We are proud of the many accomplishments of our Norwegian organisations and their partners, presented in this report. All though there are big challenges in most of the areas, we know that our partners are numerous and competent and adamant to continue the struggle until no one is left behind.
This study has conducted a literature review on the role of stigma in accessing education for people with disabilities in low and middle-income countries (LMICs). The report concludes that the cumulative stigma in society serves as a wall against equity and access to quality education for people with disabilities. It presents some viable solutions to counter this problem at the societal level and in schools.
This study has mapped to what extent Norwegian development and humanitarian aid actors have managed to ensure that persons with disabilities are considered in supported projects and programmes, either as a main focus (targeted) or as an inclusive part of larger programs (mainstreamed). The report finds that the number of “targeted” disability projects/ has remained almost the same since 2010. A direct consequence is that the share of Norwegian aid to persons with disabilities has decreased in this period. A positive trend, however, is that disability is increasingly included in other aid projects in areas such as health, education and business development.
The Atlas Alliance is proud to present our 2016 Progress report. 2016 also marks the first year for implementing the ambitious 2030 Agenda for the Sustainable Development Goals (SDGs) – a
framework that recognises meaningful participation and inclusion of persons with disability in all areas of
development and economic growth.
This report assesses Norway’s progress on the commitments made in the White Paper 25, Education for Development, on the inclusion of the needs of children With disabilitites in bilateral and multilateral Development Cooperation. The report finds that the verdict is decidedly mixed. While Norway has played an important normative role in advocating for disability inclusion in global education, it is nevertheless the case that these efforts have, thus far, resulted in few verifiable results.