Caqabadaha Waxbarasho ee Hortaagan Carruurta aan Laxaadkoodu Dhammaystirnayn ee ku Nool

Somaliland

W/Q: Axmed Nuur Muuse

Noofember, 16, 2020

Sahan xog-ururineed oo ay sameeyeen Haayadda Caafimaadka Adduunka (WHO) iyo Bangiga

Adduunku (World Bank) sannadkii 2011, waxa lagu sheegay in dadyowga adduunka ku dhawaad
15.3% ay la nool yihiin nooc ka mid ah naafonimo. Qiyaastii hal bilyan (1 Billion) oo qof ayaa
laxaadkoodu kala dhiman yahay, halka tiro ku dhaw 93 ilaa 150 Milyan ay yihiin carruur. Somaliland-
na, dadka naafada ah waxa lagu qiyaasay in ay yihiin boqolkiiba shan (5%), sida ay tilmaantay sahan
xog-ururineed oo dhawaan laga sameeyay dalka [ CITATION SLH20 \l 2057 ] . Dadka araga la’a aya
ah kuwa ugu badan ee laxaadkoodu kala dhiman yahay.

Dagaalladii iyo duqeyntii arxan-darrada ahayd ee dawladdii kelitaliska ahayd ee Soomaaliya kula
kacday Somaliland ayaa waxa laga dhaxley in dad badani ku waayaan laxaadkoodi. Sidoo kale,
hadhaagii miinooyinka, qumacyada iyo hubkii lagu daadiyay dhulka ayaa waxa ay galaafteen
laxaadka dhallaan badan. Taas ayaa keentay in bulshada Somaliland la noolaato dad badan oo naafo
ah, nolal adag iyo dhibaatooyin badanna la deris ah. Haddii aad la sheekaysato dadka naafada ah iyo
urrurada ku hawlan horumarinta nolasha iyo xaquuqda naafada, waxa aad dareemaysaa murugada
xusuusta maalmihii mustaqbalkoodu saamaynta xun ku reebay ee xiligii duqeynta xadgudubka ah
lagula kacay shicibka Somaliland. Xiliyaddii ugu horreysay ee la qaxay, lana joogey xeryaha, dadka
naafada ahi waxa ay ahaayeen kuwa ugu nugul, uguna baahida badan intii qaxdey, ee ka badbaaday
dagaalkii.

Naafonimada waxa badanaa loo arkaa in ay tahay karti la'aan [CITATION WHO11 \p 6 \l 2057 ]
taas oo inta badan keenta aragtida ah in carruurta naafada ahi culeys ku yihiin qoysaskooda iyo
bulshada. Waxa dhacda in carruurta naafada ah loo diido xuquuqdooda waxbarasho, caafimaad iyo
madaddaalo [CITATION ACP14 \p 3 \l 2057 ]. Naafonimadu se waxa ay run ahaantii tahay natiijada
ka dhalata caqabadaha bulshadu hor dhigto dadka laxaadka la’ sida lagu xaqiijiyay Warbixinta
Adduunka ee Naafada (World Disability Reoport) [CITATION Placeholder1 \p 4 \l 2057 ]. Hadba
sida bulshadu u waajahdo baahiyaha gaarka ah ee dadka naafada ah, ayay ku xidhan tahay heerka
nolaleed ee dadka laxaadkoodu kala dhiman yahay. Haddii caqabadaha ay ugu horeeyaan takoorka,
faquuqa, xanibaadda dhismayaasha, iyo maqnaanshaha agabka caawiya naafada wax laga qabto,
dadka naafada ahi ma ka awood yaraanayaan bulshada inteeda kale.

Naafonimada waxay tahay in loo fahmo in ay tahay ‘erey’ guud oo loo yaqaan xaddidaadda
dhaqdhaqaaqa iyo ka qeybgalka hawlaha bulshada. Tani waa aragti ku saleysan kacdoonada la rabo
in looga guuro aragtidii hore ee ku dhisnayd ‘xaaladda caafimaad’, ee shakhsi oo qudha, loona
arkayay in 'naafonimadu' tahay dhibaato shaqsiyeed oo u baahan hagaajin [CITATION Bur15 \p
595 \t \l 2057 ] . Dadka laxaadkoodu kala dhiman yahay waa in loo arkaa in ay yihiin qaybo
bulshada ka mid ah, oo leh xaquuq la mid ah xuquuqaha dadka kale. Tani waxa ay ka duuleysa feker
ah in qaab-dhismeedka bulshadu tahay xanibaadda ugu weyn ee wajahaysa dadyowga naafada ah
[CITATION Wor15 \m Gil02 \l 2057 ].

Aragtida ‘caafimaad’ ee lagu qeexo naafonimadu waxa uu salka ku hayaa fikrad aaminsan in
'naafanimadu' ka timaaddo 'xanuun' iyo 'daciifnimo' qof ku gaar ah, taas oo aakhirka keenta nuglaan
iyo liidasho[CITATION Tho04 \m Gil02 \l 2057 ]. Waxa ay dhiirigalinaysaa in bulshadu qofka
laxaadka la’ ula dhaqanto sida qof ‘fanto’ ama ‘furuq’ ku dhacday, oo ay tahay in la faquuqo, oo
dawo u baahan. Ma na aqoonsanayso saamaynta baaxada leh ee ay bulshadu ku hayso dadka
naafada ah [CITATION Sie08 \p 3 \l 2057 ] . Sidoo kale, Cahdigga Caalamiga ah ee Xuquuqda Dadka
Naafada ah UNCRPD [CITATION UNC06 \n \t \l 2057 ] waxa uu taageeray aragtida bulshada, taas
oo si cad loogu xusay hordhaca cahdiga in: naafonimadu tahay 'fikrad isbeddelaysa' oo la xidhiidha
isdhexgalka naafonimada shakhsiga iyo caqabadaha 'dabeecadda' ee bulshada, taas oo yareyneysa
awooddiisa / awooddeeda ka qayb qaadashada hawlaha bulshada iyo sheegashada xuquuqdooda.
Sidaa darteed, u aqoonsiga naafada in ay tahay natiijada ka timaadda isdhexgalka qofka naafada ah
iyo bulshada waxay ka dhigeysaa ‘naafonimada’ xaalad ka baxsan awoodda shakhsiga [CITATION
Placeholder1 \p 4 \l 2057 ].
Waxa haboon in labadaas aragti ba si wada jir ah loo adeegsado si fahan buuxa looga helo
‘naafonimada’, lana darsi karo isdhexgalka u dhexeeya xaaladda caafimaad ee shakhsiga iyo
caqabadaha bulsheed dibadda kaga imanaya ee yareynaya awooddiisa [CITATION WHO11 \m Gil02
\l 2057 ].

Carruurta naafada ah ee Somaliland ayaa ah kooxaha ugu dayacan, ee la halgamaya xaalad qalafsan
oo adag[ CITATION Tom03 \l 2057 ] iyada oo guud ahaanba carruurta Afrikaanka ahi yihiin kuwo
wajaha dhibaatooyin isa-sii taraya, oo saamaynaya fursadaha waxbarasho ee ay xaqa u leeyihiin
[CITATION Wel13 \p 235 \t \l 2057 ] . Naafonimada baahsan ee carruurta Afrika ayaa lala
xidhiidhiyaa inay sababeen saboolnimo baahsan, nafaqo-xumo, caafimaad darro, isku dhacyada
rabshadaha wata iyo dayaca qoysnimo ee ku wajahan carruurta. Arrimahani waxay saameyn ku
yeeshaan garashada ilmaha, dhismaha jidhkiisa iyo heerarka koritaanka shucuurtiisa (WHO & World
Bank, 2011, p. 36). . Carruurtan laxaadka la’i waxa ay 10 jeer ka yar yihiin carruurta la ayniga ah ee
dugsiyada ku jirta. Waxa suurtagal ah in inta badan carruurtan la qoqobey, oo la xaddiday
dhaqdhaqaaqooda iyo dhexgalka bulshada. Iskaashiga Caalamiga ah ee Waxbarashada (GPE) ayaa ku
qiyaasaya in 90% carruurta naafada ah ee ku nool waddamada dhaqaalahoodu dhexdhexaadka
yahay iyo kuwa uu hooseeyoba aanay dhigan iskuullada. Sidoo kale, Xarunta Siyaasadda Carruurta
Afrika (ACPF) (2014) waxa ay ku doodeysaa in carruur badan oo Afrika ku nooli, oo ku dhashay nooc
ka mid ah naafonimada, la badbaadin lahaa iyada oo la siinayo adeeg caafimaad oo tayo leh iyo
taageero bulsheed.

Sahanka xogta Caafimaadka iyo Dadyowga [ CITATION SLH20 \l 2057 ] ayaa isna tibaaxay in dad ka
badan boqolkiiba-afartan (40%) oo ku nool Somaliland aanay haba yaraatee helin wax daryeel ah.
Xogtani waxa ay waafaqaysaa xogaha ay soo saaraan xarrumaha caalamiga ah ee sida dhaw ula
socda xaaladaha dadka naafada ah, ee qirey in dadyowga laxaadka la’i helin daryeel ku filan, dabooli
na kara baahiyhooga gaarka ah. Cunsuriyadda baahsan iyo takoorka ay la kulmaan dadka naafada ah
ayaa ah qodob kale oo gacan ka geysta sababta carruurta naafada ah aysan u helin adeegyada
waxbarashada iyo caafimaad ba. Cilmi-baadhisyo badan ayaa muujiyay in mid ka mid ah tobankii
carruur (1/10) ee naafo ah ee ku nool Afrika ah uu heli karo fursad waxbarasho [ CITATION
ACP14 \l 2057 ].

Qoraalkani waxa uu isku dayayaa in uu in yar ka iftiimiyo caqabadaha ku geedaaman nolasha

caruurta laxaadkoodu kala dhiman yahay ee ku nool Somaliland. Dooddu waxa ay tahay in
adeegyada aasaasiga ah ee ay carruurta naafada ahi u baahan yihiin aanay u helin si hagar la’aan ah.
Waa isku day la rabo in bulshada lagu soo jeediyo baahiyaha gaarka ah ee ay leeyihiin carruurta
naafada ahi. Sidoo kale, waxa ay danaraarinaysaa cilmi-baadhisyo qoto dheer, oo lagu sameeyo
xaajadan.

Caqabadaha ay Wajahayaan Caruurta Naafadaha ah

Sahanka Xogta Caafimaadka iyo Dadyowga [ CITATION SLH20 \l 2057 ] ayaa soo bandhigtey
xaaladda waxbarasho, caafimaad, nabadgelyo iyo horumar ee Somaliland. Heerka waxbarasho ee
dadweynaha Somaliland ayaa laga arkaa in uu kor u kacayo, iyada oo ay muuqato in da’yar badan ay
fursad u helayaan waxbarasho illa dugsi sare. Inta dugsiyada hoose/dhexe dhigata ayaa tiradoodu sii
kordhaysa. Hadaba, waxa ay xogtani hilmaantay in ay si hoose u eegto dadka naafada ahi inta ay ka
yihiin koradhkan iyo horumarkan waxbarasho ee ay bulshadeenu gaadhay. Ma cada tirada carruurta
naafada ah ee dugsiyada dhigata. Hase yeeshe, sida ay tibaaxayaan baadhitaanada caalamiga ahi,
tobankii caruur ah ba, ee gaadhay da’da waxbarasho, hal mid uun baa fursad ka hela marka la joogo
qaarada Afrika. Waxa suurtgal ah in Somaliland ay halkaas ba ka hooseyso, oo ay dhici karto in
labaatankii ama in ka badan, hal arday oo naafo ahi dugsi ka aado. Sababtu waxa ay tahay iyada oo
aynu ognahay in goobaha waxbarasho ee haatan jira, kuwa dawli ah iyo kuwa gaarka loo leeyahayba,
aanay ahayn kuwa u diyaarsan in ay waxbarasho u fududeeyaan qof naafo ah. Sidoo kale, bulshada
Somaliland oo ay haynteedu iska kooban tahay, una badan dad sabool ah, way ku adagtahay in ay
tahlaan in qalab iyo agab dheeri ah oo caawiya carruurta naafada ah la diyaariyo.

Caruurta waxyaabaha naafada ku keena waxa ugu mudan cuduro ay ka mid yihiin dabaysha.
Cudurkani waa mid laga hortagi karo haddii la raaco habka loo dejiyay in caruurta loo talaalo intii
aanay gaadhin laba sano. Haatan, caruurta Somaliland in ka yar 15% ayaa dhamaystay talaalada
dabaysha (Afar talaal). Taas waxa ay ku tusaysaa in dhallaan badani khatar ugu jiraan in ay haleesho
cudurkaas dabayshu, oo keeni karta naafonimo. Sidaas awgeed, waxa mudan in hoos loo eego
siyaasadda talaalka iyo diyaarinta goobaha waxbarasho in ay tahli karaan in ay caruur laxaad la’
waxbari karaan. Somaliland horumar wayn ayay ka samaysay helista iyo diyaarinta barnaamijyo
talaal, oo mid ilme kasta loo heli karo. Hase yeeshe, dhibtu waxa ay tahay wacyiga iyo u hagar
bixidda in aqoonta tallaalka iyo adeega laftiisa la fidiyo, oo la wada gaadho bulshada.

Xogta SLDHS [CITATION SLH20 \n \t \l 2057 ] , ayaa tilmaantay in dadka laxaadka la’ ee da’doodu
u dhaxayso 10-14 jir ay naafoobeen intii ay ka yaraayeen 5 jir ba. Dadka araga iyo maqalka la’ ayaa u
badan kooxdan laxaadka beeshay markay yaraayen. Xiligaas oo ah xilliyada dhalaanka loo diyaariyo
in goobaha waxbarashada ku biiraan. Taasi waxay ku tusinaysaa sida ay muhiim u tahay in goobaha
waxbarashada loo diyaariyo in ay daboolaan baahiyaha gaarka ah ee ubadkaas naafada ah.
Halbeegaasi waxa uu ina tusayaa in dhammaan carruurta u diyaarka ah in ay dugsiyada bilaabaan ay
ugu yaraan 5% yihiin kuwa laxaadkoodu kala dhinnaan karo, una baahan in si gaar ah wax loo baro,
loona fududeeyo sidii ay dugsiyada u aadi lahaayeen.

Sida la wada ogyahay, carruurta naafada ahi ma helaan adeegyo xaddidan, oo waxa ay la kulmaan
faquuq aan kala go’ lahayn (Amnesty, 2015). In kasta oo ay adag tahay in la helo tirakoob sax ah oo
ku saabsan carruurta naafada ah ee reer Somaliland, Tomlinson & Abdi [CITATION Tom03 \n \t \l
2057 ] waxay sheegeen in dadka naafada ah ay la kulmaan caqabado iyo dhibaatooyin badan oo
xagga helitaanka adeegyada bulshada ah. Adeegyadaas waxa ugu horreeya waxbarashada, oo noqon
lahayd meel ay dadka naafada ahi ay ka heli lahaayeen horumar iyo hiigsi ay ku badalaan wajiga
noloshooda, kuna burburiyaan dabarrada bulshadu hor dhigtey.

Xagga kale, boqolkiiba-kow-iyo-konton (51%) ayaa iyagu laxaad beelay intii ay da’doodu u dhaxaysay
30-39 jir. Kooxdan dambe waxa ay u dhawdahay in ay yihiin kuwa ay masiibadani haleeshay xiliyadii
dagaalladu ka socdeen dalka. Sidoo kale, waxa iyana muuqata in badan oo dadkan ka mid ahi ay ku
naafoobeen hadhaagii walxaha qarxa ee uu dagaalkii iyo duqayntii arxan-darrada ahayd ee kelitaliskii
Maxamed Siyaad Barre kula kacay dalka. Waxa iyana meesha ku jirta in dad door ahi ku naafoobeen
shilalka waddooyinka ka dhaca, oo aad moodo in uu sii badanayo, marka la eego warbixinada
sannadlaha ah ee Ciidanka Booliska bixiyaan. Tani iyana waxa ay ina tusaysaa sida ay lama dhaafaan
u tahay in goobaha waxbarashada Jaamacaduhu ugu diyaargaroobaan in ay daboolaan baahiyaha
waxbarasho ee shicibka naafada ah.

Helitaanka waxbarashadu waa caqabadda ugu weyn ee haysata ilmaha naafada ah ee ku nool
Somaliland. Carruurta naafada ahi fursad uma helaan in ay la joogaan carruurta kale, oo ay wax la
bartaan. Axdiga Caalamiga ah ee Xaquuqda Carruurtu (CRC) waxa uu ku boorinayaa dowladahu in ay
dhammaanba carruurta siiyaan waxbarashada aassaasiga ah oo bilaash ah, oo waliba khasab ah,
iyadoon lakala sooc sooceen carruurta (Qodobka 28). Waxa ay sidoo kale qeexaysaa mabaadi'da ka
hor tagaysa in adeegyada waxbarashadu ka eexdaan caruurta baahiyaha gaarka ah leh, taas oo
carruurta naafada ah xaq u siinaysa in ay helaan waxbarasho la siman ta ay helaan carruurta kale
[CITATION Uni891 \l 2057 ].

In kasta oo ay taasi jirto, haddana maqnaanshaha manhaj loo dhan yahay iyo barbarin aan eex ku
dhisnayn iyo waliba ciqaabta, xoogsheegashada iyo xadgudubka ka dhaca iskuullada, carruurta
naafada ahi ma tahli karaan in ay helaan xaquuqdooda waxbarasho. Inta badan iskuullada
Somaliland ma laha xarumo iyo agabyo sida macalimiin tababaran iyo tiknoolajiyad caawisa
carruurta naafada ah. Qaababka loo dejiyay in carruurta naafada ah wax lagu baro sida 'luqadda
calaamadaha, ‘Braille’ iyo qalabka maqalka' wali waxbarashada Somaliland horumar wayn lagama
samayn [ CITATION Tom03 \l 2057 ]. Nidaamyada imtixaanku na si dhif ah ayey ugu habboon yihiin
baahida gaarka ah ee shaqsiga naafada ah.

Takooriddu waa caqabad weyn oo haysata carruurta iyo dhallinyarada naafada ah ee reer
Somaliland, taasi oo ka dhalata cuqdad, dayac iyo kala soocid [ CITATION Tom03 \l 2057 ] Turnbull,
iyo al. [CITATION Tur01 \n \t \l 2057 ] iyana waxa ay carabka ku adkeeyay in takooridda la
xidhiidha naafada ay inta badan ku xad gudubto xuquuqda aasaasiga ah ee shakhsiyaadka ay ahayd
in loo caddaalad sameeyo. Takoorku wuxuu horseedaa xaqiraad, wuxuuna xoojiyaa fikradaha xunxun
ee laga qabo dadka naafada ah. Rachel Burr [CITATION Bur06 \p 164 \n \t \l 2057 ] waxay kaloo
sheegaysaa in naafonimadu badanaa keento takooridda carruurta. WHO iyo Bangiga Adduunka
[CITATION WHO11 \p 215 \n \t \l 2057 ] waxa ay iyana sheegeen in carruurta naafada ahi
badiyaa bartilmaameed looga dhigto xoogsheegasho, ciqaab jireed iyo ceebeyn dugsiyada ka dhex
dhacda, taasi oo u horseedeysa in ay yaraadaan ardayda naafada ah ee u gudbaysa dugsiga sare
[CITATION UN15 \p 83 \l 2057 ].

Maxaa innala Gudboon?

Qofna looma faquuqi karo xaalad ku timid sida naafnimo. Qofka naafada ahi waxa uu xaq u leeyahay
in uu ku noolaado nolal la mid ah qof kasta oo kale oo Somaliland ku nool. Diinta iyo dhaqanka
wanaagsani ba waxay jideeyeen in wanaag iyo dabacsanaan lagula dhaqmo aadamaha oo dhan.
Haddii xuquuqaha iyo baahiyaha gaarka ah ee dadka naafada ah aan wax laga qaban, horumar kasta
oo Somaliland gaadhaa waa dheelli, ma na dhamaystirmayo. Waxa mudan in si mug leh loogu kaco
baabiinta takoorka, faquuqa iyo tacadiyada lagula kaco dadka laxaadkoodu kala dhiman yahay.
Deddaal kasta oo la rabo in lagu xaqiijiyo xasillooni, wada noolaansho iyo horumar waa tacab-
khasaar haddii aanu tixgalinayn xaquuqda iyo baahiyaha naafada.

Waxan fursad u helay in aan maamulo mashruuc loogu talogalay in lagu horumariyo xuquuqda
dadka naafadaha iyo ururadooda, oo ay hirgalisay haayadda Handicap International sanadkii 2012.
Xiligii aan maamulayay mashruucan, waxa suurtagashay in aan hoggaamiyo siyaasaddii ugu
horreysay ee loogu talo galay in lagu horumariyo nolasha dadka naafadaha ah ee Somaliland
(Somaliland National Disability Policy). Waxa nasiib u helay in uu saxeexo Madaxweynihii hore ee
Somaliland, Mud. Axmed Maxamed Maxamuud, Siilaanyo, noqonaya madaxweynihii ugu horeeyay
ee siyaasad u sameeyay dadka naafada ah. Sidoo kale, waxa uu Madaxweyne Siilaanyo hirgaliyay
siyaasad kale oo lagu xoojinayay in loo fududeeyo dadka naafadaha ahi in ay geli karaan gebi
ahaanba dhismayaasha. Sanadkii 2014 ayuu Madaxwne Siilaanyo wareegto, tirsigeedu na yahay
JSL/M/XERM/249-2232/012014 (Disability Service Act), ku meel mariyay in dhamaan dhismayaasha
dantaguud iyo kuwa gaarka loo leeyahayba in ay noqdaan kuwa u fudud dadka naafada ah. Dallada
ururada naafada ah (SNDF) ayaa iyana qayb libaax ka qaadatay hirgelinta wareegtadan, oo mudo
dheerba daba socotey dawladda. Qaraarkan ayaa ah mid muhiimad gaar ah u leh dadka naafada ah,
una baahan in la is garab taago fulintiisa. Daneeyayaasha xaquuqal iinsaanka iyo diraneyaasha
arrimaha bulshaduba waxa waajib ku ah in ay faafiyaan warka wareegtadan, una istaagaan in ay u
hiiliyaan dadka naafada ah.

Gunaanad
Si loo xaqiijiyo bulsho wadajirta, oo fayow, waxa habboon in la dejiyo siyaasad qayb kasta oo
bulshada ka mid ahi ay danteeda ka dhex arki karto. Adeegyada bulshada hadda ka jira Somaliland
wa in ay ka jawaabaan arrimaha ka hor imanaya carruurta naafada ah. Qoraalkani waxa uu
tilmaamay in adeegyada kala daadsan ee hadda jira aysan si xeeladeysan wax uga qabanayn
caqabadaha muhiimka ah ee hortaagan carruurta naafada ah. Arrimahani waxay u dhexeeyaan
helitaan la'aanta adeegyada waxbarashada, daryeelka caafimaadka, hawlaha maddadaalada
carruurta, xadgudubyada jidhka iyo shucuurta, iyo takoorka baahsan. Waxa la rabaa in kor loo qaado
wacyiga xuquuqda aadanaha ee carruurta naafada ah. Waxaa jira calaamado muujinaya in inta
badan barnaamijyada caalamiga ah aysan gaadhin carruurta naafada ah ee ku sugan meelaha
baadiyaha ah iyo xeryaha dadka gudaha ku barokacay.

Saboolnimada iyo caqabadaha dhaqaale ayaa ah kuwa iyana sii cakiraya xaaladaha qalafsan ee
carruurta naafada ah ee ku nool Somaliland. Dhammaan ba caqabadaha ka dhasha kala-
daadsanaanta adeegyada marka lagu daro caqabadaha ka dhasha nugeylka ay keento saboolnimadu,
carruurta naafadu waxay u badan yihiin kuwa aan helin waxbarasho dhammaystiran. Tani waxa ay
saameyn weyn ku yeelan doontaa noloshooda qaangaarnimada ee caruurta naafada ah [CITATION
UN15 \p 83 \l 2057 ].

Ugu dambeyntiina, doodaha ku jira qoraalkan ayaa sidoo kale tilmaamaya in carruurta naafada ah ay
halis ugu jiraan dayac baahsan xilliyada xaaladaha adagi ka jiraan waddanka, sida xilliyada abaaraha,
barakaca iyo colaadaha ka yimaadda isku dhaca qabiillada. Waa xilliyada ayay u badan tahay in
carruurta naafada ahi wajahaan baahiyo adag, ayna dhici karto in xaaladahooga caafimaad sii
adkaadaan. Iyada oo ay yartahay marka horeba in ay helaan agab caawiyeyaal ah oo ay ku
maareeyaan caqabadaha bulshada kaga yimaadda, ayaa hadana marka ay masiibooyin dhacaan, sida
daadka, abaaraha, colaadda iyo hayaankuba, xaaladoodu sii cakirantaa.
Si loo garab istaago, loona kobciyo garaadka iyo wacyiga bulshada ee ku wajahan naafada guud
ahaan, gaar ahaan carruurta, waxa habboon in saxaafadda, mareegaha bulshada iyo daneeyayaasha
arrimaha bulshadu ay si mug leh u fidiyaan wacyigelinta iyo waanooyin ku wajahan dhawrista iyo
ilaalinta xaquuqda naafada. Dawladda waxa la gudboon in ay meelmariso siyaasadaha hore loo
ansixiyay, iyada oo u beddalaysa sharciyo iyo barnaamijyo taagera dadka naafada ah. Sidoo kale,
waxa iyana haboon in la helo xog buuxda oo muujinaysa xeerka waxbarasho ee da’ yarta naafada ah.

Xigasho/Tixraac
ACPF. (2014). The African Report on Children with Disabilities: Promising starts and persisting
challenges. The African Child Policy Forum (ACPF). Addis Ababa, Ethiopia: The African Child
Policy Forum (ACPF).
Burr, R. (2006). Vietnam's children in a changing world . New Brunswick, Rutgers University Press.
Burr, R. (2015). Vietnam’s children’s experiences of being visually or hearing impaired. Disability and
the Global South,, 2(2), 590-602.
Gilson, S. F., & DePoy, E. (2002). Theoretical Approaces to Disability Content in Social Work
Education. Journal of Social Work Education, 38(1), 153-165.
Siebers, T. (2008). Disability Theory (1 ed.). USA: University of Michigan.
SLHDS. (2020). The Somaliland Health and Demographic Survey. Hargeisa: Central Statistics
Department, Ministry of Planning and National Development, Somaliland.
Thomas, C. (2004). How is disability understood? An examination of. 19(6), 569-583.
Tomlinson, S., & Abdi, O. A. (2003). Disability in Somaliland. Disability & Society, 18(7), 911-920.
Turnbull, H. R., Beegle, G., & Stowe, M. J. (2001). The Core Concepts of Disability Policy Affecting
Families Who Have Children with Disabilities. Journal of Disability Policy Studies, 12(3), 133-
143.
UN. (1989, November 20). Convention on the Rights of the Child. New York 20 November 1989.
Retrieved December 15, 2016, from United Nations Treaty Collection:
https://treaties.un.org/doc/Treaties/1990/09/19900902%2003-14%20AM/Ch_IV_11p.pdf
UN. (2015). Global Status Report on Disability and Development Prototype. Department of Economic
and Social Affairs. New York: UN.
UNCRPD. (2006). United Nations Convention on the Rights of Persons with Disabilities. New York: UN.
Welbourne, P. (2013). Child protection and child welfare : a global appraisal of cultures, policy and
practice. London: Jessica Kingsley Publishers.
WHO & World Bank. (2011). World report on Disability. Malta: WHO Library Cataloguing-in-
Publication Data.
WHO & World Bank. (2011). World Report on Disability. Malta: WHO Library Cataloguing-in-
Publication Data.
World Bank. (2005). Conflict in Somalia: Drivers and Dynamics. World Bank.

FG: Khaalid Maxamed Cabdi ayaa si mug leh u hagaajiyay higaada, sixid iyo haadin na ku sameeyay
qoraalkan, taas oo u sameeyay turxaan-bixin mug leh. Aad iyo aad ayuu u mahadsan yahay Khaalid
Maxamed Cabdi. Intu ba waa ay mahadsanyihiin

Qoraaga:
Ahmed Nur waa Cilmi-baadhe, daneeya arimaha bulshada, caafimaadka, xaquuqda carruurta iyo
dhaqanka Soomaalida. Waa samafale ka soo shaqeeyay haayaddaha samafalka ee caalamiga ah iyo
kuwa gudaha ba, kuna takhasusay cilmiga barashada bulshada (Sociology). Waxa uu ka mid yahay
aasaaseyaasha Kuuliyadda Adeegga Bulshada (School of Social Work) ee Jaamacadda Hargeysa,
waxaanu ka noqday Hormood kuuliyadaas sannadihii (2016-2018). Waxa uu sidoo kale masuul ka
ahaa aasaaska Kuuliyada barashada saxaafada ee Jaamacadda Hargeysa), oo uu iyana hormood ka
noqday.

Kala xidhiidh:
ahmed.nmuse@gmail.com
+252 (0) 634767614