Department of Physiotherapy, The University of Jordan, Amman, Jordan.
International Centre for Evidence in Disability, London School of Hygiene & Tropical Medicine, London, UK.
Disabil Rehabil. 2023 Sep;45(19):3155-3159. doi: 10.1080/09638288.2022.2118870. Epub 2022 Sep 6.
This commentary examines the provisions for early childhood development (ECD) in the global action plan for rehabilitation published by the World Health Organisation (WHO) within the context of the United Nations' Sustainable Development Goal (SDG) for inclusive education.
The meeting reports of the WHO Rehabilitation 2030 for 2017 and 2019 and the related documents were reviewed along with ECD policy documents from WHO, UNICEF, UNESCO, and the World Bank.
The importance of a life-course approach to rehabilitation for the health and wellbeing of persons with disabilities was highlighted in the Rehabilitation 2030. However, the critical and foundational role of rehabilitation in ECD for children with disabilities to facilitate inclusive education, especially in low- and middle-income countries as envisioned by the SDG 4.2, was not clearly addressed. Children under 5 years with developmental delays and disabilities who are not developmentally on track in health and psychosocial wellbeing require timely rehabilitation to ensure that they benefit from inclusive education.
The culture and practice of rehabilitation should be nurtured from infancy as an indispensable component of ECD to adequately prepare children with developmental disabilities for inclusive education and ensure effective rehabilitation services over the life course. IMPLICATIONS FOR REHABILITATIONRehabilitation is an integral and critical component of early childhood development to optimise school readiness for children with developmental disabilities.Routine newborn screening, developmental assessment, and surveillance of children from birth are foundational to any effective rehabilitation in early childhood.Global investment to promote and support rehabilitation services from early childhood within the health systems and across all levels of service delivery including community settings is warranted to achieve the sustainable development goals for children with disabilities.
本评论审视了世界卫生组织（WHO）在联合国包容性教育可持续发展目标（SDG）框架内发布的康复全球行动计划中关于儿童早期发展（ECD）的规定。
审查了 WHO 康复 2030 年 2017 年和 2019 年的会议报告以及相关文件，以及来自 WHO、儿基会、教科文组织和世界银行的 ECD 政策文件。
康复 2030 年强调了对残疾人人的健康和福祉采取生命全程方法进行康复的重要性。然而，康复在残疾儿童 ECD 中的关键和基础作用，以促进包容性教育，特别是在 SDG 4.2 所设想的低收入和中等收入国家中，并没有得到明确解决。发育迟缓或残疾且在健康和心理社会福祉方面未达到发育正常轨道的 5 岁以下儿童需要及时进行康复，以确保他们受益于包容性教育。
应从婴儿期开始培养康复文化和实践，将其作为 ECD 的不可或缺组成部分，为发育障碍儿童充分做好接受包容性教育的准备，并确保在整个生命周期中提供有效的康复服务。
康复是儿童早期发展的一个组成部分和关键部分，可优化发育障碍儿童的入学准备。
从出生开始进行常规新生儿筛查、发育评估和儿童监测，是早期儿童康复的基础。
需要在全球范围内投资，在卫生系统内以及在包括社区环境在内的各级服务提供中促进和支持儿童早期康复服务，以实现残疾儿童的可持续发展目标。
