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The Disability-Inclusive Education Handbook for Teachers is a resource that was developed in Fiji to enable teachers to improve the inclusiveness of their schools and classrooms so that children with specific educational needs benefit from a quality education alongside other children.

It contains general information about creating an inclusive school, information about a range of different types of disabilities, case studies and a selection of reproducible resources in the appendices. It is hoped this provides a balance between general information to make the school a place of quality education and participation for all children, along with a degree of specific information on common impairments and approaches that may help in working with students with these impairments.

Influence & Ethics is operated jointly for Handicap International by the Advocacy Team of the Federation and by Handicap International Foundation.

Its aim is to provide information on our advocacy messages and activities, and to promote a dialogue and share analyses and ideas on policies and ethical issues related to Handicap International three main fields of intervention: reduction of armed violence, inclusive development, effective and inclusive humanitarian response

This blog post  by Diana Samarasan, executive Director of the disability Rights Find and the Disability Rights Advocacy Fund, focuses on the disadvantages faced by the disabled community in the sphere of human rights and charitable funding. The central argument is that the current system of disability funding is too fragmented, and that only a more holistic approach to funding will be able to cater to the varied needs of people with disabilities across the world

This issue of the Design for All Institute of India’s monthly newsletter higlights universal design process in Thailand. A range of topics are discussed, such as, universal design, related research, accessibility in places of worship and classrooms, and individual perspectives on accessibility from a wheelchair-user and a person with a visual impairment

Vol 10, No 6

This webpage presents useful information and materials from a forum held at London School of Hygiene and Tropical Medicine about disability and social protection. Session one set the scene on disability and social protection, and session two focused on the priorities and opportunities to build on the evidence on social protection and disability. Related summaries, audiovisuals and powerpoints are provided from the Forum

Disability and Social Protection Discussion Forum

London, UK

26 March 2015

The aim of this e-module (or pdf) is to enhance knowledge about HIV care among rehabilitation providers in Sub-Saharan Africa (SSA) to help address the needs of people living with HIV. The resource is divided into 5 sections: the role of rehabilitation in the context of HIV in SSA; what rehabilitation providers need to know about HIV in SSA; rehabilitation interventions that can help people living with HIV in SSA; what rehabilitation providers need to know about caring for children and youth living with HIV in SSA; concepts and tools for measuring rehabilitation outcomes in HIV in SSA. This current resource is a comprehensive adaptation of the 2014 Canadian e-Module for rehabilitation providers in Sub-Saharan Africa which was developed from "A Comprehensive Guide for the Care of Persons with HIV Disease (Module 7)", published by Health Canada and the Wellesley Central Hospital, Toronto, Canada, published in 1998.

This toolkit is designed as a resource for CBM that can be used in a variety of ways: to support staff induction, team meetings, refresher days and training workshops. It can also be used as a tool for personal reflection and self-study. Tips for those intending to use it as a training resource are shaded differently.

The toolkit is presented in four main chapters targeting different audiences. Chapter 1: DID an introduction; Chapter 2: DID for managers; Chapter 3: DID for programme staff; Chapter 4: Inclusive training and facilitation. The content of the four chapters can be combined and adapted as needed. The materials can be used flexibly and are not intended to be prescriptive. They are primarily intended for use by CBM staff and highlight CBM guidelines and reference documents. They are intended to give CBM staff and partners more confidence in applying disability inclusion in their work

and speaking with one voice.

Each chapter includes links to signpost other reliable resources/ websites and portals where people can find further relevant information, both external links for all users and internal links for CBM employees only. A glossary of key terms is also presented at the end in alphabetical order to aid understanding and clarity on key terms used throughout the DID toolkit

This guidance is for a broad audience including emergency professionals across settings and sectors, government, education, business, and nonprofit.
The guidance are aimed at people who may need additional, targeted response assistance to;
1. maintain their health, safety and independence in an emergency
2. receive, understand and act on emergency messages
3. evacuate during an emergency.