In the Madagali region of Adamawa State in northeastern Nigeria, approximately 250 people with disabilities experience severe discrimination, depriving them of access to essential services, opportunities, and humanitarian aid. This exclusion results in accumulated psychological distress, including feelings of fear and rejection. With support from the United Nations Humanitarian Fund for Nigeria (NHF) and in partnership with the Center for Advocacy, Transparency, and Accountability Initiative (CATAI), the Danish Refugee Council (DRC) implemented psychosocial support, advocacy, and awareness-raising activities to promote the inclusion of these people. Psychosocial support sessions, including psychoeducation and support groups, were organized to improve participants' emotional well-being and social integration. The DRC also provided transportation support to facilitate access to essential services. These initiatives have enabled participants to regain self-confidence and integrate more fully into the community, thus contributing to a more inclusive society in Madagali.

Security, Disability, Inclusion, Psychosocial support

The report “Rethinking Disability in Senegal: Analysis of Norms and Discourses on Disability” by Dr. Annick Nganya Tchamwa and Pr Abdou Salam Fall analyzes the social representations of disability in Senegal through a qualitative study using Nvivo software. It highlights the social and cultural constructions that influence the perception of disability, often assimilated to mystical beliefs or transgressions of social norms. The study also explores forms of discrimination and stigmatization, particularly in religion, family, access to social services and employment. People with disabilities face many obstacles, including institutional exclusion and difficulties in social and marital integration. However, the article also highlights the resilience strategies put in place, such as self-acceptance and community participation.

Power, Inequality, Gender, Natural ressources, Justice, Education, Family, Gold, Social, Discrimination, Disability

The article entitled “Being a girl and disabled in West Africa: The educational situation in question – Mali, Niger, Burkina Faso” by Danielle TAN, published by Handicap International in 2020, examines the educational challenges faced by girls with disabilities in these countries. He emphasizes that the absence of precise data on disability hinders the implementation of adapted educational responses. Estimates indicate that around 40% of children with disabilities are out of primary school and 55% are out of lower secondary school in low-income countries. The literacy rate for adults with disabilities is 3%, and only 1% for women. In Mali, Niger and Burkina Faso, less than 5% of children with disabilities are enrolled in primary school. Specialized structures, often located in large cities, are insufficient and expensive. In Burkina Faso, pioneering organizations have been working for inclusive education since the 1970s, but a lack of funding limits the scale of their projects. Since 2007, these countries have gradually developed inclusive education strategies, but the challenges remain numerous, particularly due to an often medical approach to disability and a lack of concrete inclusive educational policies.

Gender, Women, Disability