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 observations 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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The document "Diabetes in Children and Young People" by NICE (National Institute for Health and ...Care Excellence) provides quality standards for the diagnosis, management, and support of diabetes in children and adolescents.
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This pan-African report describes and analyses the cultural, social, physical and other societal barriers preventing children with ...ribute-to-highlight medbox">disabilities in Africa from realising their full human potential. It also describes the opportunities, initiatives and good practices that exist, that indicate the progress, albeit insufficient, that has been made towards realising the rights for children with disabilities in Africa. Recommendations and priorities for action are presented which promote inclusive and accessible laws, policies, and programmes for children with disabilities throughout Africa
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Dissertation submitted in part fulfilment of the requirements for a Masters degree at the Centre for International Health and Development (CIHD) at University College London (UCL) Institute of Child Health (ICH)
The user has given permission for th...e uploaded document to be reproduced and made publicly available on the source website
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Guidance Note A DFID practice paper
In this report, we describe early childhood trauma and its effects, offer promising strategies for ECE programs and systems to help young ...ss="attribute-to-highlight medbox">children who have experienced trauma, and present recommendations for state policymakers and other stakeholders looking to support trauma-informed ECE for this vulnerable group.
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This adaptation and implementation guide is part of a five-part Caregiver skills training for families of children with developmental delays or disabili...span>ties (CST) package providing guidance on caregiver skills training for families of children aged 2–9 years with developmental delays or disabilities.
This adaptation and implementation guide provides information on how to adapt caregiver skills training materials and delivery strategies to the local context. It includes guidance on development and implementation of contextual and cultural adaptation plans.
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The aim of this pamphlet is to inform parents and guardians of supports and services available for children ...box">and young people who are blind or have a visual impairment.
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The Lancet Global Health, Vol. 6, No. 10 Published: August 29, 2018
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 with...out disabilities. This report presents the findings 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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Persons with disabilities are one of the most vulnerable and socially excluded groups in any crisis-affected community. They may be in hidden in homes, overlooked during needs assessments ...s="attribute-to-highlight medbox">and not consulted in the design of programs.4 While gender-based violence (GBV) affects women, girls, men and boys, the vast majority of survivors globally are women and girls.5 Persons with disabilities have difficulty accessing GBV programs, due to a variety of societal, environmental and communication barriers, increasing their risk of violence, abuse and exploitation.
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