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Checklist for including children with disabilities in response and early recovery (English) | Checklist for response and early recovery
Contact No 175 - October December 2001
This policy paper underscores that, although children do not represent a high-risk group for direct COVID-19 fatality, the pandemic posts far-reaching secondary impacts that heighten risks to African child
...
ren’s rights and wellbeing.
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Accessed 1 October 2020
An evidence-informed approach for non-formal, out-of-school CSE programmes that aims to reach young people from left-behind populations
This guidance is intended to assist anyone designing and/or implementing CSE in out-
...
of-school settings, especially in low- and middle-income countries. This includes international and national civil-society organizations, community-based organizations, government departments, UN agencies, health authorities, non-formal education authorities and youth development authorities. It is also intended for anyone else involved in the design, delivery and evaluation of sexuality education programmes out of school, especially those working with the specific groups of young people addressed in the guidance.
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n the countries of the Region of the Americas, there are different forms of organization of heal
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th services at the first level of care. Some countries include certain laboratory, dental and diagnostic imaging practices in the first level of care, while other countries centralize these practices in the second and third levels of care. Consequently, so that the List of Priority Medical Devices (LPMD) could be adapted to these different forms of organization of health systems in the region of the Americas, modular lists were developed that complement the main list. In this way, to use the LPMD, only those modules that are planned to be offered in a first-level care center are selected, and it is those lists that are analyzed.
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The Social and Behaviour Change Communication (SBCC) Strategy for the Prevention of the Re-establishment of Malaria Transmission in Timor-Leste forms part
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of the National Strategic Plan (NSP) for 2021–2025. The strategy aims to support Timor-Leste's efforts to sustain malaria elimination by promoting responsive and preventive behaviours through targeted communication and community engagement. Created in collaboration with the Ministry of Health, the WHO, the Global Fund and other stakeholders, the SBCC strategy implements recommendations from the 2020 external review of the National Malaria Programme. Building on previous BCC initiatives (2015–2020), it emphasises surveillance, diagnosis, treatment and vector control, particularly focusing on vulnerable populations. The SBCC strategy provides partners and implementers with a dynamic guide to designing context-specific communication interventions that support malaria elimination and prevent the re-establishment of transmission.
Accessed on 18/06/2025.
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International Journal of Special Education. Vol.29 (3) 2014, 69-81
Educating students with disabilities in an inclusive general education setting has been shown to increase academic achievement, increase peer acceptance, increase self esteem, creat
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e a richer friendship network, and have positive lifetime benefits (higher salaried jobs, independent living). In addition, inclusion can have benefits for students without disabilities. The West African nation of Senegal has pledged to increase inclusive education for students with disabilities by 2015. Issues that affect inclusive education for all in Senegal are access to schooling, community and societal perceptions of individuals with disabilities, poverty, and teacher training and pedagogy. To increase inclusive education for all in Senegal the country must increase access to schooling through physical accessibility and decentralization, create community awareness campaigns that increase knowledge of disabilities, and develop teacher training that fosters a student-centered pedagogy.
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