This article provides facts about gender disparities and mental health, gender specific risk factors and gender bias. Links are provided to related resources
for a WASH programme to be inclusive, it has to respond to the local context. This factsheet provides a checklist of some of the issues to take into account to make WASH programmes more inclusive
This leaflet provides a list of considerations for those seeking to develop inclusive emergency plans. The leaflet contains practical advice and tips on how to do things like identify available resources and develop the emergency plan itself, as well as a checklist to help ensure emergency kits are appropriately stocked.
This drawing illustrates an inclusive (modern and well equipped) classroom environment. Here are some of the recommendations illustrated:
• Group seating arrangement to promote group working, peer to peer support and buddy systems.
• Use visual supports eg, timetable in pictures.
• Accessible and child friend classroom: ramps, low reach blackboards, large window to let in light, easy maneuverability, accessible teaching and learning materials.
• Interactive teaching methods, supported by a specialist itinerant teacher (eg sign language or braille experts).
Challenges faced by learners during education transition from class to class or school to school and ways in which these transitions can be made more inclusive and supported are presented.
Within the overall humanitarian response architecture, the Global Protection Cluster (GPC) works to improve the predictability, leadership, effectiveness and accountability of response to ensure that protection is central to humanitarian action. It is the GPC's responsibility to engage in three key areas: standards and policy setting, building response capacity, and operational support. Through the systematic application of an Age, Gender and Diversity (AGD) approach, it seeks to ensure that all individuals in affected communities have access to their rights on an equal footing. Various Essential Guidance and Tools are available in each of the areas of age, gender and diversity (persons with disabilities and minorities and indigenous people).
This guidance considers how self help groups are supported and the factors that are needed to ensure that they are functional, inclusive and sustainable.
This was a small-scale enquiry that involved looking at case studies from six partners that employ self-help group development for a range of purposes and in a range of geographical locations. A questionnaire was used by project officers with each of the six selected projects, and the resulting information was analysed by a group from CBMA’s International Programs department, with key areas of learning identified from this discussion. Findings are not comprehensive or conclusive and there is not one model for success. Instead the aim is to draw some useful tips from partners’ experiences.
This website provides news and updates about the COVID-19 pandemic from United Nations partners and international humanitarians. Emergency funding, coordination, and ensuring safe and effective humanitarian operations are highlighted. An infographic shows the COVID-19 pandemic in locations with a Humanitarian Response.
In response to the COVID-19 outbreak, INGSA has created this information hub to aggregate and share the resources and discussions relating to how science advice and evidence functions in emergencies
The NHS have produced an ‘easy on the i’ information design service within the Learning Disability Service at Leeds and York Partnership NHS Foundation Trust. A repository of images has been created to help support the creation of easy to read documents.
This document gives a brief and condensed overview of the background and activities of the Africa Campaign on disability and HIV and AIDS. It is useful for everybody who would like to learn more about this disability and HIV and AIDS initiative
