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Publication Years
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3154
7096
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5
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Toolboxes
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1
Global Sexual and Reproductive Health Service Package for Men and Adolescent Boys
IPPF, UNFPA
(2017)
The Global Sexual and Reproductive Health Service Package for Men and Adolescent Boys has been developed to support providers of sexual and reproductive health (SRH) services to increase the range and quality of services to meet the specific and diverse needs of men and adolescent boys. This package
...
focuses specifically on the provision of such services integrated
within clinical and non-clinical contexts and follows a gender-transformative approach. It covers men and adolescent boys in all their diversity and takes a positive approach to SRH, seeing this not just as the absence of disease, but the positive expression of one’s gender, sex and sexuality. In doing so, this service package contributes to efforts to ensure universal access to sexual and reproductive health and rights (SRHR) as prioritized in the Sustainable Development Goals. This package is in no way intended to detract from the sexual and reproductive health and rights of women and adolescent girls, nor to divert resources, funding or attention from much-needed SRH services and programmes for women and adolescent girls.
more
Eradication of yaws in India | Éradication du pian en Inde - 17 April 2015, 90th Year / 17 Avril 2015, 90e Année | No. 16, 2015, 90, 161–168 | http://www.who.int/wer
This monograph presents 12 reports of successful programs serving children with special needs in various nations. The program locations and the program report titles and authors are as follows: (1) Austria: "Integration Models for Elementary and Secondary Schools in Austria" (Volker Rutte)
...
; (2) China: "Integrated Education Project, Anhui Province" (Janet C. Holdsworth); (3) Ghana: "The Community-Based Rehabilitation Programme in Ghana" (Lawrence Ofori-Addo); (4) Guyana: "Involvement of Volunteers, Parents and Community Members with Children with Special Needs" (Brian O'Toole); (5) India: "Teacher Development Initiative To Meet Special Needs in the Classroom" (N. K. Jangira and Anupam Ahuja); (6) Jamaica: "Early Intervention and Education Initiatives in Rural Areas" (M. J. Thorburn); (7) Jordan: "The Role of Institutions in Community-based Rehabilitation and in Community-based Special Education" (Andrew L. de Carpentier); (8) Jordan: "The Resource Room at the Amman National School" (Hala T. Ibrahim); (9) Netherlands: "Individual Integration of Children with Down's Syndrome in Ordinary Schools" (Trijntje de Wit-Gosker); (10) Norway: "In Harmony We Learn" (Marna Moe); (11) International: "INITIATIVES for Deaf Education in the Third World" (Andrew L. de Carpentier); and (12) Sri Lanka: "The Integrated Education of Visually Impaired Children in Sri Lanka" (B. L. Rajapakse).
more
Report of the Office of the United Nations High Commissioner for Human Rights | The present study focuses on inclusive education as a means to realize the universal right to education, including for persons with disabilities. It analyses the relevant provisions of the Convention on the Rights of Per
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sons with Disabilities, highlights good practices and discusses challenges and strategies for the establishment of inclusive education systems.
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THE RIGHT TO EDUCATION FOR CHILDREN WITH DISABILITIES ALLIANCE
Watermeyer, B., Stuurman, C., McKinney, E., et al
R2ECWD & Inclusive Education South Africa
(2017)
C2
Alternative Report to the UN Committee on the Rights of Persons with Disabilities in response to South Africa’s Baseline Country Report of March 2013 on the UN Convention on the Rights of Persons with Disabilities, with particular reference to the provisions of Article 24
Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments Specialized Booklet 3
CBM and the Global Campaign for Education 2014
A systematic literature review of education systems in low-and middle income countries commissioned by CBM
The aim with this study was to examine in what amount disabled children in South Africa can live a participating life in society, with focus on special needs schools and their capability to empower the children. The data material has been collected through eight qualitative interviews, and observati
...
ons at seven special needs schools in the country. Through my result I have distinguished three main roads to empower the children: First, to analyze social structures, secondly, to gain knowledge and awareness, and thirdly, to strengthen the children’s self-esteem. I have also analyzed the structural barriers that are hindering disabled children to participate, and illustrated this by describing social policies and their effect on special needs schools in South Africa.
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Guide | Dispositif de préparation - Intervention et redressement rapide -
Rétablissement et reconstruction
VADEMECUM | This Vademecum is intended to provide a benchmark for aid workers—whether working in the field or at a strategic level—in particular concerning the formulation and implementation of programmes of prevention or response to humanitarian crises. It is not solely a theoretical document b
...
ecause, in addition to guiding principles, it also provides concrete examples of how to ensure protection of the rights of people with disabilities, including in terms of humanitarian aid. This Vademecum has been drafted in adherence to the UN Convention on the Rights of Persons with Disabilities, which has been in force since 2006 and which reaffirms the importance of protecting the safety of people with disabilities in dangerous situations.
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Étude menée dans le cadre du Projet "Ville Handicap" dans les communes d'Antsiranana et de Mahajanga
UNICEF Child Alert | February 2018
Back in Myanmar, an estimated half million Rohingya remain largely sealed off in their communities and displacement camps, fearful that the violence and horror that had driven so many of their relatives and neighbours to fl ee would engulf them too. Today, t ... here are an estimated 720,000 Rohingya children in southern Bangladesh and Myanmar’s Rakhine State, in dire need of humanitarian assistance and protection – and looking to the outside world for help. more
Back in Myanmar, an estimated half million Rohingya remain largely sealed off in their communities and displacement camps, fearful that the violence and horror that had driven so many of their relatives and neighbours to fl ee would engulf them too. Today, t ... here are an estimated 720,000 Rohingya children in southern Bangladesh and Myanmar’s Rakhine State, in dire need of humanitarian assistance and protection – and looking to the outside world for help. more
Wild elephants and snakes, violent men lurking in the forest and human traffickers on the prowl during the night. These are among the most pressing fears identified by Rohingya children who fled fighting in Myanmar to Bangladesh, according to a new report launched today by Save the Children, World V
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ision and Plan International to coincide with the six month mark of the crisis.
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This FAQ responds to questions revolving around the topic of protecting refugee women and girls against violence. It begins with a glossary that clarifies key terms and their consequences for female refugees. The glossary will be amended and updated as required on the websites of b
...
ff and FHK.
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The education sector forms an important part of the child protection response in refugee settings, and UNHCR’s Education Strategy (2012-16) reflects a focus on refugee education as a core component of UNHCR’s protection mandate. The right to education for all children also forms part of the Unit
...
ed Nations Convention on the Rights of the Child. UNHCR’s Education Strategy promotes the importance of schools as safe learning environments, emphasises improving access to quality education for refugee children and maximises the protective benefits of participation in school. It advocates for the integration of refugee children into national education systems.
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Easy Read Version | Easy Read Report on Intellectual Disability in Ghana
