Developmental disorders
Chapter C.5
Lessons learned in Burkina Faso, Ethiopia & Mozambique 2009 - 2011
The main objectives of these guidelines are:
A. To create awareness among the CBM family (International Office, Member Associations, Regional Offices, Country Offices and partners) on the opportunity savings groups create to attain socio-economic empowerment of a significantly larger number of pers...ons with disabilities particularly among the poorest of the poor.
B. Lobbying mainstream savings group providers and donors to promote the inclusion of persons with disabilities in their programmes as a right as a catalyst of inclusive development.
C. To highlight and illustrate the key steps and procedures that are required to link persons with disabilities through CBR programmes with existing mainstream savings groups and/or promote development of disability specific savings groups.
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This research aims to identify a core set of clinical skills for working in
a Community Based Rehabilitation (CBR) setting, and to discuss whether they are appropriate for task shifting to a new or an alternative cadre of rehabilitation workers.
Background paper prepared for the Education for All Global Monitoring Report 2012
Reports from Kenya, Sierra Leone, China and Sri Lanka
Int Health. 2012 December 1; 4(4): 253–259. doi:10.1016/j.inhe.2012.07.001
Review of disability issues and rehabilitation services in 29 african countries.
A Review of the IFRC (International Federation of Red Cross and Red Cresent Societies) Secretariat Recovery Shelter Programme in Haiti 2010-2011
This report, which involved input from across WaterAid, in particular from the Programme Support Unit (PSU) of WaterAid UK, includes case studies from a variety of countries, including Bangladesh, Burkina Faso, Eswatini, Ethiopia, Ghana, India and Nepal, each demonstrating what must be done now to i...mprove WASH services and address current challenges, in order to increase community resilience to climate change.
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Refugee children with disabilities experience a reality of exclusion and marginalisation that makes them among the most vulnerable displaced persons in the world. Excluded from participation in social activities and access to school, not only because of their disability, but especially because of so...cial, cultural, and political barriers that prevent them from enjoying the same opportunities as their peers.
Daniela Bruni, a specialist in education in emergency contexts, who has overseen JRS’s related projects for the past two years, has developed a guide on inclusive education.
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