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International Journal of Special Education. Vol.29 (3) 2014, 69-81
Educating students with disabilities in an inclusive general education setting has been shown to increase academic achievement, in
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crease peer acceptance, increase self esteem, create a richer friendship network, and have positive lifetime benefits (higher salaried jobs, independent living). In addition, inclusion can have benefits for students without disabilities. The West African nation of Senegal has pledged to increase inclusive education for students with disabilities by 2015. Issues that affect inclusive education for all in Senegal are access to schooling, community and societal perceptions of individuals with disabilities, poverty, and teacher training and pedagogy. To increase inclusive education for all in Senegal the country must increase access to schooling through physical accessibility and decentralization, create community awareness campaigns that increase knowledge of disabilities, and develop teacher training that fosters a student-centered pedagogy.
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Making sure that people with disabilities get the right health care to do with 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.
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Disability Inclusion in Drought and Food Crisis Emergency Response
CBM, Handicap International, Kenya Red Cross Society and the Association of the Physically Disabled of Kenya
CBM Australia; CBM Emergency Response Unit
(2011)
This factsheet provides base level information to practitioners for awareness raising, training, advocacy, project design and proposal writing. The information may be used and sent out widely, with
...
reference to the Kenya Red Cross, The Association of the Physically Disabled of Kenya, CBM and Handicap International. The overall information in this factsheet is also applicable to older persons and other vulnerable groups
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Guidance on Disability Inclusion for GBV Partners in Lebanon
People with disabilities are among the most marginalized groups in the world. People with disabilities have poorer health outcomes, lower education achievements, less economic participation and high
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er rates of poverty than people without disabilities.
more
The report showed commitments made three decades ago to protect the rights of children remain unfulfilled for millions. Violence still affects countless children. Discrimination based on age, gender, disability, sexual orientation
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and religion harms children worldwide.
The UN Convention on the Rights of the Child is the most widely ratified international human rights treaty in history. It has prompted substantial investment in children’s health, education and safety and the adoption of laws and policies that recognise the rights of children, particularly in areas where they are vulnerable, including labour exploitation, corporal punishment, alternative care and forced and early marriage.
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This tool provides guidance on how to adapt and use information, education and communication (IEC) materials so that they can be und
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erstood by people with disabilities. People with disabilities have a right to access all information relating to gender-based violence (GBV) programs on an equal basis with others.
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Under the newly established Africa Trust Fund on Disability, World Bank-UNICEF and USAID are jointly organizing a series of 3 webinars on the topic of dis
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ability-inclusive education. The series explores essential components of the enabling environment and service delivery that can support efforts to create inclusive education systems for all, including students with disabilities, and help reach the Sustainable Development Goal of equitable quality education for all by 2030. World Bank will be hosting the first webinar. The rest of the webinars will be hosted subsequently by other institutions. This webinar seeks to: 1) Increase knowledge regarding the policy development process and regional policy diagnostics 2) Strengthen understanding around disability data collection, instruments of collection, dis-aggregation and how that fits into the broader context of education data.
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With development, people around the world have become wealthier and live longer. At the same time, development can lead to growing inequalities within and between nations. This paper analyses inequa
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lities related to disability and how they vary across countries by development level. Using internationally comparable data on disability inequalities in 40 countries, we assess disability inequalities through the use of regression analyses with a variety of development measures. Results support the hypothesis only partially: disability inequalities related to education, employment, and multidimensional poverty are found to be significantly larger in countries at higher levels of development. However, this is not the case for rates of access to water, sanitation, clean fuel, electricity, housing, and assets. These results, overall, hold when using different development and
outcome indicators, and when focusing on specific subgroups of the population. The potential implications of these findings are discussed. Further research is needed to understand, for education and employment, the factors and processes that contribute to larger disability inequalities in countries at higher levels of development and what strategies might be pursued to reduce them.
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Guidance on Disability Inclusion for GBV Partners in Lebanon Toolkit
Leaflet from the South African Human Rights Commission (SAHRC)
Building Capacity for Disability Inclusion in Gender-Based Violence Programming in Humanitarian Settings, Tool. 7
Adapted from the 'Disability Task Force', this checklist provides useful guidelines about general protection and inclusion principles for people with disabilites or injuries in emergency situations.
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The following topics are highlighted: health, food and nutrition; water, sanitation and hygiene; protection; psychosocial support; reconstruction and shelter; livelihoods; and education. This checklist would be useful for practitioners interested in the protection and inclusion of people with disabilities in emergency situations
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Prevention of disability in Buruli ulcer
Learn how to identify and treat the disease early.
Learn how to prevent disability.
Prevention of disability in Buruli ulcer through health education and self-care training
While virtually unheard of in developed countries, NTDs are a group of medically diverse parasitic and bacterial infectious diseases common in tropical and subtropical areas. NTDs affect more than 1
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.5 billion people annually, causing death, blindness, disfigurement, chronic pain, cognitive impairment and other long-term disabilities that create obstacles to education, employment, economic growth and overall
development. When measured in disability-adjusted life years (DALYs), the NTD burden is greater than malaria or tuberculosis.
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