Children and youth can face emotional strains after a traumatic event such as a car crash or violence. Disasters also may leave them with long-lasting harmful effects. When ...-highlight medbox">children experience a trauma, watch it on TV, or overhear others discussing it, they can feel scared, confused, or anxious. Young people react to trauma differently than adults. Some may react right away; others may show signs that they are having a difficult time much later. As such, adults do not always know when a child needs help coping. This tip sheet will help parents, caregivers, and teachers learn some common reactions, respond in a helpful way, and know when to seek support.
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IDS Rapid Response Briefing 8
Report of the Office of the United Nations High Commissioner for Human Rights | The present study focuses on inclusive education as a means to realize the universal right to education, including for persons with ...edbox">disabilities. It analyses the relevant provisions of the Convention on the Rights of Persons with Disabilities, highlights good practices and discusses challenges and strategies for the establishment of inclusive education systems.
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Reflections from disability research using the ICF in Afghanistan and Cambodia | Working Paper Series: No. 11
This document is designed to provide UNICEF staff and UNICEF partner staff with principles and concepts that can assist them to respond to 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.
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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 to 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.
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J Pediatr Rev 2015, vol.3 (1) e361
Systematic Review Summary 4
Kenya has great potential for enhancing education for individuals with intellectual disabilities. The fact that it has recognized the need to care for learners ...dbox">with special needs is commendable. In comparison to many African countries, Kenya and Nigeria are ahead in developing programs for special education in institutions of higher learning, and in starting schools and units for special education. However, a legal mandate is still required as it would seal many loopholes that currently exist. Without it, the assessment of individual with intellectual disabilities cannot be administered correctly and professionally. In this article, the authors present a coherent account on various aspects related to learners with intellectual disabilities in Kenya. No doubt, the issues and challenges identified call for attention by not only the government of Kenya but also those interested in improving the status of learners with intellectual disabilities.
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