Paper commissioned for Fixing the Broken Promise of Education for All: Findings from the Global Initiative on Out-of-School
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Children
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Refugee children with disabilities experience a reality of exclusion and marginalisation that ma
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kes them among the most vulnerable displaced persons in the world. Excluded from participation in social activities and access to school, not only because of their disability, but especially because of social, cultural, and political barriers that prevent them from enjoying the same opportunities as their peers.
Daniela Bruni, a specialist in education in emergency contexts, who has overseen JRS’s related projects for the past two years, has developed a guide on inclusive education.
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Working Paper Series: No. 26
Key Messages and Recommendations.
The Report, Todos y todas sin excepción, produced by the Global Education Monitoring (GEM) Report and the Regional Bureau for Education in Latin America and the C
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aribbean (OREALC /UNESCO Santiago), along with the Laboratory of Education, Research and Innovation in Latin America and the Caribbean (SUMMA) shows that, prior to the pandemic, in 21 countries, children from the richest households were five times as likely as the poorest to complete upper secondary school.
Learning outcomes were low before COVID-19. Only half of 15-year-olds achieved minimum proficiency in reading. In Guatemala and Panama, barely 10 disadvantaged 15-year-old students master basic mathematics skills for every 100 of their better-off peers. Indigenous people and Afro-descendants also have lower attainment and literacy rates.
The report includes a set of key recommendations for the next decade, which will help countries achieve the objectives of the 2030 Agenda and calls for schools to be more inclusive, which many still are not.
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A Paper submitted to the 56th session of the UN Committee to CEDOW, July 2014, Geneva
This guide presents information about the 2030 Agenda, how it connects to the UN Convention on the Rights of Persons with
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Disabilities, and explores potential entry points for persons with disabilities to influence and participate in their implementation, follow-up and review
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Barriers to Full Realization of Human Rights for Women and Children with
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Disabilities
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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
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of 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.
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The main objectives of these guidelines are:
A. To create awareness among the CBM family (International Office, Member Associations, Regional Offices, Country Offices and partners) on the opportuni
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ty savings groups create to attain socio-economic empowerment of a significantly larger number of persons with disabilities particularly among the poorest of the poor.
B. Lobbying mainstream savings group providers and donors to promote the inclusion of persons with disabilities in their programmes as a right as a catalyst of inclusive development.
C. To highlight and illustrate the key steps and procedures that are required to link persons with disabilities through CBR programmes with existing mainstream savings groups and/or promote development of disability specific savings groups.
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Newsletter No. 15 | Highlighting the gender dimensions of education for children with
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disabilities
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Problems with education for children with disabiliti
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es in Iran“Just Like All Other Kids”: Lack of Access to Inclusive Education for Children With Disabilities in Iran
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This document will be continuously updated. Version as of April 27th, 2020
Migrant and displaced children are at heightened risk to the immedia
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te and secondary impacts of COVID-19. They often live in cramped conditions with limited access to water, sanitation, and hygiene (WASH), may be in immigration detention or “left behind,” live with disabilities, unaccompanied or separated from their families, and can be hardest to reach with accurate information in a language they understand. Migrant workers and refugees can live in the most disadvantaged urban areas, where access to essential services is already limited. Refugee and migrant children may also be prevented from accessing essential services due to legal, documentation, linguistic or safety barriers. Further, the misinformation on the spread of COVID-19 exacerbates the xenophobia and discrimination that migrant and displaced children and their families already face.
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This report is about education for children with disabilities in South Africa.
Menstruation is a natural fact of life and a monthly occurrence for 1.8 billion girls and women of reproductive age. Yet millions of menstruators a
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cross the world are denied the right to manage their monthly menstrual cycle in a dignified, healthy way. Girls and women with disabilities face even greater challenges in managing their menstruation hygienically and with dignity, often facing a double stigma due to both social norms around gender and menstruation and having a disability. This tip sheet offers a framework for supporting menstrual health and hygiene (MHH) and practical entry points for meeting the needs of menstruators with disabilities.
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Making sure that people with disabilities get the right health care to do
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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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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,
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Children, 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.
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Guidance on Disability Inclusion for GBV Partners in Lebanon