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Inclusion of Persons with Disabilities in Humanitarian Action

Inter-Agency Standing Committee IASC, (2019)


Guidelines. The guidelines set out essential actions that humanitarian actors must take in order to effectively identify and respond to the needs and rights of persons with disabilities who are most at risk of being left behind in humanitarian settings. The recommended actions in each chapter place persons with disabilities at the centre of humanitarian action, both as actors and as members of affected populations. They are specific to persons with disabilities and to the context of humanitarian action and build on existing and more general standards and guidelines. These are the first humanitarian guidelines to be developed with and by persons with disabilities and their representative organizations in association with traditional humanitarian stakeholders. Based on the outcomes of a comprehensive global and regional multi-stakeholder consultation process, they are designed to promote the implementation of quality humanitarian programmes in all contexts and across all regions, and to establish and increase both the inclusion of persons with disabilities and their meaningful participation in all decisions that concern them.
https://interagencystandingcommittee.org/system/fi...


A Second Revolution: Thirty years of child rights, and the unfinished agenda

Terre des hommes, Save the Children, Plan International, SOS Children's Villages International, World Vision, ChildFund Alliance, (2019)


The report showed commitments made three decades ago to protect the rights of children remain unfulfilled for millions. Violence still affects countless children. Discrimination based on age, gender, disability, sexual orientation and religion harms children worldwide. Key factors include a lack of investment in critically important services. Most countries fall well short of spending the 5-6% of GDP needed to ensure universal coverage of essential health care. And foreign aid, which many lower income countries rely on, is falling short in areas such as health, education, protection and child care. Another factor, the report said, is the lack of quality data. Governments tend to rely on data that reflects national averages, making it difficult to identify the needs of specific children and to monitor progress. Comprehensive data collection and disaggregation of data by gender, age, disability and locality, are increasingly important as rights violations disproportionately affect disadvantaged children.
https://reliefweb.int/sites/reliefweb.int/files/re...


Una segunda revolución: 30 años de derechos de los niños y las niñas y la agenda pendiente

Terre des hommes, Save the Children, Plan International, SOS Children's Villages International, World Vision, ChildFund Alliance, (2019)


La Convención sobre los Derechos del Niño de las Naciones Unidas es el tratado más ampliamente ratificado de la historia. Los Objetivos de Desarrollo Sostenible (ODS) han sido acordados por todos los gobiernos. La Convención y los ODS van de la mano. No podremos alcanzar los ODS sin hacer realidad los derechos de todos los niños y niñas y viceversa. El presente informe apela a los Estados para que cumplan sus compromisos con un vigor, una urgencia y una imaginación renovados para que todos los niños y niñas puedan crecer sanos, con acceso a la educación, protegidos de la violencia y con la libertad de elegir cómo quieren vivir sus vidas. Pero esta tarea no la pueden lograr solo los Estados. Nosotros, como las seis principales ONG internacionales dedicadas a la infancia en todo el mundo, creemos que nuestra aportación es importante.
https://reliefweb.int/sites/reliefweb.int/files/re...


Una segunda revolución: 30 años de derechos de los niños y las niñas y la agenda pendiente. Resumen Ejecutivo

Terre des hommes, Save the Children, Plan International, SOS Children's Villages International, World Vision, ChildFund Alliance, (2019)


La Convención sobre los Derechos del Niño de las Naciones Unidas, adoptada hace 30 años, ha contribuido a una transformación de proporciones históricas. En casi todos los indicadores, la calidad de vida de los niños y las niñas es por lo general mucho mejor hoy que hace 30 años. Hoy reciben vacunas, se alimentan de manera sana, viven en condiciones seguras y van a la escuela centenares de millones de niños y niñas más que entonces. Las leyes y las políticas reconocen los derechos de la infancia de un modo sin precedentes. Pero no es momento de celebraciones. En los barrios marginados, las zonas de conflicto, los centros de inmigrantes y las aldeas remotas hay millones de niños y niñas cuyas vidas no han mejorado. Tienen hambre, están enfermos y no tienen acceso a la educación. Muchos sufren violencia, abusos, explotación o descuido. A menudo esto se debe a la discriminación de la que son objeto por su raza, casta o religión, identidad de género (especialmente hacia las niñas), orientación sexual o por tener alguna discapacidad. Son los niños y las niñas que se han dejado atrás. Su situación supone un incumplimiento grave de las promesas que se hicieron a los niños y las niñas en 1989.
https://reliefweb.int/sites/reliefweb.int/files/re...


Problems with education for children with disabilities in Iran

Human Rights Watch, (2019)


Problems with education for children with disabilities in Iran“Just Like All Other Kids”: Lack of Access to Inclusive Education for Children With Disabilities in Iran
https://www.hrw.org/report/2019/10/02/just-other-k...


Problems with education for children with disabilities in Iran. مشکلاتتحص�لکودکاندارای معلول�تدرایران

Human Rights Watch, (2019)


This report is based on research—including 37 interviews with people in Iran, including children with disabilities, parents of children with disabilities, activists and government officials—conducted by Human Rights Watch and the Center for Human Rights in Iran (CHRI, formerly the International Campaign for Human Rights in Iran) between June 2016 and July 2018, as well as additional research by CHRI between August 2018 to March 2019.
https://www.hrw.org/report/2019/10/02/just-other-k...


On the Margins. Education for Children with Disabilities in Kazakhstan

Human Rights Watch, (2019)


The government of Kazakhstan has committed to ensuring that children with disabilities have access to inclusive education and it has taken the important step of ratifying international human rights treaties enshrining the rights of people with disabilities, including the right of children with disabilities to inclusive, quality education. The government has also introduced legal and policy changes toward an inclusive education system for children with disabilities. It has committed to ensuring that 70 percent of mainstream schools are inclusive by 2019. However, this report finds that progress towards genuine inclusive education is slow. In order for the government to succeed in ensuring that all children can access an inclusive, quality, and free primary and secondary education on an equal basis with others in the communities in which they live, it will need to fundamentally transform its policies and approach to education and address negative attitudes more broadly towards people with disabilities in Kazakhstan.
https://www.hrw.org/report/2019/03/14/margins/educ...


Support Tools Enabling Parents (STEP)

Liliane Foundation; Enablement, (2019)


The Liliane Foundation in collaboration with Enablement has been running a pilot focusing on children with neurodevelopmental disorders in 4 African countries called: Support Tools Enabling Parents (STEP). We can share details of the pilot including the evaluation report; report of a research project (with baseline and end line study); tools etc. Write an Email to: h.cornielje@enablement.nl
http://www.enablement.nl/


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