Professional Documents
Culture Documents
© 2017 UNRWA
About UNRWA
UNRWA is a United Nations agency established by the General Assembly in 1949 and mandated to provide assistance
and protection to some 5 million registered Palestine refugees. Its mission is to help Palestine refugees in Jordan,
Lebanon, Syria, West Bank and the Gaza Strip achieve their full human development potential, pending a just and
lasting solution to their plight. UNRWA services encompass education, health care, relief and social services, camp
infrastructure and improvement, protection and microfinance.
Cover Photo: In the beginning of March 2016, the UNRWA Rehabilitation Centre for Visually Impaired (RCVI) in Gaza City
introduced computer tablets for students with low vision under the ‘Vision Project’. © 2016 UNRWA Photo by Tamer Hamam
united nations relief and works agency for palestine refugees in the near east iv
table of contents
about unrwa iii
introduction 1
1. why disability inclusion is important for unrwa 2
1.1 disability inclusion in the global agenda 3
2. understanding disability 5
2.1 defining disability 5
3.3 interacting with persons with disabilities – key issues for front-line staff to
consider 14
3.4 disability inclusion in the project/programme cycle – key issues for programme
staff to consider 16
4. conclusion 22
annex: glossary of key terms 23
endnotes 24
1 disability inclusion guidelines
introduction
While many Palestine refugees face difficulties due to What is the purpose of these Guidelines?
their protracted displacement, being a Palestine refugee
The purpose of these Guidelines is to: create a consistent
with a disability compounds these difficulties. Although
Agency-wide understanding of key disability inclusion
there is no comprehensive data on the number of
principles and practices; provide advice on how to
persons with disabilities among the Palestine refugee
mainstream disability inclusion in UNRWA programmes
population, based on global figures, approximately
and services; and help Agency staff to operationalize
15 per cent of the 5 million refugees registered with
commitments under the UNRWA Disability Policy, the
UNRWA are estimated to have a disability.1
Convention on the Rights of Persons with Disabilities
Palestine refugees with disabilities have the same basic and the Agency’s Medium Term Strategy 2016-2021.
needs as other refugees, including shelter, education,
Who should use these Guidelines?
health care and livelihoods. They may also have
additional or specific needs, such as the need to access • All staff: To gain a better understand of disability and
assistive devices or rehabilitation, which if overlooked have clarity on the Agency’s principles and practices
can result in their exclusion from services and isolation in this area.
from society. • Front-line staff: To understand better how to identify,
The United Nations General Assembly, in setting out interact with and assist persons with disabilities.
the UNRWA mandate, has repeatedly encouraged • Staff involved in project planning, implementation,
the Agency to continue to make progress towards monitoring and evaluation: To identify entry points for
addressing the needs, rights and protection of persons disability mainstreaming at all stages of the project cycle.
with disabilities in its operations, in accordance with
the UN Convention on the Rights of Persons with How can these Guidelines be used?
Disabilities (CRPD).2 These Guidelines provide information about the
In recognition of the particular vulnerabilities recommended approach to disability inclusion within
experienced by persons with disabilities, UNRWA has UNRWA. While this document does not provide tools
committed to ensuring that all of its programming and for identifying the particular service provision needs of
services are inclusive and that persons with disabilities persons with disabilities in a given sector or context, staff
have equal opportunities to participate in and benefit can apply the principles and recommendations in this
from UNRWA assistance. In this regard, these Guidelines document to develop specific project- and programme-
have been developed to inform the Agency’s disability level actions to further enhance the inclusion of persons
inclusion efforts. with disabilities in UNRWA programmes and services.
united nations relief and works agency for palestine refugees in the near east 2
1.1 Disability Inclusion in the Global Agenda and Cultural Rights. In this way, the CRPD recognizes
that human rights apply equally to all human beings,
Disability inclusion is an important global commitment for
but persons with disabilities face barriers to claiming
development and humanitarian actors, including UNRWA.
their rights, meaning specific measures must be taken to
1.1.1 The Sustainable Development Goals uphold these rights.15
The Sustainable Development Goals (SDGs) for the The CRPD applies in all UNRWA host countries. Jordan
post-2015 development agenda, set out in the 2030 and Syria ratified the CRPD in 2008 and 2009, respectively,
Agenda for Sustainable Development, reinforce the global and the State of Palestine acceded in 2014. Lebanon
commitment to end all forms of poverty while ensuring has signed the CRPD, although is yet to ratify. It is also
that “no one is left behind”. Therefore, we can only meet important to note that Israel has ratified the CRPD and
the SDGs when persons with disabilities are included in has obligations under the CRPD as the occupying power
all development and humanitarian efforts. regarding all persons with disabilities in the occupied
Palestinian territories.16
1.1.2 Charter on Disability Inclusion in
Humanitarian Action STATUS OF THE CRPD IN UNRWA FIELDS OF OPERATIONS
At the first World Humanitarian Summit held in May Date signed Date ratified
2016 in Istanbul, the Charter on Disability Inclusion in Jordan 2007 2008
Humanitarian Action12 was endorsed by UN agencies Lebanon 2007 -
(including by UNRWA), civil society organizations and Syria 2007 2009
member states. By endorsing this Charter, UNRWA State of Palestine - 2014
commits to providing humanitarian action inclusive
of persons with disabilities. This means we must work While the primary responsibility to respect, protect and
to remove the barriers persons with disabilities are fulfil the rights of persons with disabilities under the
facing in accessing relief, protection and recovery CRPD lies with States that have ratified the Convention,
support, and ensure their participation in the UNRWA can also contribute to the protection of the
planning, implementation and monitoring of our rights of Palestine refugees with disabilities by ensuring
humanitarian programmes. that all Agency programmes and services are delivered in
accordance with international human rights standards.
1.1.3 The Convention on the Rights of Persons
with Disabilities
1.2 The Agency’s Commitment to Disability
Most importantly, the UN General Assembly has
Inclusion
repeatedly encouraged UNRWA to make progress
towards addressing the needs, rights and protection of UNRWA has made clear commitments to disability
persons with disabilities in its operations in accordance inclusion in a number of organizational strategy
with the CRPD.13 documents, including the specific UNRWA
Disability Policy.
The CRPD and its Optional Protocol were adopted
unanimously by the UN General Assembly on 13 1.2.1 Disability in the Agency’s Regulatory
December 2006 and entered into force on 3 May 2008. Framework
The CRPD is an international human rights treaty that
aims to “promote, protect and ensure the full and UNRWA is committed to fully respecting the human
equal enjoyment of all human rights and fundamental rights, dignity and worth of all persons. In line with this,
freedoms by all persons with disabilities.”14 all staff should make sure to act with understanding,
tolerance, sensitivity, respect for diversity and without
The CRPD does not aim to create new rights for persons discrimination of any kind.17 It is particularly important
with disabilities; instead, it provides guidance for States to ensure that beneficiaries are treated consistently and
that have ratified the Convention on how to protect, without discrimination in terms of eligibility for services.18
promote and uphold the human rights of persons As explicitly recognized in the Agency’s regulatory
with disabilities to which they are entitled to already framework, the prohibition of discrimination applies
on the basis of other applicable human rights treaties to instances where persons with disability are being
and international law. This means, for example, that discriminated against on the basis of their disability.19
the CRPD emphasises the importance of the right to This means that when carrying out their work, UNRWA
inclusive education for all, which is a right contained in staff must not engage in any activity that is incompatible
other instruments such as the Convention on the Rights with the proper discharge of their duties with the Agency,
of the Child and the Convention on Economic, Social including discrimination on the basis of disability.20
united nations relief and works agency for palestine refugees in the near east 4
1.2.2 Disability in the Agency’s Protection 1.2.4 The UNRWA Disability Policy
Framework The UNRWA Disability Policy, approved in 2010,
The Protection Policy (2012)21 explains that the recognizes the importance of addressing the specific
Agency’s protection mandate means that UNRWA needs of persons with disabilities, while also tackling the
services must be delivered in a manner that promotes wider social issues of discrimination and exclusion. The
the rights and ensures the safety and dignity of all Policy’s four objectives are to:
beneficiaries consistent with international human 1) Promote the realization of the human rights of
rights standards. UNRWA must also address the persons with disabilities in line with the CRPD – by
protection needs of at-risk groups, including refugees empowering persons with disabilities to claim their
with disabilities, and work to prevent discrimination rights on an equal basis with others and through
on the basis of disability. advocacy efforts directed at changing attitudes
and practices so as to eliminate discrimination and
1.2.3 Disability in the Agency’s Medium Term
promote respect and understanding of the needs
Strategy (2016-2021) and capacities of persons with disabilities.
The current Medium Term Strategy reinforces the 2) Promote equal opportunity for Palestine refugees
Agency’s commitment to promote inclusion, to assess with disabilities to access and benefit from UNRWA
and respond to the needs of persons with disabilities, services – by adopting a ‘twin-track approach’ of
and to address barriers to the full enjoyment of strengthening targeted disability-specific initiatives,
their human rights. Disability is specifically reflected while also mainstreaming disability into the Agency’s
throughout the Strategy: Strategic Outcome 1 on broader work.
Protection references that UNRWA will address the
protection challenges faced by Palestine refugees 3) Promote the rights of persons with disabilities to work,
with disabilities, including through the Agency’s on an equal basis with others – by ensuring that UNRWA
services, programming and advocacy; Strategic is an employer that values persons with disabilities
Outcome 2 on Health includes a commitment to and develops an inclusive work environment.
ensuring physical accessibility of UNRWA health 4) Ensure persons with disabilities have opportunities
centres; Strategic Outcome 3 on Education requires to participate in an active and meaningful way and
providing targeted interventions to children with have a voice in any UNRWA activity or policy that
disabilities; and Strategic Outcomes 4 on Livelihoods affects them – by including persons with disabilities
and 5 on Basic Needs require that the needs of in the planning, implementation, management and
refugees with disabilities be addressed. review of UNRWA programmes.
2. understanding disability
Disability can be defined and understood very differently of an impairment of a particular person, in terms of
over time and between countries, cultures and persons. health condition or medical diagnosis, is generally
It is important that UNRWA staff who are managing and not important to responding to individual needs and
implementing services and programmes are aware of supporting their inclusion.
the definition of disability UNRWA uses, which is also the
Drawing on the CRPD definition, impairments can be
definition used in international law. This section provides
categorized into four broad types based on the domain
clarity on the Agency’s definition of disability.
of functioning that is affected:22
1) Physical impairment is often the most easily
2.1 Defining Disability
identifiable and presents difficulty in the
UNRWA uses the understanding of disability that is performance of bodily functions involving:
provided in Article 1 of the CRPD: movement and mobility (such as walking, climbing
“Persons with disabilities include those who stairs, standing, or maintaining or changing position);
have long-term physical, mental, intellectual or body movements (such as reaching, crouching or
sensory impairments, which in interaction with kneeling); and using upper limbs (including gripping
various barriers hinder their full participation or using fingers to grasp or handle objects). Persons
in society on an equal basis with others.” with physical impairments may use assistive devices
including walking sticks, crutches or wheelchairs.
This definition applies across all Agency programmes
and services, and should be used in processes of 2) Sensory impairment includes vision, hearing and
disability identification (i.e. determining whether or not communication impairments.
someone is considered to be a person with disability). • Vision impairment includes persons who are
While ‘disability’ is often equated to ‘impairment’, there blind and also people with low vision.
is in fact a distinction between these concepts. The • Hearing impairment includes Deaf persons, as
CRPD definition considers disability not simply as a well as people with hearing loss with some residual
health condition or impairment in isolation, but as the hearing. Depending on their situation, persons
interaction of a person’s impairment along with the with hearing impairment may communicate
barriers in their environment that together leads to a through spoken language or use sign language
situation in which their full and equal participation in and/or lip-reading to communicate.
society is hindered. The following sections provide more
• Communication impairment includes
detail about these key elements of ‘impairment’ and
persons with difficulty in speaking or with
‘barriers’ and how they interact.
speech impairments who may require adapted
2.1.1 Impairment communication techniques.
An impairment is a problem with a body function 3) Intellectual impairment includes persons with
or structure due to genetic factors, but also disease, limited ability to understand new or complex
illness or injury. Impairment may be present from birth information and to learn and apply new skills. This
(congenital) or acquired later in life. Factors that can lead may impact three domains that determine how
to impairment in the contexts in which UNRWA operates well an individual copes with everyday tasks: (1) the
include violence, conflict and poverty. conceptual domain – skills in language, reading,
writing, math, reasoning, knowledge and memory;
Impairment can cause a difference in the ability to (2) the social domain – empathy, social judgment,
undertake daily activities or functions, such as seeing, interpersonal communication skills, the ability to
hearing, moving, remembering, concentrating, etc. make and retain friendships, and similar capacities;
Awareness of the different types of impairments shows and (3) the practical domain – self-management
the diversity of disability. Persons with disabilities are in areas such as personal care, job responsibilities,
not a homogeneous group, but have different needs and money management, recreation and organizing
capabilities based on their personal factors (including tasks.23
their age and gender). Understanding this diversity is
helpful when thinking about how UNRWA programmes 4) Mental and psychosocial disability includes
and services can be more inclusive, because inclusion persons with impairments related to mental
must be holistic and facilitate the access of people with health conditions, including chronic severe mental
all impairment types. However, knowing the cause disorders or psychosocial distress.24 These people
united nations relief and works agency for palestine refugees in the near east 6
2.1.3 The Interaction between Impairment and that person with disability is able to participate on an
Barriers equal basis with others. This means that people with the
same type of impairment may have completely different
When a person with impairment faces barriers, this lives depending on the barriers they face, where they
results in a lack of participation. It is therefore society that live, what access they have to services, and how their
creates a disabling situation for persons with disabilities. communities perceive and accommodate them.
When barriers in a person’s community are removed,
IMPAIRMENT/
DIFFICULTIES IN BARRIERS DISABILITY/LACK OF
FUNCTION PARTICIPATION
2.2 Disability, Age and Gender and assessment of a child’s impairment is crucial as it
helps the child’s guardians, as well as health workers and
It is important to recognize that a person’s gender
teachers, to better understand and support the child’s
and age can also impact upon the types of barriers
individual needs and can enable the child to develop to
they face and their experience of disability. If a person
their full potential.33
with impairment faces barriers that prevent them
from fulfilling the gendered roles that society expects
of them, this can lead to social exclusion and a lack 2.3 Approaches to Disability
of participation. In Palestine refugee communities, How disability is perceived by society – including by
men are often seen as the household head, with their service provider staff, family and community members
primary role being to support the family financially and – and by persons with disabilities themselves impacts
carry forward the family name; however, a man with a on how persons with disabilities are treated. Historically,
physical impairment unable to perform physical labour persons with disabilities were viewed solely as objects
may be seen as unable to provide for his family and of charity, passive recipients of welfare or patients in
may therefore be marginalized from community life need of medical treatment. This approach, known as the
and positions of responsibility. Typically, women’s roles ‘individual model’ (including the ‘medical’ and ‘charity’
centre on raising children and performing home-based approaches), considered a person with a disability
chores, but a woman with a disability may be seen as as a problem to be fixed or segregated from society
unfit to get married and have children and therefore and provided with separate and specialist services.34
may face stigma and discrimination. The role of children The ‘individual model’ places the responsibility for
revolves around acquiring skills and knowledge by problems faced by a person with disability on the person
making friends, playing and having hobbies, but themselves. UNRWA does not use this approach.
children with disabilities may be seen as unable to learn
and therefore may not be allowed to play with children In contrast, the ‘social model’ focuses on the barriers that
without disabilities or attend mainstream schools. prevent persons with disabilities from being accepted
and included. This model recognizes that impairment
Women and children with disabilities also face multiple is part of human diversity. Under the ‘social model’, the
layers of discrimination and vulnerability. Globally, need for medical intervention is not disregarded, but the
the prevalence of disability among women and girls main focus is the removal of barriers created by society.35
is higher than among men and boys.28 Women are at This approach means that persons with disabilities are
increased risk of acquiring a disability due to health seen as citizens with equal rights to be included in and
risks during pregnancy and childbirth, neglect in health benefit from development initiatives and humanitarian
care, poor workforce conditions, and/or gender-based action. The ‘social model’ of disability is one of the
violence.29 Women and girls with disabilities face double principles of the UNRWA Disability Policy and the CRPD.
discrimination because they are female and have a
disability.30 UNRWA staff should be aware of these models to ensure
that Agency (and implementing partner) services and
Children with disabilities are almost four times more programmes are upholding the ‘social model’ approach
likely to experience violence than children without and supporting persons with disabilities to claim
disabilities.31 Globally, only 10 per cent of all children their rights and be fully included. If a service provider
with disabilities are in school,32 which impacts upon their sees disability only as a charity or medical issue, their
future exclusion from the workforce. Identifying children response will be limited, as it will not ensure inclusion
with disabilities at an early stage can therefore make a in mainstream service provision, but may perpetuate
huge difference in their future life. Early identification segregation and discrimination (see table below).
9 disability inclusion guidelines
The two tracks reinforce each other. When mainstream gathering the perspectives of persons with
programmes and services, such as health and education disabilities in the reporting and evaluation stage
services, are disability-inclusive and aware, this can help (see section 3.4 for more detail).
facilitate both prevention of impairments, as well as early
• Track 2: Supporting the specific needs of refugees
identification of children and persons with disabilities
with disabilities to ensure they have equal
who can then be referred to disability-specific services.
opportunities to participate in society.
And the provision of disability-specific supports, such
as assistive devices, can help facilitate more effective ◊ This is done by strengthening referral to both
inclusion of persons with disabilities in mainstream internal and external pathways and ensuring that
services. Agency programmes to provide rehabilitation,
assistive devices and other disability-specific
Implementing the twin-track approach in the Agency’s
services (e.g. the Disability Programme, the
context involves:
Learning Support Programme, the Hope
• Track 1: Mainstreaming disability as a cross-cutting Initiative and rehabilitation centre services – see
issue within all key programmes and services box below) are accessible to Palestine refugees
(education, health, relief and social services, with disabilities and adhere to protection
microfinance, infrastructure and camp improvement, standards and inclusion principles.
protection, and emergency response) to ensure
The Agency’s organizational structures and human
these programmes and services are inclusive,
resources on disability inclusion aim to reflect this
equitable, non-discriminatory, and do not create or
twin-track approach. In particular, the Agency has
reinforce barriers.
Disability Programme Officers in all fields working to
◊ This is done by: gathering information on the implement disability-specific support activities under
diverse needs of persons with disabilities during RSS programmes, while a Disability Advisor in the
the assessment stage; considering disability Protection Division at Agency Headquarters in Amman
inclusion during the planning stage; making currently provides support to mainstream disability
adaptations in the implementation stage; and considerations within all programmes.
11 disability inclusion guidelines
and the possible service and/or protection needs of when a person has a disability is inappropriate and likely
persons with disabilities can help ensure appropriate inaccurate. Indeed, using these methods is known to
referrals are made and case management processes generate very low prevalence rates, identifying only 1-3
are implemented effectively. per cent of the population as having a disability, compared
to the international estimate of 15 per cent.
• Monitor the reach of programmes/services: To help
monitor whether UNRWA services or programs are 3.2.1 The Recommended Approach to Disability
reaching persons with disabilities, disaggregation
Identification
of beneficiary data is an important step. To do this,
the Agency needs to include disability identification The Agency’s recommended approach to disability
questions in client registration, beneficiary identification draws on the approach and tools developed
identification and other regular service-level data by the UN Washington Group on Disability Statistics.43
collection processes (e.g. school enrolment, health Specifically, use of the ‘Washington Group Short Set of
information management system etc.). Questions on Functioning’ (WGSS) is recommended to
facilitate the collection of internationally comparable
However, accurate determination of the number of persons
disability data based on the social model of disability.
with disabilities within a target group or community is
Incorporating the WGSS will ensure that the data
often difficult to determine. Specifically, the prevalence of
on disability being generated across UNRWA will be
disability may be underestimated as it is difficult to easily
consistent and comparable between fields of operations.
identify who is a person with disabilities because of:
The WGSS method uses a functional approach that
• Stigma – if you ask someone if they have a disability,
asks questions about the level of difficulty people have
they may not answer “Yes” because they are ashamed
doing various daily activities. This method provides an
or scared to publicly identify as having a disability.
accurate approximation (proxy) to identify most people
• Different understandings of disability and lack of with disabilities – because people who cannot do certain
definitional clarity – different cultures or age groups activities like ‘walking’ or ‘hearing’ are experiencing
sometimes hold different standards or beliefs impairment and may face barriers participating on
regarding what is disability or what is ‘normal’ an equal basis with other people and are therefore
functioning. For example, older people often think considered as having or being at risk of disability.44 A
of limitations in functioning as something that is functional approach also avoids the word ‘disability’ and
appropriate or expected for their age group, and they therefore mitigates under-identification due to stigma.
are therefore less likely to say “Yes” when asked if they
The WGSS asks questions about six domains: vision,
have a disability, even if they have a lot of difficulty
hearing, mobility, remembering and concentrating,
performing basic activities.
self-care, and communication. The WGSS avoids asking
• Invisible impairments – if you request data collectors restrictive “yes/no” questions by utilizing four response
to identify persons with disabilities based only categories that are designed to capture the degree or
on their observations, this may overlook people severity of difficulty experienced, including: no difficulty,
with ‘invisible’ impairments such as hearing or some difficulty, a lot of difficulty, and cannot do at all.
psychosocial impairments.
The WGSS is shown in the table below, comprising three
Therefore, using methods that ask “Do you have a elements: (1) the introductory statement; (2) the six
disability?”/“Is there anyone in this household with questions; and (3) the four response categories for each
a disability?” or relying on data collectors to observe of the six questions.
The next questions ask about difficulties you may have doing certain activities because of a HEALTH PROBLEM:
Do you have difficulty seeing, even if wearing glasses? □ No – no difficulty □ Yes – a lot of difficulty
□ Yes – some difficulty □ Yes – cannot do at all
Do you have difficulty hearing, even if using a hearing aid? □ No – no difficulty □ Yes – a lot of difficulty
□ Yes – some difficulty □ Yes – cannot do at all
Do you have difficulty walking or climbing steps? □ No – no difficulty □ Yes – a lot of difficulty
□ Yes – some difficulty □ Yes – cannot do at all
Do you have difficulty remembering or concentrating? □ No – no difficulty □ Yes – a lot of difficulty
□ Yes – some difficulty □ Yes – cannot do at all
Do you have difficulty (with self-care such as) washing all over or dressing? □ No – no difficulty □ Yes – a lot of difficulty
□ Yes – some difficulty □ Yes – cannot do at all
Using your usual (customary) language, do you have difficulty □ No – no difficulty □ Yes – a lot of difficulty
communicating, for example understanding or being understood by others? □ Yes – some difficulty □ Yes – cannot do at all
united nations relief and works agency for palestine refugees in the near east 14
Once these six questions have been asked, a respondent in and benefit from all UNRWA services and programmes
is considered to be a person with disability if they meet on an equal basis with others, but they can face specific
the recommended ‘cut-off’ by answering “Yes – a lot of barriers and have specific needs. Front-line staff have
difficulty” OR “Yes – cannot do at all” to at least one of a unique opportunity to facilitate inclusion and ensure
the six questions. appropriate interaction by:
3.2.2 Where Should UNRWA Incorporate the • Helping to create a disability-friendly environment
and protecting the dignity of persons with disabilities
WGSS?
by using appropriate language and behaviour (see
The WGSS can be incorporated in a range of UNRWA sections 3.3.1 and 3.3.2).
data collection processes and tools and used at all
• Helping to inform persons with disabilities, their
stages of the project management cycle. Examples of
families and their communities about their rights,
how the WGSS can be incorporated include:
including their right to access UNRWA services
• In project/programme baseline and end-line surveys on an equal basis with others, including through
and other population surveys: To know who and reasonable accommodation.
how many among the targeted population are
• Helping to facilitate the participation of persons
persons with disabilities in order to identify disability
with disabilities by asking them directly about their
inclusion strategies and to identify the impact of the
needs, if they are currently accessing UNRWA or
project for persons with and without disabilities.
external services for which they might be eligible, if
◊ For example: The periodic surveys on the they are facing barriers, and how UNRWA can help
socioeconomic status of Palestine refugees in facilitate access to services and programmes.
Lebanon undertaken by the American University
• Helping to refer persons with disabilities to disability-
of Beirut.
specific services as required.
• In registration and service eligibility surveys and
• Asking for more help from colleagues working on
assessments: To know who and how many among
disability inclusion, such as Disability Programme
the targeted population are persons with disabilities
Officers in RSS and the Disability Advisor in the
in order to determine project eligibility and need.
Protection Division at UNRWA Headquarters in
◊ For example: RSS poverty assessment surveys or Amman.
other socioeconomic surveys.
3.3.1 Language – How to Refer to Persons with
• In regular service-level information collection
Disabilities45
processes: To know whether the service is reaching
persons with disabilities and to implement targeted The use of outdated language and words to describe
responses to address their specific needs and persons with disabilities reinforces stereotypes and the
remove barriers. attitudinal barriers faced by persons with disabilities
and impedes inclusion. Therefore, it is important for
◊ For example: The UNRWA education programme
UNRWA staff to know what is appropriate language
is currently working to ensure that the
and terminology to use.
Education Management Information System
(EMIS) will collect data on disability prevalence When referring to persons with disabilities, use person-
in the student population. Other opportunities first language and choose words that reflect dignity
include: school health records, health screening and respect. UNRWA uses the terminology ‘a person
forms, the e-Health system and protection case with a disability’ or the plural “persons with disabilities”.
management tools. When referring to persons with disabilities in writing,
this phrase should always be written in full (acronyms
3.3 Interacting with Persons with Disabilities should not be used). The table below provides the
appropriate terms to be used.
– Key Issues for Front-Line Staff to Consider
Many of the Agency’s front-line staff interact with
Palestine refugees with disabilities on a daily basis.
Refugees with disabilities have the right to be included
15 disability inclusion guidelines
3.3.2 Behaviour – How to Engage with Persons 8) When speaking to someone with intellectual
with Disabilities impairment, use plain language and speak with
shorter sentences. Do not talk down to the person
The manners and etiquette you should extend to a or treat an adult as a child when communicating.
person with disability should be the same as those you
would convey to a person without disability. However, 9) Don’t be embarrassed if you happen to use
specific issues may arise in working with persons with common expressions such as “See you later,” “I’ve
disabilities where the best and most appropriate way got to run” or “Did you hear about that?” that seem
to interact may be less obvious. The following 10 tips to relate to a person’s disability.
can help UNRWA staff in such interactions.46 10) Please ask the person when you’re unsure of what
1) Ask before you help. Don’t assume that a person to do.
with disability always needs to be helped. If the
person appears like s/he needs help, ask them if 3.4 Disability Inclusion in the Project/
they would like your help and then follow their Programme Cycle – Key Issues for
instructions on how you should help them. Programme Staff to Consider
2) Speak directly to the person. Even if a person As a direct service provider concerned with realizing
is using a sign language interpreter or a personal and protecting human rights, all UNRWA programmes,
assistant, direct your conversation to the person and projects and services must be disability-inclusive.
not the interpreter or the assistant.
The Agency’s operations are largely framed within
3) Be conscious of physical contact. Avoid leaning broad programmes, making it very important to ensure
on a person’s wheelchair, crutches or cane as these that disability inclusion is reflected in programme
devices are part of his/her personal space and it is strategies and design documents. This in turn will help
considered similar to leaning or hanging on to a to subsequently ensure disability is also incorporated
person. If a person with vision impairment needs into the projects that are designed to contribute to the
to be guided, don’t grab his/her hand; instead offer overall programme objectives.
your arm indicating where they can hold you.
However, persons with disabilities are often not
4) If you are meeting a person with vision impairment, considered in crucial stages of the UNRWA programme
always identify yourself and others who may be and project cycle because staff are unsure of how to
with you and remember to identify the person by implement disability inclusion in practice. To help
name when conversing in a group. Don’t be afraid overcome this, this section provide tips and key
to shake hands with people who have difficulties considerations for including persons with disabilities in
using their hands or those who use artificial limbs if all programme and project cycle management stages of
culturally appropriate. Assessment, Planning, Implementation and Monitoring,
5) To get the attention of a person who is Deaf, and Reporting/Evaluation, as outlined in the UNRWA
tap the person on the shoulder or wave your hand. Project Cycle Management Handbook47 and in line with
Look directly at the person and speak clearly and the new Organizational Directive No. 21: Programme and
slowly if the person can read your lips. Not all Project Cycle Management.48
people who are Deaf can read lips. For those who This section does not provide tools for identifying
do lip-read, be sensitive to their needs by placing the particular service provision needs of persons with
yourself so that you face the light source and keep disabilities in a particular sector or context; however,
hands, cigarettes and food away from your mouth staff can apply the key disability inclusion considerations
when speaking. across all UNRWA programmes and projects, including:
6) Listen patiently and attentively when you’re • Education and vocational training – the UNRWA
talking with a person who has difficulty speaking. Inclusive Education Policy commits the Agency to
Avoid correcting or speaking for the person; wait realizing the universal right to education for all,
for him/her to finish. If you haven’t understood meaning all mainstream education services need to
something, don’t pretend that you have; instead you be supporting children and persons with disabilities.49
could repeat what you have understood and allow
the person to respond. • Health – refugees with disabilities have the same
health-care needs as all other refugees, and UNRWA
7) Be specific when giving directions to a person with health services can also play an important prevention
vision impairment. Say “in front of you”, “behind you”, and early identification role to ensure children and
“to your left/right”, instead of “over there”, “here”, or persons with impairments have timely access to
using hand or facial gestures to indicate where to go. health services and referral rehabilitation support.
17 disability inclusion guidelines
• Relief and social services – the two-way link it crucial that UNRWA livelihood programmes and
between poverty and disability means that refugees projects are accessible to all refugees.
with disabilities and their families need to be able to
• Protection – refugees with disabilities may face
access relief support.
risks and vulnerabilities to experiencing violence,
• Infrastructure and camp improvement, shelter, exploitation, abuse, neglect and violation of rights
water and sanitation and environmental health and therefore need to be specifically considered and
– universal design and RECU concepts must be included in protection programmes and projects.
considered in all infrastructure and construction
• Humanitarian and emergency response –
programmes and projects, in line with the ICIP Plan
the disproportionate effect of emergency and
to Implement Measures to Ensure Alignment of UNRWA
humanitarian situations on refugees with disabilities
Premises with the UNRWA Disability Policy.50
should be reflected in the design and implementation
• Livelihoods, employment and microfinance – of the Agency’s humanitarian projects, in line with the
refugees with disabilities face numerous barriers Agency’s endorsement of the Charter on Disability
to achieving an independent livelihood, making Inclusion in Humanitarian Action.51
Figure 1: Key considerations for disability inclusion in different stages of project cycle management
Key Inclusion Principle #2: AWARENESS. Raise awareness among staff and stakeholders (including
persons with disabilities themselves) of disability rights and disability inclusion principles and practices.
Key Inclusion Principle #3: PARTICIPATION. Consult persons with disabilities and their families and
involve them in all stages of the project cycle (including at the assessment stage to ensure their needs
are communicated). Partner and consult with Disabled Person’s Organizations, local authorities,
disability-specific organizations and service providers in all stages of the project.
Key Inclusion Principle #4: ACCESSIBILITY. Identify and remove the physical, communication, policy
The Goal:
and attitudinal barriers that may prevent persons with disabilities from effectively and safely using
services and participating in projects.
UNRWA
programmes
and services
Reporting/
are available Assessment Planning Implementation and Monitoring
Evaluation
and accessible
to Palestine
refugees with Include Design a twin- Ensure the baseline survey is disability- Report on
disabilities, persons with track project inclusive the outcomes
recognizing disabilities strategy and and impact
that they are in the allocate budget Ensure project plans and data collection for persons
approximately 15 assessment for disability tools are disability-inclusive with
per cent of the to gather info inclusion disabilities
Palestine refugee on barriers, compared
Proactively include persons with
population. needs and Ensure project to people
disabilities in the project (through varied
priorities indicators are without
outreach strategies)
disaggregated disabilities
by disability
Adapt service delivery mechanisms to
and include
help remove barriers
disability-
specific
outcomes and Apply design standards to ensure
targets where accessibility of UNRWA premises
appropriate
Refer persons with disabilities to
disability-specific services as needed
◊ Considering how the needs and requirements ◊ Accessibility considerations including: making
of persons with disabilities differ based on age, low-cost physical adaptations where needed,
gender and type of impairment (e.g. a ramp such as wooden/metal ramps; wooden seats
may not be helpful for persons with hearing or over squat-style toilets; making project materials
communication impairments). available in alternate formats such as audio,
Braille or large print; having sign language
• Track 2: Ensure the project will meet the specific
interpreters in project meetings; etc.
needs of persons with disabilities. This can be
achieved by: ◊ Transportation costs for referral to disability-
specific services (for the person with disability as
◊ Planning for the establishment of safe and clear
well as a caregiver if required).
referral mechanisms to enable project staff
to refer persons with disabilities to disability- ◊ Fees for accessing certain services and for the
specific services as required. purchase and maintenance of assistive devices
and technologies.
◊ Planning ways to have persons with disabilities
involved not only as project beneficiaries, but 2.2 Ensure the project logical framework or theory of
also as project staff, in project governance change reflects disability
structures, and in the monitoring and evaluation
• Design project monitoring and evaluation indicators
of the project (e.g. persons with disabilities and/
that are disaggregated by disability (as well as by
or their representatives should be included in
sex and age) in order to track the involvement and
project steering committees).
impact of the project on men, women, girls and boys
• Ensure the costs of disability inclusion are reflected with disabilities.
in the budget as a specific line item (this is crucial as
• Consider including specific outcomes or targets
in most cases disability inclusion is only prioritized
(and associated indicators) on disability inclusion.
during the implementation phase if there is budget
For example, an inclusive education project could
for it). Potential costs include:
set specific targets for including children with
◊ Disability awareness sessions for project staff disabilities, or a poverty alleviation project could
and project beneficiaries/stakeholders. have a specific target for including households with
persons with disabilities.
◊ Workplace adaptations permitting the
recruitment of persons with disabilities as part
of the project team.
Stage 3: Implementation and Monitoring Premises with the UNRWA Disability Policy52
and the accompanying Technical Standards
The implementation stage, as the stage during which
and Guidelines to Ensure Physically Accessible
actions are delivered, is also the stage where barriers
Environment at UNRWA Premises.
to inclusion should be removed to ensure inclusion
of persons with disabilities. Monitoring, which occurs • As it may be difficult for all UNRWA service
throughout the implementation stage, should also track mechanisms to be fully accessible, make reasonable
the progress of disability inclusion. adjustments to ensure that persons with disabilities
have equal opportunities to participate. Examples of
Disability Inclusion Considerations at the
reasonable adjustments include:
Implementation and Monitoring Stage
◊ Adopting alternate service delivery strategies
3.1 Ensure the project baseline survey is disability-inclusive
where possible (e.g. providing mobile units or
• Ensure the baseline survey methodology uses the community-based services instead of centre-
WGSS to enable disaggregation of information by based services).
persons with disabilities (as well as by sex and age).
◊ Moving services to the ground floor to
• As part of the baseline, map the existing disability- accommodate persons with physical impairments.
specific services available in the project area(s) to
◊ Ensuring that appointments/referrals for a
facilitate appropriate referral for project beneficiaries
person with disability are made at health centres
to access disability-specific services (as per action
that is accessible to his/her needs.
3.5 below).
◊ Ensuring that awareness-raising, promotional,
3.2 Ensure project plans and tools are disability-inclusive
teaching and learning materials provided through
• Make sure that project implementation plans and tools the project are made available in alternative
(such as registration processes, assessment forms and formats (e.g. Braille, large print, audio, etc.).
data collection forms) disaggregate beneficiary data
3.5 Refer persons with disabilities who engage with the
by disability (including by age and sex).
project to disability-specific services as needed
• Ensure that beneficiary feedback mechanisms seek
• Ensure project staff, particularly front-line workers,
input and feedback from persons with disabilities
are aware of where to refer for appropriate disability-
and/or their representatives and are accessible.
specific services. This could be achieved through
3.3 Proactively include persons with disabilities in the project compiling a directory of referral organizations that
are in line with context-appropriate quality standards.
• Raise awareness on disability among project staff
and beneficiaries (including persons with disabilities, • Follow-up referrals to confirm that project
their families, the wider community and partner beneficiaries who have been referred have accessed
organizations) through formal means (e.g. through the service and received appropriate care.
disability awareness sessions), and informal means
3.6 Ensure regular monitoring processes reporting on
(e.g. through discussions during project steering
disability inclusion
committee meetings and workshops).
• Include explicit questions in monitoring tools, along
• Use varied outreach strategies and communication
the lines of “Were persons with disabilities included
methods to ensure that information about the
in and able to benefit from this programme? How?
project reaches persons with disabilities and that
To what extent?”
they have the opportunity to participate and benefit
from the project. • Facilitate the involvement of persons with disabilities
and/or their representative organizations in regular
• If a project implementation steering committee
monitoring processes.
is being established, make sure persons with
disabilities are represented. • Ensure data to report on project indicators is
disaggregated by disability.
3.4 Adapt service delivery mechanisms to remove barriers
and ensure inclusion 3.7 Seek additional advice for disability inclusion strategies
as needed
• Ensure that design standards to ensure accessibility
are applied in all new UNRWA premises being • Engage with local Disabled Person’s Organizations
constructed or in existing premises undergoing and UNRWA colleagues already working on disability
rehabilitation or modification. inclusion in your field (e.g. Disability Programme
Officers in RSS) and at Headquarters (e.g. the UNRWA
◊ Align with the ICIP Plan to Implement
Disability Advisor in the Protection Division).
Measures to Ensure Alignment of UNRWA
21 disability inclusion guidelines
Stage 4: Reporting and Evaluation practice to apply in subsequent phases of the project
or in future projects.
Even if a disability perspective has not been included in
a project’s assessment, planning and implementation • Ensure reporting data is disaggregated by disability
stages, it is still important to report on whether persons (as well as by sex and age).
with disabilities were included (or not) in the project and • Consult with persons with disabilities, their families
on any disability inclusion achievements and challenges. and their carers as key stakeholders in project
Reporting on disability will also help identify how evaluations. Based on the expected prevalence of
disability inclusion can be better achieved in subsequent disability as per international estimates, ensure that
phases of the project or in future projects.53 at least 15 per cent of the total sample are persons
Disability Inclusion Considerations at the Reporting with disabilities and/or their representatives.
and Evaluation Stage ◊ Also ensure the persons with disabilities
1. Report on the outcomes and impact on persons with participating in the assessment represent the
disabilities compared to people without disabilities diversity of age, gender and range of impairment
types as far as possible.
• Include relevant disability-specific questions in
reporting and evaluation processes to: determine the • Ensure narrative reporting and evaluations analyse: the
outcomes and impact of the project on persons with outcomes of the project for persons with disabilities
disabilities compared to persons without disabilities; (including describing any barriers faced by persons
gather information on the barriers persons with with disabilities in participating in the project); good-
disabilities may have faced in participating in the practice examples of inclusion; and recommendations
project; and gather information on good practices for strategies for disability inclusion in subsequent
and lessons learned from disability inclusion in phases of the project or in future projects.
4. conclusion
It can be daunting to identify how to start when practical implementation by offering clarity on how to
confronted with the range of barriers impeding the appropriately identify, interact with and assist persons
full participation of persons with disabilities in Agency with disabilities and ensure that approaches to disability
programmes and services. It is imperative, however, inclusion are incorporated in the project/programme
that UNRWA protects and promotes the rights of cycle. Gathering information, raising awareness,
persons with disabilities, and adopts a disability implementing reasonable accommodations within
inclusion approach throughout its operations. the scope of available resources and piloting inclusion
Disability inclusion is a gradual process, and how we approaches to learn what works are important steps
work is just as important as the outcomes we achieve. forward. Taking these steps will help ensure the Agency’s
It is hoped that these Guidelines can help bridge the operations are as inclusive and as effective as possible.
gap between the Agency’s policy commitments and
23 disability inclusion guidelines
endnotes
1. World Health Organization and World Bank (2011), World Report on Disability.
2. UN General Assembly Resolution 71/93 (6 December 2016) on ‘Operations of UNRWA’ (paragraph 18).
3. Ibid.
4. Jeanine Braithwaite and Daniel Mont (2007), ‘Disability and poverty: A survey of World Bank Poverty Assessments and implications’. See also
Daniel Mont and Nguyen Viet Cuong (2011), ‘Disability and poverty in Vietnam’.
5. See for example Women’s Refugee Commission (2014), ‘Disability inclusion: Translating policy into practice in humanitarian action’; Women’s
Refugee Commission and International Rescue Committee (2015), ‘I see that it is possible”: Building capacity for disability inclusion in gender-
based violence programming in humanitarian settings’; Human Rights Watch (2010), ‘As if we weren’t human”: Discrimination and violence
against women with disabilities in Northern Uganda.’
6. Handicap International (2014), ‘Making it Work – Brief’.
7. See for example: Scottish Consortium for Learning Disability (2011), ‘Learning Disabilities and Gender-Based Violence: Literature Review
Summary’.
8. EC/ECHO (2005), ‘Review of Core Cross-Cutting Issues and Key Objectives affecting Persons in Humanitarian Crises’.
9. DFID (2010), ‘Education for children with disabilities - improving access and quality. Guidance Note - A DFID Practice Paper’.
10. Robert Metts (2004), ‘Disability and development: Background Paper for the World Bank’.
11. WHO (2012), ‘Early childhood and disability: A discussion paper’.
12. For more information on the Charter on Disability Inclusion in Humanitarian Action, visit http://humanitariandisabilitycharter.org/
13. This was re-affirmed in the latest UN General Assembly Resolution 71/93 (6 December 2016) on ‘Operations of UNRWA’ (paragraph 18).
14. United Nations Convention on the Rights of Persons with Disabilities, Article 1.
15. These specific measures include: making appropriate modifications or adjustments or ‘reasonable accommodations’ to ensure non-
discrimination in provision of services (Article 5); ensuring the physical environment and information is accessible (Article 9); and facilitating
access to mobility aids and assistive technologies (Article 20) to ensure persons with disabilities can be included in the community (Article
19).
16. International Court of Justice (2004), ‘Legal Consequences of the Construction of a Wall in the Occupied Palestinian Territory, Advisory
Opinion of the International Court of Justice (9 July 2004)’.
17. Ethics Handbook, p 8.
18. Ethics Handbook, p. 28.
19. GSC 6/2010 prohibits discrimination and defines it as “any unfair treatment or arbitrary distinction based on a person’s race, gender, religion,
nationality, ethnic origin, disability, age, language, social origin, health, or other personal characteristics.”
20. Ibid. GSC 6/2010 prohibits discrimination (paragraph 6.) and has a zero tolerance approach to discrimination as set out in GSC 6/2010.
21. Available at: http://intranet.unrwa.org/PCSU/Assessement%20and%20Planning/20162021%20SRPs/Protection%20Policy%202012.
pdf#search=protection
22. This information is adapted from Handicap International (2012), ‘Disability and Development’, and UNRWA (2013), ‘UNRWA Disability Toolkit,
Disability Series Number 4’.
23. American Association of Intellectual and Developmental Disabilities.
24. It is important to note that mental and psychosocial disability are not the same. Mental disabilities are related to chronic severe mental
disorders (schizophrenia, manic depression, depression) that usually occur in adolescence or early adulthood. Post-traumatic stress disorder
is also considered as a serious mental disorder. Psychosocial disabilities are related to psychological distress, whatever the cause (migration,
conflict, natural disaster, poverty, homelessness, loss of family or social ties and job loss).
25. This information is adapted from WHO (2015), ‘Common Barriers to Participation Experienced by People with Disabilities’ and World Vision
UK (2010), ‘Travelling Together: How to Include Disabled People on the Main Road to Development’.
26. United Nations Convention on the Rights of Persons with Disabilities, Article 2.
27. Teachers can refer in particular to Tool No 1 (Inclusive classroom practices), Tool No 3 (Teacher’s record of students with additional needs),
Tool No 4 (Individual Education Plan), Tool No 6 (Psychosocial needs), Tool No 8 (Pre-educational skills), Tool No 9 (Reading difficulties), Tool
No 10 (Writing difficulties), Tool No 14 (Chronic Health Needs), Tool No 15 (Visual impairment), Tool No 16 (Hearing impairment), Tool No 17
(Physical impairment), Tool No 18 (Intellectual impairment), Tool No 19 (Speech, language and communication impairment).
28. World Health Organization and World Bank (2011), World Report on Disability.
29. http://www.usaid.gov/our_work/cross-cutting_programs/wid/disability/wwd_statistics.html
30. UNFPA (2005), ‘Promoting Gender Equality’.
31. World Health Organization (2012), ‘Violence against adults and children with disabilities’.
32. UNESCO (2007), ‘Education For All global monitoring report: Strong foundations: Early childhood care and education’.
33. UNICEF (2013), ‘Children and young people with disabilities: Fact sheet’.
34. Handicap International (2012), ‘Disability and Development’.
35. Ibid.
36. CBM, ‘Make Development Inclusive: How to include the perspectives of persons with disabilities in the project cycle management guidelines
of the EC’.
37. Adapted from CBM International (2012), ‘Inclusion Made Easy: a quick programme guide to disability in development”.
38. UN Convention on the Rights of Persons with Disabilities, Article 2.
25 disability inclusion guidelines
39. Disabled Person’s Organizations are organizations run and controlled by persons with disabilities, with a majority of staff, membership, and
representatives of the governing body being persons with disabilities.
40. UN Convention on the Rights of Persons with Disabilities, Article 3(c) ‘General Principles’.
41. UNRWA (2017), UNRWA Framework for Accountability to Affected Populations.
42. Available at: http://intranet.unrwa.org/Infrastructure%20and%20Camp%20Improvement/Procedures%20Technical%20Instruction%20
Specs%20%20Contracts/ICIP%20Plan%20to%20implement%20measures%20to%20ensure%20alignment%20of%20UNRWA%20
Premises%20with%20UNRWA%20Disability%20Policy-Nov%202016-R.pdf
43. The UN Washington Group on Disability Statistics promotes and coordinates international cooperation in the area of health statistics by
focusing on disability measures suitable for censuses and national surveys.
44. Washington Group on Disability Statistics (2009), ‘Understanding and Interpreting Disability as Measured using the WG Short Set of
Questions’.
45. This information is adapted from: Handicap International (2015), ‘Middle East Terminology Guidelines’.
46. Adapted from United Spinal Association (2015), ‘Disability Etiquette: Tips on Interacting with People with Disabilities’ and United Cerebral
Palsy, ‘Disability Etiquette’.
47. UNRWA (2008), ‘UNRWA Programme/ Project Cycle Management Handbook’.
48. UNRWA (2017), ‘Organizational Directive 21: Programme and Project Cycle Management’.
49. UNRWA (2013), Inclusive Education Policy.
50. Available at: http://intranet.unrwa.org/Infrastructure%20and%20Camp%20Improvement/Procedures%20Technical%20Instruction%20
Specs%20%20Contracts/ICIP%20Plan%20to%20implement%20measures%20to%20ensure%20alignment%20of%20UNRWA%20
Premises%20with%20UNRWA%20Disability%20Policy-Nov%202016-R.pdf
51. For more information on the Charter on Disability Inclusion in Humanitarian Action, visit http://humanitariandisabilitycharter.org/
52. Available at: http://intranet.unrwa.org/Infrastructure%20and%20Camp%20Improvement/Procedures%20Technical%20Instruction%20
Specs%20%20Contracts/ICIP%20Plan%20to%20implement%20measures%20to%20ensure%20alignment%20of%20UNRWA%20
Premises%20with%20UNRWA%20Disability%20Policy-Nov%202016-R.pdf
53. CBM International (2012), ‘Inclusion Made Easy: a quick programme guide to disability in development’.
54. GSC 6/2010, paragraph 5. The same standard of conduct which applies to staff members is also expected of complementary personnel with
non-staff status (consultants, contractors, interns, and any other person engaged or contracted by the Agency).
55. UN Convention on the Rights of Persons with Disabilities, Article 2.
56. Handicap International (2009), ‘Accessibility Policy Paper’.
57. For more information see http://universaldesign.ie/What-is-Universal-Design/Definition-and-Overview/
58. CBM, ‘Make Development Inclusive: How to include the perspectives of persons with disabilities in the project cycle management guidelines
of the EC’.
59. UN Convention on the Rights of Persons with Disabilities, Article 2.
60. Available at: http://www.who.int/phi/implementation/assistive_technology/EMP_PHI_2016.01/en/
united nations relief and works agency وكالة األمم المتحدة إلغاثة وتشغيل
for palestine refugees in the near east الالجئين الفلسطينيين في الشرق األدنى
Protection Division
Headquarters - Amman
Amman, Jordan
دائرة احلماية
عمان- األونروا
11814 عمان، 140157 :ب.ص: العنوان البريدي
األردن
)+٩6٢ ٦( ٥٨٠8536 : هـ
protection division
unrwa headquarters - amman
po box 140157, amman 11814
jordan
www.unrwa.org
united nations relief and works agency وكالة األمم المتحدة إلغاثة وتشغيل
for palestine refugees in the near east الالجئين الفلسطينيين في الشرق األدنى