The WHO Disability-Inclusive Health Services Training Package is a companion to the “WHO Disability-Inclusive Health Services Toolkit: A resource for health facilities in the Western Pacific Regio...n” published by WHO in 2020. This package offers a range of additional training materials including presentations, workbooks and videos that will allow users to develop the foundational skills and understanding of the Toolkit for its implementation. Together the Toolkit and Training Package will help ensure equitable access to health services, best-quality outcomes and improved quality of life for all people with disabilities to achieve universal health coverage.
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WHO MiNDbank is an online platform bringing together country and international resources, covering mental health, substance abuse, disability, general health, human rights and development. It is part of WHO’s QualityRights campaign to end violatio...ns against people with mental disabilities. MiNDbank aims to facilitate dialogue, advocacy and research, to promote reform in these areas in line with international human rights and best practice standards.
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Series on Disability-Inclusive Development. This publication introduces the key concepts for disability-inclusive development and highlights practical examples by CBM, to contribute to the dialogue ...on disability-inclusive development
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LESOTHO COPDAM BASELINE STUDY 2013
Webinar.
The purpose of this booklet is to help readers understand why data on children with disabilities are currently inadequate, the difficulties that surround the gathering of high-quality data on disabled children, and why there is a real need to improve the collection, analysis, dissemination... and use of disability data.
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The report surveyed 9 leading bilateral and multilateral education donors in respect of their approach to disability-inclusive education.
This document contains guidance for strengthening the disability inclusiveness of MHPSS responses and programmes in emergency settings. It is intended to supplement the IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings ...(2007).
Overall Objective
To consider and address the mental health and psychosocial support (MHPSS) requirements of persons living in emergency settings with all types of disabilities on an equal basis to the MHPSS requirements of all persons, using a human rights-based approach and implementing social-ecological frameworks.
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A Resource Book of Inclusive Practices
The guide contains valuable tools for wound care and the rehabilitation of people affected by Buruli ulcer. It is also helpful for peripheral health centres in areas where Buruli ulcer is endemic and to people and their families affected by the disease
The purpose of this document is to share good practices and processes concerning the inclusion of disability issues in HIV policy and programming, drawing on specific experiences in Senegal, Ethiopia, Kenya, Rwanda and Cambodia and on lessons learne...d at international AIDS conferences.
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This toolkit is intended to support GBV staff to build disability inclusion into their work, and to strengthen the capacity of GBV practitioners to use a survivor-centered approach when providing services to survivors with disabilities.
The tools a...re designed to complement existing guidelines, protocols and tools for GBV prevention and response, and should not be used in isolation from these. GBV practitioners are encouraged to adapt the tools to their individual programs and contexts, and to integrate pieces into standard GBV tools and resources.
You can download from English, French and Arabic Version
http://www.womensrefugeecommission.org/research-resources/building-capacity-for-disability-inclusion-in-gender-based-violence-gbv-programming-in-humanitarian-settings-overview/
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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, create a richer friendship network, and have positive li...fetime 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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Background paper for the Oslo Summit on Education for Development
UNICEF's global work on statistics and monitoring the situation of children & women
As the Convention of the Rights of Children recognizes, children are human beings with a distinct set of rights, and not the passive objects of care and charity. They deserve to be full participants in society, and to live lives free of poverty. But for children, living in poverty is particularly im...pactful. The foundations for life are built in childhood. In the early part of our lives, our bodies and brains develop their capacities to function and interact with the world. We learn the social skills we need to fit into society, and acquire the human capital necessary to earn a living, support a family, and to fully take part in the life of our community Poverty can stunt this development. So can the onset of a disability. As the World Report on Disability (WHO/World Bank 2011) points out, people with disabilities are all too often excluded from the economic and social lives of their community. And the interaction between disability and poverty has the potential to develop a vicious circle that can greatly limit life opportunities.
Working Paper Series: No. 25
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