Prepared by Save the Children's Disability Inclusion Working Group, this brief shares 10 things you should know about COVID-19 and persons with disabilities
This resource presents "the minimum level of educational quality and access in emergencies through to recovery. The aim of the handbook is to enhance the quality of educational preparedness, response and recovery; to increase access to safe and relevant learning opportunities for all learners, regardless of their age, gender or abilities; and to ensure accountability and strong coordination in the provision of education in emergencies through to recovery...The INEE Minimum Standards are organised in five domains: Foundation standards; Access and learning environment; Teaching and learning; Teachers and other education; personnel; Education policy"
This component of the CBR Guidelines focuses on inclusive livelihoods. It describes "the role of CBR is to facilitate access for people with disabilities and their families to acquiring skills, livelihood opportunities, enhanced participation in community life and self-fulfilment." The guideline outlines key concepts, and then presents the core concepts, examples and areas of suggested activities in each of the following five elements: Skills development; Self-employment; Wage employment; Financial services; Social protection. This guideline is useful for anyone interested in livelihood component of CBR
This component of the CBR Guidelines focuses on social component. It describes "the role of the CBR is to work with all relevant stakeholders to ensure the full participation of people with disabilities in the social life of their families and communities. CBR programmes can provide support and assistance to people with disabilities to enable them to access social opportunities, and can challenge stigma and discrimination to bring about positive social change." The guideline outlines key concepts, and then presents the core concepts, examples and areas of suggested activities in each of the following five elements: Personal Assistance; Relationships, marriage and family; Culture and arts; Recreation, leisure and sport; Justice. This guideline is useful for anyone interested in social component of CBR
"This manual provides practical advice to road safety practitioners on how to achieve a much higher proportion of users of two-wheeled vehicles wearing helmets. It follows on from the World report on road traffic injury prevention, which described evidence that setting and enforcing mandatory helmet use is an effective intervention for reducing injuries and fatalities among two-wheeler users. The manual is one of a series of documents produce by an informal consortium (WHO, the Global Road Safety Partnership, the World Bank, and the FIA Foundation for the Automobile and Society) that aims to provide guidance to countries on how to implement some of the recommendations identified within the World Report, and thus improve their overall road safety record"
This publication is in three parts: Part 1 is a short book that describes the generic partnering process from inception to conclusion. Part 2 is in the form of ‘stand alone’ tools to enable practitioners to develop effective partnerships. Part 3 includes more information about the Global Alliance for Improved Nutrition (GAIN), the issues around food fortification and case studies selected to be locally appropriate for each of the different language versions
The Index for Inclusion is a set of materials to guide schools through a process of inclusive school development. It is about building supportive communities and fostering high achievement for all staff and students.
This second edition manual comes with practical advice and questionnaires to help make schools more inclusive
This manual has been written for people working in groups. It aims to offer suggestions and ideas to people and organisations who are beginning new groups, or planning to do so and who have limited experience of running a group. It will also be useful for trainers and facilitators who have been running groups for some time or who are helping others set up their own groups. It has developed from experiences of people living with HIV who have been working together in groups around the world. It is practical in focus and written in accessible language, with checklists, examples and tips throughout. Part 1 looks at why we set up groups and the benefits of group working. Part 2 looks at the practicalities of setting up groups, organising meetings and keeping the group going. Part 3 looks at some skills and activities for developing and maintaining positive group dynamics. Part 4 explains how to develop a project step-by-step, from planning to evaluation. Part 5 offers advice on finding sources of funding, Part 6 deals with disclosure issues, and Part 7 looks at advocacy and campaigning at all levels
This convention is addressed to State parties outlining the prohibition of the use, stockpiling, production and transfer of anti-personnel mines and on their destruction. It outlines 22 articles on obligations, international cooperation and ground rules in which States Parties are bound to comply. It states victim assistance duties for care and rehabilitation and stresses the role of public conscience for the ban of anti-personnel mines