Introduction

Each quarter, the COVID-19 Research Digest highlights new research papers selected based on criteria such as relevance to children’s rights; diverse research methodologies; and insights from low and middle-income countries. This selection is not exhaustive, and we welcome suggestions from our readers on other papers for inclusion.

Publication 01

Children with Disabilities: Ensuring their inclusion in COVID-19 response strategies and evidence generation

UNICEF, December 2020

The current pandemic is increasing vulnerabilities for children with disabilities, due to their greater health-care needs, higher dependence on community-based and specialized services, and difficulties in adopting general public-health prevention measures. Based on analysis of pre-COVID global data and case studies of UNICEF-supported interventions, this report highlights the need for more actionable evidence to inform the design of inclusive response strategies and to mitigate the effects of COVID-19 on children with disabilities.

The report concludes that immediate steps can be taken by ensuring that data collection efforts during and after the pandemic incorporate inclusive methodologies and proactively engage persons with disabilities in evidence-generation processes. Monitoring and reporting on programmes during the crisis need to reflect specific outcomes and impacts for children with disabilities. Finally, the study outlines the need to invest in the validation of remote data collection methodologies and to rebuild data systems to be more inclusive and resilient in the face of unpredictable crises.

Publication 02

The Impact of COVID-19 on Women and Girls with Disabilities: A global assessment and case studies on sexual and reproductive health and rights, gender-based violence, and related rights

UNFPA and Women Enabled International, June 2021

During the pandemic, women and girls with disabilities around the world experienced higher risk factors for gender-based violence, increased barriers to accessing sexual and reproductive health and/or loss of access to healthcare, education, employment and other necessary supports. Based on case studies from Malawi, England, Chile and Fiji, this report provides an assessment of the impact of COVID-19 on the exercise of rights and the well-being of women and girls with disabilities, with a specific focus on their sexual and reproductive health rights (SRHR).

The report focuses on ways to ensure the full realization of the SRHR of women and girls with disabilities. It is accompanied by resources to support organizations working with women and girls with disabilities to ensure access to appropriate SRHR and to address gender-based violence in the recovery phases of the pandemic. The resource pack consists of the following tools:

• Impact Assessment
• Compendium of Good Practices during the COVID -19 Pandemic
• Checklist for Ensuring Human Rights-Based Sexual and Reproductive Health for Women and Girls with Disabilities during the COVID-19 Pandemic
• Checklist for Preventing and Addressing Gender-Based Violence against Women and Girls with Disabilities during the COVID -19 Pandemic
• ‘Know Your Rights!’ Guide
• Easy Read version: Life for Women and Girls with Disabilities in the World during COVID -19

Publication 03

COVID-19 and Inclusive Open and Distance Learning Solutions: A rapid assessment of the development and implementation of inclusive open and distance learning solutions for students with disabilities served by inclusive, special schools and resource centres in Rwanda and Mauritius

UNESCO, June 2021

This report answers the question: Are open and distance learning (ODL) solutions inclusive of learners with disabilities? Based on interviews with educators in Rwanda and Mauritius, it identifies lessons learned and good practices during the pandemic. It articulates a number of policy recommendations to encourage

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the use of information and communications technology (ICT) and ODL solutions for students with disabilities.

It identifies barriers to the effective use of ODL solutions, including: teachers’ and students’ limited knowledge about assistive devices; limited digital skills and ICT competence; lack of access to internet connections and/or digital devices – particularly in rural areas; lack of time for teachers’ professional development; and lack of support from school management and institutions for the use of ODL solutions.

A range of adjustments are recommended at different institutional levels. More attention needs to be given to teachers’ ICT skills and their capacity to deliver ODL, including training instructors on accessibility issues, assistive technologies and open solutions. Further, ICT infrastructure and connectivity need to be further developed to address the digital divide, with specific efforts aimed at the inclusion of persons with disabilities – for instance, by promoting the use of simple technologies, such as TV and radio-based learning. Accessible and quality educational resources are also recommended, including flexible curriculum delivery methods that consider learner variability. Finally, future development of learning in technology-facilitated settings will require collaboration among different government sectors, educational institutions and technical partners at both national and international level.

Publication 04

COVID-19, Technology-based Education and Disability: Emerging practices in inclusive digital learning for students with disabilities. The case of Bangladesh , Colombia and Mauritius

UNESCO, June 2021

This collection of case studies looks at emerging good practices in ODL solutions for students with disabilities in Bangladesh, Colombia and Mauritius. It explores the facilitators and barriers affecting successful implementation both during the pandemic and in post-COVID environments.

The Bangladesh case study focuses on the Accessible Reading Materials (ARM) initiative, which has contributed to ensuring disability-inclusive and accessible education during the COVID-19 pandemic. It further considers additional complementary initiatives undertaken by the government during the pandemic to distribute materials among beneficiaries via its online, offline and media platforms.

In Colombia , the case study explores government-led programmes designed to ensure the inclusion of students and persons with disabilities in both formal education and as part of its lifelong learning strategy.

The case study notes that beyond this strategy, Colombia has created institutes that specialize in providing educational services to persons with hearing and vision impairment.

In the context of the educational reform in Mauritius , the study shows that all the children identified as having special education needs (SEN) have the opportunity to access education according to need, including in mainstream and SEN schools, with various ODL solutions initiated at different levels.

Based on the analysis of these country case studies, recommendations are outlined for improving access to and quality of education of students with disabilities during the pandemic with the help of ODL solutions. The recommendations include: measuring the exact prevalence of children and youth with disabilities and their needs; making all learning materials accessible through a national platform for students with all types of disabilities; initiating inclusive policy reforms to improve the quality of education for children with disabilities; and ensuring addressing the key enablers of inclusive education, such as investment in teachers and accessibility of learning materials.

Publication 05

Intersecting barriers to adolescents’ educational access during COVID-19: Exploring the role of gender, disability and poverty

Jones et al. International Journal of Educational Development, May 2021

This article examines adolescents’ access to education during the COVID-19 pandemic in three diverse urban contexts – in Bangladesh, Ethiopia and Jordan – drawing on 4,441 phone surveys and qualitative interviews with adolescents aged 12–19. Findings highlight that the pandemic is compounding pre-existing vulnerabilities to educational disadvantage, and that gender, poverty and disability are intersecting to deepen social inequalities. Adolescents with disabilities face greater barriers to all forms of distance education. Within these contexts, online learning programmes provided by the national education ministries are reportedly not disability-friendly, resulting in adolescents experiencing anxiety or stopping their studies altogether.

The paper concludes with policy recommendations for inclusive distance education in emergencies. First, it notes that it is critically important that governments and development partners invest in genderand disability-responsive programming across all modalities, from no-tech and low-tech formats through to online and mobile application formats. It is also recommended that teachers and complementary non-formal education providers are equipped with

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training so that they can implement distance education in ways that do not reinforce pre-existing social and educational inequalities.

Publication 06

Deaf students’ linguistic access in online education: The case of Trinidad

Mohammed, N. Deafness & Education International, July 2021

During the COVID-19 pandemic, many Caribbean countries introduced large-scale e-learning for the first time. This study investigates how the e-learning system adopted during the crisis was received by deaf students in Trinidad and Tobago. Deaf learners encountered modality-specific barriers, as available e-learning platforms did not provide a full range of communication tools tailored for sign language. Those types of barriers were exacerbated by existing social inequalities and issues relating to the affordability of quality internet services and enabling devices – for instance, high-definition cameras for optimal sign language visibility.

Policy recommendations from this study include increasing the provision of standard educational technology for deaf students and their teachers and interpreters (e.g., devices with large screens, high-quality webcams, and compatibility with e-learning software with accessibility features). It is also crucial to train educators and to create preschool-level resources designed to provide deaf children with earlier exposure to language. It is also recommended that support for sign language learning should be provided to hearing families with deaf children.

Publication 07

The impact of COVID-19 measures on children with disabilities and their families in Uganda

Mbazzi et al. Disability & Society, January 2021

This study looks at the impact of the COVID-19 public health response on families of children with disabilities in Central Uganda, using phone interviews with parents and children. Respondents reported that lock-down measures had a negative effect on their mental and physical health, social life, finances, education and food security. Access to medical services and medication for chronic illness had been reduced or absent due to restrictions in travel and limited financial resources.

The paper suggests that greater attention needs to be paid to children with disabilities and their families when implementing mitigating and long-term responses to the pandemic, and tailoring responses so that they are country specific. Persons with disabilities should be included in any COVID-19 response efforts, explicitly considered in risk communication campaigns, and prioritized when developing health and rehabilitation responses. Equally, the authors recommend that educational and home learning approaches take into consideration the absence of learning support staff at home, and develop creative support through phone calls and, where possible, parental, peer or sibling support in the home instead.

Publication 08

Challenges facing family caregivers of children with disabilities during COVID-19 pandemic in Palestine

Zahaika et al. Journal of Primary Care & Community Health, August 2021

In Palestine, about 20 per cent of persons with disabilities, including physical, mental and psychological disabilities, are children under the age of 18. Children with disabilities are mainly taken care of by their parents and families, where the caregivers are usually unpaid family members. This survey examines the challenges facing caregivers of children with disabilities during the pandemic in Palestine, including additional challenges such as electricity outages. Caregivers reported an increased caregiving burden associated with enhanced physical, social, psychological and financial challenges. In particular, families reported difficulties in accessing healthcare services and medication, and in engaging in meaningful home learning.

Policy recommendations from this study include the development of strategic health and rehabilitative plans for children with disabilities, as well as adequate psychosocial support for family caregivers during lockdown and times of restricted movement.

Publication 09

Disability Rights During the Pandemic: A global report on findings of the COVID-19 Disability Rights Monitor

COVID-19 Disability Rights Monitor, October 2020

Based on the testimonies of 2,152 respondents from 134 countries, this report argues that countries have overwhelmingly failed to take sufficient measures to protect the rights of persons with disabilities in their responses to the pandemic.

The results show that persons with disabilities report: being left behind, in terms of access to necessities, essential life and health services; facing discriminatory treatment; and being exposed to increased risks of violence in all countries, regardless of their level of economic development. In particular, evidence

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indicates that little action has been taken to protect children with disabilities, including lack of distribution of appropriate personal protective equipment, the withdrawal of the limited disability supports provided to families, the inaccessibility of online learning, and a dramatic increase in gender-based violence against women and girls with disabilities.

The recommendations include that policies need to ensure that all persons with disabilities have immediate access to essential supplies without discrimination, including inclusive education, accessible information in a variety of formats, and justice services. The report also recommends that emergency responses be disability-inclusive and meet the diverse needs of persons with disabilities, particularly those experiencing intersectional forms of discrimination and marginalization, for instance women and girls.

Publication 10

Policy Brief: A Disability-Inclusive Response to COVID-19

United Nations, May 2020

This policy brief highlights the impact of COVID-19 on persons with disabilities, and outlines key actions and recommendations to make the pandemic response and recovery inclusive. Four overarching areas of action are identified and recommended: mainstreaming disability in all COVID-19 plans and efforts; ensuring accessibility of information, facilities, services and programmes for the targeted population; meaningful consultation with persons with disabilities at all stages of the response; and accountability mechanisms underpinned by disaggregating data by disability, to secure disability inclusion in the COVID-19 response.

Publication 11

The Impacts of COVID-19 on People with Disabilities: A rapid review

Meaney-Davis et al. Disability Inclusion Helpdesk Query, April 2020

This rapid review indicates that the COVID-19 pandemic has: increased the prevalence of mental health conditions; worsened pre-existing psychosocial disabilities; reduced access to essential and routine health services; exacerbated barriers to social protection; and increased the risk of stigma, discrimination, neglect, violence and abuse among persons with disabilities.

It calls for an inclusive COVID-19 response, ensuring accessibility of information, healthcare and social protection schemes. It suggests that disability-focused organizations should be better funded, to build capacity on disability inclusion, particularly at the intersection of age, gender and disability. It also recommends gathering lessons learned to strengthen programmes and partner capacity, and expanding the evidence base.

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Introduction

While not contained in the Research Library, a number of published guidelines, checklists, policy briefs and other non-research-based resources on COVID-19 and individuals (particularly children) with disabilities are worthy of reference here. These practical materials are intended for use by field practitioners, public health personnel, as well as national and local governments and the wider development and humanitarian community. This includes those service and advocacy-based organizations of persons with disabilities, involved in the decision-making and implementation of multisectoral COVID-19 outbreak readiness and response activities for persons with disabilities in various settings. These materials have been added to this digest as they can serve as an important resource for researchers when considering and framing new research with children with disabilities.

1. Seen, Counted, Included: Using data to shed light on the well-being of children with disabilities

UNICEF, November 2021

This report provides the most recent available data on children with disabilities, covering more than 60 indicators of child well-being – in areas including nutrition and health, access to water and sanitation, protection from violence and exploitation, and education. It also includes the first-ever global and regional estimates of children with disabilities.

2. COVID -19, Gender, and Disability Checklist: Ensuring Human Rights-Based Sexual and Reproductive Health for Women, Girls, and Gender Non-conforming Persons with Disabilities during the COVID -19 Pandemic

UNFPA and Women Enabled International, June 2021

This checklist is intended to guide states, healthcare providers and other stakeholders on measures to ensure the provision of rights-based and gender and disability-responsive sexual and reproductive health programmes and services for women, girls and gender non-conforming persons with disabilities during the COVID-19 pandemic and other emergencies.

3. Disability Considerations for COVID -19 Vaccination: WHO & UNICEF Policy Brief

WHO and UNICEF, April 2021

This brief presents considerations and actions for governments and other stakeholders to ensure equity in access to COVID-19 vaccinations for persons with disabilities.

4. Key Messages - COVID -19 Response: Applying the IASC Guidelines on Inclusion of Persons with Disabilities in Humanitarian Action

IASC, July 2020

This note provides an overview of the factors that may put persons with disabilities at heightened risk in the COVID-19 pandemic and response in humanitarian settings; and proposes actions to address these risks.

5. COVID-19 Response in Humanitarian Settings: Examples of good practices for including persons with disabilities

OCHA and UNICEF, July 2020

This guide illustrates some existing good practices being implemented by parts of the United Nations system to promote a disability-inclusive response to COVID-19 pandemic and support implementation of the United Nations Disability Inclusion Strategy.

6. Disability Considerations in GBV Programming during the COVID-19 Pandemic

Gender-Based Violence Area of Responsibility Helpdesk, May 2020

This helpdesk provides information and practical guidance to support gender-based violence (GBV) practitioners to integrate attention to disability into GBV prevention, risk mitigation and response efforts during the COVID-19 pandemic.

7. How-to note: Making life-saving materials on COVID -19 accessible for all, including adults and children with disabilities

UNICEF, May 2020

This ‘how to’ note contains guidance on producing materials in disability-accessible formats. (Access available to UNICEF staff only)

8. Initial Overview of Specific Social Protection Measures for Persons with Disabilities and their Families in Response to COVID -19 Crisis

ILO and UNICEF, May 2020

This guidance includes an online living dashboard which contains information on COVID-19 social protection responses across the world.

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9. Disability Inclusive Social Protection Response to COVID -19 crisis

ILO, UNICEF et al., April 2020

This guide presents several elements that can help make the most of the social protection system’s response to COVID-19 to support persons with disabilities.

10. COVID -19 Response: Considerations for Children and Adults with Disabilities

UNICEF, April 2020

This UNICEF brief articulates the importance and need for governments and stakeholders to reach out to local organizations of persons with disabilities and engage them at every stage of the COVID-19 pandemic response. It highlights the need to identify persons with disabilities and to build capacity for disability inclusion among national and local responders.

11. Toward a Disability-Inclusive COVID -19 Response: 10 recommendations from the International Disability Alliance

International Disability Alliance, March 2020

This paper is based on input received from member organizations around the world and aims to assist advocacy efforts at the global, regional, national and local levels by highlighting the range of risks persons with disabilities face during the current COVID-19 pandemic.

12. Guidelines – Consulting Persons with Disabilities

UNDIS, May 2021

When persons with disabilities participate in research, it provides strong support towards ensuring that evidence is effective in addressing barriers to inclusion. These guidelines outline approaches to consulting with and actively involving persons with disabilities and their representative organizations.

13. 10 Things You Should Know About COVID -19 and Persons with Disabilities

Save the Children, March 2020

This checklist provides 10 relevant facts on COVID-19 and disability.

14. COVID-19: How to include marginalized and vulnerable people in risk communication and community engagement

UN Women and Translators without Borders, March 2020

This guidance provides actions that should be taken to engage potentially vulnerable groups, including persons with disabilities, in developing risk communication materials and messaging and undertaking broader community engagement activities in relation to the COVID-19 pandemic.

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