Attributes of Article 23

Data is collected and disaggregated for all indicators by prohibited grounds for discrimination, including age, sex, ethnicity, disability

Inclusive environments to promote dignity, independence and participation

Access to targeted assistance and services

International cooperation

Structural Indicators

as an indication of commitment to take action, refers to the existence of institutions and policies and laws aligned with the international child rights laws and for the realisation of children’s rights

1. State has ratified the UN Convention on the Rights of Persons with Disabilities (CRPD), 2006.

2. State has reviewed all relevant legislation to ensure compliance with the CRC and CRPD.

3. State has introduced legislation establishing the right to non-discrimination against persons with disabilities on all protected grounds.

4. A comprehensive strategy is in place to ensure legislation, policies, services and funding are directed to the fullest possible inclusion of children with disabilities, including:

4.1 A comprehensive and co-ordinated legislative and policy framework for inclusive education with a time frame for implementation

4.2 Deinstitutionalisation with a time frame for implementation and appropriate re-direction of funds allocated to these institutions

4.3 Early assessment, identification and treatment programmes

4.4 Investment in community based programmes and support for parents

4.5 Public awareness raising campaigns on disability and the significance of inclusion and support of children with disabilities

5. Bilateral or multilateral cooperation is sought to promote measures to address causes of disability (e.g. preventable disease, poverty, poor nutrition, worst forms of child labour, armed conflict).

6. Bilateral and multilateral knowledge exchange and support is sought for the development of programmes to promote inclusion, with dedicated budgets attached.

Process

Indicators

refers generally to efforts made and actions taken, following on from commitment, and thus to specific activities, resources and/or initiatives in pursuit of rights’ realisation

7. International development programmes are inclusive of and accessible to children with disability.

8. SDG 4.A (adapted) Percentage of schools (primary, lower and upper secondary) with adapted infrastructure and materials for students with disabilities.

9. Percentage of teachers in service who have received in-service training in the last 12 months to teach students with special educational needs.

10. SDG 11.7 (adapted) Percentage of public green spaces (parks and recreational facilities) meeting the minimum national standards for accessibility by children with disabilities.

11. GCRD Number of awareness-raising and information programmes available for parents and caregivers of children with disabilities.

12. Percentage of parents of children with disabilities receiving targeted subsidies (e.g. cash transfers).

13. Number of trained professionals (health, education, social worker, etc.) on appropriate care and treatment of children with disabilities.

14. Percentage of children with disabilities with access to specialist health services they require (including early identification and intervention services, and services designed to minimise or prevent further disability).

15. Percentage of parents of children with disabilities receiving community-based support services.

16. Percentage of annual budget allocated to measures and programmes designed to promote the inclusion of children with disabilities within public institutions and local communities.

17. Per capita national spending on programs, services and assistive devices for children with disabilities.

Outcome

Indicators

refers to a measurable resultant change either in the “rights environment” or directly in lives of children.

18. Percentage children with disabilities in institutional care.

19. SDG 4.5 (adapted) Percentage of children with disabilities in quality inclusive educational environments.

20. Percentage of children with disabilities completing secondary education.

21. Percentage of children with disabilities who experienced discrimination on the basis of their disability in the last 12 months.

22. Percentage of school age children with disabilities reporting having friendships with children without disabilities.

23. Number of school children with disabilities who are involved in extracurricular activities (e.g. student council, sports, etc.).

24. Percentage of parents of children with disabilities satisfied with the access, level and quality of available community-based support services.

25. SDG 11.2 (adapted) Percentage of children with disabilities able to use public transport.

26. GCRD Percentage of children with disabilities with access to appropriate and affordable services, devices and other assistance for disability-related needs.

27. Number of children with disabilities separated from their parents on the basis of the disability of either the child or of one or both parents within the past 12 months.

28. Percentage of school age children with disabilities with access to the digital technology they require for full participation in education on an equal basis with others.