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Published at the same time as the Inter-Agency Standing Committee (IASC) Guidelines on Inclusion of Persons with Disabilities in Humanitarian Action, this report aims to support their uptake and promote learning by example. This report presents 39 short case studies on inclusive practices for persons with disabilities in humanitarian action and disaster risk reduction (DRR). It is designed for humanitarian stakeholders with limited experience of working with and for persons with disabilities, as well as for organizations of persons with disabilities (OPDs) planning to engage in humanitarian action and DRR. The report draws lessons from field practices, but does not provide technical guidance. The IASC Guidelines are the reference document to seek in-depth theoretical and technical information

The case studies focus on:

• Inclusive disaster risk reduction and preparedness
• Collecting and using disability disaggregated data for assessments and programming.
• Participation of persons with disabilities and their representative organizations in humanitarian response and recovery
• Removing barriers to access humanitarian assistance and protection.
• Influencing coordination mechanisms and resource mobilization to be inclusive

The evidence presented in this report was identified in 2017-2018 through a desk review of publicly available reports and internal documents on projects implemented by CBM, HI and IDA members, as well as their partners and affiliate members. Field visits to Lebanon, Jordan, Kenya, Nepal, and the Philippines conducted in 2018 also informed the case-study collection and documentation

This guide provides tips for people with disabilities and their caregivers to properly handle prescriptions and manage medications. Practical advice is given on:

• How to read medication labels
• Managing medications at home
• Medication strategies for people with visual impairments
• Medication management for people with a physical disability and/or mobility limitations
• Medication management for people with intellectual disabilities
• Tips for effective medication management as the caregiver of a person with a disability

These guidelines were developed to advance understanding of the needs and challenges of persons living with deafblindness and to promote their inclusion in society. The target audience are members of the CBM Federation with particular interest to, among others staff at Regional and Country Offices, Member Associations, co-workers, partners (including governments, education agencies, public and private service providers, and professionals), as well as persons living with deafblindness and their families.

Part One gives an overview of the impact deafblindness can have on an individual’s development and learning. It emphasises the need for a continuum of services and programmes, including early detection, referral, educational input, and family support.

Part Two outlines components of education and rehabilitation programmes. It provides guidelines on communication, holistic assessment procedures, assistive devices, advocacy and self-determination, transition planning, and discusses the importance of on-going regular access to health and therapeutic services.

Part Three considers how to improve and expand existing services through the provision of on-going personnel capacity building, and through networking with key stakeholders, to consider intersecting issues and service expansion. Each section includes an overview of the topic explored, some case studies and considerations for service implementation.

Research articles are:

• Stereotypes about Adults with Learning Disabilities: Are Professionals a Cut Above the Rest?
   
• Perceptions of Primary Caregivers about Causes and Risk Factors of Cerebral Palsy in Ashanti Region, Ghana
   
• Changes in Social Participation of Persons Affected by Leprosy, Before and After Multidrug Therapy, in an Endemic State in Eastern India
   
• Users’ Satisfaction with Assistive Devices in Afghanistan
   
• Perceived Benefits and Barriers to Exercise among Physically Active and Non-Active Elderly People

Brief reports are:

• The GRID Network: A Community of Practice for Disability Inclusive Development
   
• A Preliminary Report of the Audiological Profile of Hearing Impaired Pupils in Inclusive Schools in Lagos State, Nigeria

An experiential report is given:

• MAANASI - A Sustained, Innovative, Integrated Mental Healthcare Model in South India

The 2030 and Counting pilot project sought to give youth with disabilities a seat at the table on the SDGs – providing them with the tools and confidence they need to become their own agents of change. This report provides an overview of the project, together with learnings and recommendations for the future.

In its pilot year, 2030 and Counting brought together young women and men with disabilities and DPOs from Kenya, the Philippines and Zambia to report on and advocate for their rights through the framework of the SDGs

The project had three consecutive phases: Training, Story gathering (data collection) and Influencing. 

In total, 332 reports were collected between June and September 2018. The highest number of reports were submitted under the theme of Education (44%), followed by Work (33%), and Health (14%). The category of Other, which almost entirely focused on discrimination in daily life, accounted for 8%. 80% of reporters had smartphones, offering the potential to increase the use of this feature in future.
 

The primary aim of this documentation is to provide a deeper understanding of how Save the Children projects have applied more inclusive concepts in not only changing the lives of children with disabilities, those living in poverty or children from ethnic minority populations, their families and communities, but in catalysing changes in policies and practices to the education system to benefit all learners. The stories follow a common structure describing the background of the project, a description of an approach that has worked especially well in the project, followed by stakeholder and partner engagement, participation of children, key milestones and significant challenges, scalability and sustainability, recommendations for replication and contact links for project tools and materials. A selection of practical tools and models have been attached as annexes.

ADD Capacity Building Tools and Learning reviews:

Three Circles Tool -  a tool for assessing capacity. 

The three circles tool supports organisational capacity building in the following ways:

• To support discussion and learning within partner DPOs on the key aspects of organisational capacity.
• To analyse gaps and weaknesses in organisational capacity, and to identify and prioritise practical action needed to address these.
• To identify specific organisational capacity building support needed from ADD/other sources to address the issues raised.
• To track progress on strengthening organisational capacity over time.

Bangladesh Capacity Building Learning Review.

Cambodia Capacity Building Learning Review and Annex.

Cross-cutting Capacity Building Learning Review.

This Collection is a joint initiative of the European Network on Independent Living (ENIL) and the European Disability Forum (EDF). It features examples from different EU Member States, which to a different extent facilitate the right to live independently in the community.

The examples are divided into four areas, presented in different chapters:

• Legislation and funding: State Funded Peer-Counselling – Estonia; Direct Payments – Ireland.
• Community-based support: Peer-Counselling for women with disabilities – Austria; Supported living for adults with intellectual disabilities – Croatia; Supported Decision-Making – The Czech Republic; Mobile Mental Health Units – Greece; Personal Assistance for People with Complex Disabilities – Sweden .
• Involvement of disabled people: Co-Production in Social Care – United Kingdom; Participation of Organisations of People with Disabilities – Italy
• Self-advocacy: Self-Advocacy of Disabled People – Romania

Research included a national survey (120 people), semi structured interviews, data gathering and regional workshops. Regional workshops were held in Cuzco and Arequipa in the south of the country; Chiclayo in the north, Cañete por Lima provinces; a workshop in Lima only with people with Down syndrome and another with deafblind people.

SDG 4,5,8,13,16 are particularly discussed and conclusions drawn