Inclusive Disaster Risk Reduction and Management

One of the major approaches of GP2017 was the creation of regional strategies for implementing the Sendai Framework.  The Sendai Framework itself recognizes the primacy of the state to control their own disaster risk reduction plans, but encourages partnerships in regional and subregional bodies.  I cannot help but wonder what something like this would look like in Europe. Upon a bit of research, it appears that the European Commission is doing the most organization and advocacy for disaster risk reduction strategies in tandem with UNISDR that has organized a European Forum on Disaster RIsk Reduction to be held again in November of this year in Rome, Italy.  Moreover, the Commission published an Action Plan in 2016 in accordance with the Sendai Framework, detailing how it would be achieved in Europe. Continue reading

Inclusive Cities, Habitat III and New Urban Agenda

The World Urban Forum is of particular interest to me because of my work with the DIAUD Network through IDPP.  The WUF concept is so interesting to me because of its commitment to inclusivity and emphasis on stakeholder involvement which is where DIAUD comes into play.  DIAUD is a network of stakeholders dedicated to both disability policy and policy concerning sustainable cities. They are established in partnership with UNDESA and IDPP and played a major role in both NUA and WUF9, advocating for language in the document and hosting their own side event. Continue reading

Habitat III and the NUA

This week, I was particularly struck by what the representative from Special Olympics presented in her presentation the class.  To start, I never realized how narrow the Special Olympics mandate is, narrow in the sense that they only work with individuals with cognitive and intellectual disabilities.  This notion peaked my interest, as my work in inclusive education is purely defined by access for learners with disabilities.  However, I now realize a major flaw in my approach to inclusive education research.  Often, the concept of “disability” is assumed to refer to persons with physical disabilities rather than intellectual.  This notion most certainly has informed my approach to inclusive education policy, a real detriment to my work.  While many of the policies and programs I advocate for in my research do encompass the needs of persons with intellectual disabilities, having that population represented specifically can go a long way in ensuring they too have access to meaningful educations and more broadly city infrastructure, employment, etc.  Continue reading