The Washington Group Short Set of Questions on Disability in Disaster Risk Reduction and humanitarian action: Lessons from practice

Sloman, Annie; Margaretha, Melina

doi:10.1016/j.ijdrr.2018.08.011

Cited by 14 publications

(9 citation statements)

References 1 publication

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“…According to them, special skills are needed for this purpose, such as those possessed by psychologists or paediatricians. Training for teachers is indispensable in identifying and assessing children with special needs, while the data are used in fulfilling needs, participation, capacity building, and appropriate and specific protection priorities (Sloman & Margaretha 2018 ).…”

Section: Resultsmentioning

confidence: 99%

“…Moreover, a study conducted in various regions showed a lower level of preparedness in schools than the community (King et al 2019 ). For vulnerable groups such as children with special needs, schools can help provide protection and simultaneous knowledge and skill improvement (Mcdermott, Martin & Gardner 2016 ), especially those in an inclusive setting (Sloman & Margaretha 2018 ). Disaster mitigation is closely linked to risk reduction activities before the disaster stage (Stough & Kang 2015 ), which are crucial because they are useful during and after the disaster (Peek & Stough 2010 ).…”

Section: Resultsmentioning

confidence: 99%

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Key elements of disaster mitigation education in inclusive school setting in the Indonesian context

Rofiah

Kawai

Hayati

2021

Jàmbá - Journal of Disaster Risk Studies

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Children with special needs are one of the most vulnerable groups when disasters occur. They are often excluded from any risk reduction conducted during such situations; therefore, introducing disaster mitigation education at the early stage has numerous benefits. This study aims to explore the critical elements of disaster mitigation education, limiting the scope to primary schools in an inclusive setting in Yogyakarta. A qualitative methodology involving focus group discussions and interviews was applied for in-depth exploration and insight into stakeholders’ perspectives on education. This study identified six key elements of inclusive disaster mitigation education in schools: (1) strong initiative to conduct self-initiated disaster risk reduction (DRR) education for all students; (2) modification of infrastructure and learning environment to accommodate children with special needs and other students; (3) broadening learning methods in DRR; (4) child empowerment and meaningful participation; (5) school management awareness and strategies for conducting DRR; (6) extensive stakeholder involvement within disaster mitigation education. These elements are expected to improve implementation of such programmes, thereby increasing the quality and accessibility of children’s disaster mitigation education, as well as increasing their capacity in the risk reduction process through teacher support.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Key elements of disaster mitigation education in inclusive school setting in the Indonesian context

Rofiah

Kawai

Hayati

2021

Jàmbá - Journal of Disaster Risk Studies

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“…From our earlier theory gleaning, including review of contemporaneous internal email threads referring to A9 development and implementation, we surmised that A9 was designed as an adaptation of the Washington Group Short Set of Questions. This is an internationally validated tool for disaggregating data by disability and is increasingly favoured by sectoral actors and donors [ 4 , 25 ]. The adaptation was designed to simplify use, and A9 was designated an ‘output’ indicator, meaning it was applied only to a subset of households that had already received WFP assistance.…”

Section: Resultsmentioning

confidence: 99%

Disability Data Collection in a Complex Humanitarian Organisation: Lessons from a Realist Evaluation

O’Reilly

Caffrey

Jagoe

2021

IJERPH

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In recent years, global attention to disability inclusion in humanitarian and development contexts, notably comprising disability inclusion within the Sustainable Development Goals, has significantly increased. As a result, UN agencies and programmes are increasingly seeking to understand and increase the extent to which persons with disabilities are accounted for and included in their efforts to provide life-saving assistance. To explore the effects and effectiveness of such measurement, this paper applies a complexity-informed, realist evaluation methodology to a case study of a single measurement intervention. This intervention, ‘A9’, was the first indicator designed to measure the number of persons with disabilities assisted annually by the United Nations World Food Programme (WFP). Realist logic of analysis combined with complexity theory was employed to generate context-mechanism-outcome configurations (CMOC’s) against which primary interviews and secondary data were analysed. We show that within the complexity of the WFP system, the roll-out of the A9 measurement intervention generated delayed, counter-intuitive and unanticipated effects. In turn, path dependency and emergent behaviours meant that the intervention mechanisms of yesterday were destined to become the implementation context of tomorrow. These findings challenge the current reliance on quantitative data within humanitarian-development disability inclusion efforts and contribute to our understanding of how data can best be leveraged to support inclusion in such contexts.

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“…The key aspects of disability-inclusion include identification and meaningful involvement of persons with disabilities. Therefore, for the collaborative work, ASB designed capacity development training packages that included modules on understanding disaster risk and governance, disability data collection, and data driven-advocacy (Villeneuve et al 2017;Sloman and Margaretha 2018). ASB also liaise between DPOs and local disaster management stakeholders, which, in turn, contributes to increased collaborative action for disability-inclusive disaster management at the local level.…”

Section: Dpos In Indonesia and Their Involvement In Disastersmentioning

confidence: 99%

Localising Disability-Inclusive Disaster Response in Indonesia

Pertiwi

Margaretha²

2021

Post-Disaster Governance in Southeast Asia

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The first ever World Humanitarian Summit in 2016 put forward commitment to a new way of working in delivering humanitarian aid by placing emphasis on local leadership and ownership. It enforces international-aid organisations to find ways to adapt their traditional humanitarian-aid approach into a locally-led intervention to increase effectiveness and accountability of the delivery of humanitarian funding, including in a disaster context. However, the strategy to localise disaster response that takes into account the rights, needs, and participation of persons with disabilities has not been widely discussed and materialised accordingly, leading to a scarcity of knowledge and practice on responding to the specific needs of this community group in disaster emergencies. Using Indonesia as a country example, this chapter aims to discuss approaches to localise disability-inclusive disaster response through partnerships and capacity strengthening of local disabled people's organisations (DPOs) in three case studies of disaster response projects. The outcomes of the intervention for DPOs to enhance inclusion of disaster response interventions and fostered collaboration with mainstream humanitarian actors. Recommendations provided for an effective localised disability-inclusive disaster response giving due consideration to invest in the organisational and financial capacity of DPOs, adaptation in donor funding policy, and continuous engagement of DPOs with mainstream humanitarian local actors in all phases of disaster.

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The Washington Group Short Set of Questions on Disability in Disaster Risk Reduction and humanitarian action: Lessons from practice

Cited by 14 publications

References 1 publication

Key elements of disaster mitigation education in inclusive school setting in the Indonesian context

Key elements of disaster mitigation education in inclusive school setting in the Indonesian context

Disability Data Collection in a Complex Humanitarian Organisation: Lessons from a Realist Evaluation

Localising Disability-Inclusive Disaster Response in Indonesia

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