I am Sonali Shah from University of Glasgow. I am part of a team working on a project to help improve access to support services in different parts of the United Kingdom for disabled women who have experienced violence.
We would like to talk to:
Disabled women who have experienced violence at some point in their lives.
• Participants must be :
o Ages: 18-65
o Women with physical or/and sensory impairments, and learning difficulties from birth or acquired later in life
o Have an experience of violence accomplished by physical or sexual force or any kind of psychological harm.
o Have accessed or tried to access support
The information provided by all women will be anonymous. It will be shared with government, at local, national and international levels to improve the access to support for disabled women.
If you would like to be involved in this work, please contact:
Name: Sonali
Email: sonali.shah@glasgow.ac.uk
This article is by Stephanie Ortoleva, President, Women Enabled, Inc.
The United Nations has designated October 11 as International Day of the Girl, with a focus on Education. But as I read many well-written and strong feminist posts on this issue, the concerns of millions of girls with disabilities are missing from the dialog. Who are the missing girls? The deaf girl in India who attends a school for deaf children and who was raped by her teachers. The blind girl in the United States who wants to be a scientist, but is not permitted to take the classes and who is told a blind person can’t be a scientist, especially not a blind girl. The girl with a disability in Pakistan whose parents keep her at home and will not even let her attend school because they are ashamed. These are only a few of the untold stories. But The statistics about education of girls with disabilities tells us even more starkly.
Estimates of the percentage of children with disabilities not attending school are extremely variable. However, in general, children with disabilities are less likely to start school and have lower rates of staying and being promoted in school than their peers without disabilities. The correlation between low educational outcomes and having a disability is often stronger than the correlations between low educational outcomes and other characteristics such as gender, rural residence or poverty. The limited statistics that are available indicate that although the literacy rate for adults with disabilities is 3%, only 1% of women with disabilities are literate, based on comprehensive research completed by Harilyn Rousso for UNESCO. These percentages are significantly lower than those for women in general. The UNESCO Institute for Statistics reports: “In 2008, 796 million adults worldwide (15 years and older) reported not being able to read and write and two-thirds of them (64%) were women. The global adult literacy rate was 83%, with a male literacy rate of 88% and a female literacy rate of 79%.
In 2010, According to a journal article by Francis Huebler, this statistic improved marginally to a male literacy rate of 89% and a female literacy rate of 80%, with the percent differential between the genders remaining the same.
The World Bank and World Health Organization Report states that out of the 51 countries included in the analysis, “50.6% of males with disability have completed primary school, compared with 61.3% of males without disability. Females with disability report 41.7% primary school completion compared with 52.9% of females without disability, a difference of 8.9% between males and females with disabilities.”
There is a direct correlation between poverty, being a child with disabilities and low education participation, with the girls with disabilities from lower socio-
economic backgrounds rarely attending school.
Girls with disabilities have the lowest education participation rates of all groups and they have few opportunities for vocational training, all of which further contributes to their low employment rates.
Under international law our participation is our human right. The United Nations Convention on the Rights of Persons with Disabilities (CRPD) in its Article 7 onChildren with Disabilities and its Article 24 on Education focus on the girl child with a disability and her right to education.
The United Nations Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) in its Articles 10, guarantee to all women and girls the right to education. Furthermore, in several of its General Recommendations, the CEDAW Committee has specifically addressed the rights of women and girls with disabilities and the Final Conclusions from the 55th Session of the UN Commission on the Status of Women, which focused on women and education and employment in the STEM fields, specifically incorporated these rights for women and girls with disabilities. Thus, the synergy between the CRPD and the CEDAW is a vital tool for advancing our rights in this area.
Barriers to the participation of women and girls with disabilities in education are based on culture, family structures, societal attitudes and stereotypes, institutional systems, law and legal processes, economic realities, patriarchy and paternalism. Specific barriers include:
Let’s spread the facts and then, let’s change them!
Available also as PDF
For more information, see Stephanie Ortoleva’s chapter on this subject in the forthcoming book: Asha Hans, Editor, “Women and Girls with Disabilities – Global Perspectives,” Sage Publications, 2014 (ordering information will be on the Women enabled, Inc. website in the Reading and Listening room.), Also see the Women Enabled, Inc. website in the “Education and Employment in Science, Technology, engineering and Math” section and the Publications Section for several other articles on women and girls with disabilities.