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Disability Inclusion

Disability inclusion - ensuring equal access to urban opportunities for all

Sameh Wahba's picture

What will the world look like in 2050?

What we know is that nearly 70% of the world’s population will live in cities.
What we want, as envisioned through Sustainable Development Goal 11 (SDG11), is that future cities are inclusive, safe, resilient, and sustainable for all – including over one billion persons with disabilities.
In keeping with SDG11, the New Urban Agenda is striving to ensure that future cities, towns and basic urban infrastructures and services are more environmentally accessible, user-friendly, and inclusive of all people’s needs, including persons with disabilities.
[Immersive story: 3 Big Ideas to Achieve Sustainable Cities and Communities]
Cities need to be designed in a way that facilitates access for persons with disabilities to buildings and services, and increases their opportunities for economic participation and activity.

The need for disability-inclusive urban development cities was emphasized at the Ninth World Urban Forum (WUF9), held in Kuala Lumpur, Malaysia, in February 2018. Throughout the seven-day conference, participants from around the world highlighted, among other themes, the importance of the inclusion of persons with disabilities in urban development.
In this video, Charlotte McClain-Nhlapo (@McNhlapo), the World Bank’s Global Advisor for Disability Inclusion, interviews World Bank Director for Urban and Territorial Development and Disaster Risk Management, Sameh Wahba (@SamehNWahba) on his reflections on the outcomes of WUF9.
In the interview, Sameh emphasizes the importance of “ensuring access for all, not just in the sense of access to transport and infrastructure, but also in the sense of creating opportunities for all, in particular for persons with disabilities.” 

Leaving no one behind: the pioneering work on disability inclusion in Indonesia’s rural water sector

George Soraya's picture
Dwifina Sandra, Class 9, SLB Bhakti Pertiwi School, Yogyakarta

Also co-authored with Dea Widyastuty, Operations Analyst, the World Bank Water Global Practice; Trimo Pamudji Al Djono, Consultant, the World bank Water Global Practice 

Dwifina loves art. Every day she looks forward to making her thread canvasses. Her only wish is that she had more time to spend on them. Being paralyzed, she spends a significant amount of time on mundane activities like getting ready for school and sorting out school supplies and books. She needs to ask friends to assist her in using the bathroom in school, as it lacks the design features for her to use it independently. Between homework and these extended activities of daily living, Dwifina finds little time for her true passion.

There are about a billion people with physical, cognitive, or psychological disabilities in the world, who struggle to access basic services required to perform daily functions. Unfortunately, most of these barriers to access are socially constructed.

Disability and the right to education for all

Amer Hasan's picture
(Photo: Steve Harris / World Bank)

December 3 is the International Day of Persons with Disabilities. Every year, on this day, the international community comes together to take stock of the progress that has been made to advance the rights of people with disabilities around the world.

At the World Bank, we commemorate the signing of the United Nations Convention of the Rights of Persons with Disabilities and underscore our commitment to Sustainable Development Goal 4 (SDG4), to “ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities” by 2030. Yet, despite these international commitments, globally, too many students with disabilities still face significant barriers when it comes to attending school.  

To achieve ‘learning for all’, we must create inclusive systems for students with disabilities

Charlotte McClain-Nhlapo's picture
We should be looking at educational opportunities for all children and young people with disabilities. (Photo: Masaru Goto / World Bank)

While schools and educators aim at more inclusive approaches across the globe, it’s important to acknowledge that mainstream education settings can unknowingly exclude deaf and hard of hearing people. 

According to the World Federation of the Deaf, out of the 70 million deaf people in the world, 56 million receive no education at all.  This is especially true among deaf women and girls, and people living in developing countries.

This is part of the learning crisis that we at the World Bank are concerned about.

How can we make water and sanitation more inclusive and accessible?

Kamila Anna Galeza's picture

“What’s wrong with this picture?” Louisa Gosling of WaterAid asked the participants at her training on Disability-inclusive Water Operations at the World Bank Water Week in March 2017. She pointed to a photo of a woman standing on the wall of a well. It was round and high, the ground around it muddy, and there was no lifting mechanism in sight.

More pictures followed… latrines and water sources with steep steps, narrow doorways, unstable construction without handles or rails. The more pictures we saw, the clearer it became what was wrong - all the facilities shown were inaccessible and dangerous, quite likely impossible to use for many people. 

Photo Credit: WaterAid

How education & cricket changed a blind youth leader’s world

M. Yaa Pokua Afriyie Oppong's picture
“I refuse to be seen in the lesser light of society and aim to be a trail-blazer.”
From left-right: Leroy Philips, Yaa Oppong and Charlotte McClain-Nhlapo
(Photo: Brandon Payne / World Bank)

Last fall, while supporting the preparation of a World Bank-financed education project in Guyana, and exploring entry points for gender and disability inclusion (with Braille business cards in hand), I met Mr. Leroy Phillips at the Guyana Society for the Blind (GSB).  Leroy introduced himself after stepping into my meeting room to collect his cane.
I learned that Mr. Phillips was a youth leader, disability rights advocate, student of communications and freelance radio broadcaster from Georgetown with a weekly disability-themed program Reach out and Touch. Leroy has also been invited to speak internationally, earning  accolades for his  work for children with disabilities, including the inaugural Queens’ Young Leaders Award 2015.