It might also be a disability if your addiction was originally caused by medical treatment or medically prescribed drugs. A long-term effect means something that has affected you or is likely to affect you for at least a year. Your impairment will still be considered to be long term if the effects are likely to come and go. Each episode of depression lasts less than 12 months, but it can meet the definition of long term if:.
John has epilepsy which causes him to have seizures. The effect on your normal day-to-day activities might be substantial if you have more than one impairment.
Other examples of when the effect might be substantial include:. The legal test is that you should look at the impact of your impairment without any medication or treatment. Treatment includes things like counselling as well as medication. For example if you have arthritis and use a walking stick, think about how hard it would be for you to walk without it. Tom has type 1 diabetes. He's disabled because without the injections the diabetes would have a substantial long-term adverse effect on his normal day-to-day activities.
He would collapse and the condition is likely to recur. You can also try keeping a diary for a while - write down what you do, what you find difficult and why. The plan accommodations may be needed to give the child an opportunity to perform at the same level as their peers. A different plan is needed for children taking special education classes.
For some people with disabilities and their parents, change can be difficult. Planning ahead of time may make transitions easier for everyone. When Jim was 3 months old, his mother was told he had cystic fibrosis. Looking ahead, she told the doctor she wanted Jim to go to college. Jim learned early that he needed to be involved in his own health care. With support from family, school, and health care professionals, Jim took on more and more responsibility for his own health. He also learned to take care of himself by exercising, eating right, and avoiding alcohol and tobacco.
Today, Jim is 24, married, working, and buying a home. He believes he has been able to enjoy a full life, in spite of his disability. Transitions occur at many stages of life. For example, the transition from teen years to adulthood can be especially challenging.
There are many important decisions to make, such as deciding whether to go to college, a vocational school, or enter the workforce. It is important to begin thinking about this transition in childhood, so that educational transition plans are put in place.
Ideally, transition plans from teen years to adulthood are in place by age 14, but no later than age This makes sure the person has the skills he or she needs to begin the next phase of life. Eastern and Southern Africa In Burundi and Rwanda , the Emergency Demobilization and Transitional Reintegration Project and the Emergency Demobilization, Reinsertion and Reintegration Project provided targeted support for vulnerable groups, including children associated with armed forces and disabled ex-combatants.
The projects provide housing for severely disabled ex-combatants and training activities to support their autonomy and general health. Middle East and North Africa In Egypt, the Cairo Airport Terminal 2 Rehabilitation Project supported improved accessibility measures, some of which were included in the final project design. Today, parts of the airport are disability friendly. In Iraq, the Emergency Disabilities Project supported the delivery of improved rehabilitation and prosthetic services for people with disabilities.
As part of a Development Policy Loan, the Bank helped the government of Morocco elaborate an action plan on accessibility and urban transport with a specific focus on identifying priority interventions in select major cities and review the construction code to promote accessibility.
A national workshop was conducted to engage policy and decision makers at the ministerial level, and the recommendations of the national plan form part of the transport projects and interventions. Latin America and the Caribbean In Guyana, the Guyana Education Sector Improvement Project worked with social development specialists to address disability through stakeholder consultations in curriculum reform, teacher training, accessible learning materials, and monitoring indicators.
Eastern and Central Europe In the Kyrgyz Republic, the Bank supported the creation of community-based infrastructure services including health clinics and schools , with a focus on accessibility of persons with disabilities. In Moldova , a project supported the improvement of access to education for children with disabilities.
In Peru , a project focused on mainstreaming inclusive design and universal mobility in Lima. In Romania , the focus was to improve policymaking and the institutional framework addressing people with disability. The Inclusive Education Initiative invests in resources for interventions in Nepal, Rwanda and Ethiopia for systems strengthening to support educational achievement of students with disabilities: In Rwanda , we have conducted a comprehensive mapping and review of resource classrooms and assessment centers, along with strengthen Education Management Information System EMIS , technical assistance, and targeted capacity building.
In Nepal , we have financed streamlining for teacher recruitment and deployment, technical assistance to strengthen disability inclusion in ongoing projects, data collection and management, and innovation grants to Disabled People Organizations. The World Bank partners with bilateral donors on disability inclusive education. The World Bank partnered with UNICEF and USAID to deliver a comprehensive technical learning series on the essential components of the enabling environment and service delivery that can support efforts to create inclusive education systems for all, including students with disabilities, and help reach the Sustainable Development Goal of equitable quality education for all by The World Bank and ONCE Foundation remain committed to advancing the social and economic development of persons with disabilities through education, employment, skills development, training, and universal design and accessibility for all.
The World Bank has collaborated with the Nippon Foundation to work on activities related to disability, including the creation of employment opportunities for persons with disabilities, promoting inclusion through the use of ICT, and actively sharing know-how on disability-inclusive development. The World Bank and Leonard Cheshire Disability are collaborating on a number of specific substantive areas including employment and inclusive education through joint research, capacity building, and building on successful models.
Last Updated: Mar 24, Social Sustainability and Inclusion. There is a steady growth of activities to prevent impairment, such as the improvement of hygiene, education and nutrition; better access to food and health care through primary health care approaches, with special attention to mother and child care; counselling parents on genetic and prenatal care factors; immunization and control of diseases and infections; accident prevention; and improving the qual- ity of the environment.
In some parts of the world, such measures have a significant impact on the incidence of physical and mental impairment. Most developing countries have yet to establish a system for the early detection and prevention of impairment through periodic health examinations, particularly for pregnant women, infants and young children. In the Leeds Castle Declaration on the Prevention of Disablement of 12 November , an international group of scientists, doctors, health administrators and politicians called attention to, among others, the following practical measures to prevent disablement:.
It is becoming increasingly recognized that programmes to prevent impairment or to ensure that impairments do not escalate into more limiting disabilities are less costly to society in the long run than having to care later for disabled persons. This applies, for instance, not least to occupational safety programmes, a still neglected field of concern in many countries. Rehabilitation services are often provided by specialized institutions. However, there exists a growing trend towards placing greater emphasis on the integration of services in general public facilities.
There has been an evolution in both the content and the spirit of the activities described as rehabilitation. Traditional practice viewed rehabilitation as a pattern of therapies and services provided to disabled persons in an institutional setting. Often under medical authority.
This is gradually being replaced by programmes which, while still providing qualified medical, social and pedagogical services, also involve communities and families and help them to support the efforts of their disabled members to overcome the disabling effects of impairment within a normal social environment. Increasingly it is being recognized that even severely disabled persons can, to a great extent, live independently if the necessary support services are provided.
The number requiring care in institutions is much smaller than had previously been assumed and even they can, to a great-extent, live a life that is independent in its essential elements. Many disabled persons require technical aids. In some countries the technology needed to produce such items is well developed, and highly sophisticated devices are manufactured to assist the mobility, communication and daily living of disabled individuals. The costs of such items are high, however, and only a few countries are able to provide such equipment.
Many people need simple equipment to facilitate mobility, communication and daily living. Such aids are produced and available in some countries. Increasing attention is being given to the design of simpler, less expensive devices, with local methods of production which are more easily adapted to the country concerned, more appropriate to the needs of most disabled persons and more readily available to them. The rights of persons with disabilities to participate in their societies can be achieved primarily through political and social action.
Many countries have taken important steps to eliminate or reduce barriers to full participation. Legislation has in many cases been enacted to guarantee to disabled persons the rights to, and opportunities for, schooling, employment and access to community facilities, to remove cultural and physical barriers and to proscribe discrimination against disabled persons.
There has been a movement away from institutions to community-based living. Methods of making public transport systems accessible have been devised, as well as methods of making information accessible for sensory-disabled persons. Awareness of the need for such measures has increased.
In many cases, public education and awareness campaigns have been launched to educate the public to alter its attitudes and actions towards disabled persons. Often, disabled persons have taken the lead in bringing about an improved understanding of the process of equalization of opportunities.
In this context, they have advocated their own integration into the mainstream of society. Despite such efforts, disabled persons are yet far from having achieved equal opportunities and the degree of integration of disabled persons into society is yet far from satisfactory in most countries.
At least 10 per cent of children are disabled. They have the same right to education as non-disabled persons and they require active intervention and specialized services. But most disabled children in developing countries receive neither specialized services nor compulsory education. There is a great variation from some countries with a high educational level for disabled persons to countries where such facilities are limited or non-existent. There is a lack in existing knowledge of the potential of disabled persons.
Furthermore, there is often no legislation which deals with their needs and a shortage of teaching staff and facilities. Disabled persons have in most countries so far not benefitted from a lifelong education. Significant advances in teaching techniques and important innovative developments have taken place in the field of special education and much more can be achieved in the education of disabled persons.
But the progress is mostly limited to a few countries or only a few urban centres. The advances concern early detection, assessment and intervention, special education programmes in a variety of settings, with many disabled children able to participate in a regular school setting, while others require very intensive programmes. Many persons with disabilities are denied employment or given only menial and poorly remunerated jobs. This is true even though it can be demonstrated that with proper assessment, training and placement, the great majority of disabled persons can perform a large range of tasks in accordance with prevailing work norms.
In times of unemployment and economic distress, disabled persons are usually the first to be discharged and the last to be hired. In some industrialized countries experiencing the effects of economic recession, the rate of unemploy- ment among disabled job-seekers is double that of able-bodied applicants for jobs. In many countries various programmes have been developed and measures taken to create jobs for disabled persons. These include sheltered and production workshops, sheltered enclaves, designated positions, quota schemes, subsidies for employers who train and subsequently engage disabled workers, cooperatives of and for the disabled, etc.
The actual number of disabled workers employed in either regular or special establishments is far below the number of employable disabled workers. The wider application of ergonomic principles leads to adaptation of the workplace, tools, machinery and equipment at relatively little cost and helps widen employment opportunities for the disabled.
Many disabled persons, particularly In the developing countries, live in rural areas. When the family economy is based on agriculture or other rural occupations and when the traditional extended family exists, it may be possible for most disabled persons to be given some useful tasks to perform. As more families move from rural areas to urban centres, as agriculture becomes more mechanized and commercialized, as money transactions replace barter systems and as the institution of the extended family disintegrates, the vocational plight of disabled persons becomes more severe.
For those living in urban slums, competition for employment is heavy, and other economically productive activity is scarce. Many disabled persons in such areas suffer from enforced inactivity and become dependent; others must resort to begging. Full participation in the basic units of society family, social groups and community is the essence of human experience. The right to equality of opportunity for such participation is set forth in the Universal Declaration of Human Rights and should apply to all people, including those with disabilities.
In reality, however, disabled persons are often denied the opportunities of full participation in the activities of the socio-cultural system of which they are a part. This deprivation comes about through physical and social barriers that have evolved from ignorance, indifference and fear.
Attitudes and behaviour often lead to the exclusion of disabled persons from social and cultural life. People tend to avoid contact and personal relationships with those who are disabled. The pervasiveness of the prejudice and discrimination affecting disabled persons and the degree to which they are excluded from normal social intercourse produce psychological and social problems for many of them.
Too often the professional and other service personnel with whom disabled persons come into contact fail to appreciate the potential for participation by disabled persons in normal social experiences and thus do not contribute to the integration of disabled individuals and other social groups. Because of these barriers, it is often difficult or impossible for disabled persons to have close and intimate relationships with others. The needs of mentally handicapped people for personal and social relationships, including sexual partnership, are now increasingly recognized.
Many persons with disabilities are not only excluded from the normal social life of their communities but in fact confined in institutions. While the leper colonies of the past have been partly done away with and large institutions are not as numerous as they once were, far too many people are today institutionalized when there is nothing in their condition to justify it.
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