the aid library

LIST OPTIONS

Filter

2923

Sort by:

Direction:

Download (202)

View PDF (203)

People's charter for health

People's Health Movement People's Health Assembly (2012) C1

The People’s Charter for Health is a statement of the shared vision, goals, principles and calls for action that unite all the members of the PHM coalition. It is most widely endorsed consensus document on health since the Alma Ata Declaration Available in different languages

Download (586)

View PDF (1057)

Joint Submission on Universal Periodic Review for Uganda

National Union of Disabled Persons of Uganda (NUDIPU) (2011) C1

Download (743)

View PDF (1892)

The disability situation in Ghana

Ghana Federation of the Disabled (2015) C1

Accessed Sept. 2, 2015

Download (660)

View PDF (1073)

Persons With Disability Act, 2006

Ghanaian Parliament (2006) C1

Download (557)

View PDF (2065)

Young People and Alcohol. A resource book

Yvonne Bonomo, Cornelius Goos, John Howard et al. World Health Organization, Western Pacific Region (2015) C_WHO

Download (474)

View PDF (1115)

“Do not remain silent”: Survivors of Sexual violence in South Sudan call for justice and reparations

Amnesty International (2017) C1

Download (193)

View PDF (256)

Toolkit for safe listening devices

World Health Organization WHO (2019) C_WHO

Download (112)

View PDF (165)

Childhood trauma: Discussion and policy solutions

Voices for Georgia´s Children Voices for Georgia´s Children (2004) C1

Our goal at Voices for Georgia’s Children is to help decision-makers craft and implement policies that ensure Georgia’s children grow up to be healthy, educated and productive citizens. To that end, we have developed a comprehensive policy agenda focused on early childhood, child health and disc... more

Download (885)

View PDF (1637)

Attitudes of the Public in India towards People with Intellectual Disabilities

Gary N. Siperstein, Ph. D. Keerthi Sugumaran, Jennifer Norins Bardon, Robin C. Parker, M.S. University of Massachusetts Boston (2004) CC

Download (237)

View PDF (336)

Teaching Children with Disabilities in Inclusive Settings

United Nations Educational, Scientific and Cultural Organization (UNESCO) (2015) CC

Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments Specialized Booklet 3

Download (413)

View PDF (772)

Bangladesh: Transforming the lives of young people

International HIVAIDS Alliance; LINKUP (2016) C1

Case Study

Download (218)

View PDF (349)

The 2030 Agenda: THE INCLUSION OF PERSONS WITH DISABILITIES

International Disability Alliance (IDA) & International Disability and Development Consortium (IDDC) (2015) C2

COMPREHENSIVE GUIDE

Download (181)

View PDF (229)

Zambia Federation of disability organizations (ZAFOD) Country Report

Simate Smate and Yvonne Zimba SAFOD RESEARCH PROGRAMME (SRP) (2019) C1

Accessed June 17,2019

Download (653)

View PDF (706)

Facts on Disability and Child Labour

International Labour Organization (ILO) & Kingdom of the Netherlands (2011) C2

Download (238)

View PDF (482)

Standard Rules on the Equalization of Opportunities for Persons with Disabilities

United Nations (1994) CC

Download (97)

View PDF (1165)

COVID-19! How Can I Protect Myself and Others?
recommended

Smithsonian Science Education Center (2020) C1

This curriculum will help you, and your community, understand the science of the virus that causes COVID-19 and other viruses like it. It will help you to figure out how this virus is impacting or affecting you or may impact you in the future. It will help you to understand the actions that you can ... more

Download (213)

View PDF (299)

The Global Status Report on Preventing Violence Against Children 2020 - Executive Summary
recommended

UNICEF; WHO; et al. (2020) C_UNICEF

The report – Global Status Report on Preventing Violence Against Children 2020 – is the first of its kind, charting progress in 155 countries against the “INSPIRE” framework, a set of seven strategies for preventing and responding to violence against children. The report signals a clear need... more

Download (88)

View PDF (122)

Integrated Management of Newborn and Childhood Illness, Part 1 Blended Learning Module for the Health Extension Programme

HEAT, UNICEF, Open University, AMREF, WHO Ministry of Health, Federal Democratic Republic of Ethiopia (2011) C1

These Blended Learning Modules cover the full range of health promotion, disease prevention, basic management and essential treatment protocols to improve and protect the health of rural communities in Ethiopia. A strong focus is on enabling Ethiopia to meet the Millennium Development Goals to reduc... more

Download (108)

View PDF (787)

Guidance Note: Qualitative Assessment Approaches for the Protection of Children with Disabilities Within Humanitarian Contexts

The Alliance for Child Protection in Humanitarian Action (2023) C1

Children with disabilities are particularly vulnerable in humanitarian settings, yet they are often not able to access the services and protection they need. While multiple factors create these barriers, a major cause is how data about children with disabilities is collected and mapped. Data collect... more

Download (170)

View PDF (160)

How to support survivors of gender-based violence when a GBV actor is not available in your area

Inter-Agency Standing Committee (2023) CC

KEY MESSAGES Always talk to a GBV specialist first to understand what GBV services are available in your area. Some services may take the form of hotlines, a mobile app or other remote support. Be aware of any other available services in your area. Identify services provided by humanitarian pa...rtners such as health, psychosocial support, shelter and non-food items. Consider services provided by communities such as mosques/ churches, women’s groups and Disability Service Organizations. Remember your role. Provide a listening ear, free of judgment. Provide accurate, up-to-date information on available services. Let the survivor make their own choices. Know what you can and cannot manage. Even without a GBV actor in your area, there may be other partners, such as a child protection or mental health specialist, who can support survivors that require additional attention and support. Ask the survivor for permission before connecting them to anyone else. Do not force the survivor if s/he says no. Do not proactively identify or seek out GBV survivors. Be available in case someone asks for support. Remember your mandate. All humanitarian practitioners are mandated to provide non-judgmental and non-discriminatory support to people in need regardless of: gender, sexual orientation, gender identity, marital status, disability status, age, ethnicity/tribe/race/religion, who perpetrated/committed violence, and the situation in which violence was committed. Use a survivor-centered approach by practicing: Respect: all actions you take are guided by respect for the survivor’s choices, wishes, rights and dignity. Safety: the safety of the survivor is the number one priority. Confidentiality: people have the right to choose to whom they will or will not tell their story. Maintaining confidentiality means not sharing any information to anyone. Non-discrimination: providing equal and fair treatment to anyone in need of support. If health services exist, always provide information on what is available. Share what you know, and most importantly explain what you do not. Let the survivor decide if s/he wants to access them. Receiving quality medical care within 72 hours can prevent transmission of sexually transmitted infections (STIs), and within 120 hours can prevent unwanted pregnancy. Provide the opportunity for people with disabilities to communicate to you without the presence of their caregiver, if wished and does not endanger or create tension in that relationship. If a man or boy is raped it does not mean he is gay or bisexual. Gender-based violence is based on power, not someone’s sexuality. Sexual and gender minorities are often at increased risk of harm and violence due to their sexual orientation and/or gender identity. Actively listen and seek to support all survivors. Anyone can commit an act of gender-based violence including a spouse, intimate partner, family member, caregiver, in-law, stranger, parent or someone who is exchanging money or goods for a sexual act. Anyone can be a survivor of gender-based violence – this includes, but isn’t limited to, people who are married, elderly individuals or people who engage in sex work. Protect the identity and safety of a survivor. Do not write down, take pictures or verbally share any personal/identifying information about a survivor or their experience, including with your supervisor. Put phones and computers away to avoid concern that a survivor’s voice is being recorded. Personal/identifying information includes the survivor’s name, perpetrator(s) name, date of birth, registration number, home address, work address, location where their children go to school, the exact time and place the incident took place etc. Share general, non-identifying information To your team or sector partners in an effort to make your program safer. To your support network when seeking self-care and encouragement. more

COVID-19! How Can I Protect Myself and Others? recommended

The Global Status Report on Preventing Violence Against Children 2020 - Executive Summary recommended

COVID-19! How Can I Protect Myself and Others?
recommended

The Global Status Report on Preventing Violence Against Children 2020 - Executive Summary
recommended