Despite growing evidence of a close and complex relationship between disability and poverty, development policy, planning and programming has often failed to take full account of the concerns of disabled people. However, following the 2006 UN Convention on the Rights of Persons with Disabilities and the post-2015 sustainable development agenda, which promises to ‘leave no one behind’, there have been increasing calls from governments and development agencies for disability to be mainstreamed into all development planning. Disability and International Development provides a comprehensive overview of key themes in the field of disability and development, including issues around identity, poverty, disability rights, education, health, livelihoods, disaster recovery and approaches to researching disability. The book engages with relevant theory and draws on existing literature in the field, as well as the author’s own research and teaching experience, to explore key issues using a range of examples taken from around the world. Written in an accessible and engaging style to suit both students and practitioners, the book also includes a wide range of reflection exercises, discussion questions and further reading suggestions, making it the perfect introduction to disability and international development.

This first-of-its kind volume spans the breadth of disability research and practice specifically focusing on the global South. Established and emerging scholars alongside advocates adopt a critical and interdisciplinary stance to probe, challenge and shift common held social understandings of disability in established discourses, epistemologies and practices, including those in prominent areas such as global health, disability studies and international development. Motivated by decolonizing approaches, contributors carefully weave the lived and embodied experiences of disabled people, families and communities through contextual, cultural, spatial, racial, economic, identity and geopolitical complexities and heterogeneities. Dispatches from Ghana, Lebanon, Sri Lanka, Cambodia, Venezuela among many others spotlight the complex uncertainties of modern geopolitics of coloniality; emergent forms of governance including neoliberal globalization, war and conflicts; the interstices of gender, race, ethnicity, space and religion; structural barriers to redistribution and realization of rights; and processes of disability representation. This handbook examines in rigorous depth, established practices and discourses in disability including those on development, rights, policies and practices, opening a space for critical debate on hegemonic and often unquestioned terrains. Highlights of the coverage include: Critical issues in conceptualizing disability across cultures, time and space The challenges of disability models, metrics and statistics Disability, poverty and livelihoods in urban and rural contexts Disability interstices with migration, race, ethnicity, ge nder and sexuality Disabilit y, religion and customary societies and practice · The UNCRPD, disability rights orientations and instrumentalitie · Redistributive systems including budgeting, cash transfer systems and programming. · Global South–North partnerships: intercultural methodologies in disability research. This much awaited handbook provides students, academics, practitioners and policymakers with an authoritative framework for critical thinking and debate about disability, while pushing theoretical and practical frontiers in unprecedented ways.

* An essential resource for all development agencies seeking to include people with disabilities* User-friendly tools and practical advice from experienced practitionersThere are four hundred million people with disabilities living in developing countries today. All too often they live in poverty and isolation. If development is to truly address the needs of the poor and marginalized, the inclusion of people with disabilities is crucial. Building an Inclusive Development Community is a toolkit for development agencies and others concerned with the participation of people with disabilities at all levels and in all areas of the international development process. The manual is organized into issues and includes helpful worksheets, best practice examples, resources and much more.

This book is about being disabled and being poor and the social, cultural and political processes that link these two aspects of living in what has been characterised as a "vicious circle" (Yeo & Moore 2003). It is also about the strengths that people show when living with disability and being poor. How they try to overcome their problems and making the best out of what little they have. This book will appeal to academics, postgraduates and policymakers in disability studies, development studies, poverty and social exclusion

With several empirical evidences, this book advocates on the importance of human capital of persons with disabilities and demands the paradigm shift from charity into investment approach. Society in general believes that people with disabilities cannot benefit from education, cannot participate in the labour market and cannot be contributing members to families and countries. To invalidate such assumptions, this book describes how education in particular helps make persons with disabilities achieve economic independence and social inclusion. For the first time, detailed analyses of returns to the investment in education and nexus between disability, education, employability and occupational options are discussed. Moreover, other chapters describe disability and poverty followed by the discussion of barriers behind why persons with disabilities are unable to obtain education despite the significantly higher returns. These foundational themes recur throughout the book.

The adoption of the Convention on the Rights of People with Disabilities (CPRD) by the United Nations in 2006 is the first comprehensive and binding treaty on the rights of people with disabilities. It establishes the right of people with disabilities to equality, dignity, autonomy, full participation, as well as the right to live in the community, and the right to supported decision-making and inclusive education. Prior to the CRPD, international law had provided only limited protections to people with disabilities. This book analyses the development of disability rights as an international human rights movement. Focusing on the United States and countries in Asia, Africa, the Middle East the book examines the status of people with disabilities under international law prior to the adoption of the CPRD, and follows the development of human rights protections through the convention’s drafting process. Arlene Kanter argues that by including both new applications and entirely new approaches to human rights treaty enforcement, the CRPD is significant not only to people with disabilities but also to the general development of international human rights, by offering new human rights protections for all people. Taking a comparative perspective, the book explores how the success of the CRPD in achieving protections depends on the extent to which individual countries enforce domestic laws and policies, and the changing public attitudes towards people with disabilities. This book will be of excellent use and interest to researchers and students of human rights law, discrimination, and disability studies.

Disability is of central concern to the developing world but has largely been under-represented in global development debates, discourses and negotiations. Similarly, disability studies has overlooked the theorists, or the social experience, of the global South and there has been a one-way transfer of ideas and knowledge from the North to the South in this field. This volume seeks to redress the processes of scholarly colonialism by drawing together a diverse set of understandings, theorizing and experiences. The chapters situate disability within the Southern context and support the work of Southern disabled scholars and activists seeking to decolonize Southern experiences, knowledges and absences in the field while simultaneously attempting to make an intervention into able-bodied (mainstream) development discourses, practices and politics. This book was originally published as a special issue of Third World Quarterly.

Disabled people are marginalized in every country of the world both North and South. By probing these prejudices and studying cases where they have been overcome this book provides an insight into the processes of liberation and empowerment.

The World Report on Disability suggests more than a billion people totally experience disability. They generally have poorer health, lower education and fewer economic opportunities and higher rates of poverty than people without disabilities. This report provides the best available evidence about what works to overcome barriers to better care and services.

This book introduces current theories and research on disability, and builds on the premise that disability has to be understood from the dialectical dynamics of biology, psychology, and culture over time. Based on the newest empirical research on children with disabilities, the book overcomes the limitations of the medical and social models of disability by arguing for a dialectical biopsychosocial model. The proposed model builds on Vygotsky’s cultural-historical ideas of developmental incongruence, implying that the disability emerges from the misfit between individual abilities and the cultural-historical activity settings in which the child with impairments participates. The book is a theoretical contribution to an updated understanding of disability from a psychological and educational perspective. It focuses on the first years of the life of the child with impairment, and travels through infancy, toddler, preschool and early school age, to track the developmental trajectories of disability through the dialectical processes of cultural, social, individual, and biological processes. It discusses a number of themes that are relevant for the early development and support for children with various types and degrees of disability through the lens of Vygotsky’s cultural-historical developmental theories. Some of the themes discussed are inclusion, mental health, communication, aids and family life.