A/HRC/44/41 based violence; robbery, bribery and intimidation and coercion; denial of food and essential medicine, harassment, emotional abuse and neglect, often perpetrated by persons known to them.50 When violations are perpetrated by caregivers, they are less likely to be reported, thus fostering impunity.51 Humanitarian crises may have a particularly profound psychological impact on older persons with disabilities and exacerbate mental health and pre-existing cognitive impairments.52 58. Government and other stakeholders must better research and collect data to identify the degree and prevalence of violations and their impact on the safety, well-being and dignity of internally displaced persons with disabilities. Specifically adapted services and accessible reporting mechanisms are needed. Culturally appropriate actions to prevent and respond to targeted violence against them, including through community-based approaches, should be developed in consultation with women, girls, men and boys with disabilities. 53 States and other humanitarian actors must systematically incorporate disability into their protection policies and frameworks to ensure that the safety and security of persons with disabilities are not overlooked during displacement (see CRPD/C/NER/CO/1, CRPD/C/HTI/CO/1 and CRPD/C/SDN/CO/1). Situation of internally displaced women, children and older persons with disabilities 59. Internally displaced children, women and older persons with disabilities, particularly those with intellectual or psychosocial disabilities, are reportedly at risk of greater levels of abuse, violence and neglect than their peers without disabilities.54 These individuals may face extreme isolation and marginalization in displacement situations and may be unable to access the basic health care, food, shelter and support they need to survive. 60. Children with disabilities are often stigmatized by other children by being teased or bullied and denied their right to education because of unsatisfactory accommodation of their learning needs or inaccessible infrastructures within and outside camp settings. They are often subject to sexual and physical abuse, exploitation and neglect. 61. Barriers to accessing education for displaced children with disabilities include negative attitudes from teachers, other students and parents; a lack of teachers with an understanding of inclusive education or specialized support for those with particular impairments, such as vision or hearing impairments; issues around the physical accessibility of schools or temporary learning facilities (for example, lack of ramps at the entrance or inside the school, a lack of transport solutions or adapted sitting solutions in situations where children sit on the floor); and the loss of assistive devices. Multiple forms of discrimination may arise against children with disabilities, especially against girls.55 62. Exclusion from formal education systems is particularly concerning, as lower education achievements contribute to the cycle of poverty, including increased food insecurity, unsafe or insecure housing and lack of access to essential services such as health care. For displaced children with disabilities in particular, non-attendance at school can further limit future employment opportunities and have a lasting impact on their socioeconomic engagement and health outcomes. That can subsequently have a ripple effect within the household, support networks and/or the community as a whole. This makes it imperative for States and their humanitarian and development partners to support efforts, including in the area of education, that are accessible and responsive to the specific requirements of persons with disabilities. 50 51 52 53 54 55 International Organization for Migration and Humanity and Inclusion, “Access to humanitarian services for people with disabilities. Situational analysis in Bentiu protection of civilians site, South Sudan”, pp. 41–42. UNHCR “Working with persons with disabilities in forced displacement”, p. 19. See HelpAge International “Missing millions: how older persons with disabilities are excluded from humanitarian response” (2018). UNHCR, “Working with persons with disabilities in forced displacement”, p. 19. See contributions from Amman Centre for Human Rights Studies, UNFPA and UNHCR. See contribution from Colombia. 13