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From Exclusion to Inclusion
Q3: What approaches are available to enable non-specialized health care providers to identify children ... intellectual disabilities, including intellectual disabilities due to specific causes?
Many children will not be ‘safe to learn at home’: As of April 2020, 91 percent of the world...
The State of the World’s Children 2013: Children with ... 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.
The State of the World’s Children 2013: Children with ... 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.
This participants’ guide is part of a five-part Caregiver skills training for families of children wi... developmental delays or disabilities (CST) package providing guidance on caregiver skills training for families of children aged 2–9 years with developmental delays or disabilities.
This participants’ guide is meant to be used by caregivers who are participating in WHO’s caregiver skills training. The guide provides content that will be used during each of the caregiver skills training core group sessions (sessions 1–9). It includes illustrated descriptions of the key messages and tips (skills and strategies) taught in each session as well as goal-setting activities.
This facilitators’ guide is part of a five-part Caregiver skills training for families of children wi... developmental delays or disabilities (CST) package providing guidance on caregiver skills training for families of children aged 2–9 years with developmental delays or disabilities.
This facilitators’ guide provides information for leading group sessions 1–9. It is a reference manual to be used in conjunction with specific training and under supervision.
This guide is part of a five-part Caregiver skills training for families of children with develo...
Persons with disabilities are one of the most vulnerable and socially excluded groups in any crisis-affected community. They may be in hidden in ho...
This report presents the findings from a ‘deep dive’ undertaken by UNICEF East Asia and the Pacific Regional Office to consider the experiences in Cambodia, Indonesia, the Lao People’s Democratic Republic, Malaysia, Myanmar, the Philippines an...
The following document outlines the principles, objectives and strategies of a national policy for the protection of orphans and other vulnerable children... in Rwanda. The propositions constitute a first step towards a comprehensive framework, which will assist the Government and its partners to plan, implement and monitor projects and programmes in favour of orphans and other vulnerable children.
This resource is a product of a partnership project between the Women’s Refugee Commission (WRC) and UNICEF Lebanon entitled “Strengthening Child Protection and Gender-based Violence Prevention and Response for Women, ..., and Youth with Disabilities." The overall goal of the project is to improve violence prevention and response programming for at-risk groups of women, girls, and boys with disabilities. It builds on existing initiatives of gender-based violence (GBV) and child protection (CP) actors to systematically advance disability inclusion across the CP and GBV prevention and response sectors in Lebanon.
Download the full Toolkit directly from the website link.
This report found that many people with disabilities enter institutions as children and remain there for their entire lives. Most ... these institutions 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.
This document provides a guidance on the importance of consulting with children with .... It provides practical suggestions for consulting with children and young people with disabilities in a variety of situations. It aims to equip individuals working on child rights with the knowledge and skills necessary to communicate with children with a variety of disabilities.
From Participation to Partnerships (September 2020)
Despite the COVID-19 challenges, children around the world have found meaningful ways to suppo...
Stats SA has released an in-depth report on persons with disabilities. The report, written using Census 2011 data, is the first in a series of in-d...
Children with disabilities in South Africa: The hidden reality is part of a multiple-country stu...
Save the Children in Albania is establishing and strengthening structures and mechanisms which monitor and advocate for children’s rights, promote ways ... protect children from all forms of exploitation and violence and also empower and support children and their representatives to meaningfully advocate for implementation of their rights and influence decisions that bring about changes in their future lives.
Chapter 2 in "Latest Findings in Intellectual and Developmental Disabilities Research" Edited by Üner Tan, ISBN 978-953-307-865-6, 404 pages, Publisher: InTech, Chapters published February 15, 2012 under CC BY 3.0 license | Intellectual and Develop...
Kenya has great potential for enhancing education for individuals with intellectual disabilities. The fact that it has recognized the need ... care for learners with special needs is commendable. In comparison to many African countries, Kenya and Nigeria are ahead in developing programs for special education in institutions of higher learning, and in starting schools and units for special education. However, a legal mandate is still required as it would seal many loopholes that currently exist. Without it, the assessment of individual with intellectual disabilities cannot be administered correctly and professionally. In this article, the authors present a coherent account on various aspects related to learners with intellectual disabilities in Kenya. No doubt, the issues and challenges identified call for attention by not only the government of Kenya but also those interested in improving the status of learners with intellectual disabilities.
