Abuses against Women and Girls with Psychosocial or Intellectual Disabilities in institutions in India
Structural, Non-structural and Functional Indicators
Social auditing in Nepal’s health sector
Inclusive Project Cycle Management
dos Santos et al. BMC Public Health 2014, 14:80 http://www.biomedcentral.com/1471-2458/14/80
A Training Course for Service Providers
International Journal for Equity in Health 2014, 13:24
Protecting children on the move from violence, abuse and exploitation
Western Pac Surveill Response J. 2014 Oct-Dec; 5(4): 34–46.
Published online 2014 Dec 18. doi: [10.5365/WPSAR.2014.5.4.007]
The aim with this study was to examine in what amount disabled children in South Africa can live a participating life in society, with focus on special needs schools and their capability to empower the children. The data material has been collected through eight qualitative interviews, and observati
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ons at seven special needs schools in the country. Through my result I have distinguished three main roads to empower the children: First, to analyze social structures, secondly, to gain knowledge and awareness, and thirdly, to strengthen the children’s self-esteem. I have also analyzed the structural barriers that are hindering disabled children to participate, and illustrated this by describing social policies and their effect on special needs schools in South Africa.
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Testimonies from Humanitarian Workers with Disabilities.
By reading the first-hand accounts, we hear how persons with disabilities, not through any particular talent or skill but from unique knowledge gained through life experience, are ideally placed to provide insights, ideas and leadership, to s
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upply essential data, and to fill the gaps in humanitarian response that cause this exclusion.
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