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Disability, CBR and inclusive development (DCID), 2011, Vol. 22 No. 1


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Original Research Articles

  • Quality of life, perceived stigma, activity and participation of people with leprosy-related disabilities in south-east Nepal
  • The face of disability in Nigeria: a disability survey in Kogi and Niger states
  • The communication deall developmental checklist - inter rater reliability
  • ‘Welcome to my life!’ photovoice: needs assessment of, and by, persons with physical disabilities in the Kumasi metropolis, Ghana
  • Rehabilitation services for persons affected by stroke in Jordan
  • CBR matrix and perceived training needs of CBR workers: a multi-country study


Brief reports

  • impact of micro credit scheme for persons with physical disabilities in Herat, Afghanistan.
  • impact of physical therapy on burden of caregivers of individuals with functional disability
  • perceptions of parents of typical children towards inclusive education


CBR matrix and perceived training needs of CBR workers: a multi-country study


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CBR Matrix, proposed in the CBR Guidelines, provides a systematic framework for organising and analysing CBR activities. A sample of experienced CBR workers, active at community level in 7 countries , were asked for information about different activities they actually carry out, so as to understand the applicability of CBR Matrix framework in the field. The CBR workers were also asked to identify their most pressing learning needs in different areas of CBR Matrix.

This study shows that CBR Matrix can be a useful framework to understand field-level activities in CBR projects. The study has identified a number of priority learning needs, in terms of different domains of CBR Matrix, and in terms of different disabilities. It also shows that globally, areas related to advocacy, lobbying, legal protection and rights-based approach, are the most important learning needs identified by CBR workers.

Making schools inclusive : how change can happen|Save the Children's experience

LEWIS, Ingrid

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This report looks at how non-governmental organisations (NGOs) can help school systems in developing countries become more inclusive. It shares experience of developing tools and approaches that have improved education for the most excluded children in society. Taking examples from 13 countries around the world it describes case study programmes that: target specific groups of vulnerable children; build inclusive school communities; promote change throughout an education system; and address financial barriers to inclusive education. This report will be of interest to policy-makers, managers and advisers in government, donors and NGOs, and to education students


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