STATE OF THE WORLD’S CHILDREN EASTERN CARIBBEAN AREA SUPPLEMENT A Stakeholders’ Survey: their opinions and perspectives on the issues and challenges facing children with disabilities.
Researched by Consultant Jan Blenman The recommendations in this supplement represent the views of stakeholders and do not necessarily reflect the position of UNICEF. COVER PHOTO CREDIT: UNICEF/ECA/Haynes/2010
Contents ACKNOWLEDGEMENTS ...................................................... 4 INTRODUCTION ................................................................... 4 RESEARCH METHODOLOGY ............................................. 5 PROJECT LIMITATIONS ....................................................... 5 STAKEHOLDER RECOMMENDATIONS ............................. 10 CALL TO ACTION ................................................................ 11 COUNTRY PROFILES ........................................................ 13 Anguilla ..................................................................... 14 Antigua And Barbuda ................................................ 15 Barbados ................................................................. 16 British Virgin Islands (BVI) ......................................... 17 Dominica ................................................................. 18 Grenada .................................................................... 19 Montserrat ............................................................... 20 St. Kitts And Nevis .................................................... 21 St. Lucia ................................................................... 22 St. Vincent And The Grenadines ............................... 23 Trinidad And Tobago .................................................. 24 Turks And Caicos Islands .......................................... 25
ACKNOWLEDGEMENTS We wish to extend our thanks to stakeholders who consented to participate in the survey and freely gave their opinions and perspectives on the issues and challenges facing children with disabilities living in their respective communities. We all wish to offer our thanks to those persons in the statistical units or departments who lent assistance in providing census data on children with disabilities.
INTRODUCTION
Dominica, Grenada, Montserrat, St. Kitts and Nevis, St. Lucia, St. Vincent and the Grenadines, Trinidad and Tobago, and the Turks and Caicos Islands. It reports on the estimated prevalence of children with disabilities in these islands, giving insights to the range and types of disabilities that are found in these communities as well as providing some stakeholder perspectives on priority needs, and potential strategies to increase greater participation of children with disabilities in regional communities. The supplement also gives a stakeholder over view of major developments in the past ten years of the legislative and policy environment of individual islands as it relates to people living with disabilities.
© UNICEF/ECA/Knight/2011
UNICEF’s flagship publication, The State of the World’s Children Report (SOWCR), annually analyses
the global situation of children. The 2013 edition is examining the situation of children living with physical, mental, intellectual, and sensory impairments; the main challenges to and opportunities for realising their rights; and recommending ways for decision-makers at all levels to advance these children’s inclusion and participation. This Eastern Caribbean Area supplement which covers the countries in the joint Governments of the Eastern Caribbean Area/UNICEF Multi Country Programme is to be read in conjunction with the global State of the World’s Children Report and not a stand-alone document. The countries examined in this document are Anguilla, Antigua and Barbuda, Barbados, the British Virgin Islands,
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UNICEF | State Of The World’s Children Eastern Caribbean Supplement
Table 1 : Number of Completed Interviews per Country
RESEARCH METHODOLOGY
s
t. K |S
|T rin ida d | go ba To
9
| Anguil la |
|
errat
9
8
8 | ca ini
|A nt
|D om
7
|
11 | Ba
r bado
| British Vi rgi
Islan ds |
s|
DISABILITY CLASSIFICATIONS Disability classifications/labels varied somewhat from country to country. In addition, most countries did not
ua
and (ii) youth with disabilities 15-24 years of age. Table 2 below gives a summary of how the available data was presented in this report by age classification from the information source.
ig
nada | | Gre
This diagram outlines the number of interviews completed per island.
Caicos| ks & | Tur
102
INTERVIEWS COMPLETED
8
| Monts
the Gr enad ines |
7
it t
&
10
| vis Ne
10 routinely identify children for intellectual impairments. 2010 CENSUS DATA The 2000/2001 census data was used for all 12 countries as certified data for the 2010/2011 census that disaggregates data for the disability population was not available for most of the countries with the exception of St. Lucia.
Table 2 : Age Ranges of Children and Youth with Disabilities by Country SOURCE- National Census Reports 2000/2001
REPORTING STANDARDS FOR AGE GROUP CLASSIFICATIONS FOR CHILDREN The Convention on the Rights of the Child defines children as falling between the ages of 0 and 18 years. However, in most instances, census data was tabulated for children between 0-19 years of age. In some instances, the information source was unable to re-tabulate the data for the 0-18 age classification. In some islands, the data that was available was grouped for (i) children with disabilities 0-14 years of age
| St. Vincent &
6
PROJECT LIMITATIONS
|
&
Data on children with disabilities and other population demographics presented in this report was sourced from the government statistical units responsible for the census in the relevant country as well as data compiled in the 2000 Round of Population and Housing Census Sub-Project - 2001 National Census Reports that were developed for most countries under the CARICOM Capacity Development Programme (CCDP). Data for the 2010/11 Census data was presented where available.
L u ci a
9
Two sources of information were used for this supplement: (i) a stakeholder survey; and (ii) data from the 2000/2001 census. Stakeholder perspectives were gathered from 102 interviews covering all 12 countries that were completed by telephone survey using a questionnaire comprising eight open ended questions. Interviews were conducted with stakeholders from a wide cross section of organizations involved with children with disabilities, for example, the Ministries of Health, Education and Social Welfare, national associations representing persons with disabilities, schools and other learning institutions, NGOs, sporting and other social and community interest groups, as well as parents and guardians of children with disabilities. Table 1 outlines the number of interviews completed per island.
| St.
Children With Disabilities Youth With Disabilities
AGE RANGE
0-14
ANTIGUA DOMINICA ST. LUCIA TURKS & CAICOS
AGE RANGE
0-18
BRITISH VIRGIN ISLANDS MONTSERRAT ST. KITTS & NEVIS TRINIDAD & TOBAGO
UNICEF | State Of The World’s Children Eastern Caribbean Supplement
AGE RANGE
0-19
ANGUILLA BARBADOS GRENADA ST. VINCENT & THE GRENADINES
AGE RANGE
15-24
ANTIGUA DOMINICA ST. LUCIA TURKS & CAICOS
2
The 12 countries are at different stages of achievement of inclusive societies where children with disabilities are afforded their basic rights, treated with respect and dignity and are afforded the opportunities to maximise their potential to live, develop and contribute to their respective communities. It was found that more boys than girls were identified with disabilities in the 2000/2001 census in the majority of the Caribbean countries surveyed. Learning, Sight and Speech impairments were recorded as the more prevalent impairments found in children across the Eastern Caribbean Area. NUMBER OF CHILDREN WITH DISABILITIES Age classifications used for children with disabilities differs from country to country but fall into 3 main groupings 0-14 years of age, 0-18 years of age and 0-19 years of age. Given the variations in age groups, comparisons cannot be made across the countries. Table 3 provides the number of children with disabilities and its representative proportion of the children and national populations at the time of the census.
© UNICEF/ECA/Haynes/2010
The findings presented in the report primarily represent the opinions of stakeholders interviewed in the relevant Caribbean countries and data gathered from relevant census sources.
PERCENTAGE OF CHILDREN WITH DISABILITIES OF THE POPULATION OF CHILDREN The proportion of children with disabilities as a percentage of the population of children in each country ranged from 0.7 per cent to 3.5 per cent. PERCENTAGE OF BOYS WITH DISABILITIES OF TOTAL POPULATION OF BOYS The proportion of boys with disabilities as a percentage of the population of male
children overall ranged from 0.8 per cent to 3.8 per cent across the 12 countries. PERCENTAGE OF GIRLS WITH DISABILITIES OF TOTAL POPULATION OF GIRLS The proportion of female children with disabilities as a percentage of the female population of children ranged from 0.6 per cent to 3.1 per cent across the 12 Eastern Caribbean area countries.
Table 3 - Number, Percentage of Persons Reporting a Disability or Infirmity Anguilla
Antigua
Barbados
British Virgin Islands
Dominica
Grenada
Montserrat
St. Kitts & Nevis
St. Lucia
St. Vincent and the Grenadines
0-14
0-14
0-19
0-18
0-14
0-19
0-18
0-18
0-14
0-19
0-18
0-14
83
277
2,402
239
241
500
16
329
452
307
5,250
39
Population of Children
4,170
18,033
73,237
6,917
20,549
44,585
1,237
16,969
46,702
43,815
458,414
5,693
National Population
11,430
63,863
250,010
23,161
69,775
103,134
4,922
46,325
156,734
106,253
1,262,366
19,886
Children with disabilities as percentage of Children population
2.0%
1.5%
3.3%
3.5%
1.2%
1.1%
1.3%
1.9%
1.0%
0.7%
1.1%
0.7%
Children with disabilities as percentage of National population
0.7%
0.4%
1.0%
1.0%
0.3%
0.5%
0.3%
0.7%
0.2%
0.3%
0.4%
0.2%
Relevant Age Group
SOURCE- National Census Reports 2000/2001
Number of children with disabilities
3
Trinidad and Tobago
Turks & Caicos
UNICEF | State Of The World’s Children Eastern Caribbean Supplement
Children with Disabilities as a Percentage of the Population of All Children, Boys and Girls
All CWD as percentage of the Population of All Children 4.0%
3.3%
3.5%
3.5%
3.0% 2.5% 2.0%
2.0%
1.9%
1.5%
1.5%
1.2%
1.1%
1.3%
1.0%
1.0%
1.1% 0.7%
0.7%
0.5%
0.0%
Male CWD as percentage of the Population of Boys 4.5% 4.0% 3.5% 3.0% 2.5% 2.0% 1.5% 1.0% 0.5% 0.0%
3.6%
3.8%
2.4%
2.1% 1.5%
1.4%
1.2%
1.1%
1.0%
0.8%
1.2% 0.8%
Female CWD as percentage of the Population of Girls 3.5%
3.0%
SOURCE- National Census Reports 2000/2001
3.0%
3.1%
2.5% 2.0% 1.5% 1.0%
1.6%
1.5%
1.5% 1.0%
1.1%
1.8% 1.0%
0.9%
0.5%
0.6%
0.6%
0.0%
UNICEF | State Of The World’s Children Eastern Caribbean Supplement
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SOURCE- National Census Reports 2000/2001
Table 4: Children with Disabilities by Country of Residence, Sex of Child and as a Percentage of the Population of Children Children With Disabilities Age Group Classification
Relevant Census Year
Number Of Male Children With Disabilities
Anguilla
0-19
2001
49
34
83
2,067
Antigua
0-14
2001
138
139
277
8,986
Barbados
0-19
2000
1,320
1,082
2,402
37,101
36,136
British Virgin Islands
0-18
2001
130
109
239
3,411
Dominica
0-14
2001
145
96
241
10,449
Grenada
0-19
2001
265
235
500
22,339
Montserrat
0-18
2001
7
9
16
640
St. Kitts & Nevis
0-18
2001
177
152
329
8,491
St. Lucia
0-14
2000
235
217
452
23,390
St. Vincent and the Grenadines
0-19
2001
185
122
307
22,170
21,645
Table 4 provides an overview of the number of children with disabilities by country and sex of the child as well as the percentage proportion of children with disabilities of respective child populations for each country. This data was extracted from the 2000/2001 census reports available for each island.
Number Of Female Children With Disabilities
Total Number of Children With Disabilities
Population of Male Children
Population of Female Children
Turks & Caicos
54%
46%
55%
45%
60%
SOURCE- National Census Reports 2000/2001
52%
48%
St. Kitts & Nevis
54%
46%
BVI
Barbados Antigua Anguilla
5
2,103
4,170
2.4%
1.6%
2.0%
9,047
18,033
1.5%
1.5%
1.5%
73,237
3.6%
3.0%
3.3%
3,506
6,917
3.8%
3.1%
3.5%
10,100
20,549
1.4%
1.0%
1.2%
22,246
44,585
1.2%
1.1%
1.1%
597
1,237
1.1%
1.5%
1.3%
8,478
16,969
2.1%
1.8%
1.9%
23,312
46,702
1.0%
0.9%
1.0%
43,815
0.8%
0.6%
0.7%
44%
56%
53% 60% 54% 55% 50%
59%
Intellectual, Speech and Hearing impairments - Barbados
Learning , Sight and Behavioural impairments - the British Virgin Islands
Speech, Learning and Mobility impairments - Dominica
Sight, Speech and Learning impairments - Grenada
Learning and Visual impairments - Montserrat
Learning and Visual impairments - St. Kitts and Nevis
Sight and Lower Limbs impairments - St. Lucia
Learning and Physical-Motor impairments - St. Vincent and the Grenadines
Seeing and Learning impairments - Trinidad and Tobago
Deafness and Speech impairments - the Turks and Caicos
40%
St. Lucia
Grenada
All Children With Disabilities As Percentage of Population of Children
Sight and Physical impairments - Antigua and Barbuda
Trinidad and Tobago
Dominica
Female Children With Disabilities As Percentage of Female Children
Speech and Learning impairments were found to be the more prevalent impairments in children in Anguilla
Percentage of CWD by Sex of CWD
Montserrat
Male Children With Disabilities As Percentage of Male Children
PREVALENCE OF TYPES OF IMPAIRMENTS IN EASTERN CARIBBEAN COUNTRIES Learning, Sight and Speech impairments were recorded as the more prevalent disabilities across the region. On a country by country basis, the more prevalent disabilities reported in the census data were:-
MALE TO FEMALE RATIO OF CHILDREN WITH DISABILITIES BY COUNTRY OF RESIDENCE In 10 of the 12 countries surveyed, more boys than girls were identified as having a disability in the 2000/2001 census. The exceptions were Montserrat and Antigua and Barbuda.
St. Vincent & the Grenadines
Total Population of Children
Male Female
47% 40% 46% 45% 50%
41%
UNICEF | State Of The World’s Children Eastern Caribbean Supplement
Table 5 below gives a breakdown of the percentage of children with disabilities reported with the relevant impairment. Table 5: Children with Disabilities by Type of Impairment and Country of Residence (Percentage of total) ANGUILLA
Age ANTIGUA 0-14
Age 0-14
BARBADOS
Age 0-19
BRITISH VIRGIN ISLANDS
Age 0-18
Other
38%
33%
Not Stated
50%
Other
17%
13%
Speech
20%
Physical
26%
Other
15%
Slowness at learning or understanding
Slow to Learn
18%
Speech
17%
Intellectual
13%
Sight
12%
Sight
16%
Learning
16%
Speech
5%
Behavioural
12%
Not Stated
16%
Behavioural
10%
Hearing
5%
Speech
11%
Lower Limb
12%
Other
9%
Sight
4%
Upper Limb
10%
Behavioural
8%
Hearing
9%
Mental
3%
Not Stated
10%
Hearing
4%
Lower limb
3%
Hearing
8%
Upper Limb
4%
Neck / spine
1%
Lower Limb
7%
Neck or Spine
4%
Upper limb
1%
Neck and Spine
7%
2,402
Total Number of children with disabilities
239
Age 0-18
ST KITTS & NEVIS
Total Number of children with disabilities
50
DOMINICA
Age 0-14
Speech
45%
Learning
29%
Mobility
Total Number of children with disabilities
277
Total Number of children with disabilities
Age 0-19
MONTSERRAT
Sight
28%
Learning
31%
Learning
23%
Speech
24%
Visual
25%
Other
20%
24%
Slow Learning
21%
Moving
19%
Visual
15%
Behavioural
23%
Lower Limb
17%
Others
19%
Hearing
20%
Upper Limb
5%
Hearing
6%
Sight
14%
Neck & Spine
4%
Body Movement
10%
GRENADA
Age 0-18
Speech
14%
Behavioural
13%
Lower Limb
9%
Not Stated
9%
Other
7%
Hearing
9%
Gripping
5%
Upper Limb
4%
Neck and Spine
3%
Total Number of children with disabilities
329
Total Number of children with disabilities
Total Number of children with disabilities
500
Total Number of children with disabilities
ST LUCIA
Age ST. VINCENT & 0-14 GRENADINES
Age 0-19
TRINIDAD AND TOBAGO
Age 0-18
TURKS AND CAICOS
Age 0-14
Other
28%
Learning
79%
Seeing
27%
Other Disabilities
31%
Sight
20%
Physical-Motor
11%
Learning
23%
Speech impediment
21%
Lower Limb
15%
Hearing
6%
Speaking
17%
Deafness
21%
Speech
13%
Visual
2%
Mobility
14%
Blindness
18%
Slow Learner
12%
Mental
2%
Not stated
13%
Mental retardation
10%
Behavioural
12%
Visceral IRC
0%
Hearing
12%
Limb impairment
10%
Upper Limb
9%
Multiple
0%
Behaviour
9%
Hearing
8%
Movement
6%
Neck Spine
6%
Other
6%
Gripping
3%
Total Number of children with disabilities
241
452
Total Number of children with disabilities
307
Total Number of children with disabilities
UNICEF | State Of The World’s Children Eastern Caribbean Supplement
16
5,250
Total Number of children with disabilities
39
6
SOURCE- National Census Reports 2000/2001
Sight
© UNICEF/NYHQ2011-1955 Roger LeMoyne
STAKEHOLDERS’ RECOMMENDATIONS Respondents generally agreed, irrespective of nationality, that a great deal more needs to be done to enable persons with disabilities to maximize their potential to actively participate in society. Some of the common themes that emerged from the feedback given by stakeholders, which they believe can support greater development and participation of children with disabilities in the society, included:-
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quality aids and devices at affordable costs
education opportunities at every level - primary, secondary and tertiary, for children with disabilities; inclusion of children with disabilities in mainstream schools; and curriculum development to cater to the needs of children with disabilities
early detection, intervention and therapy programmes to support the development of children with disabilities and healthcare and rehabilitation facilities and services catering to the needs of persons with disabilities
Social protection, financial aid and other welfare services
Recreation, sports and leisure programmes
Transportation specifically for the disability community so that they can access available services
1. Increased access to services such as:
work and employment opportunities for persons with disabilities in both the private and public sectors
2. Establishment of accessibility standards for infrastructure and facilities to meet the needs of children with disabilities e.g. public buildings and facilities, sidewalks, audible signals, transport, etc.
3. Increased Government and leadership focus, commitment, prioritisation and action 4. Laws, legislation, conventions, policy development and adoption in a more timely manner to support and advance the integration and inclusion of all persons with disabilities 5. Advocacy and networking by parents and community activists to gain support and raise the profile of persons with disabilities in the community 6. Agency coordination and collaboration for a more cohesive and effective approach to the advancement of people with disabilities 7. International and regional cooperation in the form of capacity building, technical knowledge, research, information share and economic assistance 8. Continued training for teachers and all personnel who care for persons with disabilities
UNICEF | State Of The World’s Children Eastern Caribbean Supplement
CALL TO ACTION Like many countries across the globe, Eastern Caribbean Area states have made some progress towards securing the rights of all girls and boys with disabilities. However, progress has varied between and within countries. Additionally too many children with disabilities continue to face barriers to their participation in the civic, social and cultural affairs of their communities. The global State of the World’s Children Report contains a Call to Action which realises that the promise of equity through inclusion will require action in numerous areas and by numerous actors. Most of these actions are relevant to countries in the Eastern Caribbean area, but we present some actions which are critical for children in the sub-region.
© UNICEF/ECA/Haynes/2010
In order to attain a more comprehensive understanding of the status of children with disabilities in the Caribbean region, more information is needed. Stakeholders further recommended: (i) the development of a research project focused on the disability community to accurately determine the size, composition and changing dynamics of the population of children with disabilities; (ii) standardization of the terminology used, and the data and information that is collected across Caribbean countries about persons with disabilities, (iii) development of a central information system that captures and tracks pertinent information about persons with disabilities and which is accessible to service providers for the disability community. This system should easily facilitate information share between stakeholders; and (iv) measurement, monitoring and evaluation systems or programmes targeting disability communities. In addition, across the region, there is a need for an on-going public education and awareness programmes which should also address issues such as abuse, stigma, discrimination, marginalisation and exclusion of persons with disabilities in regional communities.
RATIFY AND IMPLEMENT THE CONVENTIONS THE RIGHTS OF PERSONS WITH DISABILITIES (CRPD) As of this year, with the exception of St. Kitts and Nevis, all countries in the Eastern Caribbean Area have signed the CRPD. However, it is yet to be ratified by Grenada, St Lucia and Trinidad and Tobago. Ratification alone will not be enough. The process of honouring commitments in practice will require effort on the part of national governments, local authorities, employers, organizations
UNICEF | State Of The World’s Children Eastern Caribbean Supplement
of people living with disability and parents’ associations. FIGHT DISCRIMINATION Discrimination lies at the root of many of the challenges confronted by children with disabilities and their families. The principles of equal rights and non-discrimination should be reflected in law and policy and need to be complemented by efforts to enhance awareness of disability among the general public, starting with those who provide essential services for children in such fields as health, education and protection.
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© UNICEF/NYHQ2011-1955 Roger LeMoyne
When communities are accepting of disability as part of human diversity, when generic systems like education and recreation are available and inclusive, and when parents are not forced to carry the entire additional costs associated with disability, the families of children with disabilities can cope and thrive much like other families. DISMANTLE BARRIERS TO INCLUSION All children’s environments – early childhood centres, schools, health facilities, public transport, playgrounds and so on – can be built to facilitate access and encourage the participation of children with disabilities alongside their peers.
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Universal design – the idea that all products, built environments, programmes and services should be usable to the greatest extent possible by all people, regardless of their ability, age or social status – should be applied in the construction of all public and private infrastructure, as well as the development of inclusive school curricula, vocational training programmes, and child protection laws, policies and services. MOVE BEYOND MINIMUM STANDARDS Existing supports and ser vices should be continuously assessed with a view to achieving the best possible quality. The aim must be to
move beyond minimum standards. Attention needs to be focused on serving the individual child with a disability as well as on transforming entire systems or societies. The on-going involvement of children with disabilities and their families in evaluating services will help to guarantee adequate and appropriate provision as children grow and their needs change. The importance of this participation cannot be overstated. Children and young people with disabilities are among the most authoritative sources of information on what they need and whether their needs are being met.
UNICEF | State Of The World’s Children Eastern Caribbean Supplement
COORDINATE SERVICES TO SUPPORT THE CHILD Because the effects of disability cut across sectors, services can be coordinated to take into account the full range of challenges confronting children with disabilities and their families. A coordinated programme of early inter vention across the health, education and welfare sectors would help to promote the early identification and management of childhood disabilities. Across all sectors, early childhood interventions should be strengthened. Studies have shown that gains in functional capacity can be largest when interventions occur early in a child’s development. When barriers are removed earlier in life, the compounding effect of the multiple barriers faced by children with disabilities is lessened. INVOLVE CHILDREN WITH DISABILITIES IN MAKING DECISIONS Children and adolescents with disabilities belong at the centre of efforts to build inclusive societies– not just as beneficiaries, but as agents of
change. States parties to the CRPD have affirmed the right of children with disabilities to express their views freely on all matters affecting them. In so doing, governments have reaffirmed the principles of the CRC and have obligated themselves to consult children with disabilities when developing and implementing legislation and policies that concern them. This is in States’ interest, for children and young people with disabilities can enrich policymaking and service provision with their daily experiences and are uniquely qualified to provide information on whether their needs are being met and their contributions utilized across the full spectrum of issues and interventions: from health and nutrition to sexual and reproductive health, education and services for the transition to adulthood.
Reliable and objective data are important to assist in planning and resource allocation, and to place children with disabilities more clearly on the development agenda. This is especially true in the Eastern Caribbean area where there is an acknowledged paucity of readily available, reliable social data. The necessary statistical work will take time but would be given vital impetus were international donors to promote a concerted global research agenda on disability. In the meanwhile, planning and programming will have to continue; denying or delaying services to children with disabilities because more data are needed would be unacceptable. Rather, plans, programmes and budgets can be designed to allow for modifications as additional information is made available.
GLOBAL PROMISE, LOCAL CHALLENGE In order to fulfil the promises of the CRPD and CRC, international agencies and donors and their national and local partners can include children with disabilities in the objectives, targets and monitoring indicators of all development programmes.
The ultimate proof of all global and national efforts will be local, the test being whether every child with a disability enjoys her or his rights – including access to services, support and opportunities– on a par with other children, even in the most remote setting and the most deprived circumstances.
children with disabilities, the legislative and policy advancements and suggestions of what can be done to increase the development and participation of children with disabilities; and (ii) data gathered from the relevant census sources to provide
an overview of the number of children with disabilities in each island and its relevant proportion to the population of children resident in the island, as well as the prevalence of the various types of impairments recorded during the census.
ANNEX
COUNTRY PROFILES The information presented in the country profiles represents (i) the opinions and perspectives of stakeholders interviewed in the relevant Eastern Caribbean countries to provide a brief synopsis of some of the priority needs of
UNICEF | State Of The World’s Children Eastern Caribbean Supplement
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ANGUILLA POPULATION: Estimates of Population of Children with Disabilities PERCENTAGE OF CHILDREN POPULATION WITH DISABILITIES
SOURCE- National Census Reports 2000/2001
In the 2001 Census, two per cent of children 19 years and under were identified with a disability. Overall, 0.7 per cent of Anguilla’s national population is children (0-19 years) with a disability. Most children with disabilities (59 per cent) are boys and 41 per cent girls.
Anguilla 2001 Census CWD (0-19 years of age) as Percentage of Children and National Populations 2.0%
CWD as percentage of children population (0-19 years of age)
1.6% 2.4%
All CWD
0.7%
CWD as percentage of national population
strengthening the early detection and diagnostic systems within Health; putting in place formal diagnosis mechanisms in education, toolkits and materials to assist with the development of gross and fine motor skills, technological devices to enhance learning e.g. computers, orthopedic equipment, specialist speech therapy, physiotherapy and occupational therapy rehabilitation and therapeutic interventions; increasing government and leadership focus to drive the issue at a national and regional level; more health care and rehabilitation programmes; building resources, both human and financial, to support the development and participation of children with disabilities; more timely development and adoption of legislation and policy; increasing public awareness and education to progressively change public attitudes and behaviours; continued development of education and training programmes for children with disabilities targeting parents and teachers; improving facilities and infrastructure for greater accessibility for children with, providing more employment programmes/ schemes; and providing transportation to move children with disabilities children between homes and centres.
Females WD
0.6%
Males WD
0.9%
PART II: Historical Shifts in Legislative and Policy Environment Interviewed stakeholders identified the following developments and changes in the legislative and policy environment of the country:
SOURCE- National Census Reports 2000/2001
Anguilla 2001 Census Percentage of CWD and YWD with Type of Disability
15-24 years of age
0-14 years of age
Sight
0-14 years of age 16%
PART III: Ways to Promote Participation
15-24 years of age 7%
Hearing
4%
7%
Speech
20%
10%
Upper Limb
4%
10%
Lower Limb
12%
15%
Neck or Spine
4%
Slow to Learn
18%
7%
Behavioural
8%
12%
Other
38%
32%
Not Stated
16%
3%
Development of a unit within the Ministry of Social Development for people with disabilities In the 3rd quarter of 2012, a national forum was held to sensitize the public on the issue of disability. The forum was a launch pad for the initiation of a National Policy on Disability Working Group. This grouping was started in the 4th quarter of 2012. It is anticipated that this group will research and formulate a National Policy on Disability
2%
PROFILE BY TYPE OF IMPAIRMENT Speech (20 per cent of children with disabilities 0-14 years of age) and Slow to Learn (18 per cent) impairments were the most prevalent types of impairments reported for children 0-14 years of age. A Lower Limb impairment (15 per cent) of youth with disabilities) was the most prevalent impairment reported for youth, 15 to 24 years of age.
PART I: Priority Needs
Stakeholders suggested that greater participation of children with disabilities in society will require increasing efforts and ability to screen and detect impairments; furthering the educational opportunities for children with disabilities beyond primary school level; increasing financial aid and social services support for this group; greater government and leadership focus and commitment to drive the cause on the national agenda; increasing public awareness and education about the issue; leveraging regional and international partnerships to share facilities, resources, and services; improving public facilities and infrastructure to increase accessibility (i.e. the creation of an environment with no physical barriers for children with disabilities etc. and developing programmes to enable greater involvement of children with disabilities in social and sporting activities.
Interviewed stakeholders identified a number of priorities for Anguilla’s children with disabilities which focused on
11
UNICEF | State Of The World’s Children Eastern Caribbean Supplement
ANTIGUA & BARBUDA POPULATION: Estimates of Population of Children with Disabilities PERCENTAGE OF CHILDREN POPULATION WITH DISABILITIES
SOURCE- National Census Reports 2000/2001
Antigua and Barbuda’s 2001 Census reported 1.5 per cent of children under 15 years of age with a disability and 3 per cent of youth (15-24 years of age) were reported with a disability. Children with disabilities under 15 years of age represent 0.4 per cent of the national population. Children with disabilities under 15 years of age were split evenly between girls (50 per cent) and boys (50 per cent). Antigua 2001 Census CWD as Percentage of Children, Youth and National Populations Children under 15 with disabilities as a percentage of children population
1.5% 1.5% 1.5% All CWD
0.4% 0.4% 0.5%
Children under 15 with disabilities as a percentage of national population
Female CWD
3% 3% 2%
Youth (15 -24) with disabilities as a percentage of youth population Youth (15 -24) with disabilities as a percentage of national population
Male CWD
0.4% 0.4% 0.4%
PART II: Historical Shifts in Legislative and Policy Environment Stakeholders provided the following as examples of some of the major developments and changes in the legislative and policy environment of the country. They identified:-
Antigua 2001 Census Percentage of CWD and YWD with Type of Disability
SOURCE- National Census Reports 2000/2001
follow-up assessments in the pre-teen years, e.g. a diagnostic center with qualified personnel to assess and recommend appropriate programmes for children with disabilities, which should include specialists such as a speech and language therapist/pathologist, education psychologist, occupational therapist, pediatric audiologist and physical therapist; more training programmes for specialist teachers and other qualified personnel to cater to the growing needs of children with disabilities; a structured system so that parents know where to get reliable and ongoing help for their children and themselves; more health care and rehabilitation programmes; faster development and adoption of legislation and policy to advise/inform procedures and programmes for the disabled community; further development of facilities, infrastructure and resource centres e.g. computer centres and libraries to cater to the needs of children with disabilities; more social programmes and a transportation service catering to the needs of children with disabilities; more public awareness and education to promote that children with disabilities can lead full lives and can play an integral role in national development; and more robust involvement of corporate partners especially in providing employment opportunities for persons with disabilities.
15-24 years of age
0-14 years of age
0-14 years of age
Sight
33%
15-24 years of age
54%
Hearing
9%
7%
Speech
17%
11%
Physical
26%
16%
Learning
16%
6%
Behaviioural
10%
4%
9%
10%
Other
The Education Act of 2008 which was more specific about meeting the needs of children with Special Educational Needs A National Youth Policy (2010) The Child Protection Act which provides for meeting the basic needs and rights for children with disabilities Establishment of a Special Needs Council in keeping with the Education Act of 2008 Special accommodations for children with special needs who are doing Common Entrance Exams
PROFILE BY TYPE OF IMPAIRMENT Sight (33 per cent of children with disabilities 0-14 years of age) and Physical impairments (26 per cent) were the most prevalent types of impairments found for children with disabilities under 15 years of age. Sight (54 per cent) and Physical impairments (16 per cent) were also the most prevalent types of impairments found for youth with disabilities, 15 to 24 years of age.
PART I: Priority Needs Interviewed stakeholders identified a number of priorities for Antigua and Barbuda’s children with disabilities which focused on the need for early screening and diagnostic interventions and
PART III: Ways to Promote Participation Stakeholders suggested that greater participation of children with disabilities in society will require increased effort in the areas of advocacy; more public education programmes to lessen discrimination and to foster inclusion of children with disabilities; the establishment of more supportive legislation and policies to guide practice; more education and training programmes, e.g. the development of a Special Education Curriculum leading to exit exams (CXC, CVQs, NVQs) and the revision of the education system to foster inclusive education; the provision of more employment opportunities; financial aid/ programme funding; improvements to the infrastructure and building facilities, e.g. schools, institutions and businesses with appropriate accommodations such as ramps etc.; better alignment of resources to advance the cause of children with disabilities, greater access to resources/equipment, facilities and technology; and more collaboration of NGOs and other stakeholders to petition Government for assistance
UNICEF | State Of The World’s Children Eastern Caribbean Supplement
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BARBADOS POPULATION: Estimates of Population of Children with Disabilities PERCENTAGE OF CHILDREN POPULATION WITH DISABILITIES
SOURCE- National Census Reports 2000/2001
In the 2000 Census, 3.3 per cent of the population of children 19 years and under was identified with a disability. Children with disabilities represent one per cent of the total population of persons living in Barbados. Fifty-five percent of children with disabilities in Barbados are boys and 45 per cent are girls.
Barbados 2000 Census CWD (0-19 years of age) as Percentage of Children and National Population 3.3% CWD (0-19 years of age) as a percentage of children population
3.0% 3.6%
CWD (0-19 years of age) as a percentage of national population
1.0% All CWD
0.8%
Female CWD
1.1%
to access speech and language intervention is approximately 2-3 years; sustaining education and training efforts for teachers and assistants, e.g. there is a need for teacher aides. Many children do not have independent self-help skills and laws do not allow students who are not toilet-trained to attend school - some children with disabilities will never be toilet- trained; upgrading/providing “children with disabilities friendly” facilities and infrastructure; lack of political will to commit the necessary funding to support the progress and development of programmes and policies necessary to advance the cause; lack of transportation to access education, support and other professional services; lack of access to schools in the communities where children with disabilities reside that take the challenges of children with disabilities into account; lack of agency coordination and collaboration as there are too many organizations asking for the same support and this is part of the problem of getting support; lack of a national policy on special education; lack of opportunities in the workforce; a shortage of technological materials for teaching; lack of facilities such as play areas for children with disabilities etc. and opportunities to take part in competitions.
Male CWD
PART II: Historical Shifts in Legislative and Policy Environment Barbados 2000 Census Percentage of CWD (0-19 years of age) with Type of Disability
SOURCE- National Census Reports 2000/2001
All CWD
Female CWD
Male CWD 3%
Female CWD 5%
All CWD 4%
Hearing
4%
5%
5%
speech
6%
5%
5% 1%
Upper limb
1%
2%
Lower limb
4%
2%
3%
Neck / spine
1%
2%
1%
Intellectual
15%
9%
13%
Mental
4%
3%
3%
Other
15%
15%
15%
Not Stated
47%
52%
50%
PROFILE BY TYPE OF IMPAIRMENT An Intellectual impairment (13 per cent of children with disabilities) was the most prevalent impairment recorded for children with disabilities in Barbados.
PART I: Priority Needs Interviewed stakeholders identified a number of priorities for Barbados’ children with disabilities which focused on the full inclusion of children with disabilities in any activity with equal rights, privileges and respect; testing for early detection and intervention as the waiting time/list, for example,
13
Changes in the Education Act to include all children The writing of ‘individualized education plans’, (IEPS) and a special curricula
PART III: Ways to Promote Participation
Male CWD
Sight
Stakeholders suggested that development and changes to the legislative and policy environment were in the areas of:
Stakeholders suggested that greater participation of children with disabilities in society will require increased effort in the areas of early detection, prevention and therapy; more education and training programmes, e.g. inclusion of a special education component as part of the two year in-service teacher training programme that is compulsory for all teachers; an increase in teachers trained in ‘special needs’ in order to have a workable/manageable teacher-pupil ratio; increased financial aid; more dialogue between the government, private sector and people with disabilities; more public education and awareness; continued United Nations support in developing national policy directives; legislation and policy development e.g. a national philosophical policy statement on special education; spreading/decentralizing support services for special needs across the island; developing a facility for children with disabilities for day care, extracurricular activities and to showcase and sell work done by children with disabilities; exchange programmes with regular schools; respite facilities to assist parents of the children with disabilities; and employment opportunities in private and public sectors.
UNICEF | State Of The World’s Children Eastern Caribbean Supplement
BRITISH VIRGIN ISLANDS (BVI) POPULATION: Estimates of Population of Children with Disabilities PERCENTAGE OF CHILDREN POPULATION WITH DISABILITIES
SOURCE- National Census Reports 2000/2001
SOURCE- National Census Reports 2000/2001
In the 2001 Census, 3.5 per cent of the population of children 18 years and under was identified with a disability. Children with disabilities represent one per cent of the total population of persons living in the British Virgin Islands. Boys represent 54 per cent of children with disabilities in the British Virgin Islands and girls 46 per cent.
BVI 2001 Census CWD (0-18 years of age) as Percentage of Children Population
PART II: Historical Shifts in Legislative and Policy Environment
3.5%
CWD as a percentage of children population (0-18 years of age)
3.1% 3.8%
All CWD Female CWD
CWD as percentage of national population
levels as well as sustainable training programmes for special education teachers, para-professionals, etc. to support the education process for children with disabilities; the need for equal opportunity access to health care and rehabilitation services; the need for legislation and policy with the development of a clear structure within which the provision of special services will operate; the need to minimize or remove physical barriers to increase accessibility for children with disabilities; the need for early detection, prevention and therapy with consistent availability of services from specialists in the areas of speech therapy, occupational therapy and physiotherapy; the need for agency collaboration, e.g. between the two ministries of Health and Social Development; and more timely legislation and policy with Government making children with disabilities a priority on the national agenda.
Stakeholders suggested that development and changes to the legislative and policy environment were in the areas of:
Male CWD
1.0% 0.9% 1.1%
BVI 2001 Census Percentage of CWD (0-18 years of age) with Type of Disability
ALL CWD
Female CWD
PART III: Ways to Promote Participation
Male CWD
Sight Hearing Speech Upper Limb Lower Limb Neck and Spine Slowness at learning or understanding Behaviourial Other Not Stated
Education Act 2004 promotes the rights of all children, including children with disabilities to an appropriate education. Two statements were included in the Education Act of 2004 The Physical Planning Act was implemented to ensure that buildings (building codes) provide adequate access for persons with disabilities The Disability Policy is in draft but not yet finalized. These draft regulations include provision for children with special needs Funding for children with disabilities became a line item in the Education Budget in 2012
Male CWD 9% 11% 13% 11% 8% 7% 16% 13% 15% 9%
Female CWD 15% 6% 9% 9% 6% 7% 10% 10% 18% 10%
ALL CWD 12% 8% 11% 10% 7% 7% 13% 12% 17% 10%
PROFILE BY TYPE OF IMPAIRMENT Learning or Understanding (13 per cent of children with disabilities), Behavioral and Sight impairments (12 per cent of children with disabilities) were recorded as the more prevalent impairments found in children with disabilities in the British Virgin Islands.
PART I: Priority Needs Interviewed stakeholders identified a number of priorities for the British Virgin Islands’ children with disabilities which focused on the prevailing negative public attitudes towards children with disabilities and a need for public education and awareness to change these attitudes and reduce the stigma and discrimination targeted at children with disabilities; providing basic education for children with disabilities of school age at both primary and secondary school
Stakeholders suggested that greater participation of children with disabilities in society will require increased effort in the areas of advocacy at the parent and community level; greater collaboration between ministries; sustained education and training programmes e.g. continued training of support persons with the various skills to meet the needs of children with disabilities and encouraging youth to take up careers in special education as children with disabilities is a growing population, as well as providing more opportunities for the mixing of children with and without disabilities into one class to prevent segregation of children with disabilities; financial aid/assistance for established programmes; government taking the lead and investing in children with disabilities; more public education and awareness; continued technical support from other countries that are more advanced in providing for and increasing participation of children with disabilities; development and adoption of policy and legislation to promote wider inclusion of children with disabilities in schools and the workforce; upgrading buildings and infrastructure that take persons with disabilities into consideration; provision of social services, the development of independent living group homes and provision of work and employment opportunities in the public and private sectors.
UNICEF | State Of The World’s Children Eastern Caribbean Supplement
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DOMINICA POPULATION: Estimates of Population of Children with Disabilities
PART I: Priority Needs
PERCENTAGE OF CHILDREN POPULATION WITH DISABILITIES
SOURCE- National Census Reports 2000/2001
Sourced data was grouped for (i) for children under 15 years of age and (ii) youth between 15 and 24. Dominica’s 2001 Census reported 1.2 per cent of children under 15 years of age with a disability and 1.9 per cent of youth (15-24 years of age) were reported with a disability. Children with disabilities (0-14 years of age) represent 0.3 per cent of the national population. The majority of children with disabilities (60 per cent) are boys and 40 per cent are girls.
Dominica 2001 Census YWD as Percentage of Youth and National Population CWD (0-14 years of age) as a percentage of chidren under 15 population
1.2% 1.0% 1.4%
YWD (15-24 years of age) as a percentage of youth population
1.4%
CWD (0-14 years of age) as a percentage of national population
0.3% 0.3% 0.4%
YWD (15-24 years of age) as a percentage of national population
0.3% 0.2% 0.4%
YWD
1.9% 2.4%
Females WD Males WD
Interviewed stakeholders identified a number of priorities for Dominica’s children with disabilities which focused on the areas of psychological assistance or counseling of children with disabilities in the school system; early detection and intervention programmes to ensure smooth transition of children with disabilities to preschools and other education programmes; access to education at all levels for children with disabilities by mainstreaming children with disabilities into the school system; ongoing access to training for personnel who work in schools; counseling and training for parents; provision of health care and rehabilitation; upgrading of physical amenities, e.g. access to public buildings, sidewalks, ramps, hand rails etc. especially in the city; resourcing a testing centre; employment opportunities and skills training; reduction/elimination of abuse, ridicule, exclusion, stigma and discrimination of children with disabilities by society; increasing financial support from all stakeholders, e.g. Government, corporate organizations , NGOs etc.; and timely development and adoption of supportive legislation.
PART II: Historical Shifts in Legislative and Policy Environment Shareholders provided the following as examples of some of the major developments and changes in the legislative and policy environment of the country. They identified:
Dominica Percentage of CWD (0-14 years) by Type of Disability
PART III: Ways to Promote Participation
SOURCE- National Census Reports 2000/2001
Youth CWD (0-14 years)
Female CWD (0-14 years)
Male CWD (0-14 years)
Sight Hearing Speech Mobility Body Movement Gripping Learning Behavioural Other
Male CWD (0-14 years) 12% 19% 51% 21% 9% 4% 29% 25% 8%
Female CWD (0-14 years) 18% 21% 35% 30% 11% 7% 28% 21% 6%
Youth CWD (0-14 years) 14% 20% 45% 24% 10% 5% 29% 23% 7%
PROFILE BY TYPE OF IMPAIRMENT Most children with disabilities (45 per cent) were reported with a Speech , a Learning (29 per cent) and a Behavioural impairment (23 per cent).
15
The UN Resolution for the Equalization of Persons with Disabilities Ratification of the Convention of the Rights of Persons with Disabilities
Stakeholders suggested that greater participation of children with disabilities in society will require increased effort in the areas interagency coordination and collaboration, e.g. the formation an association of organizations with common purpose for the disabled community; early detection, prevention and therapy programmes; more training programmes at the Dominica’s Teachers’ College should be encouraged; more financial support of initiatives and programmes available to support the participation of children with disabilities in society; government prioritization of the issue; more public education and awareness programmes; institutional and capability strengthening; stronger regional networking to assist islands to lobby internationally; more timely development and adoption of legislation; more effective monitoring of programmes; and access to a resource and skills training centre.
UNICEF | State Of The World’s Children Eastern Caribbean Supplement
GRENADA POPULATION: Estimates of Population of Children with Disabilities PERCENTAGE OF CHILDREN POPULATION WITH DISABILITIES
SOURCE- National Census Reports 2000/2001
In the 2001 Census, 1.1 per cent of the population of children, 19 years and under was identified with a disability. Children with disabilities represent 0.5 per cent of the total population of Grenada. Fifty-three percent of children with disabilities are boys and 47 per cent are girls.
Grenada 2001 Census CWD (0-19 years of age) as percentage of Children and National Population 1.1%
CWD (0-19 years of age) as percentage of children population
1.1% 1.2%
All CWD Female CWD Male CWD
0.5%
CWD (0-19 years of age) as percentage of national population
0.5%
PART II: Historical Shifts in Legislative and Policy Environment
0.5%
Developments and changes in the legislative and policy environment of the country were identified in the areas of :Grenada 2001 Census Percentage of CWD (0-19 years of age) by Type of Disability
SOURCE- National Census Reports 2000/2001
to training for teachers. Most teachers working with special needs children are volunteers and are not trained. Training and survival skills are needed both on the part individuals with disabilities and parents/ families of persons with disabilities as well as for support staff; a need for facilities and infrastructure for educational, recreation, sports and other social activities; housing of parents of children with disabilities; work and employment opportunities e.g. job placement programmes for children with disabilities leaving school; a need for NGOs, Government and other stakeholder collaboration and coordination; financial aid/programme funding; changing public attitudes towards children with disabilities to dispel the myths and misconceptions of children with disabilities by society; faster development and adoption of national legislation and policy on the issue; a lack of structured parental education and support as there is a high level of abandonment of children with disabilities by parents; lack of basic resources like equipment and personnel, e.g. there are only two officers at the Ministry to cover the entire island; and a need for transportation to assist with the movement of children with disabilities.
All CWD (0-19 years of age)
Females CWD (0-19 years of age)
Males CWD (0-19 years of age)
Males CWD (0-19 years of age)
Females CWD (0-19 years of age)
All CWD (0-19 years of age)
Sight
20%
38%
28%
Speech
28%
20%
24%
6%
3%
5%
17%
17%
17%
Upp Limb Lower Limb Neck & Spine
5%
4%
4%
Slow Learning
24%
18%
21%
PROFILE BY TYPE OF IMPAIRMENT Sight (28 per cent of children with disabilities), Speech (24 per cent of children with disabilities) and Learning (21 per cent of children with disabilities) impairments were the more prevalent impairments recorded for children with disabilities in Grenada.
PART I: Priority Needs Interviewed stakeholders identified a number of priorities for Grenada’s children with disabilities which focused on the areas of the need for early detection, prevention, therapy and personnel resources, in addition, these services are not centralised or adequately staffed which impacts the scheduling of visits for children with disabilities; a need for consistent access
Ratification of the UN Convention on the Rights of Children with Disabilities Development of the 2006 Strategic Plan for Educational Enhancement and Development (SPEED) to deliver adequate provisions for all special education individuals (schools, special education, preschool, primary and secondary, day-care, nurseries), thus the theme “Inclusion for All” The Child Protection Act (2010) speaks to equality of access for children with disabilities
PART III: Ways to Promote Participation Greater participation of children with disabilities in society will require increased commitment and participation from Government and leadership in the society; strengthening of the support services for early detection, prevention and therapy; sustained education and training for all (parents, practitioners, educators and individuals with disabilities); funding/budgeting at the national level for the resourcing of programmes for children with disabilities; improved health care and rehabilitation programmes; more public education and awareness programmes, e.g. a Government awareness week to build awareness and educate members of the community about the issues facing persons and children with disabilities; more timely development and adoption of legislation and policy; continued development of/upgrading of facilities and support infrastructure such as ramps, roads, pavements, crossings with audible beeps etc; and provision of work and employment in the public and private sectors.
UNICEF | State Of The World’s Children Eastern Caribbean Supplement
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MONTSERRAT POPULATION: Estimates of Population of Children with Disabilities PERCENTAGE OF CHILDREN POPULATION WITH DISABILITIES Montserrat’s children with disabilities (0-18 years of age) represent 1.3 per cent of children, 18 years and under and 0.3 per cent of the national population. Most children with disabilities in Montserrat (56 per cent) are girls and 44 per cent are boys.
SOURCE- National Census Reports 2000/2001
Montserrat 2001 Census CWD as Percentage of Children and National Population 1.3%
CWD (0-18 years) as percentage of children population
1.5% 1.1%
0.3%
CWD (0-18 years) as percentage of national population
All CWD
0.4%
Female CWD
0.3%
Male CWD
speech therapists, and occupational therapists; access to appropriate education that meets the needs of children with disabilities; a need to reduce the exploitation, violence and abuse of children with disabilities. Many children with disabilities are hidden and some children have been in circumstances where they have missed out on school or have been with relatives who have abused them or been in violent circumstances which results in further behavioural and learning difficulties; a need for children with disabilities to have ready access to health care and rehabilitation services; a need to develop parenting skills as there are more and more children with disabilities with oppositional defiance/ conduct disorders. There needs to be, as a priority, a facility to support children who are disengaged with the educational system as well as their parents; the need for equal opportunities in every aspect of the lives of children with disabilities; a need to upgrade facilities and infrastructure which are not designed for or do not cater for children with disabilities; access to funding for resources such as a sheltered workshop facility or classroom for children with disabilities; government focus and leadership on the issue; international and regional networking to share resources and experiences; and the need to more speedily develop and adopt legislation and policy.
PART II: Historical Shifts in Legislative and Policy Environment
Montserrat 2001 Census Percentage of CWD by Type of Disability
Stakeholders suggested that development and changes to the legislative and policy environment were in the areas of :-
SOURCE- National Census Reports 2000/2001
All CWD
Female CWD
Male CWD
Visual Hearing Moving Strange Behaviour Fits Learning Hansens Disease Others
Male CWD 14% 0% 14% 0% 0% 43% 0% 29%
Female CWD 33% 11% 22% 0% 0% 22% 0% 11%
All CWD 25% 6% 19% 0% 0% 31% 0% 19%
PART III: Ways to Promote Participation
PROFILE BY TYPE OF IMPAIRMENT Learning (31 per cent) and Visual (25 per cent) impairments were recorded as the more prevalent impairments for children with disabilities in Montserrat.
PART I: Priority Needs Interviewed stakeholders identified a number of priorities for Montserrat’s children with disabilities which focused on improving the attitudes of different groups in society towards children with disabilities, e.g. some teachers still expect that children with disabilities will behave the same way as children without disabilities; the need for early detection, prevention and therapy resources such as physiotherapists,
17
The 2009 Early Childhood Policy recently included all children. There is no section specifically for Special Needs Children Development of a unit within the Ministry of Social Development for Disabled and Challenged persons There is a Primary School Policy for Special Education Needs (SEN) and a draft Secondary School Policy. The Education Act 2004 refers to this and speaks to inclusion – mirrored in the UK Code of Practice, so do the Draft Policies. The Primary School policy has been adopted The Montserrat Association of Persons with Disability (MAPD) was established
Stakeholders suggested that greater participation of children with disabilities in society will require adequate resourcing in the area of early detection, prevention and therapy; building the capabilities of people who care for children with disabilities, e.g. teachers, nurses etc.; greater political will “a can do attitude”; more public education and awareness for behavioural change; developing information sources about children with disabilities, e.g. a Government website to create a link for support, resources and tips for parents etc; speedier development and adoption of legislation and policy; development of parenting support groups/networks; and improvements to social, recreation, sports and leisure services.
UNICEF | State Of The World’s Children Eastern Caribbean Supplement
ST. KITTS AND NEVIS POPULATION: Estimates of Population of Children with Disabilities PERCENTAGE OF CHILDREN POPULATION WITH DISABILITIES The St. Kitts and Nevis 2001 Census reported 1.9 per cent of children 18 years of age and under with a disability. Children with disabilities represent 0.7 per cent of the national population. Most children with disabilities in St. Kitts and Nevis (54 per cent) are boys and 46 per cent are of children with disabilities are girls.
SOURCE- National Census Reports 2000/2001
St Kitts & Nevis 2001 Census CWD (0-18 years of age) as Percentage of Children and National Populations 1.9%
CWD (0-18 years) as a percentage of children population
1.8% 2.1%
CWD (0-18 years) as a percentage of national population
0.7% All CWD
0.7%
Female CWD
0.8%
Male CWD
PART II: Historical Shifts in Legislative and Policy Environment Stakeholders suggested that development and changes to the legislative and policy environment were in the areas of:
St. Kitts & Nevis 2001 Census Percentage of CWD (0-18 years of age) by Type of Disability
SOURCE- National Census Reports 2000/2001
speech therapy, and testing for hearing aids so that they can be fitted as early as possible; providing more education and training opportunities, for example, the Special Education Unit accommodates the blind but there is no trained teacher for the blind, so children are not really getting the full educational benefit; financial aid and programme funding; government and leadership attitude and low priority to children with disabilities, inadequate facilities and infrastructure in terms of sidewalks, ramps, building access; lack of transportation and social services; the need for public education and awareness; the need for recreation, sports and leisure programmes; improving resource availability e.g. children with disabilities in the special education school were not provided with laptops like other students in high schools, students at the special education school do not benefit from the lunch programme that is given to a number of primary schools; and the need for work and employment opportunities. Many businesses are not interested in redesigning their equipment/ machines to help the disabled.
All CWD (0-18 years of age) Female CWD (0-18 years of age)
Male CWD (0-18 years of age)
Male CWD (0-18 )
Visual Hearing Speech Upper Limb Lower Limb Neck and Spine Learning Behavioural Other Not Stated
Female CWD (0-18 )
15% 9% 16% 5% 11% 3% 30% 14% 15% 5%
14% 8% 13% 4% 7% 4% 14% 13% 26% 14%
The Education Act 2005 made provisions for the identification and servicing of the needs of children with special needs In the last three (3) years, work has been progressing with government to sign the UN Convention on the Rights of People with Disabilities The Ministry of Education developed a White Paper with a section for Persons with Special Needs to provide for special education and training An MOU was signed to increase services offered to children with disabilities
All CWD (0-18 )
15% 9% 14% 4% 9% 3% 23% 13% 20% 9%
PROFILE BY TYPE OF IMPAIRMENT Learning (23%) and Visual impairments (15%) were recorded as the more prevalent impairments found in children with disabilities in 2001.
PART I: Priority Needs Interviewed stakeholders identified a number of priorities for St. Kitts and Nevis’ children with disabilities which focused on improving societal attitudes and removing stigma and discrimination towards children with disabilities; improving early detection, prevention systems and therapies such as
PART III: Ways to Promote Participation Stakeholders suggested that greater participation of children with disabilities in society will require increased effort in the areas of advocacy in the form of a support group including the private and public sector working on behalf of persons with disabilities to push the agenda of persons with disabilities; more early detection, prevention and therapy programmes; ongoing education and training, e.g. many teachers in mainstream school are not properly trained to assess and deal with the issues of children with disabilities; provision of financial aid/funding of programmes; investment by Government and leadership in children with disabilities; health care and rehabilitation capacity building; more public education and awareness; faster development and adoption of national policy as it relates to the disabled community; better parental support; more recreation, sports and leisure programmes for children with disabilities; and creation of work and employment opportunities in the public and private sectors.
UNICEF | State Of The World’s Children Eastern Caribbean Supplement
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ST. LUCIA POPULATION: Estimates of Population of Children with Disabilities
Census results also indicate Sight (31 per cent) as the more prevalent impairment in children with disabilities (0-18 years of age).
PERCENTAGE OF CHILDREN POPULATION WITH DISABILITIES
PART I: Priority Needs
St. Lucia’s 2000 Census reported one per cent of children, 0-14 years of age with a disability and 0.9 per cent of youth, 15-24 years of age with a disability. Children with disabilities (0-14 years of age) represent 0.2 per cent of the national population. Fifty-two per cent of children with disabilities were boys and 48 per cent girls.
SOURCE- National Census Reports 2000/2001
St. Lucia 2000 Census YWD as Percentage of Children and National Population CWD (0-14 years of age) as a percentage of chidren under 15 population
1.0% 0.9% 1.0%
YWD (15-24 years of age) as a percentage of youth population
0.9% 0.9% 0.9%
CWD (0-14 years of age) as a percentage of national population
0.2% 0.2% 0.2%
SOURCE- National Census Reports 2000/2001
YWD (15-24 years of age) as a percentage of national population
YWD Females WD
0.3% 0.3% 0.3%
Males WD
Interviewed stakeholders identified a number of priorities for St. Lucia’s children with disabilities which focused on improving attitudes and acceptance by the general public and family members of children with disabilities and reducing/eliminating stigma and discrimination targeted at children with disabilities; improving the coordination of financial, social and educational efforts to improve the lives of children with disabilities; increasing access to tools and resources for early detection, prevention and therapy; providing ongoing training of teachers, parents and other support personnel who care for children with disabilities; improving basic health care and rehabilitation services and programmes; improving facilities and infrastructure to increase accessibility; providing transportation to move children with disabilities around; increasing resources, human, financial and physical, e.g. touch screen laptops, headsets, communication boards; creating greater regional collaboration opportunities; focusing government to make children with disabilities a priority; more timely development and adoption of legislation and policy; and improving parent counseling, financial and social service support.
PART II: Historical Shifts in Legislative and Policy Environment
St. Lucia 2000 Census Percentage of CWD (0-14 years of age) with Type of Disability
Stakeholders suggested that development and changes to the legislative and policy environment were in the areas of:-
Total Females
Males
Sight Hearing Speech Upper Limb Lower Limb Neck Spine Slow Learner Behavioural Other
Males
Females
Total
17% 8% 12% 6% 11% 3% 9% 11% 30%
24% 9%
20% 8% 13% 9% 15% 6% 12% 12% 28%
14%
13% 18% 8% 16% 14% 27%
PART III: Ways to Promote Participation
PROFILE BY TYPE OF IMPAIRMENT In the 2000 Census, Sight (20 per cent) and Lower Limb (15 per cent) impairments were the most prevalent impairments found in children with disabilities (0-14 years of age). The 2012 preliminary Seeing (even with glasses)
Hearing ( even with hearing aid)
Walking or climbing stairs
Remembering or concentrating
SelfCare
Upper Body Function
Communicating and Speaking
Males (0-18 years)
320
117
Females (0-18 years)
493
84
139
194
188
80
221
154
146
173
82
All children with disabilities (0-18 years)
814
195
201
293
340
362
162
416
Male children with disabilities (% of Male children with disabilities)
25%
9%
11%
15%
15%
6%
18%
Female children with disabilities (% of Female children with disabilities)
37%
6%
12%
11%
13%
6%
15%
All children with disabilities 2010 (% of children with disabilities)
31%
8%
11%
13%
14%
6%
16%
2010 Preliminary Census Data
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Adoption of the UN Convention on the Rights of Children Implementation of Disabilities Act/Policy Inclusion of children with disabilities in regular classes and the Education Act provides for the allotment of technical assistance for children with disabilities
Stakeholders suggested that greater participation of children with disabilities in society will require increased effort in the areas of collaboration between the social partners, including government; ongoing education and training programmes for students, teachers and other support persons interacting with children with disabilities, recognizing the ratio of students to teachers; more financial aid; Government recognition that children with disabilities have a role in society, thus prioritizing persons with disabilities on national and regional agendas; more Total health care and rehabilitation programmes; sustained 1259 public education and awareness programmes e.g. the 1328 development of a National convention on people with 2587 disabilities; improving facilities and infrastructure; provision of transportation; creation of recreation, sports and 100% leisure programmes; continued research and monitoring e.g. conduct of a census of the disability population 100% and the appointment of officers to monitor programmes; implementation of social service initiatives catering to the 100% needs of the disabled e.g. housing for independent living; and the creation of work and employment opportunities.
UNICEF | State Of The World’s Children Eastern Caribbean Supplement
ST. VINCENT AND THE GRENADINES POPULATION: Estimates of Population of Children with Disabilities PERCENTAGE OF CHILDREN POPULATION WITH DISABILITIES
SOURCE- National Census Reports 2000/2001
St. Vincent and the Grenadines’ 2001 Census reported 0.7 per cent of children 0-19 years of age with a disability, representing 0.3 per cent of the national population. Most of the children with disabilities in St. Vincent and the Grenadines (60 per cent) were identified as boys and 40 per cent were female.
St. Vincent & the Grenadines 2001 Census CWD (0-19 years of age) as Percentage of Children and National Population 0.7%
CWD (0-19 years of age) as a percentage of children population
0.6% 0.8% 0.3%
CWD (0-19 years of age) as a percentage of national population
All CWD
0.2%
Female CWD
0.3% Male CWD
and are living in poverty; providing adequate health care and rehabilitation services; providing transportation to special needs schools; increasing agency coordination for better networking and a more unified approach to the issue; providing ongoing training for teachers and care givers as well as ensuring that access to education is available for all children with disabilities including the severely challenged kids who currently are not allowed access to primary school. There is also very limited spaces in secondary school for children with disabilities; reducing/eliminating the exploitation, violence and abuse of children with disabilities; more support and direction from government and leadership; more public education and awareness programmes; increasing facilities and infrastructure to improve accessibility, e.g. sidewalks, ramps; provision of work and employment opportunities as even the young disabled who get educated, leave school and have no choice but to sit at home because there are no jobs.
PART II: Historical Shifts in Legislative and Policy Environment Stakeholders suggested that development and changes to the legislative and policy environment were mainly in the areas of:
SOURCE- National Census Reports 2000/2001
St. Vincent & the Grenadines 2001 Census Percentage of CWD by Type of Disability
All CWD
15-19
5-14
UN Convention Rights of Disabled Children now being ratified Work on the Special Education Act is in progress, which addresses children with special needs The 2012 Education Development Plan was developed up to 2017. Stakeholders in the disability sector participated and made recommendations Development of a unit within the Ministry of Mobilization Government mandated that all new buildings should be accessible to the disabled
0-4
Physical-Motor
0-4 22%
5-14 8%
15-19 13%
All CWD 11%
Visual
4%
2%
2%
2%
Hearing
4%
5%
7%
6%
Mental
0%
1%
4%
2%
Visceral IRC
0%
0%
0%
0%
Multiple
0%
0%
0%
0%
Learning
70%
84%
74%
79%
PROFILE BY TYPE OF IMPAIRMENT Learning (79 per cent) and Physical- Motor (11 per cent) impairments were the most prevalent impairments found in children with disabilities in St. Vincent and the Grenadines.
PART I: Priority Needs Interviewed stakeholders identified a number of needs for St. Vincent and the Grenadines’ children with disabilities which focused on generally improving attitudes towards children with disabilities as some parents still keep children at home; improving access to resources such as speech and physical therapists for early detection, prevention and therapy particularly in rural communities; increasing the availability of financial assistance as many children with disabilities have unemployed parents
PART III: Ways to Promote Participation Stakeholders suggested that greater participation of children with disabilities in society will require increased effort in the areas of agency coordination and advocacy; increasing access to resources such as speech therapists, physical/ occupational therapists for earlier detection, prevention and therapy; more integration of able and disabled children in the educational system as physically challenged kids are often not allowed to go to regular school even though they are intellectually capable; the availability of scholarships for teachers to access training in other Caribbean countries, e.g. Jamaica; financial aid/funding of programmes; greater government and leadership focus on the issue; more public education and awareness programmes, e.g. a street march so that persons can walk with children with disabilities; greater integration of children with disabilities in activities, e.g. children with disabilities from the special schools should be invited to the school sports even if they cannot compete; faster development and adoption of legislation and policy e.g. adoption of the UNICEF Protocol; and greater advocacy and involvement by parents who need to be empowered to speak for their children.
UNICEF | State Of The World’s Children Eastern Caribbean Supplement
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TRINIDAD AND TOBAGO POPULATION: Estimates of Population of Children with Disabilities PERCENTAGE OF CHILDREN POPULATION WITH DISABILITIES Trinidad’s 2000 Census reported 1.1 percent of children 0-18 years of age with a disability. Children with disabilities represent 0.4 per cent of the national population. Most children with disabilities (55 per cent) in Trinidad and Tobago are boys and 45 per cent are girls. SOURCE- National Census Reports 2000/2001
Trinidad & Tobago 2000 Census CWD (0-18 years of age) as Percentage of Children and National Population
CWD (0-18 years of age) as a percentage of national population
PART II: Historical Shifts in Legislative and Policy Environment
1.1%
CWD (0-18 years of age) as a percentage of children population
1.0% 1.2%
0.4% 0.4% 0.5%
education; increase of educational opportunities e.g. vocational training programmes, special education programmes, retraining and skills programmes; increase funding for programmes that actively promote the interests of children with disabilities; more government focus and action; ongoing public awareness and education; more timely development and enforcement of legislation to protect and develop children with disabilities. While a national policy on persons with disabilities exists in the country, there is no legislation in place, no legal framework to mandate inclusive education; need for transportation for the disabled to access services available especially in rural areas; and increasing work/employment opportunities in the public and private sectors.
All CWD Female CWD
Stakeholders provided the following as examples of some of the major developments and changes in the legislative and policy environment of the country. They identified:-
Male CWD
SOURCE- National Census Reports 2000/2001
Trinidad 2000 Census Percentage of CWD (0-18 years of age) by Type of Disability
All CWD
All CWD
Seeing Hearing Speaking Mobility Movement Gripping Learning Behaviour Other Not stated
27% 12% 17% 14% 6% 3% 23% 9% 6% 13%
PART III: Ways to Promote Participation
PROFILE BY TYPE OF IMPAIRMENT Seeing (27 per cent) and Learning (23 per cent) impairments were the most prevalent types of impairments found in children with disabilities in Trinidad and Tobago.
PART I: Priority Needs Interviewed stakeholders identified a number of priorities for Trinidad and Tobago’s children with disabilities which focused on the areas of early detection and prevention, healthcare services particularly for Autism Spectrum Disorders, speech and language interventions, occupational therapy, physiotherapy, rehabilitative and corrective surgery across disabilities; education opportunities for children with disabilities in school of choice; sustained training programmes in special and inclusive education for teachers, medical personnel, therapists etc.; access to learning tools such as computers to assist students; a multidisciplinary approach to the issue with greater agency coordination; need to adequately resource the Student Support Services; greater advocacy; providing access to higher education for children with disabilities, e.g. review of the Ministry of Education’s (MOE) decision not to proceed with inclusion of children with disabilities in general
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Trinidad and Tobago is a signatory to the UN Convention on Persons with Disabilities The establishment of a National Policy on Persons with Disabilities in December, 2005 Legislation on the Protection of Children and the establishment of a Children’s Authority. This relates to all children in Trinidad and Tobago and therefore children with disabilities are included The establishment of a Student Support Services Division in the Ministry of Education(MOE) which provides the relevant intervention and support for children with special needs both in the mainstream and special schools. This emerged based on a Special Education Policy in the MOE Disabilities organizations are collaborating with the Hugh Wooding Law School and the Attorney General’s Office with respect to the revision/provision of legislation that enhances the life of persons with disabilities Revision of the building codes for a barrier free environment
Stakeholders suggested that greater participation of children with disabilities in society will require increased effort in the areas of advocacy, e.g. a strong parents advocacy group to lobby for children’s rights in the educational and social life of the country; better agency support and collaboration of all stakeholders; education programmes for parents/guardians and family members e.g. sign language courses for parents of deaf children; continued training of teachers, social workers, counselors, medical personnel etc.; more employment and job opportunities; more financial aid and timely disbursement of funding; greater government focus and commitment; improved health care and rehabilitation; creation of a database of information on children with disabilities; establishing a registry at hospitals and clinics of children at risk or born with disabilities; targeted public education and sensitization programmes; improvements to facilities and infrastructure to increase accessibility; faster adoption of legislation that drive government policies and mandates with regard to the provision of services to persons with disabilities; accessible transportation services particularly to children in rural communities; and the provision of resource materials and affordable disability aids and assistive devices.
UNICEF | State Of The World’s Children Eastern Caribbean Supplement
TURKS AND CAICOS ISLANDS POPULATION: Estimates of Population of Children with Disabilities PERCENTAGE OF CHILDREN POPULATION WITH DISABILITIES
SOURCE- National Census Reports 2000/2001
SOURCE- National Census Reports 2000/2001
The Turks and Caicos 2001 Census reported 0.7 per cent of children under 15 years of age with a disability and 1.4 per cent of the Youth (15-24) population with a disability. Children with disabilities under 15 represent 0.2 per cent of the national population and youth (15-24 years of age) also represent 0.2 per cent of the national population. Most of the children with disabilities (0-14 years of age) (54 per cent) were boys and 46 per cent were girls.
Turks & Caicos 2001 Census YWD as Percentage of Youth and National Population CWD (0-14 years of age) as a percentage of chidren under 15 population
0.7% 0.6% 0.8%
YWD (15-24 years of age) as a percentage of youth population
1.4% 1.2% 1.7%
CWD (0-14 years of age) as a percentage of national population
0.2% 0.2% 0.2%
YWD (15-24 years of age) as a percentage of national population
0.2% 0.2% 0.2%
PWD
treatment of children; public education and awareness to reduce or remove stigma, discrimination, marginalization and isolation of children with disabilities; improvements to facilities and infrastructure, e.g. a school or institution for children with disabilities with specialist teachers and trainers, physiotherapy etc. and a fully furnished and equipped resource training centre with day programmes for skill development in preparation for job opportunities; more work and employment opportunities; culturally sensitive programming that takes into consideration factors such as cultural diversity, economic status, racial differences and language differences of children with disabilities who need intervention but who are at a disadvantage as there is no bilingual programme available at this time; lack of funding for necessary resources, materials, personnel to effectively manage services or programmes; lack of political will and action; infrastructure challenges such as a lack of ramps; research and consistent measurements; development of a repository of statistics regarding the magnitude or pervasiveness of the problem; and limited funding and support systems.
Females WD Males WD
PART II: Historical Shifts in Legislative and Policy Environment Stakeholders suggested that development and changes to the legislative and policy environment were in the areas of:
PART III: Ways to Promote Participation
Turks & Caicos 2001 Census Percentage of CWD (0-14 years of age) by Type of Disability All CWD (0-14 years of age)
Female CWD (0-14 years of age)
Male CWD (0-14 years of age)
Blindness Deafness Dumbness/speech impediment Limb impairment Mental retardation Other Disabilities
Male CWD (0-14 years of age)
Female CWD (0-14 years of age)
29% 14% 14% 19% 14% 29%
6% 28% 28% 0% 6% 33%
The Equality Bill was passed in 2012 to guarantee equal access in all spheres of life
All CWD (0-14 years of age)
18% 21% 21% 10% 10% 31%
PROFILE BY TYPE OF IMPAIRMENT Deafness (21 per cent) and Speech impairments were found to be the most prevalent impairments for children with disabilities under 15 in the Turks and Caicos.
PART I: Priority Needs Interviewed stakeholders identified a number of priorities for children with disabilities in the Turks and Caicos which focused on education and training e.g. special education instruction guided by a specialized curriculum in institutions of learning where special children are enrolled; early evaluation and appropriate diagnostic testing by specialized medical practitioners and regular assessments and
Stakeholders suggested that greater participation of children with disabilities in society will require increased effort in the areas of greater agency coordination particularly between key departments that have a link in this area, e.g. Department of Social Welfare, Health and Education; improving support services such as speech therapists, behavior socialists, testing coordinators, placement/transition specialists and other specially trained staff for early detection and diagnostics; developing educational transition programmes to help children with disabilities function at every stage and level as they progress and eventually leave school; continued training of teachers, parents and other personnel who cater to the needs of children with disabilities; Government’s financial support to help progress children with disabilities; ongoing public education and awareness to change the negative attitudes and remove the stigma and discrimination targeted at children with disabilities by society; provision of opportunities to showcase and celebrate the capabilities of children with disabilities; updating and restructuring legislation to bring it on par with the Convention Rights on children with disabilities; provision of transportation; international agency and regional partnerships and support, e.g. exchange programmes with regional organizations that have had successful programmes for children with disabilities; and research with the conduct of a comprehensive study on this sector.
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© UNICEF/ECA/Haynes/2011
For further information please contact: UNICEF Office for the Eastern Caribbean Area 1st Floor, UN House Marine Gardens, Christ Church Barbados Tel: +1 246 467 6000 Fax: +1 246 436 2812 Email:
[email protected] Web: www.unicef.org/barbados Facebook: www.facebook.com/UNICEFeasterncaribbean Youtube: www.youtube.com/UNICEFeasterncaribbean The United Nations Children’s Fund (UNICEF) 2013
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UNICEF | State Of The World’s Children Eastern Caribbean Supplement
