STUDY REPORT | This study of the impact of the Nepal earthquake of 25 April, 2015, aims to understand the impact factors leading to the exclusion of older people and persons with disabilities from humanitarian action, barriers to their inclusion, an
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d the extent to which their skills and knowledge were utilised to promote inclusive humanitarian action and, using this understanding, to formulate a set of recommendations for promoting inclusion. These recommendations will be used to sensitise the broader humanitarian community to the need for inclusive disaster risk management practices in future emergency responses which pay attention to factors such as gender, age, disability and ethnicity, and build upon the capacities of older people and persons with disabilities.
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Background paper prepared for the Education for All Global Monitoring Report 2012
Reports from Kenya, Sierra Leone, China and Sri Lanka
A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER IN PUBLIC HEALTH OF THE UNIVERSITY OF NAMIBIA
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 the gaps in the VUP norms which prevent the success
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ful inclusion of Persons with Disabilities.
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Children with disabilities in South Africa: The hidden reality is part of a multiple-country study conducted by ACPF. The study seeks to analyse how cultural, social, physical and other societal barriers prevent children with
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disabilities from enjoying their constitutional rights to equality, freedom and human dignity. It also seeks to establish opportunities and practices that could be used to address these barriers to enhance disabled children’s participation in society.
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A 2013 Plan study across 30 countries found that children with disabilities were on average 10 times less likely to go to school than children without disabilities. This report presents the findings
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of a follow-up second phase to the research with a qualitative study on barriers and enablers to education for children with disabilities in Nepal.
The Full Report and Executive Summary Reports in English, French and Spanish are now available for download at:
http://disabilitycentre.lshtm.ac.uk/include-us-education-study-available-now/
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This is a report from a National, representative household survey carried out in Swaziland in 2009 – 2010. A large amount of effort has been put into this two‐year exercise until finally we can present the results of the combined efforts. First of all, this is a credit to the Federation of Disab
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led People in Swaziland (FODSWA): To the Management Committee headed by Ms. Buyie Masuku for being in control of the whole process, and to the Project Co‐ordinator Mr. Bhekie Jele who for the most of the study handled all aspects in this comprehensive and complex process. Mr Yusman B Kamaleri from SINTEF played an important role in supporting FODSWA during the implementation of the study.
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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 disability. Organisations involved in Community Based Re
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habilitation (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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Alternative Report to the UN Committee on the Rights of Persons with Disabilities in response to South Africa’s Baseline Country Report of March 2013 on the UN Convention on the Rights of Persons with
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Disabilities, with particular reference to the provisions of Article 24
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