From Participation to Partnerships (September 2020)
Despite the COVID-19 challenges, children around the world have found meaningful ways to support and protect their peers, families, and communities. Children are on the frontlines of innovative re
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sponses and are working closely with their adult allies. The leadership demonstrated through these child-adult partnerships is the underlying inspiration for this guide.
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tep 1 Competencies have been designed to provide staff with the core skills required to care for a critically ill patient safely, whilst under supervision. It is expected that Step 1 competencies will be completed prior to commencing an academic critical care programme.
Steps 2 & 3 Competencies hav
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e been designed to further develop your essential critical care skills and will require enhanced theoretical knowledge to underpin your practice. It is anticipated that Steps 2 & 3 competencies will be undertaken whilst undertaking an academic critical care programme.
Step 4 Competencies have been designed to provide staff with the core skills required to take charge in a critical care unit; building management and leadership capability into your professional development, to demonstrate safe and effective coordination and prioritisation of unit workload, workforce and resources.
You can downlaod any of the Steps Competency Documents from this link
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Experience from Save the Children and partners globally
demonstrates that improvements in education quality go hand-in-hand
with inclusion and access, Flexible, quality, responsive learning
environments will benefit all children and are fundamental to including
marginalised groups like disabled
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children in education.
These guidelines are primarily aimed at education staff trying to
develop inclusive education practices, focussing on including disabled
children in schools.While this book focuses on disabled children, we
hope it will be useful for developing general inclusive education
practices. Community groups and non-governmental organisations, as
well as people working in community-based rehabilitation(CBR) and
the wider disability context, could also use these guidelines to provide
input into inclusive education work.
While the guidelines focus primarily on schools, much of the
information is still relevant to readers working in out-of-school
situations.
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Externalizing disorders
Chapter 1.1
Evidence-based resources for all students, nurses, and other healthcare professionals - Clinical Pocket Reference
Developmental disorders
Chapter C.3
J Pediatr Rev 2015, vol.3 (1) e361
Teaching the Sustainable Development Goals” provides information about the SDGs, their background, the global reality and offers assistance and suggestions on how to teach and support learning for sustainable development.
Humanity & Inclusion has published a report on November 20, on the difficulties children with disabilities face in accessing education in the world’s poorest countries.