Table 1.

Outcome categories and subcategories

Outcome	WHO's community‐based rehabilitation (CBR) indicators
Health component
Mental health and cognitive development	Men, women, boys and girls with disability equally access mental health services and engage in activities needed to achieve the highest attainable standard of mental health services
Access to health services	Men, women, boys and girls with disability equally access health services and engage in activities needed to achieve the highest attainable standard of health
	Percentage of people with disabilities and their families that have access to medical care
	Men, women, boys and girls with disability feel they are respected and treated with dignity when receiving health services
Immunisation	Percentage of people with disabilities who receive full immunisation as recommended for their country by WHO
Health check‐up	Men, women, boys and girls with disability know how to achieve good levels of health and participate in activities contributing to their health
	Percentage of children with disability who receive the recommended health check‐ups
Rehabilitation services	Men, women, boys and girls with disability engage in planning and carry out rehabilitation activities with the required services
Access to assistive devices	Men, women, boys and girls with disability have access to, use, and know how to maintain appropriate assistive products in their daily life
Nutrition
Morbidity and mortality	Men, women, boys and girls with disability access and benefit from quality medical services appropriate to their life stage needs and priorities
Education
Enrolment to primary, secondary, and tertiary education	Policies and resources are conducive to education for people with disabilities and ensure smooth transitions through different stages of learning
	Children with disability participate in and complete quality primary education in an enabling and supportive environment
	Men, women, boys and girls with disability have resources and support to enrol and complete quality secondary and higher education in an enabling and supportive environment
	Youth with disability experience post school options on an equal basis with their peers
Attendance	Men, women, boys and girls with disability have resources and support to enrol and complete quality secondary and higher education in an enabling and supportive environment
Education in mainstream education facilities/inclusive education	Percentage of people with disabilities who acquire education in mainstream education facilities
Social and life skill development	Men, women, boys and girls with disability make use of youth or adult centred learning opportunities to improve their life skills and living conditions
Learning and achievement	Men, women, boys and girls with disability experience equal opportunities to participate in learning opportunities that meet their needs and respect their rights
Access to educational services	Children and youth with disability participate in a variety of nonformal learning opportunities based on their needs and desires
	Children with disability actively participate in early childhood developmental activities and play, either in a formal or informal environment
Livelihood
Employment in formal and informal sector	Men and women with disability have paid and decent work in the formal and informal sector on equal bases with others
	Women and men with disability earn income through their own chosen economic activities
	Youth and adults with disability acquire marketable skills on an equal basis with others through a range of inclusive training opportunities
Access to job market
Control over own money	Women and men have control over the money they earn
Access to financial services such as grants and loans	Men and women with disability have access to grants, loans and other financial services on an equal basis with others
	Men and women with disability participate in local saving and credit schemes
Poverty and out‐of‐pocket payment	Percentage of people with disabilities who are covered by social protection programmes
Access to social protection programmes	Men and women with disability access formal and informal social protection measures they need
Participation in development of inclusive policies	Inclusive policies, practices and appropriate resources, defined with people with disabilities enable equal participation of women and men with disability in livelihood (training, finance, work opportunities, and social protection)
Social
Stigma and discrimination	Communities have increased awareness about disability, with a reduction in stigma and discrimination towards people with disabilities
Safety	Men, women, boys and girls with disability feel safe in their family and community
Participation in mainstream recreational, leisure and sports activity	Men, women, boys and girls with disability participate in inclusive or specific recreation, leisure and sports activities
Legal rights	All people with disabilities (PwD) are recognised as equal citizens with legal capacity
Access to justice	PwD access and use formal and informal mechanisms of justice
Participation in cultural and religious activity	Men, women, boys and girls with disability participate in artistic, cultural or religious events in and outside their home as they choose
Interpersonal interaction and relationships	Men, women, boys and girls with disability experience support of the community and their families to socialise and form age‐appropriate and respectful relationships
	Percentage of people with disabilities who feel respected in their decisions regarding personal relationships
Social identity and responsibilities	Men, women, boys and girls with disability feel valued as community members and have a variety of social identities, roles, and responsibilities
Empowerment
Informed choices	PwD make informed choices and decisions
Positions in public institutions and Judiciary	Men and women with disability participate in political processes on an equal basis with others
Voting rights	Men and women with disability participate in political processes on an equal basis with others
Representation at community level	PwD actively engage in and benefit from self‐help groups in the local communities, if they choose (inclusive or specific)
	Self‐help groups come together to form federations to harness collective energy and influence positive change
	Men and women with different kinds of disability living in different situations (rural or urban areas, poor or rich, refugees) feel they are adequately represented by DPO
Advocacy	Men, women, boys, and girls with disability effectively use communication skills and resources (including supportive decision‐making) to facilitate interactions and influence change
	Men, women, boys, and girls with disability play a catalysering role in mobilising key community stakeholders to create an enabling environment