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Standards for physical accessibility
Between 2009 and 2015 seven laws and decrees have been passed in support of persons with disabilities. Law 4.934/13, for example, mandates that all public and private spaces must be accessible to people with disabilities. The private sector is incentivised by fiscal benefits rather than obligations.
Saraki Foundation, Paraguay – Saraki Foundation & USAID – Seven laws improving accessibility standards, Paraguay -
Countrywide policy to improve accessibility on all levels, backed by a substantial budget
Accessibility Plus 2018–2025, a programme of the Polish Ministry of Development Funds, pushes the issue of accessibility in Poland in different ways: through legal regulations, investment in the skills of key professional groups such as architects, and in the development of new assistive technologies based on Universal Design.
Polish Ministry of Development Funds and Regional Policy, Programme Accessibility Plus, Poland -
Improving research and training on urban accessibility and Universal Design
The project involves publishing research on Universal Design, improving the curricula and training of planners and surveyors undertaking university study, plus assessing cities on accessibility criteria. As of 2019, two studies and one paper have been published, and four university courses have been modified.
University of Belgrade, Faculty of Architecture, Teaching Universal Design, Serbia -
Person centred assistance and accommodation in communal housing
"Supported Living in the Community" places people with intellectual disabilities in shared apartments and supports them individually. Following a pilot between 2005 and 2008, the programme has since grown to a long-term project with 39 adults living in 12 apartments across the city of Novi Sad. Nine of them previously resided in institutions.
School for Elementary and Secondary Education - Milan Petrovic, Serbia -
Digital-based support group for parents of children with disabilities
The Parent Network is a community-based support group for parents of children with disabilities, accessible through a dedicated app but also in person through designated volunteers. Launched in 2020 by Shonaquip Social Enterprise from South Africa, it already had some 1,000 participants in 2022.
Shonaquip Social Enterprise, Parent Network, South Africa -
A free online ICT accessibility course, accessible by the blind and deaf
The ICT Accessibility Open Online Course (MOOC) is a six-week, 100-hour course taught by accessibility experts. The self-paced format encourages interaction between students and instructors. The project was initiated in 2016 and by 2017 7,636 enrollments from 169 countries had been received.
AMAC - Accessibility Solutions & Research Center, ICT Accessibility MOOC Education for All, United States of America -
Study circles for persons with intellectual disabilities to engage in voting
Small study circle groups learn from easy-read materials and DAISY-formatted audio texts that describe Swedish democracy and the voting process. A group leader assists by fielding questions to politicians and arranging discussions. For the 2018 election there were 109 study circles, totalling some 650 people in 80 municipalities.
SV Study Association Vuxenskolan, My choice/My election, Sweden -
Textbooks in electronic, audio and video formats for mainstream primary schools
In 2013, UNICEF launched a project across Montenegro to produce DAISY-Textbooks and make them available in mainstream primary schools. DAISY-Textbooks have visual and audio options enabling children with disabilities to follow more easily and to study alongside their peers. In 2019, 70 schools were already involved.
UNICEF - United Nations Children's Fund, DAISY Textbooks, Montenegro -
Teaching students with disabilities to manage risks associated with natural disasters
RET Americas has developed inclusive learning methodologies to integrate disaster risk reduction and management (DRR&M) as a topic in public schools, introducing curricula and exercises specifically for students with disabilities. Since 2015, more than 4,000 young people with disabilities have taken part in the project.
RET International - Protection through Education, Inclusive school safety in Panama (disasters and natural hazards awareness), Panama -
Digital game design by children with and without intellectual disabilities
Through the framework of the "I’ve made my game", children with and without disabilities are encouraged to create digital games together. This collaborative process allows children to be involved in intellectual and affective activities of negotiation, ideas development, results analysis, and interaction.
Univali - University of Itajai Valley, Digital Game Design, Brazil
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