Publication: Disability-Inclusive Health Care Systems: Technical Note for World Bank Task Teams
Loading...
Date
2022
ISSN
Published
2022
Author(s)
Editor(s)
Abstract
The objective of this Technical Note is to provide task teams and task team leaders (TTLs) with tools for designing and delivering health care services that are inclusive of disability. More specifically, the ambition of this Technical Note is to improve awareness and skills of TTLs and other World Bank employees toward recognizing the rights of persons with disabilities to receive equitable health care from the outset, to help drive demand from governments, and to identify concrete actions to promote disability-inclusion in health service delivery. The guide provides the rationale for disability inclusion, tips for engaging in dialogue, information and examples on disability-inclusive practices and operations, and specific guidance on integrating disability into health service programming and delivery supported by the World Bank.
Link to Data Set
Citation
“World Bank. 2022. Disability-Inclusive Health Care Systems: Technical Note for World Bank Task Teams. © World Bank. http://hdl.handle.net/10986/38353 License: CC BY 3.0 IGO.”
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication Creating Disability-Inclusive ID System(World Bank, Washington, DC, 2020-11-17)Access to identification is a vital priority. In developing countries, persons with disabilities are among those most likely to face barriers in accessing government services such as health and rehabilitation, public transportation, education, voting, financial services, and economic opportunities. For women and girls with disabilities and other persons with disabilities with intersecting identities, these barriers are multidimensional. Addressing poverty among persons with disabilities and their families requires solutions that address their differentiated and sometimes complex needs, a precondition of which is possessing official proof of identity. This report provides a model of the continuous nature of the ID lifecycle, suggesting some illustrative approaches to designing a disability-inclusive ID process at any stage in the lifecycle. The ID lifecycle comprises five phases, each allowing for disability-inclusive interventions. The five phases are: (1) planning and design; (2) outreach and engagement; (3) enrollment; (4) use of ID; (5) and monitoring and evaluation. The cycle presents examples of continuous activities which should be regularly revisited to ensure that ID systems are accessible to people with disabilities regardless of the stage of implementation of the ID system. While not exhaustive, and recognizing that country contexts differ, this cyclical model can be a useful planning tool, much like that used across the world by electoral commissions for inclusive voter registration.Publication Understanding Multidimensional Determinants of Disability-Inclusive Education(Washington, DC, 2022-09)Children with disabilities undoubtedly face barriers within the education system, however they also face significant challenges within the broader ecosystem that can significantly undermine their and their family’s ability to pursue educational opportunities on par with their peers without disabilities. This study aimed to understand what key determinants beyond school-based factors shaped the experiences of children with disabilities and their families’ ability to support their educational participation in primary school through case studies in Rwanda, Sierra Leone, and Zambia. The report also includes findings from a short regional survey of parents’ and caregivers’ perceptions across Sub-Saharan Africa. The study explored factors such as: (1) parental aspirations and involvement in their child’s education; (2) stigma and attitudes about children with disabilities; (3) access to necessary supports such as assistive devices, learning materials, and personal assistance; (4) additional and out-of-pocket costs borne by families to support the educational participation of children with disabilities as compared to children without disabilities; (5) accessibility of community infrastructure and transportation; and (6) financial resources and government benefits available to families to support their child’s education.Publication Poverty Reduction Strategies : Their Importance for Disability(Washington, DC, 2004-06-07)This report is an attempt to assess the validity of poverty reduction strategies as an effective tool to manage poverty brought about by disability, by reviewing the disability policy content of poverty reduction strategy papers. In doing so, the report focuses on whether the specific poverty dimensions of disabled persons are acknowledged and the critical interventions for improving the economic and social integration of disabled persons are included in poverty reduction strategy papers. There is a wide consensus that disabled persons, being disproportionately poor, are among the population groups that should benefit from the poverty reduction programs of poverty reduction strategy papers. The issue, however, is whether they are de facto excluded from benefiting from current poverty reduction strategies. Poverty reduction strategy papers do not meet the needs of disabled persons because they are based on a limited social protection policy that conveys a wrong impression about the abilities and aspirations of the majority of disabled persons. Furthermore, they do not reflect the basic principles of the modern approach to disability adopted by the United Nations. Progress across regions and in developing the various components of the disability strategy has remained uneven. Partly for historical and institutional reasons related to the importance of pensions and transfers for the government budget, disability issues have received more attention among Eastern European countries. They have received the least attention in the Africa region.Publication Criteria for the World Bank’s Disability-Inclusive Investment Project Financing (IPF) in Education(Washington, DC, 2021-04)This guidance note is intended to assist task teams in applying the Education Global Practice’s Criteria for Disability-Inclusive Investment Project Financing (IPF) in Education. Its goal is to help teams understand how to make projects disability-inclusive and what needs to be included in an IPF project’s documentation so that the project can be coded by the Education Global Practice as meeting the criteria. The note includes answers to frequently asked questions (FAQs) and relevant samples from real project documents (lightly edited for clarity).Publication A Landscape Review of ICT for Disability-inclusive Education(Washington, DC, 2022-01-15)Information and communication technology (ICT) tools can have a catalytic effect in advancing both educational access and learning outcomes for children with disabilities. Despite tremendous potential, a gap exists between technology advancements and their large-scale application in educating children with disabilities in low- and middle-income countries. This landscape review of ICTs for disability inclusive education by the Inclusive Education Initiative seeks to understand the current status and trends in the practice of educational technology (EdTech) and the use of ICT in improving the educational participation and outcomes of children with disabilities. The review explores what factors enable or restrict this improvement within the wider EdTech ecosystem.
Users also downloaded
Showing related downloaded files
Publication Working Without Borders(Washington, DC: World Bank, 2023-07-24)Online gig work poses both opportunities and challenges for governments and workers. On the upside, it offers prospects for income generation, especially in developing countries, where most people work in low-productivity, low-quality, often informal jobs. The virtual and often temporary nature of gig work also provides flexibility for often neglected groups such as women, youth, migrants, and people with disabilities. These jobs could be a stepping-stone to bet¬ter-quality jobs for low-skilled workers by helping them learn critical digital skills and close the digital divide. But most gig jobs offer little to no protection for workers, with uncertain income streams and no clear career pathways. Depending on local labor regulations, many gig workers are not protected against unfair practices, abuse or injuries while working. Gig work also raises challenges for managing data security and privacy. The report examines how countries can navigate the promise and perils of online gig work. It reveals that the online gig workforce is much larger than previously assumed with an estimated 154 million to 435 million Online gig workers around the globe. For the first time ever, the report mapped and tracked regional platforms and gig workers who work in languages other than English. Key messages are: • Online gig work is expanding, accounting for up to 12% of the global labor force and is a growing source of income for millions. • Demand for online gig workers is rising faster in developing countries than in industrialized countries. • Local gig platforms play a vital role in the local labor market, but they face challenges in establishing a viable business model, and opportunities for long-term growth. • Online gig work can support inclusion by providing work opportunities for youth, women, and low-skilled workers. • Gig workers, like most other informal sector workers in developing countries, are often outside the purview of labor regulations. • The gig economy can offer opportunities locally to build digital skills, increase income-earning opportunities, and facilitate social protection coverage of informal workers.Publication Unlocking the Power of Healthy Longevity(Washington, DC: World Bank, 2024-09-12)Noncommunicable diseases (NCDs) are among the major health and development challenges of our time. Every year, about 41 million people die due to NCDs. This makes up about 74 percent of all deaths globally, the majority of which are in low- and middle-income countries (LMICs). Countless more people live with NCDs every day. Yet, NCDs are largely treatable and preventable. The risk of developing NCDs and deaths from them can both be lowered with appropriate attention to prevention and treatment. However, weak health systems and limited access to affordable care and information, especially in LMICs, contribute to lapses in seeking and receiving appropriate and timely care. This compendium is a compilation of 18 chapters, each exploring a different but related topic in the nexus of NCDs, human capital, and productivity. It is based on a series of analytical work taken up by the World Bank to support the Healthy Longevity Initiative (HLI) - a collaborative effort between the World Bank, the University of Toronto, and key academic and development partners including the Harvard University and the University of Washington. The HLI presents one of a growing set of efforts to increase the urgency of policy response to NCDs across the world.Publication Classroom Assessment to Support Foundational Literacy(Washington, DC: World Bank, 2025-03-21)This document focuses primarily on how classroom assessment activities can measure students’ literacy skills as they progress along a learning trajectory towards reading fluently and with comprehension by the end of primary school grades. The document addresses considerations regarding the design and implementation of early grade reading classroom assessment, provides examples of assessment activities from a variety of countries and contexts, and discusses the importance of incorporating classroom assessment practices into teacher training and professional development opportunities for teachers. The structure of the document is as follows. The first section presents definitions and addresses basic questions on classroom assessment. Section 2 covers the intersection between assessment and early grade reading by discussing how learning assessment can measure early grade reading skills following the reading learning trajectory. Section 3 compares some of the most common early grade literacy assessment tools with respect to the early grade reading skills and developmental phases. Section 4 of the document addresses teacher training considerations in developing, scoring, and using early grade reading assessment. Additional issues in assessing reading skills in the classroom and using assessment results to improve teaching and learning are reviewed in section 5. Throughout the document, country cases are presented to demonstrate how assessment activities can be implemented in the classroom in different contexts.Publication Zambia Poverty and Equity Assessment 2025(Washington, DC: World Bank, 2025-02-25)Zambia is simultaneously amongst the poorest and the most unequal countries in the world. In 2022, 64.3 percent of the population - about 12.6 million individuals - was living on less than US$2.15 a day. This level is not only the 6th highest in the world but it is also misaligned with the country’s Gross Domestic Product (GDP) per capita level. In four of the five poorer countries, GDP per capita is between one-quarter and one-half of Zambia’s GDP per capita. The remaining country is South Sudan, which is immersed in a protracted fragility and conflict situation. At the same time, consumption inequality is high, even when compared with the sub-group of highly unequal resource-rich countries. In 2022, the Gini index stood at 51.5 - significantly above the World Bank’s newly adopted high-inequality threshold of 40. This places Zambia as the country with the 4th highest inequality in the region and the 6th highest globally. Resource-rich countries with similar or higher inequality have substantially lower poverty levels.Publication Air Quality Management in Central Asia(Washington, DC: World Bank, 2025-05-02)This report aims to enhance the understanding of the priorities, needs, and solutions for improving air quality (AQ) in Central Asia (CA) through local action and regional collaboration. It focuses on key components of holistic air quality management (AQM): evidence-based analytics to identify the main sources of air pollution in CA, application of modern tools to assess the impact of cost-effective measures to improve AQ, assessment of the institutional and governance setup for AQM in CA with recommendations to strengthen it, and approaches to financing AQ improvement. Given the lack of comprehensive systematic and validated emission inventories of all PM2.5 precursor emissions, the technical assessment employs the regional emission inventory of the Greenhouse Gas - Air Pollution Interactions and Synergies (GAINS) model. Input data were updated for this study based on recent energy statistics and relevant national surveys. This report addresses emissions and the regional transboundary flows of pollution between Kazakhstan, the Kyrgyz Republic, Tajikistan, Turkmenistan, and Uzbekistan. Subsequently, the resulting PM2.5 concentrations in ambient air throughout CA were computed with the atmospheric chemistry and transport calculations of the GAINS model. Employing the source apportionment results of the GAINS model, the analysis then examines the contributions to PM2.5 population exposure. The report also presents source apportionment analyses for important air pollution hot spots in CA: Dushanbe (Tajikistan), Bishkek (the Kyrgyz Republic), Tashkent (Uzbekistan), Samarkand (Uzbekistan), Astana, and Almaty (Kazakhstan).