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According to the National Institute of Statistics and Demography (NSID) 168,094 persons out of Burkina Faso’s 14,017,262 inhabitants are living with a physical, sensory or mental disability. The n
...
umbers are questioned as the effort to collect in-depth statistics has not been great. Furthermore, much of the statistics is only collected in more densely populated provinces and towns and not in smaller rural communities. Handicap International (HI) estimates that the number is as high as 7 per cent.
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This note provides information and practical guidance to support gender-based violence (GBV) practitioners to integrate attention to disability into GBV prevention, risk mitigation
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and response efforts during the COVID-19 pandemic. This document complements other resources relating to GBV and COVID-19 and assumes that the user is already familiar with common GBV prevention, risk mitigation and response approaches.
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Including Children with Disabilities in Primary School: The Case of Mashonaland, Zimbabwe
Marcella Deluca, Carlo Tramontano, Maria Kett
Leonard Cheshire Disability and Inclusive Development Centre
(2014)
C2
Working Paper Series: No. 26
Report of the Office of the United Nations High Commissioner for Human Rights | The present study focuses on inclusive education as a means to realize the universal right to education, including for
...
persons with disabilities. It analyses the relevant provisions of the Convention on the Rights of Persons with Disabilities, highlights good practices and discusses challenges and strategies for the establishment of inclusive education systems.
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Agenda 2030 Sustainable Development Goals - easy read
IDA-IDDC Supported by Australian DFAT, Finland MOFA, CBM, Light for the World and Handicap International
International Disability Alliance; International Disability and Development Consortium
(2015)
C1
Agenda 2030: Sustainable Development Goals (SDGs)
An easy read introduction to the SDGs which will be adopted in September 2015 at the United Nations General Assembly.
This easy read version was developed by the International Disability Alliance (
...
IDA) and the International Disability and Development Consortium (IDDC), supported by Australian Department of Foreign Affairs and Trade (DFAT), Finland Ministry of Foreign Affairs (MOFA), CBM, Light for the World and Handicap International. All images are by CHANGE.
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Increasing inclusion of persons with disabilities
Dr Jean-François Trani and Dr Betsy VanLeit
Leonard Cheshire Disability and Inclusive Development Centre, UCL
(2010)
C1
Reflections from disability research using the ICF in Afghanistan and Cambodia | Working Paper Series: No. 11
This guide presents information about the 2030 Agenda, how it connects to the United Nations Convention on the Rights of Persons with Disabilities (UN CRPD) and explores ways for persons with disabilities to be influential
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and participate in how they are achieved.
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International Conference on AIDS and STIs in Africa (ICASA) 2013 | 7th – 12th December | Cape Town, South Africa
This brief presents and addresses some of the challenges that prevent internally displaced persons with disabilities and other vulnerable population groups (elderly, injured persons, pregnant women,
...
etc.) in camp settings from accessing humanitarian services in Iraq and impede on the development of an inclusive humanitarian response.
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Comprehensive Sexuality Education and Adolescents Sexual and Reproductive Health
This study attempts a comprehensive qualitative and quantitative analysis of un-annotated bibliographic listing of books and citations compiled on specific learning
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disability published by researchers in India.
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The Ministry of Education, Arts and Culture (MoEAC) has been implementing the Integrated School Health Programme in various forms since before the country attained political independence in 1990. Sc
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hool health goes beyond the physical health of the learner, in that it includes the holistic wellbeing of the individual learner, meaning that the school environment should be safe and conducive to learning. The National Safe Schools Framework (NSSF) is an exciting dimension of the Integrated School Health Programme. The Programme focuses on promoting the health, safety and wellbeing of learners and other school stakeholders in Namibia, and the NSSF was developed to provide practical guidance to the schools and school stakeholders on how to systematically improve the standards of school safety, and how to develop a culture of care in any school.
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Prevalence of Physical Disability among Urban Community-dwelling Adults in Sri Lanka
Weerasinghe, I.F., Foneska, P., Dharmaratne, S.D., & Jayatilake, J.A.M.S.
Disability, CBR & Inclusive Development Journal (DCIDJ)
(2015)
Assessment of physical disability at the community level is essential for rehabilitation and supply of services. This study aimed to assess the prevalence of physical
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disability among adults in an urban community in Sri Lanka.
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The Community Action Research on Disability (CARD) programme in Uganda embraced and modified the EDR approach, recognising the need for including people with
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disability in the research process from concept to outcome, and nurturing participation and collaboration between all the stakeholders in achieving action-based research. T
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BioMed Central; BMC International Health and Human Rights (2016) 16:20; DOI 10.1186/s12914-016-0094-y
Webinar.
The purpose of this booklet is to help readers understand why data on children with disabilities are currently inadequate, the difficulties that surround the gathering of high-quality data on disabled children, and why there is a real need
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to improve the collection, analysis, dissemination and use of disability data.
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International technical guidance on sexuality education. An evidence-informed approach.
UNESCO
(2018)
CC
This revised and fully updated edition of the
International technical guidance on sexuality education
benefits from a new review of the current evidence,
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and reaffirms the position of sexuality education within a framework of human rights and gender equality. It promotes structured learning about sex and relationships in a manner that is positive, affirming, and centered on the best interest of the young person. By outlining the essential components of effective sexuality education programmes, the Guidance enables national authorities to design comprehensive curricula that will have a positive impact on young people’s health and well-being.
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