A brief version of the Guidelines is also available online at . This is available in the following languages: Bislama English Fijian French Samoan Solomon Islands Pidgin List of abbreviations ADRA – Australian Development Research Awards CBM – Christian Mission CRPD – Convention on the Rights of Persons with Disabilities DPO – Disabled Persons Organisation EFA – Education for All EMIS – Education Management Information System ICF – International Classification of Functioning, Disability and Health IEP – Individual Education Plan MICS – Multiple Indicator Cluster Surveys M & E – Monitoring & Evaluation NFE – Non-formal education NFE-MIS – Non-formal education Management Information System NGO – Non-Governmental Organisation Pacific-INDIE – Pacific Indicators for Disability-Inclusive Education PDF – Pacific Development Forum PEDF – Pacific Education Development Framework PIFS – Pacific Island Forum Secretariat SDGs – Sustainable Development Goals TVET – Technical, vocational, education & training UN – United Nations UNESCO – United Nations Educational, Scientific and Cultural Organization UNICEF – United Nations Children Fund. Note: When referring to school aged children and young people with disabilities we have chosen to use the term ‘children with disabilities’.
District/provincial or national offices responsible for compiling data auditing on school access and/or monitoring implementation of the Code. Frequency Annual. Interpretation The data on this indicator provides critical information about physical access for children with disabilities to school facilities. The data from schools can be used to identify access issues that need to be addressed nationally, district/province, or locally. The data at district/provincial level could provide an overview of schools available to accommodate the needs of children with disabilities. The data from all district/provinces in a country could be compiled to calculate the data at national level to identify support that needs to be provided to ensure requirements for access are met at all levels. Limitations The development of a standard checklist in collaboration with the DPO to be used by all schools for identifying physical access options would provide a consistent way of collecting and collating data. Information could be sought on the availability of access devices such as ramps or lifts; use of handrails or other supports; heights of control buttons, or alternative mechanisms for reading instructions e.g. braille. Consideration could also be given to access within classrooms for the use of appropriate desks, augmentative devices, or visual supports etc. Physical access to appropriate toilet facilities and to all sections of the school building including doors, raised areas e.g. a stage, and recreational areas, are also important aspects to consider. Indicator 5.2 Number of school transport vehicles that are accessible for children with disabilities. Definition The indicator refers to the number of any vehicles that are currently being used for access to the school or for transport to other facilities provided by the school as part of the school day. Only vehicles that are owned or rented by the schools or educational authority are to be counted to obtain data for this indicator. Data type and source Number of school transport vehicles as per the definition.