Convention on The Rights of Persons with Disabilities
Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments Specialized Booklet 3
A systematic literature review of education systems in low-and middle income countries commissioned by CBM
Kenya has great potential for enhancing education for individuals with intellectual disabilities. The fact that it has recognized the need to care for learners with special needs is commendable. In comparison to many African countries, Kenya and Nig...eria 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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Guidance | Preparedness - Response and early recovery - Recovery and reconstruction
It highlights the numerous challenges to quality service provision, along with the organisation’s response to mental health needs, and recommendations for international and regional decision-makers including:
- Advocating and working towards ...an class="attribute-to-highlight medbox">mental health policies that support adequate funding for mental health care and government suppor
- Legislation to protect the rights of people with mental disorders and vulnerable communities
- Advocating for multi-year funding to support the sustainability of MHPSS programs
- Creating capacity building opportunities consistent with the IASC guidelines and supported with continuous supervision
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Training of Health-care Providers and Training manual Supporting material
This handbook and teaching guide on recovery has been designed to complement the QualityRights training module on Promoting Recovery in Mental Health and Related Services. The handbook and teaching guide covers much of the same material, but also co...ntains additional text and exercises. It can be given to participants at the end of the training sessions so that they are able to review the concepts and material learned during the training.
Alternatively, it can be used independently as a standalone document to deliver training on recovery over 4-5 training days. The handbook/ teaching guide does not rely on PowerPoint presentations to deliver the training. Instead all participants should have a copy of the handbook/ teaching guide and work through the text and exercises either in plenary or in groups based on the discretion of the facilitator for the training.
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The World Health Organization Assessment Instrument for Mental Health Systems (WHO-AIMS) was used to collect information on the mental health system in Ghana for the year 2011. The goal of collectin...g this information is to improve the mental health system and to provide a baseline for monitoring the change. This will enable Ghana to develop information based mental health plans with clear base-line information and targets. It will also be useful to monitor progress in implementing reform policies, providing community services, and involving users, families and other stakeholders in mental health promotion, prevention and rehabilitation.
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Miscellaneous
Chapter J.6
Introducción
Capítulo A.13
Edición: Matías Irarrázaval & Andres Martin
Traductores: Fernanda Prieto-Tagle & Julia Portillo
The Member States of the Pan American Health Organization/World Health Organization (PAHO/WHO)
that appear in the tables below have used the assessment instrument for mental health systems (WHOAIMS)
(1), as have Anguilla, the British Virgin Island...s, Montserrat, and Turks and Caicos, all British
Overseas Territories. For the purpose of this report, the countries and territories were grouped into three subregions, as follows:
Central America, Mexico, and the Latin Caribbean, the non-Latin Caribbean, and South America. The tables
also indicate the year each national WHO-AIMS report was published.
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The Asia-Pacific Community Mental Health Development (APCMHD) project has been established in 2005 to explore diverse leading models or approaches to community mental health service delivery in the ...Asia-Pacific region. The objective is to illustrate and promote best practice in mental health care in the community through use of information exchange, current evidence and practical experience in the region.
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People with mental disorders in low-income countries are at risk of being left behind during efforts to expand universal health coverage. Aim is to propose context-relevant strategies for moving towards universal health coverage for people with ...n class="attribute-to-highlight medbox">mental disorders in Ethiopia.
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Shaping Health programme on Learning from international experience on approaches to community power, participation and decision-making in health,AMHF, TARSC
The purpose of this document is to provide agencies with a guide with three tools containing key assessment questions that are of common relevance to all actors involved in Mental Health and Psychosocial Support (MHPSS) independent of the phase of t...he emergency. This guide will be useful for rapid assessments of MHPSS issues in humanitarian emergencies across sectors. The guide is designed for use by various humanitarian actors (governmental and non-governmental; local, national and global). It is based on the IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings (IASC, 2007).
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