Guidelines.
The guidelines set out essential actions that humanitarian actors must take in order to effectively identify and respond to the needs and rights of persons with disabilities who are most at risk of being left behind in humanitarian settings.
The recommended actions in each chapter pl...ace persons with disabilities at the centre of humanitarian action, both as actors and as members of affected populations. They are specific to persons with disabilities and to the context of humanitarian action and build on existing and more general standards and guidelines.
These are the first humanitarian guidelines to be developed with and by persons with disabilities and their representative organizations in association with traditional humanitarian stakeholders. Based on the outcomes of a comprehensive global and regional multi-stakeholder consultation process, they are designed to promote the implementation of quality humanitarian programmes in all contexts and across all regions, and to establish and increase both the inclusion of persons with disabilities and their meaningful participation in all decisions that concern them.
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Application for Program Design in the Europe and Eurasia Region
Lessons learned in Burkina Faso, Ethiopia & Mozambique 2009 - 2011
Disability inclusive practices for strengthening comprehensive eye care
Inclusive Project Cycle Management
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 ...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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Inclusive Project Cycle Management
Inclusive Project Cycle Management
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 provided to add to the folder, during the course.
Inclusive Project Cycle Management
Inclusive Project Cycle Management
you can find all 14 Technical Booklets on Inclusive Education, produced by UNICEF, in ENGLISH. Other versions can be found on the website https://www.ded4inclusion.com/inclusive-education-resources-free/unicef-inclusive-education-booklets-and-webinars-english-version. Each Technical Booklet (and com...panion webinar) introduces a sub-theme of particular interest within Inclusive Education, and each was written by an expert, and peer-reviewed widely
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Due to Nepal’s difficult geographic structure, rapid urbanization, varied groundwater level, and increasing population the country is prone to earthquakes, floods, landslides, fires, lightning, hailstone, drought, epidemic, and other disasters. These disasters cause a huge
loss of li...fe and property every year.
In normal circumstances, persons with disabilities are at a higher risk than others. Hence, they may be more vulnerable and affected in an event of a disaster. Especially those with severe disabilities, women, children, and senior citizens are more at risk during disasters persons with disabilities must be kept at the forefront for disaster mitigation and
preparedness to protect them from disaster risk
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