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Publication Years
1
983
2230
388
30
3
1
1
Category
1355
314
204
164
132
75
22
3
Toolboxes
251
233
226
194
158
127
125
115
101
100
100
96
77
72
67
63
52
49
49
36
29
26
17
15
13
3
Manual for the professional in Adapted Physical Activity
Lucile Peynot; Thomas Chantereault and Ezzedine Bouzid
Handicap International; Tunesian Federation of sport for persons with disabilities
(2011)
C1
Detailed adapted physical activities are provided with practical guides, group sport guides and assessment tools in order to promote a more inclusive society through sports
Regional Eastern European and Central Asian project (TB-REP) Copenhagen, Denmark, 26–28 April 2016
10–11 May 2016, Catania, Italy
Further Analysis of the 2014 Cambodia Demographic and Health Survey | DHS Further Analysis Reports No. 105
DHS Working Paper No. 133
This publication explores how housing, land and property rights issues have been addressed in peace agreements concluded over the past three decades. It provides practical guidance for peace negotiators on all sides in Myanmar and outlines how addressing these rights in the peace process will build
...
the groundwork needed for an eventual peace agreement or agreements in the country.
more
My Dad Take's Part in the Family
Report of the Office of the United Nations High Commissioner for Human Rights | The present study focuses on inclusive education as a means to realize the universal right to education, including for persons with disabilities. It analyses the relevant provisions of the Convention on the Rights of Per
...
sons with Disabilities, highlights good practices and discusses challenges and strategies for the establishment of inclusive education systems.
more
The aim with this study was to examine in what amount disabled children in South Africa can live a participating life in society, with focus on special needs schools and their capability to empower the children. The data material has been collected through eight qualitative interviews, and observati
...
ons at seven special needs schools in the country. Through my result I have distinguished three main roads to empower the children: First, to analyze social structures, secondly, to gain knowledge and awareness, and thirdly, to strengthen the children’s self-esteem. I have also analyzed the structural barriers that are hindering disabled children to participate, and illustrated this by describing social policies and their effect on special needs schools in South Africa.
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