information required and suggested
research methodologies. [See Annex C, p.64.] A combination of
different participatory research methodologies was used to collect
information. These included:
FOCUS GROUP DISCUSSIONS
Where possible, researchers organized small, targeted focus group
discussions with different sectors of the population regarding
attitudes toward persons with disabilities, their needs and the
challenges they faced as refugees; available mainstream and
specialized services; gaps and good practices. The groups were
organized by age and gender and included the following groups:
> disabled refugees (including women, men, girls, boys, youth and
older persons with disabilities)
> families/caregivers of persons with disabilities
> community leaders (camp leaders/traditional community
leaders/religious leaders/community workers)
In general, it was much easier to organize focus group discussions
in refugee camp settings, where refugees were all living in the
same place and communities tended to be more cohesive, than
in urban areas.
SEMISTRUCTURED DISCUSSIONS
These were conducted with a small number of people in an informal
and conversational way by using open-ended questions. Researchers
used several techniques:
> house-to-house visits to meet with families with disabled
members to discuss their specific needs and concerns
> visits to programs/services for persons with disabilities to meet
project organizers and participants
House-to-house visits were favored by researchers in urban areas
who found them to be an easier way to gather information and to
meet with refugees with disabilities and their families.
QUESTIONNAIRES
Some researchers prepared questionnaires, which were distributed
among refugees with disabilities and service providers. This
approach was also favored in urban areas.
STRUCTURED INTERVIEWS
In both urban and camp settings, researchers held more formal
discussions with service providers regarding services for refugees
with disabilities. Those interviewed included:
> UNHCR and other UN agencies
> NGOs responsible for providing mainstream services to refugees
and asylum seekers
> NGOs responsible for providing specialized services to refugees
with disabilities
> National/local government agencies/departments responsible for
providing national services to persons with disabilities
> Local organizations responsible for providing national services to
persons with disabilities
> Local DPOs and CBOs
58
DATA COLLECTION
The researchers also collected disaggregated data on the refugee
population and the number of refugees with disabilities. Data was
collected from a variety of sources, including the government, UNHCR
and other UN agencies and NGOs providing assistance to the
refugees, as well as national NGOs, CBOs and DPOs. Where
available, data was collected on the following issues:
> refugee population (disaggregated by age/gender and location)
> number of refugees with disabilities (disaggregated by
age/gender and location)
> types of disabilities (e.g., physical/mental/visual/hearing, etc.)
> reasons for disabilities (e.g., from birth/due to illness/as a result
of war, etc.)
> number of refugees with disabilities reached through targeted
services
Nearly all the field studies reported difficulties in gathering data.
Often data on the number of refugees with disabilities was simply
not available from the government, UNHCR or its implementing
partners. In other cases, data existed but there was conflicting data
among the different organizations. A frequent problem was
differences in the terminology and categories used to classify
different types of disabilities and reasons for disabilities, which
caused inconsistencies in data collection. Data collection staff often
lacked the technical expertise to identify and categorize different
types of disabilities. Finally, as discussed above, conceptions of
“impairment” and “disability” can differ enormously between
different cultures and societies. This can have a significant impact on
the accuracy and comparability of data.
Strengths and Constraints of Field Studies
STRENGTHS/POSITIVE OUTCOMES
The field studies demonstrated the following positive outcomes or
strengths in programs observed for persons with disabilities.
> The involvement of local organizations in carrying out the field
research improved the quality of research, as the researchers
already had an in-depth understanding of the local situation and
could provide insights that an outsider may have missed.
> Using local disability service providers, DPOs and persons with
disabilities as researchers had a very positive impact on the
quality of research as they immediately understood the
complexities and sensitivities of the issue and easily won the
trust and confidence of the refugees with disabilities.
> Using persons with disabilities as researchers boosted the
confidence and provided a positive role model for the refugees.
> The field studies exposed local DPOs and disability service
providers to the needs of refugees with disabilities and
motivated them to include refugees in their programs, with some
positive results:
• The Landmines Survivors Network in Jordan is exploring
ways in which it can support Iraqi refugees with disabilities.
• A household of Jordanian persons with disabilities in
Amman, who live together to give each other support, has
invited Iraqis with disabilities to join them.
• A DPO in the city of Ibarra, Imbabura Province, Ecuador, has
expressed an interest in including Colombian refugees in its
activities as a result of the research.
> The field research has helped build alliances between refugee
assisting agencies and organizations providing services to
persons with disabilities. It has also increased awareness of
national disability programs among refugee relief agencies:
• The Center for Persons with Special Needs in Yemen has
agreed to provide 30 refugees with disabilities in Kharaz
camp with assistive devices, free of charge.
• As a result of the research in Ecuador, HIAS is now
collaborating with an Italian NGO, OVCI, to integrate refugee
children into OCVI’s project for Ecuadorian children with
disabilities in Esmeraldas and San Lorenzo.
> Following meetings with UNHCR to discuss the findings of the
report, UNHCR has agreed to revise its definitions of disability
under the ProGres special needs codes and to harmonize these
with the Heightened Risk Identification Tool definitions.
> UNHCR has also agreed to revise its criteria for resettlement of
refugees with disabilities as a result of the research project.
> In general, the Women’s Commission received very good
cooperation and collaboration from the organizations it
approached to participate in the project.
> Most organizations felt that this is a very neglected area and
there is an urgent need for more resources, guidelines and
research on the needs of refugees with disabilities. They
welcomed the Women’s Commission/UNHCR’s initiative and
were keen to remain involved in the development and
implementation of the resource kit.
59
WEAKNESSES/CONSTRAINTS
The following areas of our field studies demonstrated where we
could improve our efforts the next time out.
> Time frame: The time frame for the project was too short and did
not allow for sufficiently in-depth field studies to deal with the
scope and complexity of the issue (most countries only had two
or three weeks to conduct their field research). The short time
frame also inhibited the participation of some key NGOs in the
field research, such as Handicap International. This was a
drawback, given the important role they play in providing
services to refugees with disabilities.
> Budget: The limited budget meant it was not possible to conduct
field studies in a larger number of countries or variety of
situations; the budget was not sufficient for longer field studies.
> Sample size: The sample size was too small to come to any
quantitative conclusions (too few countries/too few people
interviewed). The field studies tended to be snapshots, rather
than exhaustive surveys.
> No field study in Africa: Due to time and budget limitations, as
well as inability to identify a suitable local partner, there was no
field study from the Africa region. The Women’s Commission
recognizes that this is a major constraint. However, case study
material was available from refugee camps in Dadaab, Kenya
(from UNHCR) and from IDP camps in West Darfur, Sudan (from
HelpAge International).
> Training for researchers: There was insufficient time for proper
training/briefing of researchers. This affected the quality of
findings in some countries.
> DPOs: These groups were not sufficiently involved in carrying out
the field studies; there was also not enough focus on the
activities of local DPOs in the field study guidelines. Information
on DPOs is therefore weak.
> Involvement of persons with disabilities: Although some field
studies included persons with disabilities as researchers, this
could have been more actively promoted in the planning of the
project and drafting of field study guidelines, given the obvious
benefits.
> National framework: In some countries, there was a need for
more information about the national legal framework, and about
provisions and services for persons with disabilities in order to
understand how to better integrate refugees (especially urban
refugees) and also to understand the rights of refugees with
disabilities in the host country.
> Data collection: This was a very weak area. Data on refugees with
disabilities was either nonexistent, incomplete or inconsistent.
There was a lack of consistency in the categories/terminology
used to collect data and lack of technical expertise in disability
issues among staff responsible for data collection.
> Protection: This was one of the weaker areas of the field
research. There was a general lack of understanding and/or
information about specific protection risks facing refugees with
disabilities.
60
ANNEX B: ProGres
Specific Need Definitions: Persons with Disabilities
The names and definitions that follow are specific to the ProGres
database program used by UNHCR.189
Persons with Disabilities (DS)
An adult or child who is physically or mentally impaired by illness,
injury or wounds that hinder the normal day-to-day activity and need
to be addressed to allow the person to function normally.
Sight Impairment (Including Blindness) (DS-BD)
Having visual limitations resulting from illness, infection or injury that
impact daily life and restrict independent movement; or an eye
disease that requires ongoing treatment or regular monitoring.
Hearing Impairment (Including Deafness) (DS-DF)
Having restricted hearing ability that results from illness, infection or
injury and impacts daily life and social interaction; may require
regular treatment, monitoring or maintenance of an artificial hearing
device.
Mental Disability—Moderate (DS-MM)
Having a mental illness resulting from childbirth, medical illness,
injury or trauma that does not significantly limit ability to function
independently and interact (but may require special education);
condition requires some monitoring and may require modest
medication.
Mental Disability—Severe (DS-MS)
Having a mental illness that requires assistance from a caregiver and
medication; individual cannot function independently; inability to
pursue an occupation because of mental impairment; may be
receiving medical treatment (certified).
Physical Disability—Moderate (DS-PM)
Having a physical disability resulting from childbirth or injury that
may be seriously disfiguring, but with reasonable treatment the
person can function with a reasonable level of independence; may
include mine victims and loss of fingers or limbs that do not limit
their abilities or are corrected with a prosthetic device.
Physical Disability—Severe (DS-PS)
Physically incapacitated (severely restricted movement) caused by
injury, illness or wounds; inability to pursue an occupation because of
physical impairment; requires assistance from a caregiver and cannot
easily function independently (may be confined to a wheelchair).
Speech Impairment/Disability (DS-SD)
Unable to speak clearly or to be easily understood as a result of
injury, illness or malformation at birth; restricted or limited ability to
function independently; may be able to communicate through sign
language.
61
ANNEX C: Heightened Risk Identification Tool
Health Needs and Disability Definitions
The points below outline the primary issues the assessing staff
should cover to gather the necessary input for HRIT.190
> Physical health problem
> Person with HIV/AIDS or other life-threatening disease or
condition
> Physical disability
> Impairment in daily functioning due to mental illness:
• Obviously confused thinking (such that responses are
often incoherent)
• Disorientation in time, place or persons or marked inattention
(unable to identify where/who they are; unable to follow
conversation/interview)
• Obvious loss of contact with reality (e.g., has highly
unrealistic or bizarre beliefs)
• Clearly peculiar behavior (behavior that is regarded as
nonsensical or bizarre by the person’s own community)
• Severe withdrawal, anxiety or depression such that daily
functioning is greatly affected
• Risk of harm to self or others
(In making this assessment, it is critical that these mental illness
cues also result in an impairment in daily functioning, as
described by the individual or inferred by the assessing staff.)
> Intellectual impairment from birth (e.g., Down syndrome,
intellectual disability) or as a result of injury (e.g., acquired
brain injury)
> Drug/alcohol abuse/addiction
> Lack of access to adequate/specialized health care
(including psychosocial support)
> Unable to care for self and no caregiver available
> Lack of access to adequate food, water and/or shelter
> Experiencing rejection or victimization by his/her
own community
> Customary punishment and/or harmful cultural practices
> Detained/imprisoned in a place and denied freedom
of movement (including for his/her protection)
> Engaging in survival sex
> Forced into begging
> Other
62
ANNEX D: Guidelines for Field Studies
DATA COLLECTION
Available data can be collected from the following sources:
> UNHCR data (registration data/community profiles)
> Government data (registration data/census data)
> Other UN agencies (WFP food distribution data/WHO health
data/UNICEF—data on children; UNIFEM—data on women, etc.)
> NGOs (data used by implementing agencies and NGOs)
Where available, data should be collected on the following:
> Total number of refugees/asylum seekers in given situation,
depending on focus of study (in-country/camp/city) and
breakdown by location (by camp/city)
> Number of refugees with disabilities in given situation,
depending on focus of study (in-country/camp/city) and
breakdown by location (by camp/city)
> Age/gender breakdown of persons with disabilities
> Types of disabilities
> Number of persons with disabilities reached through targeted
services (health/education/income generation/skills training, etc.)
BACKGROUND INFORMATION
The following background information should be collected:
> Description of population (country of origin; how many years as
refugees; BRIEF reasons for flight)
> Description of living conditions (rural/urban/camp/village-type
settlements)
> Description of situation (emergency; long-term care and
maintenance; IDP; returnee population)
> Description of services available to all refugees
(accommodation/shelter; food distribution; water and sanitation;
health services; education; vocational training; income
generation and employment opportunities; psychosocial services)
> Description of protection risks/problems facing all refugees
(physical security—location of camps; legal security—
documentation/registration; protection risks for women and girls;
protection risks for children; protection risks for the elderly;
protection risks for other at-risk/minority/marginalized groups)
TYPES OF DISABILITIES
A brief overview should include the types of disabilities among the
population of concern (with age and gender breakdown if available)
and the reasons for disabilities, for example:
> Physical disabilities—types and reasons (from birth; due to
conflict/war—injuries/land mines; due to illness/malnutrition, etc.)
> Mental/psychological disabilities—types and reasons (from
birth; due to conflict—injuries/trauma/torture; due to prolonged
refugee situation—depression/trauma; due to illness)
> Blindness/visual impairment (from birth/due to illness/conflict-
related (injury/land mine))
> Deaf/hearing impaired (from birth/due to illness/conflict-related
(injury/land mine))
ACCESS TO AND APPROPRIATENESS OF
MAINSTREAM SERVICES FOR REFUGEES WITH
DISABILITIES
The following points should also be covered:
> Accommodation/shelter (is it accessible/appropriate for persons
with disabilities?)
> Water and sanitation (are latrines/washing facilities/water
points accessible/appropriate for persons with disabilities?)
> Food and nutrition (is food appropriate/adequate for persons with
disabilities; are food distribution points/distribution mechanisms
accessible for persons with disabilities; are disabled people able
to prepare their food—i.e., do they have access to
fuel/firewood/are they assisted with food preparation?)
> Nonfood items distribution (do disabled people have access to
physical aids/equipment they require; are the special needs of
persons with disabilities taken into account during distribution of
nonfood items—clothing/blankets/cooking equipment, etc.; are
nonfood-item distribution points and mechanisms accessible to
persons with disabilities?)
> Health care services (are health facilities easily accessible for
disabled persons/are there specialized health care services for
persons with disabilities; are disabled persons provided with
medicines, physical aids and other equipment they require; do
disabled women have access to reproductive health services?)
63
> Education (do children with disabilities have access to schools; are
schools inclusive for children with disabilities; are there any special
education facilities/programs for children with special needs; are
schools physically accessible for children with disabilities?)
> Vocational training and adult literacy programs (do disabled people
have access to vocational training and adult education programs;
are there special training programs for disabled persons?)
> Income generation and employment programs (do persons with
disabilities have access to income generation/employment
programs; are there special income generation/employment
programs geared toward persons with disabilities; do persons
with disabilities have a wage earning capacity?)
> Psychosocial programs (do persons with disabilities have access to
psychosocial programs/counseling/mental health services; are there
specialized psychosocial programs for persons with disabilities?)
OVERVIEW OF SPECIALIZED SERVICES FOR
PERSONS WITH DISABILITIES
This set of questions needs to be answered when conducting field
studies.
> What special programs/initiatives exist specifically for persons
with disabilities? In what sectors (health/education/shelter/food/
income generation, etc.)?
> Which groups of persons with disabilities are reached through
these programs (people with physical disabilities; people with
mental disabilities; hearing or sight impaired; children with
disabilities; elderly with disabilities; women with disabilities, etc.)
> What percentage/sector of the disabled population do the
programs reach?
> Short description of targeted programs for persons with
disabilities (focus/target group/objectives/methodology)
> Which organizations are responsible for implementing these
programs?
> Who provides funding for these programs?
> How involved are disabled persons themselves in the planning,
design, implementation and management of these programs?
> Are disabled persons employed to run these programs?
> What impact have these programs had on the lives of disabled
people?
> Whathasworked?Whathasnotworked?Examplesofgoodpractices.
> What needs to be done to improve specialized services for
persons with disabilities?
> What are gaps in services for persons with disabilities?
PROTECTION
Concerning protection, these questions should be answered.
1. What particular protection risks do persons with disabilities face?
• Physical protection (camp security)
• Domestic violence/abuse
• Sexual and gender-based violence/abuse
• Neglect and exclusion
• Discrimination and stigmatization
• Abusive treatment of persons with disabilities within
community
• Lack of access to documentation/registration
• Access to asylum/refugee status determination (RSD)
procedures
• Discrimination in asylum interviews/RSD
• Lack of access to information
• Lack of access/discrimination in access to durable solutions
(local integration/voluntary return/resettlement)
2. What protection risks do disabled women, girls and elderly
persons face?
• Physical protection (camp security)
• Domestic violence/abuse
• Sexual and gender-based violence/abuse
• Neglect and exclusion
• Discrimination and stigmatization
• Abusive treatment of persons with disabilities within
community
• Lack of access to documentation/registration
• Access to asylum/RSD procedures
• Discrimination in asylum interviews/RSD
• Lack of access to information
• Lack of access/discrimination in access to durable solutions
(local integration/voluntary return/resettlement)
3. What traditional community support mechanisms exist to assist
and protect persons with disabilities?
4. How have traditional coping mechanisms been affected by
displacement and dislocation?
5. What new community-based strategies exist to respond to
protection risks faced by disabled refugees?
6. What strategies have been initiated by UNHCR, the local
government and other humanitarian organizations to address the
protection risks faced by persons with disabilities?
64
PARTICIPATION/COMMUNITY INCLUSION
Questions to be addressed in this area include the following:
1. Can persons with disabilities actively participate in the planning,
design and implementation of assistance programs and
protection strategies?
• What strategies exist to identify persons with disabilities in
refugee settlements?
• Is disability included in registration/community
mapping/participatory assessment exercises?
• Is disability an integral part of the age, gender and diversity
mainstreaming exercise (UNHCR initiative)?
• What strategies exist to identify the needs, skills and
resources of persons with disabilities in refugee settings?
• What strategies exist to identify community support
structures and traditional coping mechanisms for persons
with disabilities?
• What opportunities exist for persons with disabilities to be
fully included in decision-making and community
consultation processes?
• Are persons with disabilities actively consulted in the planning
and design of assistance programs and protection responses?
What opportunities are there for their voices to be heard?
• Can persons with disabilities participate in the
implementation/management of assistance programs and
protection strategies?
• How are persons with disabilities represented in community
leadership structures (both traditionally and in the refugee
context)?
• How is information transmitted to persons with disabilities
(by community leaders; UNHCR; humanitarian agencies; local
government)?
• Are persons with disabilities active/visible participants in
community affairs; or are they hidden and excluded?
2. What strategies are there to increase the participation and
inclusion of persons with disabilities in community
affairs/assistance programs and protection responses?
• Have there been efforts to increase the visibility/representation
of persons with disabilities in community affairs/consultation
and decision-making processes?
• Are there community action groups for persons with
disabilities to increase their visibility and representation in
refugee assistance and protection programs?
RESEARCH METHODOLOGY
The aim of the research is to make the information-gathering process
as participatory as possible, using a variety of different participatory
assessment tools and mapping techniques.
Focus Group Discussions
Set up targeted, small focus group discussions with the following
sectors of the population regarding data/attitudes/needs/
services/gaps and good practices:
> Refugees with disabilities (including women, girls, children and
elderly persons with disabilities) (N.B.: It may be necessary to
meet with men and women/boys and girls/children and adults
separately, depending upon cultural practices and attitudes.)
> Families/caregivers for persons with disabilities
> Community leaders (camp leaders/traditional community
leaders/religious leaders)
> NGOs/service providers working with persons with disabilities
> Meet with NGOs/refugees involved in providing services in different
sectors (health sector; education sector; income generation sector)
> Host community (if relevant)
> Local government (if relevant)
Semistructured Discussions
These discussions are conducted with a small number of people in an
informal and conversational way by using open-ended questions.
> Visit families/households with disabled members to discuss specific
needs/resources and protection risks for persons with disabilities.
> Visit programs/services for persons with disabilities to meet
project organizers/participants and discuss content/impact and
effectiveness of projects.
Structured Interviews
These interviews should be with humanitarian organizations/service
providers regarding data collection/policies and practices for persons
with disabilities in camps:
> UNHCR (on data collection/implementation of age, gender and
diversity mainstreaming/participatory assessments/protection
risks and solutions, etc.)
> NGOs/service providers responsible for providing mainstream
services to refugees/asylum seekers
> NGOs/service providers responsible for providing specialized
services to persons with disabilities
> Local government/local institutions on national
framework/legislation for persons with disabilities (if relevant)
65
NOTES
1 Telephone interview with Chris Stubbs, MENCAFEP (Mentally Handicapped Children involvement in life situations.
and Families Education Project), Sri Lanka, October 25, 2007. 22 See WHO, ILO and UNESCO, CBR: A Strategy for Rehabilitation, Equalization of
2 International Federation of Red Cross and Red Crescent Societies, World Disaster Opportunities, Poverty Reduction and Social Inclusion of People with Disabilities, joint
Report 2007—Focus on Discrimination (Geneva: IFRC, December 2007) chap. 4, position paper (Geneva: WHO, ILO, UNESCO, 2004).
Disability and Disasters: Towards an Inclusive Approach, http://www.ifrc.org/publicat/ 23 See note 17.
wdr2007/index.asp?gclid=CJS4iMDAlJICFSDMXgodlV4e7g. 24 Ibid.
3 See UNHCR and International Save the Children Alliance, Action for the Rights of 25 Ibid. See also, Kett, Maria, Sue Stubbs, and Rebecca Yeo. Disability in Conflict and
Children Resource Pack: Critical Issues: Disability (London: International Save the Emergency Situations: Focus on Tsunami-affected Areas. London: IDDC, 2005 for
Children Alliance, July 2001), http://www.savethechildren.net/arc/files/main.html, and further discussion of Social Model approach to disability; and International Federation
WHO/ILO/UNESCO, CBR Guidelines: Supplement Chapters, CBR and Crisis Situations, of Red Cross and Red Crescent Societies, World Disaster Report 2007—Focus on
Draft (Geneva: WHO, 2007), http://www.who.int/disabilities/publications/cbr/en/ Discrimination (Geneva: IFRC, December 2007) chap. 4, Disability and Disasters:
index.html, for more information. Towards an Inclusive Approach, http://www.ifrc.org/publicat/wdr2007/
4 UNHCR and International Save the Children Alliance, Action for the Rights of Children index.asp?gclid=CJS4iMDAlJICFSDMXgodlV4e7g.
Resource Pack: Critical Issues: Disability (London: International Save the Children 26 See note 17.
Alliance, July 2001), http://www.savethechildren.net/arc/files/main.html. See also 27 See Helander, Einar and A. Goerdt. Training in the Community for People with
note 2 and SHIA, Bonn Declaration (third draft), Draft declaration from the conference Disabilities (Geneva: WHO, 1989).
entitled, “Disasters Are Always Inclusive! Persons with Disabilities in Humanitarian 28 See note 17.
Emergency Situations,” held in Bonn, Germany, November 7-8, 2007, 29 See note 22.
http://www.shia.se/files/Bonn%20Declaration-Draft.DOC. 30 See note 17; see also, ZOA Refugee Care Thailand, Having Their Say: Refugee Camp
5 See note 2. Residents and Inclusive Education, position paper (Maesot, Thailand: ZOA, May 2007),
6 Ibid. http://burmalibrary.org/docs4/ZOAPosition_Paper-Having_Their_Say.pdf.
7 See Refugees International, Displaced and Disabled, 02/03/2003, 31 See UNESCO, Salamanca Statement and Framework for Action on Special Needs
http://www.refintl.org/content/article/detail/1477/. Education, Salamanca (Paris: UNESCO,1994), http://www.unesco.org/education/
8 See note 2. pdf/SALAMA_E.PDF; see also UNESCO, Overcoming Exclusion through Inclusive
9 See UNHCR and International Save the Children Alliance, Action for the Rights of Children Approaches in Education: A Challenge and a Vision (Paris: UNESCO, 2003); and INEE,
Resource Pack: Critical Issues: Disability (London: International Save the Children Alliance, Minimum Standards for Education in Emergencies, Chronic Crises and Early
July 2001), http://www.savethechildren.net/arc/files/main.html, and note 2. Reconstruction (New York: INEE, 2004), http://ineesite.org/page.asp?pid=1240.
10 As well as time and budget constraints that limited the number of field studies, the 32 See note 30.
Women’s Commission also reached an agreement with UNHCR to focus exclusively on 33 See VSO, Inclusive Education for Children with Special Needs in the Thai-Burma
refugees in its field research in order to avoid overlap with a similar project of Border Refugee Camps, VSO Thai-Burma Border Program, July 2006.
Handicap International that is addressing the needs of IDPs with disabilities. 34 Ad Hoc Committee on a Comprehensive and Integral International Convention on the
11 For more information on pre-emergency prevention, disaster preparedness measures Protection and Promotion of the Rights and Dignity of Persons with Disabilities,
and post-conflict return and reconstruction phases see the IASC, Guidelines on Mental Convention on Rights of Persons with Disabilities (Article 2) (New York: UN, 2006),
Health and Psychosocial Support in Emergency Settings, (Geneva: IASC, 2007), http://www.un.org/disabilities/convention/conventionfull.shtml.
http://www.humanitarianinfo.org/iasc/content/subsidi/tf_mhps/default.asp?bodyID=5 35 Ibid.
&publish=0; The Sphere Project, Humanitarian Charter and Minimum Standards in 36 See note 1.
Disaster Response (London: Oxfam Publishing, 2004), 37 E-mail correspondence with Deirdre Walshe (lecturer in special educational needs at
http://www.sphereproject.org/content/view/27/84; and IASC, IASC Operational C.I.C.E. (Church of Ireland College of Education ), Dublin, and one of the founders of the
Guidelines on Human Rights and Natural Disasters: Protecting Persons Affected by inclusive education program in the Bhutanese refugee camps, where she was working
Natural Disasters (Geneva: IASC, June 2006), www.humanitarianinfo.org/iasc/content/ as a resource teacher with Caritas Nepal from 1994 to 1996), October 16, 2007.
documents/working/OtherDocs/2006_IASC_NaturalDisasterGuidelines.pdf. 38 See Refugees International, Ecuador: International Support Needed for Colombian
12 Ad Hoc Committee on a Comprehensive and Integral International Convention on the Refugee (Washington, D.C.: Refugees International, 2004),
Protection and Promotion of the Rights and Dignity of Persons with Disabilities, http://www.refugeesinternational.org/content/article/detail/958/.
Convention on Rights of Persons with Disabilities, Final report, distributed December 6, 39 UNHCR press release, January 16, 2008, Quito,
2006, http://www.un.org/disabilities/convention/conventionfull.shtml. http://www.reliefweb.int/rw/rwb.nsf/db900sid/YSAR-7AWP54?OpenDocument.
13 Ibid, Preamble, paragraph (e). 40 Telephone interview with UNHCR community services officer, Dadaab Sub-Office,
14 See note 12, Article 1. Kenya, March 6, 2008; see also, UNHCR Community Services Sub-Office Dadaab
15 The IASC Guidelines on Mental Health and Psychosocial Support (Geneva: IASC, 2007) Monthly Newsletter People Living with Disabilities Issue No. 2, October 2007.
provide comprehensive guidance on mental health and psychosocial support during 41 See note 1; see also, http://www.mencafepsrilanka.com/bati.html.
emergencies. The guidelines make a distinction between people with preexisting mental 42 Ibid.
disorders and people who may suffer mostly short-term mental health problems and 43 See UNHCR, The UNHCR Tool for Participatory Assessment in Operations (Geneva:
disorders as a result of the emergency or the nature of humanitarian aid (but with the UNHCR, 2006), for more information about participatory assessments.
potential for becoming chronic disorders, especially without necessary intervention and 44 In follow-up e-mail communication with UNHCR community services officer, Dadaab,
support). The guidelines state that an estimated average baseline of 2-3 percent of the Kenya, April 23, 2008, the Women’s Commission learned that there was a significant
general population have a severe mental disorder. This is believed to increase by 1 percent increase in the number of new arrivals from Somalia in the first quarter of 2008 due to
in emergencies. People with mild to moderate mental disorders (e.g., mood and anxiety the worsening conflict in Somalia (between 600 and 1,000 new arrivals per week).
disorder, including post-traumatic stress disorder) are estimated to increase, on average, Among these new asylum seekers there were a large number of people with
by 5-10 percent in emergencies above a base line of 10 percent of the population. disabilities, especially visual impairment. UNHCR was working in cooperation with
16 This was previously called the International Classification of Impairments, Disabilities Handicap International to immediately integrate new arrivals with disabilities into the
and Handicaps (ICIDH). In 2001, the World Health Assembly endorsed the second camps and ensure that they had full and equal access to all services.
edition of the ICIDH (ICIDH-2). 45 See UNHCR, The UNHCR Tool for Participatory Assessment in Operations (Geneva:
17 See UNHCR and International Save the Children Alliance, Action for the Rights of UNHCR, 2006), for more information about UNHCR participatory assessments.
Children Resource Pack: Critical Issues: Disability (London: International Save the 46 See ZOA Refugee Care Thailand, Having Their Say: Refugee Camp Residents and
Children Alliance, July 2001), http://www.savethechildren.net/arc/files/main.html. Inclusive Education, position paper (Maesot, Thailand: ZOA, May 2007),
18 Ibid. Anatomical parts of the body such as organs, limbs and their components. http://burmalibrary.org/docs4/ZOAPosition_Paper-Having_Their_Say.pdf.
19 Ibid. Physiological functions of body systems (including psychological functions). 47 E-mail communication with Fred Ligon (director, World Education), October 15, 2007.
20 Ibid. Activity limitations are difficulties an individual may have in executing activities. 48 Information compiled by JRS special education coordinator and camp-based staff,
21 Ibid. Participation restrictions are problems an individual may experience in November 30, 2007.
66
49 Telephone interview with UNHCR community services officer, Dadaab Sub-Office, December 2004 and, according to Caritas Nepal, the Forum has since ceased its
Kenya, March 6, 2008. activities due to lack of funding and has been replaced by self-help groups.
50 Ibid. See also, UNHCR Community Services Sub-Office Dadaab Monthly Newsletter 85 See note 81.
People Living with Disabilities Issue No. 2, October 2007. 86 See Human Rights Watch, Thailand Landmine Monitor Report 2007,
51 Information provided by UNHCR Nepal, April 21, 2008. http://www.icbl.org/lm/2007/thailand.
52 See HelpAge International, Rebuilding Lives in Longer-term Emergencies: Older 87 See Clear Path International, which helps fund KHWA,
People’s Experience in Darfur (London: HelpAge International, 2006). http://www.cpi.org/cpiblog/archives/000321.php, and Mae Tao Clinic,
53 Ibid. http://maic.jmu.edu/journal/9.2/focus/matthee/matthee.htm.
54 E-mail communication with Valérie Scherrer (Emergency Coordinator, Christian Blind 88 See note 81.
Mission (CBM)), April 23, 2008. 89 See Clear Path International, http://www.cpi.org/cpiblog/archives/000321.php.
55 Ibid. 90 E-mail correspondence with Mercy Corps Jordan, February 26, 2008.
56 Telephone interview with UNHCR community services officer, Dadaab Sub-Office, 91 E-mail communication with UNHCR Nepal, April 21, 2008.
Kenya, March 6, 2008. See also UNHCR Community Services Sub-Office Dadaab 92 Follow-up telephone conversation with Mercy Corps Jordan, December 12, 2007.
Monthly Newsletter, People Living with Disabilities, Issue No. 2, October 2007. 93 Telephone interview with UNHCR community services officer, Dadaab Sub-Office,
57 See Human Rights Watch, Thailand Landmine Monitor Report 2007, Kenya, March 6, 2008. See also UNHCR Community Services Sub-Office Dadaab
http://www.icbl.org/lm/2007/thailand. Monthly Newsletter People Living with Disabilities Issue No. 2, October 2007.
58 Ibid. 94 The United States, however, is giving priority for resettlement to those Iraqis who have
59 See the Mae Tao Clinic website, http://www.maetaoclinic.org/. previously worked as translators, etc., for the U.S. government or as contractors in Iraq.
60 See note 57. 95 E-mail communication with UNHCR Nepal, April 21, 2008.
61 See Human Rights Watch, Thailand Landmine Monitor Report 2006, 96 UNHCR Thailand: Camp Disabled Population Resettlement Statistics from January 1,
http://www.icbl.org/lm/2006/thailand. 2005 to March 10, 2008, and e-mail communication with UNHCR Thailand, May 7, 2008.
62 Caritas Nepal Disability Program data. 97 Information provided by UNHCR Senior Resettlement Officer, UNHCR Geneva, February
63 See HelpAge International, Rebuilding Lives in Longer-term Emergencies: Older 25, 2008.
People’s Experience in Darfur (London: HelpAge International, 2006), and telephone 98 See UNHCR, Community Services Guidelines: Assisting Disabled Refugees: A
interview with Susan Erb (HelpAge International), September 27, 2007. Community-based Approach, 2nd ed., rev. (Geneva: UNHCR, May 1996).
64 See note 52. 99 Ibid., Annex 5 (IOM/FOM/15/18/86, March 13, 1986).
65 See IASC, Guidelines on Mental Health and Psychosocial Support in Emergency 100 Ibid., point 1.5.
Settings, http://www.icn.ch/IASC_MHPSS_guidelines.pdf. 101 E-mail communication with Head of UNHCR Resettlement Section, UNHCR Geneva,
66 Ibid. March 6, 2008.
67 E-mail communication with UNHCR Yemen, April 13, 2008. 102 See note 98.
68 See UNHCR Community Services Sub-Office Dadaab Monthly Newsletter, People Living 103 Ibid., 9.
with Disabilities, Issue No. 2, October 2007. 104 See United Kingdom Country Chapter (September 2007) in UNHCR, Resettlement
69 E-mail communication with UNHCR Thailand, May 7, 2008; see, VSO, Inclusive Handbook (Geneva: UNHCR, November 2004), http://www.unhcr.org/cgi-
Education for Children with Special Needs in the Thai-Burma Border Refugee Camps, bin/texis/vtx/protect?id=3d4545984. The United Kingdom used to resettle approximately
VSO Thai-Burma Border Program, July 2006; however, according to information provided 70 persons a year under the Ten or More and Mandate Program. Currently the Ten or
by UNHCR Thailand, dropout rates among school students are high (over 10 percent) due More program has been suspended and is under review in the United Kingdom.
to the large number of adolescents who drop out to find work outside the camps. 105 For more information on individual countries’ specific resettlement programs see the
70 VSO, Inclusive Education for Children with Special Needs in the Thai-Burma Border Country Chapters in UNHCR, Resettlement Handbook (Geneva: UNHCR, 2004),
Refugee Camps,VSO Thai-Burma Border Program, July 2006. http://www.unhcr.org/cgi-bin/texis/vtx/protect?id=3d4545984.
71 According to data collected by COERR in November 2007, there were a total of 874 106 E-mail communication with senior resettlement operations coordinator, UNHCR
children with disabilities (below 18 years of age) in the seven Karen refugee camps. Geneva, April 27, 2008.
72 Information provided by JRS Thailand in report prepared by JRS special education 107 In Australia, medical costs must currently be under Aus $250,000, calculated over a
coordinator and camp-based staff, November 30, 2007. lifetime.
73 See note 70. 108 See Australia Country Chapter in UNHCR, Resettlement Handbook (Geneva: UNHCR,
74 Ibid. 2004), http://www.unhcr.org/cgi-bin/texis/vtx/protect?id=3d4545984.
75 This represents 2 percent of the total school population of 32,035 students. 109 UNHCR, Resettlement Handbook (Geneva: UNHCR, November 2004),
76 See Mercy Corps Jordan, http://www.mercycorps.org/countries/jordan/614. http://www.unhcr.org/cgi-bin/texis/vtx/protect?id=3d4545984.
77 Information provided by JRS Thailand in report prepared by JRS special education 110 Ibid., Section 4.4.4.
coordinator and camp-based staff, November 30, 2007. 111 E-mail communication with UNHCR Senior Resettlement Officer, February 25, 2008.
78 E-mail communication with Maria Kett (assistant director, Leonard Cheshire Disability 112 See UNHCR Division of International Protection Services/Division of Operational
and Inclusive Development Center, University College London), April 29, 2008. One Services, Guidance on the Use of Standardized Specific Needs Codes
explanation for lower school attendance rates among disabled girls is that in general, (IOM/028/FOM/030) (Geneva: UNHCR, 2007).
according to the field surveys, there were more boys with disabilities than girls in any 113 See UNHCR, Heightened Risk Identification Tool (HRIT) (Geneva: UNHCR, 2007).
given population. According to the Action for the Rights of Children (ARC), however, 114 The HRIT was developed by the University of New South Wales, the Victorian
this may be because boys with disabilities survive longer. Girls with disabilities are Foundation for Survivors of Torture and UNHCR and piloted in Bangladesh in early 2007.
more likely to be abandoned, discriminated against and excluded from education and 115 See User Guide in UNHCR, Heightened Risk Identification Tool (Geneva: UNHCR, 2007).
general participation in society. Another reason may be that prevailing family/societal 116 See UNHCR, The UNHCR Tool for Participatory Assessment in Operations (Geneva:
attitudes keep girls at home to help with household chores. UNHCR, 2006).
79 Caritas Nepal Bhutanese Refugee Education Program, Interim Narrative Report, 117 Ibid.
September 20, 2007. 118 Ibid.
80 Information supplied by Mercy Corps Jordan. 119 Discussion with UNHCR staff, Geneva, January 9, 2008. See also UNHCR,
81 See Human Rights Watch, Thailand Landmine Monitor Report 2006, Mainstreaming Age, Gender and Diversity Summary Report (Geneva: UNHCR, 2006).
http://www.icbl.org/lm/2006/thailand. 120 UNHCR, A Community-based Approach in UNHCR Operations (Geneva: UNHCR,
82 E-mail communication with UNHCR Nepal, April 21, 2008. January 2008). [Note that Bibliography lists 2008 version of this document, and,
83 Telephone interview with UNHCR community services officer, Dadaab Sub-Office, needless to say, it is not provisional.]
Kenya, March 6, 2008. See also UNHCR Community Services Sub-Office Dadaab 121 UNICEF and the Office of the High Commissioner for Human Rights joined ARC in 1999
Monthly Newsletter, People Living with Disabilities, Issue No. 2, October 2007. and the International Rescue Committee and Terre des Hommes joined the ARC
84 The self-help groups were preceded by a Forum for People with Disabilities (FoPewD), steering committee in 2006.
which received funding from the Abilis Foundation, a foundation set up by people with 122 See UNHCR and International Save the Children Alliance, Action for the Rights of
disabilities in Finland in 1998 to provide small grants to projects initiated and run by Children Resource Pack: Critical Issues: Disability (London: International Save the
people with disabilities in developing countries. Funding for the Forum ended in Children Alliance, 2001), http://www.savethechildren.net/arc/files/main.html.
67
123 See http://www.un.org/disabilities/.
124 See http://www.un.org/disabilities/default.asp?id=182 for full text of the Convention.
125 For more detailed analysis of the content and application of the CRPD, see United
Nation, OHCHR and IPU, From Exclusion to Equality: Realizing the Rights of Persons
with Disabilities, Handbook for Parliamentarians on the Convention on the Rights of
Persons with Disabilities and Its Optional Protocol (Geneva: United Nations, 2007),
http://www.un.org/disabilities/.
126 See http://www.un.org/disabilities/default.asp?id=182 for full text.
127 See The Sphere Project, http://www.sphereproject.org/content/view/27/84.
128 See WHO, ILO, UNESCO, CBR: A Strategy for Rehabilitation, Equalization of
Opportunities, Poverty Reduction and Social Inclusion of People with Disabilities, Joint
Position Paper, 2004.
129 See Ibid. fn 188 and Draft WHO/ILO/UNESCO, CBR Guidelines: Supplement Chapters,
CBR and Crisis Situations, 2007.
130 See note 122.
131 See WHO/ILO/UNESCO, CBR Guidelines: Supplement Chapters, CBR and Crisis
Situations, Draft (Geneva: WHO 2007), http://www.who.int/disabilities/publications/
cbr/en/index.html.
132 IASC, Guidelines on Mental Health and Psychosocial Support in Emergency Settings
(Geneva: IASC, 2007), http://www.humanitarianinfo.org/iasc/content/
subsidi/tf_mhps/default.asp?bodyID=5&publish=0.
133 Ibid.
134 See Inter-Agency Standing Committee, Protecting Persons Affected by Natural
Disasters: IASC Operational Guidelines on Human Rights and Natural Disasters
(Geneva: IASC, June 2006), http://www.humanitarianinfo.org/iasc/content/documents/
working/OtherDocs/2006_IASC_NaturalDisasterGuidelines.pdf.
135 See SHIA, Bonn Declaration, Draft declaration from the conference entitled, Disasters
Are Always Inclusive! Persons with Disabilities in Humanitarian Emergency Situations,
held in Bonn, Germany November 7-8, 2007, 3rd draft, November 23, 2007,
http://www.shia.se/files/Bonn%20Declaration-Draft.DOC.
136 See HelpAge International, Older People in Disasters and Humanitarian Crises:
Guidelines for Best Practice (London: HelpAge International, 2000).
137 See HelpAge International, Rebuilding Lives in Longer-term Emergencies: Older
People’s Experience in Darfur (London: HelpAge International, 2006).
138 Ibid. and telephone interview with Susan Erb, HelpAge International, September 27, 2007.
139 See note 137.
140 See Human Rights Watch, Last Hope: The Need for Durable Solutions for Bhutanese
Refugees in Nepal and India, Volume 19, No. 7(C) (New York: Human Rights Watch,
May 2007), http://hrw.org/reports/2007/bhutan0507/ and Amnesty International,
Bhutan: Nationality, Expulsion, Statelessness and the Right to Return, AI Index: ASA
14/01/00, September 2000, http://www.amnesty.org/en/library/ for more information
about background to Bhutanese refugee crisis.
141 According to the UNHCR census data, in October 2007, there were a total of 107,341
refugees living in all seven refugee camps.
142 Human Rights Watch press release, May 17, 2007,
http://hrw.org/english/docs/2007/05/17/bhutan15936.htm.
143 IRIN report. February 14, 2008. http://www.irinnews.org/Report.aspx?ReportId=76563.
144 JRS Dispatches, No. 229, January 18, 2008,
http://www.jrs.net/dispatch/index.php?lang=en&sid=2981.
145 See Human Rights Watch, Last Hope: The Need for Durable Solutions for Bhutanese
Refugees in Nepal and India, Volume 19, No. 7(C) (New York: Human Rights Watch,
May 2007), http://hrw.org/reports/2007/bhutan0507/. However, in an e-mail
communication with UNHCR Nepal, April 21, 2008, UNHCR reports that standards of
assistance have been maintained between 2006 and 2008, and the budget for
Bhutanese refugees increased by almost 20 percent between 2006 and 2008. Notably,
the High Commissioner’s initiative Health/Nutrition to Bhutanese Refugees in Nepal
brought approximately $1 million in additional funding to the program in 2007.
146 See Human Rights Watch, Last Hope: The Need for Durable Solutions for Bhutanese
Refugees in Nepal and India, Volume 19, No. 7(C) (New York: Human Rights Watch,
May 2007), http://hrw.org/reports/2007/bhutan0507/.
147 See International Crisis Group, Nepal’s Peace Agreement: Making It Work, Asia Report
No. 126, December 15, 2006, for more information,
http://www.crisisgroup.org/home/index.cfm?id=2929&l=1
148 See note 146.
149 See Human Rights Watch Press Release, Nepal: Bhutanese Refugee Tensions Erupt
into Violence: Nepali Police Need to Protect Refugees’ Freedom of Expression, May 31,
2007, http://hrw.org/english/docs/2007/05/31/bhutan16034.htm.
150 E-mail communication with UNHCR Nepal, April 21, 2008.
151 Sue Stubbs, Save the Children Overseas Disability Advisor, Nepal Trip Report,
November 1-7, 1996 (internal document provided by Caritas Nepal).
152 Caritas Nepal data, December 2007.
153 See Thailand Burma Border Consortium, http://www.tbbc.org/camps/history.htm.
154 UNHCR data, December 26, 2007, http://www.tbbc.org/camps/populations.htm.
155 See http://www.tbbc.org/camps/populations.htm.
156 See http://www.tbbc.org/camps/management.htm.
157 See http://www.tbbc.org/aboutus/aboutus.htm.
158 Information provided by UNHCR Thailand by e-mail communication, May 7, 2008.
159 Ibid.
160 Susan Banki and Hazel Lang. Planning for the Future: The Impact of Resettlement on the
Remaining Camp Population. Bangkok: CCSDPT, 2007. http://www.ccsdpt.org/resources.htm.
In a subsequent e-mail communication with UNHCR Thailand May 7, 2008, however,
the office stated that it had investigated reports that resettlement was favoring
educated refugees and had found that this was not the case.
161 ProGres (Profile Global Registration System) was launched by UNHCR in 2005. It is
aimed at standardizing and improving refugee registration and data collection and
gathering more detailed and accurate information on refugee populations. It uses
standard definitions and codes for collecting data, including data about refugees with
special needs, such as disabilities.
162 See UNHCR Press Release, December 16, 2004, http://www.unhcr.org/cgi-
bin/texis/vtx/news/opendoc.htm?tbl=NEWS&id=41c19a994.
163 There is considerable confusion in terminology and definitions. In some countries,
organizations include people with mental illness and mental health problems in
disability statistics; in other countries data on mental health problems is not included
in disability statistics.
164 UNHCR Thailand, Camp Disabilities—Breakdown by Age and Gender (as of March 10,
2008).
165 See BBC report July 5, 2006, http://news.bbc.co.uk/2/hi/middle_east/5151518.stm for
more information.
166 See UNHCR press release, March 3, 2006 for more information.
http://www.unhcr.org/cgi-bin/texis/vtx/news/opendoc.htm?tbl=NEWS&id=44081d924.
167 Ibid.
168 Ibid.
169 Interview with UNHCR Senior Community Services Assistant, November 21, 2007.
170 See FAFO, Iraqis in Jordan 2007: Their Numbers and Characteristics (Oslo: FAFO, May
2007), http://www.fafo.no/ais/middeast/jordan/Iraqis_in_Jordan.htm. The study was
carried out by the Norwegian research institute FAFO, in collaboration with the
Jordanian Government Department of Statistics, with support from UNFPA. Funding for
the study came from the Norwegian Ministry of Foreign Affairs.
171 Mercy Corps Jordan, http://www.mercycorps.org/countries/jordan/614.
172 See FAFO study, http://www.fafo.no/ais/middeast/jordan/Iraqis_in_Jordan.htm.
173 Ibid., note 75.
174 The FAFO study was the first attempt to try to tabulate the number of Iraqi refugees in
Jordan.
175 There is some confusion in terminology and definitions. In some countries, researchers
included mental illness and mental health problems as a mental disability; in other
countries they were treated separately and data on mental health problems was not
included in disability statistics.
176 According to the survey, the majority of individuals listed as “other” had conditions
associated with chronic illness or age.
177 See Mercy Corps Jordan, http://www.mercycorps.org/countries/jordan/614.
178 See Landmines Survivors Network, http://www.landminesurvivors.org/where_jordan.php.
179 SeeBBC,Q&A: Colombia’s Civil Conflict, November 22, 2007,
http://news.bbc.co.uk/1/hi/world/americas/1738963.stm.
180 Refugees International, Ecuador, International Support Needed for Colombian
Refugees, http://www.refugeesinternational.org/content/article/detail/958/.
181 Source: Ministry of Foreign Affairs, Quito, October 8, 2007.
182 See Refugees International,
http://www.refugeesinternational.org/content/article/detail/958/.
183 Fundacion Ambiente y Sociedad (Environment and Society Foundation).
184 Organismo de Voluntariado para la Cooperación Internacional—la Nostra Famiglia.
OCVI provides services to disabled children around the world and has been working in
Ecuador since 1994.
185 Interview with UNHCR community services officer, UNHCR Quito, November 16, 2007.
186 Interview with UNICEF project assistant, UNICEF Quito, November 15, 2007.
187 See note 184.
188 The INNFA runs a scholarship program for young people with disabilities.
189 See UNHCR, Guidance on the Use of Standardized Specific Needs Codes
(IOM/028/FOM/030) (Geneva: UNHCR, 2007).
190 UNHCR, Heightened Risk Identification Tool (Geneva: UNHCR, June 20, 2007).
68
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UNDP United Nations Development Program
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ZOA ZOA Refugee Care
70
ACKNOWLEDGMENTS
This report was written by Rachael Reilly, consultant to the Women’s
Commission for Refugee Women and Children. Field research for the
report was carried out by Ravi Sharma Chapagain, Caritas Nepal; Ann
McAllen, World Education, Thailand; Chiara Buono, HIAS, Ecuador;
Laila Abubaker Bashumaila (Director), Faiza Ali Hunaishi, Khadra
Adem, Mohamed Ben Mohamed, Abdulaziz Mohamed Mahmood,
Fuad Abdulkareem, Abdullah Al-Duhaimi, Basel Ahmed Abdullah,
Anwer Abdulrahim and Ahmed Saeed Saleh, Center for Persons with
Special Needs, Al-Mansora, Aden, Republic of Yemen; and Mohamad
Abu Qtesh, Omar Mahmoud Fares Al-Mashareh, Heba Mansour Essa,
Ahmad Arabiyat, Mohammad Abdulraheem Abu Fares, Ahmad
Musalam, Zinat Mohamad and Mohamad Mansour, researchers
affiliated with the Landmine Survivors Network, Jordan.
The Women’s Commission would especially like to thank Fr. Varkey
Perekkatt S.J., Bhutanese Refugee Education Program, Caritas Nepal;
Fred Ligon, World Education, Thailand and the Karen Women’s
Organization; HIAS, Ecuador; the Center for Persons with Special
Needs, Al-Mansora, Aden, Republic of Yemen and Aisha Saeed,
UNHCR Yemen; and Karen Saba and Kelsey Noonan, Mercy Corps
Jordan, for their assistance and support in organizing the field
research for the report and for providing comments on the final
drafts. Without the collaboration of these organizations, this report
would not have been possible. We would also like to thank Francesca
Bonelli, UNHCR Dadaab, Kenya; Chris Stubbs, MENCAFEP, Sri Lanka;
Susan Erb, HelpAge International; and Kelle Rivers, JRS Thailand for
the additional case study information they provided for the report and
for their comments on the final drafts.
Special thanks also to Maria Kett, Leonard Cheshire Disability and
Inclusive Development Center, University College, London; Valérie
Scherrer, Christian Blind Mission (CBM); Tina Hyder, Save the
Children UK; Jane Betts, World Vision UK; Mark Van Ommeren, Alana
Officer and Mr. Chapal Khasnabis, World Health Organization; Simon
Walker, Office of the High Commissioner for Human Rights; Sarah
Lumsdon, Oxfam GB; Hani Eskandar and Alison Joyner, Sphere
Project; Claude Tardif, ICRC and Theo Verhoeff, ICRC Special Fund for
the Disabled; Luciano Loïacono-Clouet, Handicap International; Cindy
Dubble; and Deirdre Walshe for their valuable time and input to the
report and for providing comments on the final drafts.
The Women’s Commission is grateful to UNHCR for providing funding
for this project, and especially to Terry Morel, former Chief,
Community Development, Gender Equality and Children Section;
Aminata Gueye, Senior Community Services Coordinator; Jennifer
Ashton, Senior Resettlement Operations Coordinator; Sean
Henderson, Senior Resettlement Officer (Global Policy) and Susanne
Butscher, Registration Officer, Field Information & Coordination
Support Section; and to UNHCR Yemen, UNHCR Nepal, UNHCR
Dadaab, UNHCR Ecuador and UNHCR Thailand for their input and
assistance to the project, including comments on the final draft.
This project would not have been possible without the participation
of the many refugees with disabilities—young, old, women, men,
girls and boys—and their families who provided invaluable insights
into their daily lives and the challenges they face as refugees and as
persons with disabilities. This report is a tribute to their strength and
courage, even in the face of great difficulties and obstacles. We hope
that it will go a small way toward improving their lives and ensuring
that they can live in dignity and hope.
The Women's Commission thanks UNHCR, The StarFish Foundation
and Beth Daniels for their support of this project.
71
Women’s Commission for
Refugee Women and Children
122 East 42nd Street
New York, NY 10168-1289
+1.212.551.3115
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