When explosive weapons are used in populated areas, they have direct and indirect impacts
on the provision of services, community cohesion, humanitarian access, regular support for
basic needs, physical safety, mental health and psychological well-being, as well as other
social and economic impac...ts. The challenges and human impacts in hard-to-reach areas –
such as in Kharkiv, Mykolaiv and Kherson Oblasts – exemplify the specific and systematic
pattern of harm caused by explosive weapons during and after armed conflicts.
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A learning resource for facilitators, parents, caregivers, and persons with cerebral palsy | Version 1 - Released March 2008
THE RESEARCH FOUNDATION OF CEREBRAL PALSY ALLIANCE newsletter – NOVEMBER 2012
A learning resource for facilitators, parents, caregivers, and persons with cerebral palsy | Version 1 - Released March 2008
There are different courses for Physiotherapists, Occupational therapists, Nurses, Doctors, others
All courses are based on www.elearnSCI.org and run in conjunction with the International Spinal Cord Society and other affiliated organisations. They run in 5-week blocks and require approx. 5 hour...s per week. Participants can log on and move through course curriculum at a time convenient to them.
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OECD Family database www.oecd.org/social/family/database
OECD - Social Policy Division - Directorate of Employment, Labour and Social Affairs
General tips:
1- Make sure to assign a staff member to be the focal point to support persons with disabilities in every location/project. (The focal point should know the evacuation procedures).
2- The focal point should coordinate the evacuation and support persons with disabilities in case of an... evacuation/emergency.
3- Communicate clearly verbally and through other communication channels who the focal point is and support options available.
4- Make sure persons with disabilities/older persons are prioritized during evacuation.
5- Always inform everyone about the availability of specific services -remember that not all disabilities are visible.
6- Don’t make assumptions about the needs and priorities of persons with disabilities - Always ask them.
7- Make sure persons with disabilities/older persons are regularly updated and informed about the situation using different communication methods.
8- Look at the place/environment and think about other barriers persons with disabilities might face and address them.
9- Make sure that persons with disabilities, older persons, and those with sever medical conditions are identified when registering new arrivals or when doing door-to-door registration.
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This brief presents and addresses some of the challenges that prevent internally displaced persons with disabilities and other vulnerable population groups (elderly, injured persons, pregnant women, etc.) in camp settings from accessing humanitarian services in Iraq and impede on the development of ...an inclusive humanitarian response.
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Guidance on Disability Inclusion for GBV Partners in Lebanon
UNICEF’s 2013 flagship report, The State of the World’s Children, focuses on Children with Disabilities. The report covers a range of thematic areas and attempts to contribute to the global discussion on and draw greater attention to disability rights for children. This thematic note presents ex...cerpts from the report related to Nutrition. All references and original sources can be found in the full report.
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This document provides a guidance on the importance of consulting with children with disabilities. It provides practical suggestions for consulting with children and young people with disabilities in a variety of situations. It aims to equip individuals working on child rights with the knowledge an...d skills necessary to communicate with children with a variety of disabilities.
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