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WHEELCHAIR SERVICE TRAINING PACKAGE - For Managers (Additional Resources )

World Health Organization (WHO) (2015) C_WHO
WHO published and launched the third part of the Wheelchair Service Training Package (WSTP) series consisting of two sub-packages: the Wheelchair Service Training Package for Managers (WSTPm) and the Wheelchair Service Training Package for Stakeholders (WSTPs). WHO recognises that in order to develo ... more
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Syllabus on diploma in community based rehabilitation (D-CBR) - India

Rehabilitation Council of India, Ministry of Social Justice and Empowerment (2007) C2
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Community-Based Rehabilitation as we have experienced it…

World Health Organization (WHO) (2002) C_WHO
…voices of persons with disabilities - Part 1
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Disability Rights in Sub-Saharan Africa

Sida (2015) C2
This brief gives an overview of disability rights in the Sub-Saharan region, with focus on Sida partner countries; DRC, Ethiopia, Kenya, Liberia, Mali, Mozambique, Rwanda, Somalia, Sudan and South Sudan, Tanzania, Uganda, Zambia and Zimbabwe
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Disability Rights in Southeast Asia

Sida (2014) C2
This brief focuses on disability rights in the ASEAN countries, namely Brunei Darussalam, Cambodia, Indonesia, Lao People’s Democratic Republic (PDR), Malaysia, Myanmar, the Philippines, Singapore, Thailand and Viet Nam.
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Community-Based Rehabilitation - Promoting ear and hearing care through CBR

World Health Organization (WHO) (2012) C_WHO
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Primary Ear and Hearing Care Training Resource: TRAINER’S MANUAL (Intermediate Level)

World Health Organization (WHO) (2006) C_WHO
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Primary Ear and Hearing Care Training Resource - STUDENT’S WORKBOOK (Intermediate Level)

World Health Organization (WHO) (2006) C_WHO
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PRIMARY EAR AND HEARING CARE TRAINING RESOURCE (BASIC LEVEL)

World Health Organization (WHO) (2006) C_WHO
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Parental Stress in Raising a Child with Disabilities in India

Vidya Bhushan Gupta, Priyanka Mehrotra, Naveen Mehrotra Disability, CBR & Inclusive Development Journal (DCIDJ) (2012) CC
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CBM Disability and Development Policy

Christoffel Blinden Mission (CBM) Christoffel Blinden Mission (CBM) (2007)
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Children with disabilities in humanitarian action: checklist for the CCCs

UN Children's Fund UNICEF (2013) CC
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Assistive Products for Children with Disabilities. Overview
recommended

UN Children's Fund UNICEF (2018)
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Towards Inclusive Edcuation for Children with Disabilities: a guideline

United Nations Educational, Scientific and Cultural Organizations (UNESCO), Bangkok (2009) CC
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WHO Competency Framework for Health Workers’ Education and Training on Antimicrobial Resistance

World Health Organization WHO (2018) C_WHO
The framework is to be used as a reference guide, applied according to local priorities and needs, and targeted at academic institutions, educators, accreditation bodies, regulatory agencies and other users. The ultimate aim is to ensure that all health workers are equipped with the requisite compet ... more
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Ending TB: Invest Now or Pay Later

Word Health Organization Regional Office of South-East Asia (2018) C_WHO
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Detection, Confirmation and Management of a Dysentery Outbreak caused by Shigella Dysenteriae type 1

Ministry of Health, Rwanda (2011) C2
Standard Operating Procedures | RBC/IHDPC/EID Division | 9/30/2011
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HIV drug resistance report 2021

World Health Organization (WHO) (2021) C_WHO
The HIV drug resistance report 2021 summarizes findings from 38 countries that had finalized the surveys by the time of this report and shared data with WHO. Pretreatment HIVDR to non-nucleoside reverse-transcriptase inhibitors (NNRTI) can affect more than 10% of adults starting therapy and is fo ... more
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Consolidated Guidelines on HIV Prevention, Diagnosis, Treatment and Care for key populations

C. Beyrer; A. Kamarulzaman; E. Aaraj; et al. World Health Organization WHO (2016) CC
2016 Update Key population
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Adolescent Girls in Crisis: Voices of the Rohingya

Plan International (2018) C1
Commissioned by Plan International the report draws on data from research conducted in Bangladesh in April 2018. It explores how adolescent girls within two age brackets (10-14 and 15-19) understand the unique impact the crisis has upon them, and how they have responded to the challenges they face.
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