Available in: English, French, Chinese, Spanish, Russian, Arabic, Thai, Korean, Tajik, Vietnamese, Uzbek
http://www.who.int/disabilities/cbr/guidelines/en/
Available in: English, French, Chinese, Spanish, Russian, Arabic, Thai, Korean, Tajik, Vietnamese, Uzbek
http://www.who.int/disabilities/cbr/guidelines/en/
Disaster Recovery Toolkit
Understanding Cultural Diversity in Mental Health
Reprinted from Australian Family Physician Vol. 39, No. 10, october 2010
Background paper 10
The Independent Panel for Pandemic Preparedness and Response
May 2021
Mental health and psychosocial considerations during the COVID-19 outbreak
Background paper 8
The Independent Panel for Pandemic Preparedness and Response
May 2021
Core Knowledge for Emergency Preparedness and Response
Global AIDS Update 2018
Closing Gaps
Breaking Barriers
Righting injustices
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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