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Paper commissioned for Fixing the Broken Promise of Education for All: Findings from the Global Initiative on Out-of-School Children
In case of resistance to rifampicin, fluoroquinolones become the preferred category of second-line drugs. Unfortunately, quinolone-resistant strains of Mycobacterium leprae have also been reported in several countries, probably due to the extensive use of quinolones for treating several types of inf
...
ections. Clofazimine resistance is still rare but this antimicrobial cannot be given alone
more
DEVELOPMENT BULLETIN | No.74, June 2011 | Editor: Pamela Thomas | Features and case studies | Progress with implementing conventions and strategies | Progress with capacity building | Progress with disability-inclusive education | Disability-inclusive research | Innovative inclusion | Review of urba
...
nisation in the Pacific | Development assistance and disability
more
The Economic Costs of Exclusion and Gains of Inclusion of People with Disabilities
Lena Morgon Banks and Sarah Polack
International Centre for Evidence in Disability, London School of Hygiene & Tropical Medicine
(2015)
C2
Evidence from Low and Middle Income Countries
Building the Evidence Base in Disability Research Summary
International Centre for Evidence in Disability (ICED)
London School of Hygiene and Tropical Medicine (LSHTM)
(2014)
C2
Also published in Spanish (2013) with the title: Informe sobre la epilepsia en América Latina y el Caribe - ISBN 978-92-75-31776-1
This practical manual is designed to support implementation of the World Health Organization (WHO) Guidelines on core components of infection prevention and control programmes at the national level, with special focus on countries with limited resources.
The Guidelines describe what is necessary
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(that is, recommendations) to effectively improve infection prevention and control (IPC). This practical manual outlines how to do this (that is, how to implement the Guidelines). It focuses on the development of a sustainable action plan informed by the local context to put into operation the Guideline recommendation
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This brief gives an overview of disability rights in the Sub-Saharan region, with focus on Sida partner countries; DRC, Ethiopia, Kenya, Liberia, Mali, Mozambique, Rwanda, Somalia, Sudan and South Sudan, Tanzania, Uganda, Zambia and Zimbabwe
Guidelines for action
www.jogh.org • doi: 10.7189/jogh.02.020405 ~ December 2012 • Vol. 2 No. 2 • 020405
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
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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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Disability Fact Sheet #13 (FS13)
