Filter
548
Text search:
teacher
attitudes
Featured
32
141
Language
Document type
412
58
24
21
12
12
4
3
2
Countries / Regions
41
20
19
17
15
15
14
14
14
12
11
10
9
8
8
8
8
7
7
7
6
6
6
5
4
4
4
4
4
4
3
3
3
3
3
3
2
2
2
2
2
2
2
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Authors & Publishers
Publication Years
Category
235
29
22
20
18
12
1
Toolboxes
132
82
32
14
10
9
9
8
7
6
5
4
3
3
3
2
2
2
1
1
1
Guidance Note A DFID practice paper
Draft Working Discussion Paper
The aim with this study was to examine in what amount disabled children in South Africa can live a participating life in society, with focus on special needs schools and their capability to empower the children. The data material has been collected through eight qualitative interviews, and observati
...
UNICEF Child Alert | February 2018
Back in Myanmar, an estimated half million Rohingya remain largely sealed off in their communities and displacement camps, fearful that the violence and horror that had driven so many of their relatives and neighbours to fl ee would engulf them too. Today, t ...
Back in Myanmar, an estimated half million Rohingya remain largely sealed off in their communities and displacement camps, fearful that the violence and horror that had driven so many of their relatives and neighbours to fl ee would engulf them too. Today, t ...
Innocenti Digest No. 13
Disability, CBR & Inclusive Development, [S.l.], v. 24, n. 3, p. 112-122, nov. 2013. ISSN 2211-5242
Children with disabilities encounter more violence in their lives than their peers without disability. Organisations involved in Community Based Rehabilitation (CBR) come across many cases of violen
...
Many groups in sub-Saharan Africa have historically linked persons with disabilities with witchcraft as a component of a wider link between accusations of witchcraft and socially marginalized populations. It is commonly assumed that traditional prejudices towards persons with disabilities are recedi
...
Knowledge based upon a descriptive literature review of applied research
CBR Advisory Working Group | Co-ordinator: Karen Heinicke-Motsch
Volume 2 - 2014
Bridging the Gap