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Publication Years
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Category
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Toolboxes
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516
371
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1
Real Time Evaluation of the Ebola Control Programs in Guinea, Sierra Leone and Liberia. Final Report
The scope includes the assessment of activities to improve the response to affected populations, stakeholders, partners and donors, building on lessons learnt so far in this outbreak.
special education, culture, psychology, education, policy
Paper commissioned for the EFA Global Monitoring Report 2010, Reaching the marginalized
The Minimum Standards for Protection Mainstreaming are a set of international standards designed to provide practical assistance to humanitarian actors to mainstream protection in the assessment, design, implementation, monitoring and evaluation of humanitarian programmes, projects and activities.
...
All humanitarian actors are expected to mainstream protection in their humanitarian assistance activities as a component of a broader commitment to quality and accountability in humanitarian response.
more
Changing the landscape: Core Curriculum on Disability Rights for Undergraduate Law Students in Africa
OSF and OSISA the Centre for Human RightsPretoria University Law Press (PULP)
Pretoria University Law Press (PULP)
(2015)
C1
with recommended essential medicines for common diseases in patients in Stockholm County Council (Healthcare Region), Sweden
HIV/TB workplace policy and Implementation Strategy
Méthodes de Recherche pour la Promotion de la Santé Respiratoire
D. A. Enarson, S. M. Kennedy, D. L. Miller, et al.
Union Internationale Contre la Tuberculose et les Maladies Respiratoires
(2001)
Guide pour l’élaboration de protocoles de recherche dans les pays à faibles revenus
A Guide For Multicentre Trials in High-Burden Countries
A systematic literature review of education systems in low-and middle income countries commissioned by CBM
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.
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