These easy to use e-learning modules will teach you different strategies to use at home with your child. This course focuses on supporting you on how to use everyday play and home activities as opportunities for learning and development. Specificall
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y, how to support your child to improve their communication, how to engage and interact with them, and how to encourage positive behaviour and teach them new skills for everyday life.
Including Autism
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This checklist is intended to heighten the awareness and sensitivity of personnel to the importance of cultural diversity and cultural competence in human service settings. It provides concrete examples to demonstrate values and engage in practices that promote a culturally diverse and culturally co
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mpetent service delivery system fo rchildren with disabilities or special health care needs and their families.
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This report presents the findings from a ‘deep dive’ undertaken by UNICEF East Asia and the Pacific Regional Office to consider the experiences in Cambodia, Indonesia, the Lao People’s Democratic Republic, Malaysia, Myanmar, the Philippines and the Pacific. The target audience for this report
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includes OPDs and humanitarian actors at global, regional, and country levels.
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Chapter 2 in "Latest Findings in Intellectual and Developmental Disabilities Research" Edited by Üner Tan, ISBN 978-953-307-865-6, 404 pages, Publisher: InTech, Chapters published February 15, 2012 under CC BY 3.0 license | Intellectual and Develop
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mental Disabilities presents reports on a wide range of areas in the field of neurological and intellectual disability, including habitual human quadrupedal locomotion with associated cognitive disabilities, Fragile X syndrome, autism spectrum disorders, Down syndrome, and intellectual developmental disability among children in an African setting. Studies are presented from researchers around the world, looking at aspects as wide-ranging as the genetics behind the conditions to new and innovative therapeutic approaches. (All chapters available online: https://www.intechopen.com/books/latest-findings-in-intellectual-and-developmental-disabilities-research)
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Barriers to Full Realization of Human Rights for Women and Children with Disabilities
This report found that many people with disabilities enter institutions as children and remain there for their entire lives. Most of these institut
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ions visited by Human Rights Watch researchers did not provide for more than people’s basic needs, such as food and hygiene, with scarce contact with the community and little opportunity for personal development. Some residents are tied to their beds and given sedatives to control them.
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The study was designed to understand the attitudes of parents of children with intellectual disabilities,
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with regard to the management of problematic behaviour of their children, and to identify whether the mothers or the fathers had more positive attitudes.
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This article describes a Community-Based Participatory Approach (CBPA) for children with intellectual disability in Endosulfan affected areas of Kasaragod district in Kerala state of India. The CBPA
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strategy evolved from Community Based Rehabilitation (CBR) and was led by Local Self-Government (LSG) members. It involves a four-pronged approach encompassing family, community, service centres and LSG, with a focus on income generation activities and creation of employment opportunities. The CBPA model considers the cultural
uniqueness and limited resources in areas where the unscientific and extensive use of pesticides has led to high prevalence of multiple deformities including intellectual disabilities.
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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 immediate and secondary impacts of COVID-19. They often live in cramped conditions
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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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From Exclusion to Inclusion
Disability Fact Sheet #13 (FS13)
Information Booklet for Parents
Dissertation submitted in part fulfilment of the requirements for a Masters degree at the Centre for International Health and Development (CIHD) at University College London (UCL) Institute of Child Health (ICH)
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cly available on the source website
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