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SITUATION OF CHILDREN WITH DISABILITIES IN CENTRAL ASIA: RIGHTS AND REALITIES
4th CHILD PROTECTION FORUM FOR CENTRAL ASIA, AUGUST, 2013Anna Nordenmark Severinsson, UNICEF Regional Office for CEE/CIS
No increase in the number of children registered with disabilities
2005 2010 2012 2005 2010 2012 2000 2005 2010 2012 2000 2005 2005 2010 2012Kazakhstan Kyrgystan Tajikistan Turkmenistan Uzbekistan
0
20000
40000
60000
80000
100000
120000
140000
Total number of children with disabilities below 18 years registered in the country
Many children with disabilities may be un-counted for and are therefore invisible in policy making
Central Asia: prevalence (%) of children with disability 0-18 years based on administra-
tive records
Bhutan: prevalence (%) of children with disability 2-9 years based on
MICS+screening tools
FYR Macedonia: prevalence (%) of children with disability 2-9 years based on
MICS+screening tools
0.9%
2.7%4.8%
21%
31%
Comparison of disability prevalenceModerate/Severe All combined (incl. light)
Definitions, stipulated rights and provisions for children with disabilities in Central Asia
• All countries in CA have specific laws that stipulate rights and provisionso Definitions vary, only one country seems to have changed
language to be more in line with international standards
• All countries have had changes in these provisions in last 5 yearso Health services o Education o Social protection services (mainly residential care) and schemes
(benefits, taxbreaks, free aid/supports)
Changes in health services for children with disabilities
Observed trends:• Prevention• Modernization• Strengthened identification• Strengthing and development of special protocols and system
depending on age• Introduction of new services in several countries (e.g. rehabilitation)
Remaining issues:• Equitable geographic availability?• Outreach/access?• Integration?
Changes in education services for children with disabilities
Observed trends:• Increases in pre-school services for children with disabilities• No changes in use of special pre-schools for children with
disabilities• Efforts to provide children with disabilities with education• De-institutionlization in education?
Remaining issues:• Inclusion ?• Quality?
Pre-school education for children with disabilities
2000 2005 2010 2012 2005 2010 2012 2005 2010 2012 2000 2005 2010 2012Kazakhstan Kyrgyzstan Turkmenistan Uzbekistan
0
5000
10000
15000
20000
25000
40%40%
40%
40%
48% 40% 42%
No of children with disabilities in regular pre-school facilities No of children with disabilities in special pre-school facilities
Proportion of children with disabilities receiving pre-school education services in different settings – changes over time
Where do children with disabilities get education?
Kazakhstan Kyrgyzstan Taijikistan Turkmenistan Uzbekistan0
5000
10000
15000
20000
25000
30000
35000
6% 18% 23% 74%
61%
27%
7%13% 26%
34%
66%
74%
65%
5%
No of children with disabilities receiving education in regular schoolsNo of children with disabilities receiving education through home-schoolingNo of children with disabilities receiving education in boarding schools for special education
Proportion of children with disabilities receiving education services in different settings
Education trend: Integration or separation?
2005 2012 2000 2005 2012Kyrgyzstan Uzbekistan
0
5000
10000
15000
20000
25000
30000
35000
55%
74%
4%
6% 5%
No of children with disabilities receiving educa-tion in regular schoolsNo of children with disabilities receiving educa-tion through home-schoolingNo of children with disabilities receiving educa-tion in boarding schools for special education
Proportion of children with disabilities receiving education services in different settings – changes over time in two countries
Changes in social protection and community based social services
Observed trends• Range of social protection schemes, several countries report
increases• New community based social services for family and child support
emerging (such as day care, rehabilitation)
Remaining issues:• Slow uptake of community based social services• Limited outreach and no monitoring of equitable distribution• Barriers to access
A range of social assistance schemes
2010
2012
2010
2012
2012
2005
2010
2012
2005
2010
2012
Kazakhstan Kyrgystan Tajik-istan
Turkmenistan Uzbekistan
0
20000
40000
60000
80000
100000
120000
140000
98555
113316
22359 25346 26345
724810100 10945
120138
96177
78910
Number of Beneficiaries of Disability Allowance/Carer Allowance over several years
Total number of families receiving “care al-lowance” for child with disabilityTotal number of children and/or families with children with disabilities receiving “disability al-lowance"
Social protection services – still mainly relying on residential care
201220122011*20122011*KazakhstanKyrgystanTajikistanTurkmenistanUzbekistan
0
5000
10000
15000
20000
25000
30000
35000
60%
68%
69%
13%
41%
40%32%
31%87%
59%
Total number of children below 18 years in residential care
Total number of children with disabilities below 18 years in residential care
Proportion of children with disabilities in residential care
Most children with disabilities in residential care are in pre-school age or school age
201220122011*20122011*KazakhstanKyrgystanTajikistanTurkmenistanUzbekistan
0
5000
10000
15000
20000
25000
98.6%
99.5%
99.5%
100%
99.3%
1.4%0.5%0.5%0%.7%
Total number of children with disabilities below 18 years in residential careTotal number of children with disabilites below 3 years in residential care
Proportion of children with disabilities below 3 yrs of all children with disabilities in residential care
Rights and realities
Reality: - Number of children with disabilities are still invisible in statistics and
therefore not taken into account in policy- Available state funding goes to social protection and welfare,
education and health for children with disabilities
Rights: - Large proportions of children with disabilities (those we know of) are
still not allowed to grow up in a family, included in communities, learn in education with peers who are without disability
- For rights to be fulfilled, need to shift focus from provisions to outcomes.
- This requires a re-allocation of existing resources
This Forum
Plenary 2:Children with disabilities:Rights and best interests
Plenary 3:Taking stock and identifying priorities
Plenary 4:Right to health and to
habilitation and rehabilitation
Plenary 5: Freedom from exploitation,
violence and abuse
Plenary 6: Right to education
Plenary 7: Respect for the family and right to
be included in community