Comparative Policy Brief: Status of Intellectual Disabilities in Nepal

Autor/inn/en	Crishna, Brinda; Prajapati, Surya Bhakta
Titel	Comparative Policy Brief: Status of Intellectual Disabilities in Nepal
Quelle	In: Journal of Policy and Practice in Intellectual Disabilities, 5 (2008) 2, S.133-136 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1122
DOI	10.1111/j.1741-1130.2008.00161.x
Schlagwörter	Inclusive Schools; Access to Education; Rehabilitation Programs; Incidence; Mental Retardation; Health Facilities; Sheltered Workshops; Foreign Countries; Attitudes toward Disabilities; Developing Nations; Social Services; Poverty; Access to Health Care; Social Attitudes; Etiology; Social Bias; Government Role; Health Services; Welfare Services; Residential Institutions; Public Opinion; Adults; Equal Opportunities (Jobs); Nepal + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Education; Access; Bildung; Zugang; Bildungszugang; Vorkommen; Geistige Behinderung; Gesundheitszentrum; Ausland; Developing country; Developing countries; Entwicklungsland; Social service; Soziale Dienstleistung; Soziale Dienste; Armut; Social attidude; Soziale Einstellung; Ätiologie; Health service; Gesundheitsdienst; Gesundheitswesen; Fürsorgeeinrichtung; Wohnumgebung; Öffentliche Meinung; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf
Abstract	In Nepal, the estimates of the prevalence of disabilities vary, and there is sparse information specifically about people with intellectual disabilities (ID). Existing data suggest higher rates of prevalence of ID in the more remote northern area due to use of non-iodized salt, lack of health facilities, and extreme poverty. Superstitious beliefs about the causes of ID are widespread. The most recent government plans addressing the situation of Nepalese people with disabilities endorse more robust data, coordination of ministries, allowances at local level, free education, and establishment of treatment centers. The government has also endorsed a policy of inclusive education: reports suggest that many children with ID have been integrated into mainstream schools. Many nongovernmental and governmental organizations have adopted community-based rehabilitation as the leading model of intervention in the disability sector. Only a few families receive a government monthly allowance in support of their child with ID, and there are only a few government-run homes for people with ID. A handful of sheltered workshops are located in larger towns, providing for a very small number of adults. Key issues are raising awareness and understanding about ID; development of care and rehabilitation programs specifically for people with ID; and a system to provide livelihood, employment, and some social security for adults. (As Provided).
Anmerkungen	Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10