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This background document (EUR/RC72/BG/7) was considered and adopted by the WHO Regional Committee for Europe at its 72nd session (Tel Aviv, Israel, 12–14 September 2022), together with the working document (EUR/RC72/7) and inform...
A Rapid Appraisal of Priorities, Policies and Practices
This report found that while European Schools are paying increasing attention to inclusion, children with ... continued to face problems. They are rejected, pressured into changing schools, or are not provided with appropriate accommodations and support to allow them to learn and thrive in an inclusive environment.
Abstract-The paper precisely and briefly explains the socio-economic challenges of persons with disabilities ... focus on Ethiopia. The findings of the paper also indicates that, across the countries persons with disabilities have poorer health accesses, lower education achievements, less social and economic participation and less rate of income than Persons disabilities experience barriers in accessing services that many of us have long taken for granted, including health, education, employment, transport and information as well as rehabilitation. These difficulties are exacerbated with high level of disability disadvantaged individuals. Based on the findings of this study, major socio-economic remedy directions are recommended which will be included in future policy enactment and implementations.
The World Food Programme (WFP) has taken important steps to progress disability inclusion across its programming and operations. In late 2022, WFP commissioned the Nossal Institute, University of Me...
While the COVID-19 pandemic threatens all members of society, persons with disabilities are disproportionately impacted due ... attitudinal, environmental and institutional barriers that are reproduced in the COVID-19 response.
While the ratification of the Convention and its Optional Protocol has proceeded rapidly, knowledge on how to implement and monitor them has not kept pace. Conscious ... this challenge, my Office has developed this Training Guide on the Convention and its Optional Protocol. It is complemented by eight training modules, designed to inform and empower those who are involved in ratifying, implementing and monitoring the two instruments. While the Training Guide is mainly targeted at facilitators of training courses on the Convention and its Optional Protocol, it acknowledges that each and every one of us has a role to play. I recommend wide dissemination of the training package, and its use by all those who want to embark upon the essential journey towards greater awareness and effective implementation of the rights of persons with disabilities and, ultimately, the building of an inclusive society for all.
Children in Kabwe are especially at risk because they are more likely to ingest lead dust when playing in the soil, their brains and bodies are still developing, and they absorb four ... five times as much lead as adults. The consequences for children who are exposed to high levels of lead and are not treated include reading and learning barriers or disabilities; behavioral problems; impaired growth; anemia; brain, liver, kidney, nerve, and stomach damage; coma and convulsions; and death. After prolonged exposure, the effects are irreversible. Lead also increases the risk of miscarriage and can be transmitted through both the placenta and breastmilk.
This study explored family adjustment and access to rehabilitative services for children with Down syndrome, between 0-5 years ... age, in the ecoculture of Petchaburi Province, Thailand.
According to 2014 Census data, almost a third of the population in Myanmar do not have adequate identity and civil documentation. Of these, 54 perc...
39 examples of field practices, and learnings from 20 countries, for all phases of humanitarian response. The report shows that deliberate and proactive action is required ... ensure that persons with disabilities from all constituencies are systematically included and meaningfully participate in DRR and humanitarian preparedness, response and recovery. It draws lessons from field practices, but does not provide technical guidance. The newly published IASC Guidelines are the reference document to seek in-depth theoretical and technical information.
People with disabilities experience significant health inequalities. In Malawi, where most individuals live in low-income rural settings, many of t...
This report found that fewer than 15 percent of more than 3,000 school-age asylum-seeking children on the islands were enrolled in public school at the end ... the 2017-2018 school year, and that in government-run camps on the islands, only about 100 children, all preschoolers, had access to formal education. The asylum-seeking children on the islands are denied the educational opportunities they would have on the mainland. Most of those who were able to go to school had been allowed to leave the government-run camps for housing run by local authorities and volunteers
Unaccompanied and separated children leave their countries of origin for a variety of reasons. They may
be fleeing from persecution, armed conflic...
Guidelines.
The guidelines set out essential actions that humanitarian actors must take in order to effectively identify and respond to the needs and rights ... persons with disabilities who are most at risk of being left behind in humanitarian settings.
The recommended actions in each chapter place persons with disabilities at the centre of humanitarian action, both as actors and as members of affected populations. They are specific to persons with disabilities and to the context of humanitarian action and build on existing and more general standards and guidelines.
These are the first humanitarian guidelines to be developed with and by persons with disabilities and their representative organizations in association with traditional humanitarian stakeholders. Based on the outcomes of a comprehensive global and regional multi-stakeholder consultation process, they are designed to promote the implementation of quality humanitarian programmes in all contexts and across all regions, and to establish and increase both the inclusion of persons with disabilities and their meaningful participation in all decisions that concern them.
Education in emergencies is a young area; the evidence of its impact is often anecdotal, and although its status as a humanitarian concern has gained legitimacy in recent years, it has yet ... be accepted across the humanitarian community. Much more needs to be done to enhance our understanding of the links between education and child protection in emergency situations.
In the region, it is estimated that there are over 650 million persons with disabilities. However, without accurate, timely and disaggregated data, countries are unable ... develop effective policies and programmes, monitor the wellbeing of persons with disabilities and evaluate the equity and impact of development efforts. This endangers country commitments to ‘leave no one behind’ and undermines their obligations to the Convention on the Rights of Persons with Disabilities.
This groundbreaking report demonstrates the importance of ensuring data is inclusive and provides recommendations for immediate action in order to improve the collection, analysis and reporting of disability data. We hope this report will be used as a tool for future advocacy and ultimately better data for all.
This document is designed to provide UNICEF staff and UNICEF partner staff with principles and concepts that can assist them to respond ... the psychosocial needs of children in natural disasters and social emergencies such as armed conflict and other forms of violence. It aims to introduce humanitarian workers to psychosocial principles and UNICEF’s position on these principles. It also provides a number of examples from field work of how these principles have been turned into concrete actions. These psychosocial principles and concepts inform both emergency responses and subsequent programmatic responses post-emergency.
