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Publication Years
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3021
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2
1
Category
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232
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114
32
Toolboxes
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231
190
143
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2
Education for Students with Intellectual Disabilities in Kenya: Challenges and Prospects
M.J. Chomba, S.G. Mukuria, P.W. Kariuki, S. Tumuti, B.A. Bunyasi
Disability Studies Quarterly
(2015)
C2
Kenya has great potential for enhancing education for individuals with intellectual disabilities. The fact that it has recognized the need to care for learners with special needs is commendable. In comparison to many African countries, Kenya and Nigeria are ahead in developing programs for special e
...
ducation in institutions of higher learning, and in starting schools and units for special education. However, a legal mandate is still required as it would seal many loopholes that currently exist. Without it, the assessment of individual with intellectual disabilities cannot be administered correctly and professionally. In this article, the authors present a coherent account on various aspects related to learners with intellectual disabilities in Kenya. No doubt, the issues and challenges identified call for attention by not only the government of Kenya but also those interested in improving the status of learners with intellectual disabilities.
more
Disability inclusive practices for strengthening comprehensive eye care
Disability-inclusive development policy and practice is constantly changing and evolving. It is a foundational part of our work in CBM, underpinning all that we do. It requires us to be constantly reflecting, learning and improving our practice. In particular looking to the deeper questions: of the
...
relationships and
representation of people with disabilities within our work; and how we partner with Disabled Peoples Organisations (DPOs) to achieve transformative, systemic change in the countries where we work.
more
Overview
Learning objectives
• Understand the mental health treatment gap in low-, middle- and high-income countries.
• Understand the principles and aims of the Mental Health Gap Action Programme.
• Acquire an introduction to mhGAP Intervention Guide (mhGAP-IG).
• Learn about mhGAP ToH
...
P training methodology and what to expect from mhGAP ToHP
training.
• Prepare group training ground rules.
• Know the common presentations of mental, neurological and substance abuse (MNS)
conditions.
more
The 2017 Global Nutrition Report focuses on 5 key areas and finds that improving nutrition can have a powerful multiplier effect across the SDGs. Indeed, it indicates that it will be a challenge to achieve any SDG without addressing nutrition. The report shows that there is an exciting opportunity t
...
o achieving global nutrition targets while catalysing other development goals through ‘double duty’ and ‘triple duty’ actions, which tackle malnutrition and other development challenges could yield multiple benefits across the SDGs.
more
Disabled children: a legal handbook is an authoritative yet accessible guide to the legal rights of disabled children and their families in England and Wales. The handbook aims to empower disabled children and their families through a greater understanding of their rights and entitlements. It is es
...
sential reading for the families of disabled children, their advocates and lawyers, voluntary and statutory sector advisers, commissioners, managers and lawyers working for public authorities, education, social and health care professionals, students and academics.
Each chapter has been adapted into a PDF for you to download for free
https://councilfordisabledchildren.org.uk/help-resources/resources/disabled-children-legal-handbook-2nd-edition
more
"The Emergency Response Guidelines for Anhydrous Hydrogen Fluoride (Guidelines) were prepared
by the American Chemistry Council’s (ACC) Hydrogen Fluoride Panel (Panel). This document is
intended to provide general information to persons addressing an emergency response in the course
of handling
...
and transporting anhydrous hydrogen fluoride (AHF)."
more
This guide is intended to assist
state, local, and tribal public health
professionals in the initiation of
response activities during the
first 24 hours of an emergency
or disaster. It should be used in
conjunction with existin
...
g emergency
operations plans, procedures,
guidelines, resources, assets, and
incident management systems. It
is not a substitute for public health
emergency preparedness and
planning activities. The response to
any emergency or disaster must be
a coordinated community effort.
more
Exposure draft for comment October 2013
The use of explosive weapons, such as bombs, rockets, and mortar and
artillery shells, in cities, towns and villages and in other populated areas
has devastating humanitarian consequences. Explosive weapons act mainly
through the projection of blast and fragmentation wi
...
thin an area. Their use,
in populated areas, causes severe suffering to civilians, both in terms of
death and serious injury resulting directly from the explosion, and in terms
of damage to property and public infrastructure, which can indirectly affect
civilian well-being and survival, sometimes for many years after a conflict
has ended. Explosive weapons also leave behind explosive remnants that
pose a threat to populations until those remnants are removed. [...] The study finds that the regulation of explosive weapons under international
law and policy is fragmentary and incoherent.
more
Program Report for Collaborative Agreement: DFD-A-00-08-00309-00 September 30, 2008 -December 31, 2015
Advancement of the UN CRPD through the 2030 Agenda Towards Implementation in Latin America
International Disability Alliance
UNICEF; UN Partnership to Promote Rights of People with Disabilites
(2016)
Conference Report Sao Paulo, Brazil 22-24 October 2015
