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Database of disability and health information resources
You can search the resource database by using the categories to the left or by typing a title, author or keywords in the search box above. Alternatively, you can browse the most recent resources below.

Towards a disability inclusive education.

SAEBONES, Ann-Marit,
BERMAN BIELER Rosangela,
BABOO Nafisa,
BANHAM Louise ,
SINGA Nidhi,
HOWGEGO Catherine ,
VUYISWA MACCLAIN-NHLAP Charlotte ,
RI Trine Cecilie
et al
January 2016

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Background paper for the Oslo Summit on Education for Development July 7th, 2015. This paper covers the four topics of the Oslo Summit: investment in education, quality of learning, education in emergencies and girls’ education. The inclusion of children with disabilities is a moral issue as well as an economic and social issue: the costs of exclusion are significant for both for the individual and for society. Disability inclusion should be mainstreamed in all policies and plans. Accessibility standards should be implemented and supported by international development cooperation. Currently, 1/3 of the 58 million out of school children are children with disabilities. Planning and budgeting by national governments and development partners needs to include children with disabilities. There is an immediate need for inclusive reporting and monitoring, for applying disability specific education indicators as well as a need for systematic collection of disaggregated data on disability, age and gender. Keys to achieving quality disability inclusive education include: requiring minimum standards of accessibility for all schools, including in emergency settings; investment in teacher training; ensuring that learning materials/resources are available in accessible formats and are easily adaptable; investment in assistive technology and devices; ensuring participation of Disabled People’s Organisations in education planning and monitoring.

CHILD AT RISK. The world’s most vulnerable children: who they are, where they live, and what puts them at risk

SOS CHILDREN'S VILLAGES INTERNATIONAL
2016

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An overview of the life situations and locations of the world’s most vulnerable children based on results from the SOS Children’s Villages Programme Monitoring Database is presented. Risk factors are outlined and the percentages of each factors are reported. The Child Vulnerability Index (CVI) is given for a large number of countries

Dengue fever

PACIFIC MEDICAL TRAINING
2016

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Symptoms of dengue fever, dengue hemorrhagic fever and dengue hemorrhagic shock are listed. The epidemiology of dengue is outlined and a map shows countries where there is risk of dengue infection worldwide. Precautions to prevent dengue and what to do if you contract dengue whilst travelling are outlined.    

Global assessment report on disaster risk reduction 2015

UNITED NATIONS OFFICE FOR DISASTER RISK REDUCTION (UNISDR)
2015

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This report assesses current trends in global Disaster Risk Management (DRM) including strategies adopted by different countries and associated costs/risks. The report concludes by advising that global DRM is strengthened in a number of areas, including improvements in the global governance structure surrounding DRM, a deepening of the global knowledge about DRM techniques and practices, and the development of more robust accountability and assessment methodologies

The Americans with disabilities act at 25 years : lessons to learn from the convention on the rights of people with disabilities

KANTER, Arlene S
2015

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“In this Article, the Author argues that the Americans with Disabilities Act (ADA) and the subsequent ADA Amendments Act (ADAAA), have not realized the goal of ensuring equality for people with disabilities. The Author suggests that the Convention on the Rights of People with Disabilities

(CRPD), adopted in 2006 by the United Nations, offers a new approach to realizing the right to equality for people with disabilities”

Drake Law Review, Vol. 63

Advancing human rights : update on global foundation grantmaking : key findings

LAWRENCE, Steven
et al
2015

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This paper analyses the current (as of 2012) state of global human rights funding. Through the use of tables, graphs and other methods of data presentation, the International Human Rights Funders Group​ (IHRFG) outline the largest grants foundations, where and how the money is spent by these foundations, and the causes which these funds are spent on

Key findings

FOUNDATION CENTER,
INTERNATIONAL HUMAN RIGHTS FUNDERS GROUP
2015

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A webpage from the Foundation Center, which gives hyperlinked access to the funding profiles of various international causes such as disability, access to justice, and gender equality. In addition there are links to the annual Key Findings on Global Foundation Grantmaking reports published by the Center 

Education for all? This is still not a reality for most children with disabilities

HANDICAP INTERNATIONAL
2015

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This advocacy briefing paper presents key information about the inclusion of children with disabilities in the education system. It highlights key facts, gaps in the provision of an equitable education system, the benefits of inclusive education and legal policy and frameworks. It outlines practical steps can be taken by education actors at different levels and suggests ways to measure progress

 

Advocacy briefing paper

Gender and disability : a way forward to overcoming multiple discrimination

HANDICAP INTERNATIONAL
2015

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This advocacy briefing paper presents key information about the inclusion of disability in gender policies and programs. It highlights key facts and issues such as women and girls with disabilities facing multiple discrimination, gaps in political and program responses and legal policy and frameworks. It outlines practical steps can be taken by development actors at different levels and suggests ways to measure progress

 

Advocacy briefing paper

Enabling education review, issue 4

ENABLING EDUCATION NETWORK
December 2015

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This newsletter contains a variety of articles about inclusive education in several countries around the world. The topics focus mostly on funding, managing and sustaining inclusive education; engaging and empowering beneficiaries in finding solutions; facilitating parental and child involvement and early childhood education

Enabling Education Review, issue 4

Disability framework : one year on : leaving no one behind

DEPARTMENT FOR INTERNATIONAL DEVELOPMENT (DFID)
December 2015

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“The DFID vision is a world where no one is left behind. A world where people with disabilities have a voice, choice and control over the decisions that affect them. Where they participate in and benefit equitably from everyday life, everywhere. Our first Disability Framework was launched in December 2014. It focused on inspiring their colleagues to do more, with support from civil society partners…This updated Framework reflects lessons they have learned over the past year and outlines the next steps we will take as an organisation to deliver their vision”

Post school transition : the experiences of students with disability

CHILDREN WITH DISABILITY AUSTRALIA (CDA)
December 2015

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The transition from school is an important period. All young people should be supported throughout this time to access options which allow them to meaningfully participate and contribute to our society as adults. Many young people with disability however have extremely poor post school transition experiences.

This report is based on the direct experience of young people with disability. The paper highlights key issues from current research, legislation and consultations with key stakeholders. It explores present and past school transition practices, barriers faced by students with disability and presents recommendations for improving outcomes and options for post school transition of students with disability

Violence against children with disabilities : legislation, policies and programmes in the EU

EQUALITY AND DIVERSITY FORUM (EDF)
December 2015

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This report "outlines relevant international and European standards and reviews national legislation and policies addressing violence against children with disabilities. The report also explores the extent and different causes, settings and forms of such violence, and presents measures and initiatives to prevent it”

Available in easy-read version from the web link provided

Washington Group presentation

LOEB, Mitchell
2015

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A brief history of the Washington Group on Disability Statistics and their development of standard questions for the collection of statistics on disability worldwide is presented. A short set of 6 questions was originally developed and an extended set of 30-35 was finalised in 2009. Two modules have been developed in partnership with UNICEF for children: one for 2-4 year olds and one for 5-17 year olds.  A module concerned with inclusive education has also been developed

Washington Group approach

LOEB, Mitchell
2015

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The general approach to the collection of statistics on disability by the Washington Group on Disability Statistics is outlined. The group uses the social model of disability, looking at what in the environment makes it difficult to participate. They use neutral language, asking about difficulties rather than disabilities and consider there to be a spectrum of disabilities (mild-severe)  

Short set of questions on disability: presentation

LOEB, Mitchell
2015

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An introduction to the set of 6 questions devised by the Washington Group on Disability Statistics to collect statistics on disability is given. The short set of questions was designed primarily for a census. It has one question for each of 6 domains of functioning: vision, hearing, mobility, communication, self care and cognition. There are 4 categories (no difficulty-cannot do). The questions were validated by testing in various countries. 

Short set of questions on disability: data collection

LOEB, Mitchell
2015

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Recommendations for data collection of the short set of 6 questions devised by the Washington Group for Disability Statistics are given. The questions are phrased to ask whether the subject has difficulty with any of the domains of functioning. They have been field validated. It is recommended that the questions are presented without initial screening questions, that the enumerators are well trained and that the translations from the original English are appropriate. Four domains are highlighted from the 6 if required by space or time. 

Washington Group tools: methodology issues

LOEB, Mitchell
2015

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The process of devising the short set of six questions by the Washington Group on Disability Statistics and recommendations for their use are discussed. The questions were cognitively tested to determine patterns of interpretation and out of scope patterns. Translations were made to give feasible language to get to the same concepts. Cognitive testing was then repeated to examine cross national comparability. Field testing of 1000 people followed. The importance of enumerator training and of using the exact questions and response categories is emphasised. 

UNICEF’S STRATEGY FOR HEALTH (2016-2030)

UNICEF
December 2015

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UNICEF envisions a world where no child dies from a preventable cause, and all children reach their full potential in health and well-being. To this end, UNICEF’s 2016-2030 Strategy for Health aims to:

 

- End preventable maternal, newborn, and child deaths

- Promote the health and development of all children

 

With the first goal, UNICEF commits to maintaining focus on the critical unmet needs related to maternal, newborn and under-5 survival. With the second, UNICEF highlights the importance of also looking beyond survival and addressing the health and development needs of older children and adolescents.

 

The Strategy emphasises the importance of prioritising the needs of the most deprived children and promotes multi-sectoral approaches to enhance child development and address underlying causes and determinants of poor health outcomes. It aims to shift UNICEF from vertical disease programmes to strengthening health systems and building resilience, including calling for better integration of humanitarian and development efforts by encouraging risk-informed programming in all contexts.

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