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1
This facilitator manual is aimed at trainers of a three-day
‘Integrating VAC prevention and response into HIV settings’
course. It is for use by all facilitators who are delivering the
training.
For emergency relief staff
Barriers to HIV Services and Treatment for Persons with Disabilities in Zambia
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Abuses against Women and Girls with Psychosocial or Intellectual Disabilities in institutions in India
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th Africa’s nine provinces showed that children with disabilities face discriminatory physical and attitudinal barriers, often beginning early in children’s lives when government officials classify them according to their disabilities. Human Rights Watch August 2015
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Global Education Review, 3(3).4-27
Teachers for All: Inclusive Teaching for Children with Disabilities Collaborating globally to promote Inclusive Development
Ingrid Lewis and Sunit Bagree
International Disability and Development Consortium’s Inclusive Education Task Group
(2013)
CC
Training Manual on Interpersonal Violence Prevention and Stress Management in Health Care Facilities
In many contexts, the safe delivery of health care services is challenged by the lack of respect for health care personnel who face insults, threats and violence. Consequences include the disruption of health services, high staff turnover in health facilities, high levels of stress impacting the qua
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lity of the services and health care personnel being forced to flee. This manual intends to complement the existing training materials and is aimed at supporting staff in health care facilities to cope with stress and violent experiences, including how they can protect themselves by de-escalating potentially violent situations.
No publication year indicated more
No publication year indicated more
Inclusive Project Cycle Management - This Inclusive Project Cycle Management (IPCM) training package has been developed for CBM staff and Partner Organisations worldwide. The Trainers’ Manual will guide CBM trainers. It contains the curriculum for the course and training resources for trainers to
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help them deliver the course. The training will be successful if the trainers make sufficient planning time to prepare in advance and to respond to partners training needs. Different contexts and different partners may require different emphasis on areas that may be a challenge. This training material is not suggested as a prescriptive manual but as a suggested framework that can be added to and deepened as required. This means adapting the course to the local context and training needs and competencies of partners. In particular, it would be good to supplement or replace case studies included in the course with local case studies (refer Handout 8) and to have participants draw on their own examples.
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This report details the challenges many women and girls with disabilities face throughout the justice process: reporting abuse to the police, obtaining appropriate medical care, having complaints investigated, navigating the court system, and getting adequate compensation.
