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Making sure that people with disabilities get the right health care to do ... their bodies, sex, relationships and having children during COVID-19
About this information
This information is about health care for people with disabilities to do with their bodies, sex, relationships and having children.
For example, the health care might help people to give birth or have safer sex and relationships.
This information is about making sure that people with disabilities can get this health care during COVID-19.
And when other big problems happen in the world.
People with disabilities have a right to get this healthcare like everyone else.
But they are often left out.
And COVID-19 has made things worse.
This information is about what countries and organizations should do now for people with disabilities.
We found out what many people with disabilities thought first.
People in this document means women and girls, men, and boys with disabilities.
It also means people with disabilities who are not the gender that people said they were when they were born.
For example, someone may be told they are a boy because of how their body looks.
But that is not who they really are. They might be a girl. Or they might not be a boy or girl.
In its resolution 34/16, the Human Rights Council decided to focus its next full-day meeting on “Protecting the rights of the child in humanitarian situations” and invited the Office ... the High Commissioner to prepare a report on that issue, in close collaboration with relevant stakeholders. The report is to be presented to the Human Rights Council at its thirty-seventh session to inform the annual day of discussion on children’s rights.
As the Convention of the Rights of Children recognizes, children are human beings ... a distinct set of rights, and not the passive objects of care and charity. They deserve to be full participants in society, and to live lives free of poverty. But for children, living in poverty is particularly impactful. The foundations for life are built in childhood. In the early part of our lives, our bodies and brains develop their capacities to function and interact with the world. We learn the social skills we need to fit into society, and acquire the human capital necessary to earn a living, support a family, and to fully take part in the life of our community Poverty can stunt this development. So can the onset of a disability. As the World Report on Disability (WHO/World Bank 2011) points out, people with disabilities are all too often excluded from the economic and social lives of their community. And the interaction between disability and poverty has the potential to develop a vicious circle that can greatly limit life opportunities.
Working Paper Series: No. 25
Disabled children: a legal handbook is an authoritative yet accessible guide to the legal rights of disabled ... and their families in England and Wales. The handbook aims to empower disabled children and their families through a greater understanding of their rights and entitlements. It is essential reading for the families of disabled children, their advocates and lawyers, voluntary and statutory sector advisers, commissioners, managers and lawyers working for public authorities, education, social and health care professionals, students and academics.
Each chapter has been adapted into a PDF for you to download for free
https://councilfordisabledchildren.org.uk/help-resources/resources/disabled-children-legal-handbook-2nd-edition
The Education 2030 Incheon Declaration and Framework for Action specifies that the mandate of the Global Education Monitoring Report is ... be ‘the mechanism for monitoring and reporting on SDG 4 and on education in the other SDGs’ with the responsibility to ‘report on the implementation of national and international strategies to help hold all relevant partners to account for their commitments as part of the overall SDG follow-up and review.’ It is prepared by an independent team hosted by UNESCO.
INEE pocket gu ide to inclusive education.
This guide is aimed at anyone working to provide, manage or support ... services in emergencies and complements the INEE Minimum Standards.
The Pocket Guide to Inclusive Education outlines useful principles for an inclusive education approach in emergencies and provides advice for planning, implementing and monitoring. The guide also looks at the issue of resistance to inclusion, and highlights ways in which organisations can support their emergency staff to develop more inclusive education responses. Available in Arabic, English, Indonesia, French, Spanish
Guidelines for action
Guidance on Disability Inclusion for GBV Partners in Lebanon
A Paper submitted to the 56th session of the UN Committee to CEDOW, July 2014, Geneva
Paper commissioned for the EFA Global Monitoring Report 2010, Reaching the marginalized
This report is about education for children with disabilities in South Africa.
The Toolkit is a resource that may be used by businesses of all sizes in the different sectors. The guidelines provided in the Toolkit are intentionally general so they can easily be adapted by employers t... their specific business culture, working environment and human resource procedures.
The Toolkit will be particularly relevant to designated employers in terms of the Employment Equity Act 55 of 1998. Human resources personnel, DPO’s and all organisations pursuing greater employment opportunities
for persons with disabilities will find the Toolkit similarly useful.
The aim with this study was to examine in what amount disabled children in South Africa can live a participating life in society, ... 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.
Disability, CBR & Inclusive Development, [S.l.], v. 24, n. 3, p. 112-122, nov. 2013. ISSN 2211-5242
Children with disabilities encounter more vio...
