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Indicators are a representation of reality. They are just numbers on a piece of paper or on a computer screen, but they stand for something far greater – the success
...
WHY THIS GUIDE?
Because, in the face of crises and emergencies, it is vital to include a human rights perspective in responses. Vulnerable groups face major obstacles to accessing and benefiting from prevention, mitigation, and health care policies
...
A Resource Book of Inclusive Practices
The report surveyed 9 leading bilateral and multilateral education donors in respect of their approach to disability-inclusive education.
This first in a series of Washington Group Implementation Documents covers the tools developed by the Washington Group to collect
internationally comparable disability data on censuses and surveys. WG Implementation guideline Tool 1
ICF is WHO's framework for health and disability. It is the conceptual basis for the definition, measurement and policy formulations for health and disability. It is a universal classification of disability and health for use in health and health re
...
We need to be concerned about mental health in the context of climate change
The World Health Organization Disability Assessment Schedule (WHODAS 2.0) is a generic assessment instrument developed by WHO to provide a standardized method for measuring health and disability across cultures. It was developed from a comprehensive set of
...
Lack of Access to Reproductive Healthcare in Sudan’s Rebel-Held Southern Kordofan
Inclusive Project Cycle Management - The Participants’ Folder contains the course outline, some handouts, a list of online references and a glossary of gender terms. Additional handouts will be pr
...
Specifically the Strategy focuses on five strategic objectives:
commitment to action on Healthy Ageing in every country;
developing age-friendly environments;
aligning health systems to the needs of older populations;
developing
...
Available in: English, French, Chinese, Spanish, Russian, Arabic, Thai, Korean, Tajik, Vietnamese, Uzbek
http://www.who.int/disabilities/cbr/guidelines/en/
Available in: English, French, Chinese, Spanish, Russian, Arabic, Thai, Korean, Tajik, Vietnamese, Uzbek
http://www.who.int/disabilities/cbr/guidelines/en/
Available in: English, French, Chinese, Spanish, Russian, Arabic, Thai, Korean, Tajik, Vietnamese, Uzbek
http://www.who.int/disabilities/cbr/guidelines/en/
Available in: English, French, Chinese, Spanish, Russian, Arabic, Thai, Korean, Tajik, Vietnamese, Uzbek
http://www.who.int/disabilities/cbr/guidelines/en/
Available in: English, French, Chinese, Spanish, Russian, Arabic, Thai, Korean, Tajik, Vietnamese, Uzbek
http://www.who.int/disabilities/cbr/guidelines/en/
Disability, CBR & Inclusive Development, Vol.25 (2014) pp.72-81
This article highlights some lessons about the strategy of community-based inclusive education, drawn from different programmes in Latin America.
