Chapter 13 in Stone, E. (ed.) 1999: Disability and Development: Learning from action and research on disability in the majority world, Leeds: The Disabili
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ty Press pp. 210-227
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With the recent advances in medicine, the survival rate of clients with
severe burns has improved. This has resulted in greater demand for rehabilitation services. One of the major goals for rehabi
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litation programmes is to restore these clients to their pre-trauma activity levels. However, there is not much research on the subject.
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This study explores the knowledge of primary school teachers in
identifying children with learning disabilities.
Open Access Maced J Med Sci. 2017 Mar 15; 5(1):37-41.
This document addresses the issue of the medical and rehabilitative care of persons with physical disabilities. It is understood that this policy is to be integrated with the policy documents
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of other advisory working groups. It should also be emphasised that the physical disability work of CBM occurs within the context of CBM’s Disability and Development Policy, with a human rights perspective and working toward full inclusion of people with disabilities within
their society.
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Funded by CBM: www.cbm.org
Available in Chinese, English, French, Russian and Spanish; WHO and UNICEF policy brief, 19 April 2021
Persons with disabilities are disproportionately impacted by COVID-19, both directly because of infection, and indirectly because
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of restrictions to reduce the spread of the virus. Persons with disabilities are a diverse group, and the risks, barriers and impacts faced by them will vary in different contexts according to, among other factors, their age, gender identity, type of disability, ethnicity, sexual orientation, and migration status.
This document presents considerations and actions for the following stakeholders to ensure equity in access to vaccination against COVID‑19 for persons with disabilities
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Original publication developed by CBM. CBM is an international Christian disability & development organisation committed to improving the quality of life
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of persons with disabilities in the poorest parts of the world. www.cbm.org
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Diabetes mellitus is a leading cause of mortality and reduced life expectancy. We aim to estimate the burden of diabetes by type, year, regions, an
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d socioeconomic status in 195 countries and territories over the past 28 years, which provide information to achieve the goal of World Health Organization Global Action Plan for the Prevention and Control of Noncommunicable Diseases in 2025. Data were obtained from the Global Burden of Disease Study 2017. Overall, the global burden of diabetes had increased significantly since 1990. Both the trend and magnitude of diabetes related diseases burden varied substantially across regions and countries. In 2017, global incidence, prevalence, death, and disability-adjusted life-years (DALYs) associated with diabetes were 22.9 million, 476.0 million, 1.37 million, and 67.9 million, with a projection to 26.6 million, 570.9 million, 1.59 million, and 79.3 million in 2025, respectively. The trend of global type 2 diabetes burden was similar to that of total diabetes (including type 1 diabetes and type 2 diabetes), while global age-standardized rate of mortality and DALYs for type 1 diabetes declined. Globally, metabolic risks (high BMI) and behavioral factors (inappropriate diet, smoking, and low physical activity) contributed the most attributable death and DALYs of diabetes. These estimations could be useful in policy-making, priority setting, and resource allocation in diabetes prevention and treatment.
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Guidance on Disability Inclusion for GBV Partners in Lebanon
Accessed July 4, 2019
Around one in four adults has at least one mental health need at any time, and in the next 20 years the number of British people expected to suffer from dementia will grow by 40 per cent. Even though you might not be working i
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n a setting specifically caring for people with mental health conditions, dementia and learning disabilities, it is still important to have some awareness of the signs and symptoms. This will help you to show compassion and care when you observe any behaviour that seems unusual or difficult to understand, and to be aware of the need to consult more experienced staff about behaviours if necessary.
Chapter 5: Introducing practical healthcare
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ScientificWorldJournal. 2007 Nov 12;7:1799-809.
Research indicates that family reaction to the birth of a disabled child changes according to the type of
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disability and the child's diagnostic category. The differences are probably an indirect consequence of anticipated or actual reactions by those surrounding the disabled child and the family, in addition to parental reactions. Many researchers have recently mentioned the positive coping and functioning of many families with developmentally disabled children. In the past there was a tendency to emphasize issues of illness and pressures, spousal strain and maladjustment within the family, while presently they are replaced with questions concerning positive adjustment, satisfaction, acceptance, and spousal harmony. Rather than perceiving the family as a helpless victim, it is perceived as a unit that adapts by a process of structuring. Professionals must acknowledge the importance of the family, this change towards a positive attitude towards disability and that the controls decisions concerning the disabled child and the family.
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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, increase peer acceptance, increase self esteem, creat
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e 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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Guidance on Disability Inclusion for GBV Partners in Lebanon