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Toolboxes
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1
This guide presents information about the 2030 Agenda, how it connects to the United Nations Convention on the Rights of Persons with Disabilities (UN CRPD) and explores ways for persons
...
with disabilities to be influential and participate in how they are achieved.
more
Problems with education for children with disabilities in Iran“Just Like All Other Kids”: Lack of Access to Inclusive Education for Children
...
With Disabilities in Iran
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The publication draws on pre-COVID data to highlight how children with disabilities face greater risks in the midst of this pandemic. It documents what has happened to services for children and adul
...
ts with disabilities across the world and includes examples of what has been done to address disruptions in services. It also discusses the challenges in generating disability-inclusive data during the pandemic.
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Children with disabilities are particularly vulnerable in humanitarian settings, yet they are often not able to access the services and protection they need. While multiple factors create these barr
...
iers, a major cause is how data about children with disabilities is collected and mapped. Data collection processes often exclude or underrepresent the views of children with disabilities and thier caretakers. When the experiences of children with disabilities and their caretakers are not defined and collected, they become excluded from mainstreamed protective services, which are meant to serve all children. Children with disabilities also do not get the specialised interventions they need.
This guidance note explores how to use qualitative methods to create more robust assessment processes to ensure more effective programming and services for children with disabilities. This note provides promising practices for engaging with children with disabilities and includes sample tools that can be tailored to fit the needs of a particular assessment process. The note also explores the importance of thoughtful cross-sectoral responses so that children with disabilities, and their families, are carefully considered in areas like water, sanitation, and hygiene (WASH), education, health, and nutrition, and therefore receive the holistic support they need and deserve.
This note is intended for a broad audience of relevant child protection actors, including practitioners, coordination groups, researchers, and donors. The information is not limited to one type of humanitarian setting, geographic region, or culture. As a result, the practices and guidance should be adapted to each specific context, ideally in partnership with well-informed local actors, such as representatives from local organisations for persons with disabilities.
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Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments Specialized Booklet 3
Education for respect and understanding – inclusion and equity
Disability, CBR & Inclusive Development, [S.l.], v. 24, n. 3, p. 112-122, nov. 2013. ISSN 2211-5242
Children with disabilities encounter more violence in their lives than their peers without disab
...
ility. Organisations involved in Community Based Rehabilitation (CBR) come across many cases of violence against the children they work with. Many organisations have no policy on child protection since it is not within the scope of their expertise. Others work with child protection policies that are hard to apply in the realities they deal with. Through research done in Ethiopia, with a recent update, the author attempts to show that there is a need for policies in CBR, that follow a community approach rather than an individual approach to child protection.
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RESEARCH POLICY BRIEF
A non-exhaustive reference list of organizations working with and for persons with disabilities world-wide.
This resource is a product of a partnership project between the Women’s Refugee Commission (WRC) and UNICEF Lebanon entitled “Strengthening Child Protection and Gender-based Violence Prevention and Response for Women, Children, and Youth with
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Disabilities." The overall goal of the project is to improve violence prevention and response programming for at-risk groups of women, girls, and boys with disabilities. It builds on existing initiatives of gender-based violence (GBV) and child protection (CP) actors to systematically advance disability inclusion across the CP and GBV prevention and response sectors in Lebanon.
Download the full Toolkit directly from the website link.
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Guidance on Disability Inclusion for GBV Partners in Lebanon Toolkit
Background paper prepared for the Education for All Global Monitoring Report 2012
Reports from Kenya, Sierra Leone, China and Sri Lanka
This report identifies and analyses policies and laws which currently include of Persons with disabilities in social protection specifically the Vision 2020 Umurenge Programme and considers some of
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the gaps in the VUP norms which prevent the successful inclusion of Persons with Disabilities.
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This report found that while European Schools are paying increasing attention to inclusion, children with disabilities continued to face problems. They are rejected, pressured into changing schools,
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or are not provided with appropriate accommodations and support to allow them to learn and thrive in an inclusive environment.
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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 to ensure that persons with disab
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ilities 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.
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