A Disability Situation Analysis (SitAn) is useful to understand the current social, political, economic and cultural factors when it comes to transforming the CRPD to concrete policies, systems, projects, or services that promote disability inclusion. Committing to such a SitAn does not necessarily mean an additional analysis has to be conducted for every project. Rather, existing methodologies should be adapted to integrate specific disability-related questions and amend stakeholder targets to make SitAn’s inclusive. This will also make it easier to integrate a disability lens into baseline studies and indicators, in order to monitor progress against goals and outcomes inclusively.
How should general questions be adapted to be disability inclusive?
Any questions or review about the knowledge, attitude and/or practice relating to education, health, child protection, poverty, nutrition, or other thematic areas should also include questions and probing about:
- Accessibility – Are services accessible to persons with disabilities in terms of physical access, accessible information, diverse and/or alternative communication?
- Attitudes – Are diverse persons with disabilities welcome, are they supported to participate and express themselves, are they treated fairly and respectfully relative to persons without disabilities?
- Provision of specific measures – Are policies and systems in place to include persons with disabilities as a rule and principle, rather than a case-by-case scenario?
Examples
These examples below show you how you can take basic questions when conducting your Disability SitAn and rephrase them to be inclusive. Sometimes just adding one or 2 key words like “disability-accessible” reminds you what to look out for without undertaking a separate or parallel process.
Original Question | Disability-inclusive rephrasing or probing |
|---|---|
Are there safe spaces for children to play, participate in recreational activities, and/or receive counselling etc.? | Are there safe and disability-accessible spaces for children to play, participate in recreational activities, and/or receive counselling etc.? Are these activities inclusive and adapted to so that children with different disabilities can participate? |
What are the government policies, strategies, and action plans for gender equality and women’s rights? | What are the government policies, strategies, and action plans on gender equality and women’s rights, and to what extent are women with disabilities included, e.g. through specific articles, or explicit mention of the specific situation of women with disabilities?
Probe: Do budgets for the implementation of policies, strategies and action plans include reasonable accommodation for the inclusion of women with different disabilities? |
Are there differences in in the Covid 19 prevention measures taken by women, girls, men, boys, or the elderly? Are most people using prevention measures? If not, why? | Are there differences in the prevention measures taken by women, girls, men, boys, or older people with and without disabilities? Are most people using prevention measures? If not, who isn’t, and why not?
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