The Standard consists of nine key inclusion standards, and seven sets of sector-specific inclusion standards for protection – water, sanitation and hygiene, food security and livelihoods, nutrition, shelter, settlement and household items, health and education. Each standard comes with key actions
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, guidance, tools and resources.
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Global Education Review, 3(3).4-27
Disability at a Glance 2015 focuses on barriers to the employment of persons with disabilities in the Asia-Pacific region, and offers solutions to strengthen their employment prospects. Employment is not only the primary means of livelihood generati
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on; it also provides individuals with the purpose and meaning of playing a productive role in society. Equal access to employment is therefore vital, and barriers to work faced by persons with disabilities must be removed.
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The State of the World’s Children 2013: Children with Disabilities examines the barriers – from inaccessible buildings to dismissive attitudes, from invisibility in official statistics to vicious discrimination – that deprive children with
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disabilities of their rights and keep them from participating fully in society. The report also lays out some of the key elements of inclusive societies that respect and protect the rights of all children, regardless of disability, and progress in helping all children to flourish and make their contribution to the world.
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This report presents the findings from a ‘deep dive’ undertaken by UNICEF East Asia and the Pacific Regional Office to consider the experiences in Cambodia, Indonesia, the Lao People’s Democratic Republic, Malaysia, Myanmar, the Philippines and the Pacific. The target audience for this report
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includes OPDs and humanitarian actors at global, regional, and country levels.
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Understanding The UN Convention On The Rights Of Persons With Disabilities
This report finds that although Lebanese law bars schools from discriminating against children with disabilities, public and private schools exclude many children with disabilities. For those allowe
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d to enroll, schools often lack reasonable accommodations, such as modifications to the classroom environment and curricula or teaching methods to address children’s needs. Schools also require the families of children with disabilities to pay extra fees and expenses that in effect are discriminatory.
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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 information document (EUR/RC72/INF./4). The Regiona
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l Committee adopted resolution EUR/RC72/R3, in which it endorsed the framework.
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Detailed adapted physical activities are provided with practical guides, group sport guides and assessment tools in order to promote a more inclusive society through sports
This predominantly qualitative research on disability and development in Myanmar was conducted between August 2011 and February 2012, in three commercial centres of Yangon, Mandalay and Taunggyi. Stakeholders of service providers, persons with disabilities
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(PWDs) and families of disabled people were interviewed in order to discover the needs and challenges that they face. Discoveries were made concerning independent living and adaptive education, vocational training and livelihoods challenges, community-based rehabilitation, organisational and human resource capacity, and information channels, networking and cooperation between organisations.
The study found that PWDS, especially those with intellectually disabilities, need training for independent living, adaptive special education, motor development programs and behaviour modification programs in special institutions. Effective services and programs are necessary in all of these areas of need.
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