Children with disabilities disproportionately represent many of the world’s children who are left behind in education, health care, social protection, and family and community life. No child should be left behind. Here at UNICEF, we are striving to make a difference for all children.
Our vision is that children live in barrier-free and inclusive communities where all 240 million children with disabilities are embraced and supported, across the life cycle, to realize and defend their rights, and to achieve full and effective participation.
In early 2024, UNICEF will publish a Global Research Agenda for children with disabilities that will emphasize the areas where research is needed to inform policies for children with disabilities, where new evidence is likely to lead to investments in inclusive programmes by UNICEF and its partners.
Our goal is to progressively mainstream disability in all research, and provide a global knowledge base of what works to achieve inclusion for all children and serve as a global knowledge and research coordination platform on the theme of children with disabilities.
A critical part of our work has been in evidence synthesis. We are proud to have now updated our 2021 Evidence and Gap Map with an Accessible version. It complies with WCAG 2.2/AA Standards and made possible through a collaboration with Perkins Access and University College London’s EPPI team led by UNICEF Innocenti. Click on the Evidence Gap link in the menu for more information.
Appropriate assistive technology has a direct impact on the well-being of children by supporting their functionality and inclusion into society, thereby increasing the opportunities for education, employment and social engagement. It is a key enabler of participation.
Assistive Technology for Children with Disabilities: Creating Opportunities for Education, Inclusion and Participation A discussion paper
Assistive Technology in Humanitarian Settings: Overview of Research Project
Global Report on Assistive Technology
UNICEF and WHO launch the first Global Report on Assistive Technology
Meeting AT needs in humanitarian crises: The current state of provision
Accessibility to digital technology: Virtual barriers, real opportunities
Childhood and Assistive Technology: Growing with opportunity, developing with technology
Inclusive education: The case for early identification and early intervention in assistive technology
Social protection and access to assistive technology in low- and middle-income countries
The COVID-19 pandemic has increased vulnerabilities for children with disabilities due to their greater healthcare needs, higher dependence on community-based and specialized services, difficulties in adopting general public-health prevention measures, accessing personal-protective equipment and accessing critical messaging. The pandemic response catalyzed improvements in remote education access, yet it did not always consider accessibility issues for children with disabilities.
Children and COVID-19 Research Library Quarterly Digest Issue 3: Children with Disabilities
Children with disabilities: Ensuring their inclusion in COVID-19 response strategies and evidence generation
Situation of Children with Disabilities in the Context of COVID-19
Inclusive education has been promoted internationally for years but significant data and evidence gaps have affected planning, design and implementation of inclusive education policies and systems. Children with disabilities are very often invisible and miss improving their learning and life opportunities.
Towards Inclusive Education: The impact of disability on school attendance in developing countries
Methodological Guidelines for Education Sector Analysis. Volume 3
Mapping of Disability-Inclusive Education Practices in South Asia
Caregivers’ Guide to Inclusive Education
Teachers’ Guide to Supporting Marginalized Caregivers of Children with Disabilities
Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation
School Guide to Supporting Marginalized Caregivers of Children with Disabilities
Data on children with disabilities is at the core of research about them, for them, with them. Without data we can never know the scale or nature of issues. With data we have the power to understand, to act, to improve, to include, to build a foundation of knowing what works for children with disabilities.
UNICEF is in the inception stage of establishing a dedicated Centre of Excellence on Data for Children with Disabilities to enhance the ability of stakeholders to make timely and data-driven decisions affecting children with disabilities.
Seen, Counted, Included: Using data to shed light on the well-being of children with disabilities
Situation of Children with Disabilities in the Context of COVID-19
Guidance: Including children with disabilities in humanitarian action
The State of the World’s Children 2013. Children with disabilities: From exclusion to inclusion.
Children and Young People with Disabilities Fact Sheet
Pulau 2017 Disability Report
STIGMA AND DISCRIMINATION
Children with disabilities experience exclusion in every aspect of their lives because of stigma and discrimination in many forms including stereotyping, low expectations, harassment, isolation, abandonment, and violence. Research plays a key role in identifying, understanding and addressing the complex socio-cultural practices and social norms that influence negative attitudes and discriminatory behaviour needed to tackle stigma and discrimination.
Baseline Knowledge, Attitudes, Beliefs and Practices Study
Reducing stigma and discrimination against children with disabilities
There is little evidence about children with disabilities in humanitarian settings, especially on measuring and ensuring barrier removal and inclusive access to humanitarian programmes and services. Humanitarian action accounts for over half of UNICEF’s total annual spend, and it continues to increase. It constitutes an important operational and policy focus for research.
Document Mapping Available Assistance to Children with Disabilities in Yemen
Children With Disabilities in Situations of Armed Conflict
Including children with disabilities in humanitarian action
Closing the accessibility gap in research – research tools and outputs often rely heavily on visual presentations of data, which can lead to accessibility barriers. UNICEF Innocenti partnered with Perkins Access and the developers of the EPPI-Mapper to create an evidence and gap mapping tool that not only is more accessible for users, but generates a more accessible visualization map of research evidence.
UNICEF is proud to present the world’s first accessible EGM and we strive to continue improving the accessibility of all our research outputs.
Announcing UNICEF Innocenti's Accessible Evidence Gap Map
How To Use the Accessible Evidence Gap Map
Accessibility Features of the Accessible Evidence Gap Map
Evidence Gap Map on Inclusive Interventions for Children with Disabilities in Low- and Middle-Income Countries
Effectiveness of Inclusive Interventions for Children with Disabilities in Low- and Middle-income Countries: Protocol for an evidence and gap map
Inclusion Matters: Inclusive Interventions for Children with Disabilities – An evidence and gap map from low- and middle-income countries