Comparative Policy Brief: Status of Intellectual Disabilities in the Republic of Haiti

Autor/in	Jacobson, Erik
Titel	Comparative Policy Brief: Status of Intellectual Disabilities in the Republic of Haiti
Quelle	In: Journal of Policy and Practice in Intellectual Disabilities, 5 (2008) 2, S.122-124 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1122
DOI	10.1111/j.1741-1130.2008.00158.x
Schlagwörter	Mental Retardation; Rural Areas; Foreign Countries; Access to Education; Attitudes toward Disabilities; Developing Nations; Social Bias; Social Attitudes; Children; Adults; Social Isolation; Inclusive Schools; Poverty; Special Education; Rehabilitation; Severity (of Disability); Welfare Services; Vocational Education; Family Role; Residential Care; Daily Living Skills; Consciousness Raising; Public Opinion; Haiti + Suchen Sie Ihr Suchwort? Geistige Behinderung; Rural area; Ländlicher Raum; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Developing country; Developing countries; Entwicklungsland; Social attidude; Soziale Einstellung; Child; Kind; Kinder; Soziale Isolation; Inclusive school; Integrative Schule; Armut; Special needs education; Sonderpädagogik; Sonderschulwesen; Schweregrad; Fürsorgeeinrichtung; Ausbildung; Berufsbildung; Alltagsfertigkeit; Bewusstseinsbildung; Öffentliche Meinung
Abstract	An estimated 800,000 persons have disabilities in Haiti, but there are no data that refer specifically to those with intellectual disabilities. Traditional fears and stigma about disability are widespread. While the constitution supports the idea that people with disabilities should have autonomy and education, there are no laws to mandate implementation, nor is there a comprehensive strategy in place to promote social inclusion. Children with intellectual disabilities share the challenges faced by all children in Haiti where primary school enrollment covers just two-thirds of all school-aged children, rural areas lack any schools, and families are too poor to pay for uniforms or books or to release their children from work in order to attend school. For various social and economic reasons, most children with disabilities do not receive specialized education or social rehabilitation services, and some with more severe levels of disability may reside in institutions. In the absence of any welfare benefits, or laws mandating education or vocational training, adults with intellectual disabilities rely on their families or, if they cannot provide care, asylums or nursing homes. Against a background of economic and political instability, three key issues related to Haitians with intellectual disabilities are wider access to education; provision of specialized teaching for children and life-skills training for adults; and co-coordinated efforts to raise awareness and encourage more positive attitudes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10