| Preparedness | Response | Recovery |
1. Assessment, analysis and planning |
Include girls and boys with disabilities in age-appropriate assessments and consultations, including Child Protection Rapid Assessments. | X | X | |
Make sure that children with disabilities participate in child protection decisions that concern them; ensure the procedures are confidential. | X | X | |
Involve children with disabilities and their families in identifying barriers that impede access to child protection interventions and child-friendly spaces. Invite them to suggest how barriers can be removed and access improved. | X | X | X |
Make sure that teams appointed to run child protection assessments and plan programmes are gender-balanced; ensure that the representation of persons with disabilities on those teams is also gender-balanced. | X | X | |
Ensure that planning addresses disability-specific requirements and risks. Involve persons with disabilities in setting child protection priorities. | X | X | X |
2. Resource mobilization |
Ensure that all proposals or concept notes consider and analyse child protection risks and the capacities of girls and boys with disabilities. Ensure that interventions address the protection and promote the participation of girls and boys with disabilities. | X | X | |
Secure financing. Establish an inclusive budgeting system that allocates resources to promote accessibility and inclusion. | | X | X |
3. Implementation |
Disaggregate data by disability in the Child Protection Information Management System and all data collection tools. (Use the UNICEF-Washington Group Child Functioning Module.) | X | X | |
Increase the capacity of staff and volunteers to understand and apply a rights-based approach to disability. | X | X | |
Give training and support to foster carers and interim caregivers on the needs of children with disabilities. | X | X | X |
Train all child protection staff in disability. Integrate case studies and discussions of violence, exploitation and abuse of children with disabilities in core trainings. Include social workers, community outreach workers, education staff, health workers, protection focal points, and committees. | X | X | |
Choose locations for child protection activities that are physically accessible; where this is not possible, make necessary adjustments and provide reasonable accommodations. | X | X | X |
Raise awareness of the rights of children with disabilities. Discuss these rights with children (with and without disabilities), with their families, and with community leaders, religious leaders, traditional healers, education and health staff, and the wider community. | X | X | X |
Identify the safety concerns of children with disabilities, such as bullying or risk of injury, and physical or sexual abuse. Take steps to remove or mitigate these risks. | | X | X |
Include adolescents and youth with disabilities in activities that help build their resilience. Foster leadership and strengthen peer networks. Consider recreational activities, sports, cultural activities, education, and life skills. | X | X | X |
Identify mentors with disabilities. Encourage mentors to use their leadership, skills and capacities to counter negative attitudes to disability. Consider introducing a buddy system for adolescents and youth with and without disabilities. | X | X | |
Promote access to birth registration for all children, including children with disabilities. | | X | X |
Identify children living in residential facilities, including children who have been separated and abandoned when communities flee. Where it is in their best interest, include them in family tracing and reunification. | | X | X |
Consider the requirements of unaccompanied and separated children with disabilities who are in respite or alternative care. | | X | |
Ensure that any actions to prevent and respond to the worst forms of child labour include children with disabilities. | | X | X |
Ensure case management systems are inclusive. Map their accessibility. Train case workers in how to work with children with disabilities. (For example, give them practical skills in accessible communication; make them aware of the rights of children with disabilities and the risks they face.) | | X | X |
Use mobile outreach teams to reach children with disabilities who cannot travel to registration sites or child-friendly spaces. Ensure they visit children in residential facilities, including detention centres. | | X | X |
Work with communities to include children with disabilities and their parents in community-based child protection mechanisms. | X | X | X |
Provide support to enable families and caregivers of children with disabilities to access assistance. | X | X | X |
Ensure that monitoring and reporting mechanisms, including the Monitoring and Reporting Mechanism on Grave Violations, report violations of the human rights of children with disabilities. | | X | X |
4. Coordination |
Include children with disabilities as a standing agenda item in the Child Protection Coordination Group. | | X | X |
5. Monitoring and evaluation |
Integrate child protection data in household-level monitoring tools; disaggregate the data by sex, age and disability status. Encourage monitoring teams to adopt data collection tools tested in humanitarian contexts, such as the UNICEF/Washington Group Child Functioning Module. | | X | |