Children with Disabilities

A disability includes a physical impairment such as mobility, hearing, visual, and language difficulties, and developmental delays which affect a person’s behaviour, emotional expression, and learning abilities. It includes mild to severe disabilities, from cerebral palsy, paralysis and amputation, to blindness, deafness, autism, and dyslexia. Children may be born with an impairment, or develop one as a result of disease, abuse, or an injury, e.g. many children are the victims of shootings, bombings, and explosions in conflict affected areas.

The degree of disability a person experiences is frequently related to society’s adaptation to meet the needs of people with varying abilities. This is known as the social model of disability which highlights the role of the environment in reducing or increasing the ability of individuals to participate equally in everyday life. For example, a person in a wheelchair has the impairment of not being able to walk. The disability, however, may be that he cannot take up services due to a lack of building access. Protection workers must consider any additional needs or risk factors a person may have as a result of his impairment and disability. Children in developing countries are more vulnerable to disability since poverty and conflicts increase the incidence of impairments, and reduce the provision of necessary health, education, social services, and adaptive provisions to help include children of all abilities.

Children with impairments or special needs are highly vulnerable to discrimination, abandonment, abuse, exploitation, injury and death, since they are more reliant on the cooperation and support of others to meet their basic needs, and may be less able to express their wishes. In some cultures, children with special needs are actively excluded from participating in society since they may be viewed as a source of shame, or unworthy of care and protection.

Government policies should seek to reduce the incidence of injuries and diseases via adequate health care, including education, immunizations, nutrition, and sanitation. All programming and policies for children should promote the social inclusion of children with disabilities at every level. Children should benefit from the reduction of physical and social barriers, adaptation of services and/or rehabilitation assistance in order to enable them to participate as fully as possible in their communities. This includes family support, health facilities, access to education, and respite services to enable children to fulfill their potential. Children of all abilities must be empowered to express their views and to influence their own lives.

The resources in this section focus on children with disabilities in developing countries, and those affected by conflict. They highlight their vulnerability to exclusion and abuse, and provide examples of projects to address the needs of children with special needs.

Displaying 161 - 170 of 465

Browse Other Topics

Position paper: The right to live and grow up in a family for all children

Eric Rosenthal - Disability Rights International, European Network on Independent Living, Validity Foundation, and TASH, 25 Apr 2019

This position paper outlines the position of Disability Rights International, European Network on Independent Living, and TASH on residential care and the right of all children to live and grow up in a family.

Timing of the first report and highest level of child protection response in association with early developmental vulnerabilities in an Australian population cohort

Larissa Rossen, Stacy Tzoumakis, Maina Kariuki, Kristin R. Laurens, Merran Butler, Marilyn Chilvers, Felicity Harris, Vaughan J. Carr, Melissa J. Green - Child Abuse & Neglect, 23 Apr 2019

This study examined associations between early developmental vulnerabilities and (1) the highest level of child protection response (where out-of-home care was deemed the highest response among other types of reports/responses), and (2) the developmental timing of the first child protection report.

View Article

Country Care Review: Saudi Arabia

Better Care Network, 09 Apr 2019

This country care review includes the care-related Concluding Observations adopted by the Committee on the Rights of the Child and the Committee on the Rights of Persons with Disabilities.

Country Care Review: Turkey

Better Care Network , 09 Apr 2019

This country care review includes the Concluding Observations for the Committee on the Rights of the Child and the Committee on the Rights of Persons with Disabilities. The Committees' recommendations on the issue of Family Environment and Alternative Care as well as other care relevant issues are highlighted.

Country Care Review: Cuba

Better Care Network, 09 Apr 2019

This country care review includes the care-related Concluding Observations adopted by the Committee on the Rights of Persons with Disabilities.

Country Care Review: Vanuatu

Better Care Network, 09 Apr 2019

This country care review includes the care-related Concluding Observations adopted by the Committee on the Rights of the Child and the Committee on the Rights of Persons with Disabilities.

Country Care Review: Spain

Better Care Network, 09 Apr 2019

This country care review includes the care-related Concluding Observations adopted by the Committee on the Rights of the Child and the Committee on the Rights of Persons with Disabilities.

Country Care Review: Niger

Better Care Network, 09 Apr 2019

This country care review includes the care related Concluding Observations adopted by the Committee on the Rights of the Child and the Committee on the Rights of Persons with Disabilities as part of its examination of Niger's initial reports, as well as other care-related concluding observations, ratification dates, and links to the Universal Periodic Review.

Inclusion and quality in Islamic schools, Buddhist monastic schools, and Floating schools in Cambodia

Meredith Lunsford, Solyda Say, Safa Shahkhalili - UNICEF Cambodia, 01 Apr 2019

This research study was commissioned to generate a better understanding of three school communities in Cambodia: Islamic schools, Buddhist monastic schools, and floating schools with a focus on identifying challenges in delivering quality and inclusive education.

Khmer Language Version: Inclusion and quality in Islamic schools, Buddhist monastic schools, and Floating schools in Cambodia

Meredith Lunsford, Solyda Say, Safa Shahkhalili - UNICEF Cambodia, 01 Apr 2019