ARC resource pack - Study material
From Exclusion to Inclusion
This report details the challenges many women and girls with disabilities face throughout the ju
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stice process: reporting abuse to the police, obtaining appropriate medical care, having complaints investigated, navigating the court system, and getting adequate compensation.
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The government of Kazakhstan has committed to ensuring that children with disabilities have acce
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ss to inclusive education and it has taken the important step of ratifying international human rights treaties enshrining the rights of people with disabilities, including the right of children with disabilities to inclusive, quality education. The government has also introduced legal and policy changes toward an inclusive education system for children with disabilities. It has committed to ensuring that 70 percent of mainstream schools are inclusive by 2019.
However, this report finds that progress towards genuine inclusive education is slow. In order for the government to succeed in ensuring that all children can access an inclusive, quality, and free primary and secondary education on an equal basis with others in the communities in which they live, it will need to fundamentally transform its policies and approach to education and address negative attitudes more broadly towards people with disabilities in Kazakhstan.
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A non-exhaustive reference list of organizations working with and for persons with disabilities
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world-wide.
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This report from Human Rights Watch found that South Africa has failed to guarantee the right to education for many of
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the country’s children and young adults due to widespread discrimination against children with disabilities in enrollment decisions. Human Rights Watch research in five out of South Africa’s nine provinces showed that children with disabilities face discriminatory physical and attitudinal barriers, often beginning early in children’s lives when government officials classify them according to their disabilities. Human Rights Watch August 2015
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Guidelines.
The guidelines set out essential actions that humanitarian actors must take in order to effectively identify and respond to the needs and rig
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hts of persons with disabilities who are most at risk of being left behind in humanitarian settings.
The recommended actions in each chapter place persons with disabilities at the centre of humanitarian action, both as actors and as members of affected populations. They are specific to persons with disabilities and to the context of humanitarian action and build on existing and more general standards and guidelines.
These are the first humanitarian guidelines to be developed with and by persons with disabilities and their representative organizations in association with traditional humanitarian stakeholders. Based on the outcomes of a comprehensive global and regional multi-stakeholder consultation process, they are designed to promote the implementation of quality humanitarian programmes in all contexts and across all regions, and to establish and increase both the inclusion of persons with disabilities and their meaningful participation in all decisions that concern them.
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This report finds that although Lebanese law bars schools from discriminating against children with disabilities, public and private schools exclude many children
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with disabilities. For those allowed 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 report found that many people with disabilities enter institutions as children and remain there for their entire lives. Most of these institut
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ions visited by Human Rights Watch researchers did not provide for more than people’s basic needs, such as food and hygiene, with scarce contact with the community and little opportunity for personal development. Some residents are tied to their beds and given sedatives to control them.
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You can download the Convention in more than 30 languages directly from the website
The State of the World’s Children 2013: Children with
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Disabilities examines the barriers – from inaccessible buildings to dismissive attitudes, from invisibility in official statistics to vicious discrimination – that deprive children with 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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Working with parent groups – a training resource for facilitators, parents, caregivers, and persons with cerebral palsy.
TThis manual aims to increase knowledge and skills in caring for a
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child with cerebral palsy. Research highlighted the significant needs of the caregivers, and how they can gain a huge amount of support from meeting with each other in an understanding environment.
It promotes a participatory learning approach with an emphasis on working with groups and the empowerment of parents and caregivers.
Download the manual and teaching materials for free, in English, French, Arabic or Spanish. A Chichewa (Malawi) version is also ready for sharing and the manual is being translated in a variety of other languages through the online community Working in the Community with Children with Cerebral Palsy
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Knowledge based upon a descriptive literature review of applied research