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Publication Years
1
2680
5271
655
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Category
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567
486
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155
54
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Toolboxes
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626
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370
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8
2
Multidimensional Child Deprivation Trend Analysis in Ethiopia
Plavgo, Ilze, Martha Kibur, Mahider Bitew, Tesfayi Gebreselassie, Yumi Matsuda, and Roger Pearson
ICF International
(2013)
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Further Analysis of the 2000, 2005, and 2011 Demographic and Health Surveys. DHS Further Analysis Reports No. 83
Trends and Determinants of Unmet Need for Family Planning and Programme Options, Ethiopia.
Ayele, Wondimu, Habtamu Tesfaye, Roman Gebreyes, and Tesfayi Gebreselassie
ICF International
(2013)
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Further Analysis of the 2000, 2005, and 2011 Demographic and Health Surveys. DHS Further Analysis Reports No. 81
As detailed in MSF’s report Confronting the mental health emergency on Samos and Lesbos, the scale of the needs for mental healthcare and the severity of patients’ conditions have overwhelmed the capacity of mental health services on the islands.
More than 20 million people in North-East Nigeria, South Sudan, Yemen and Somalia are facing famine or a credible risk of famine over the coming six
months. Some 1.4 million children are currently at imminent risk of death from malnutrition. To avert a major humanitarian catastrophe the United Nat
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ions and its partners must massively scale up efforts now. To do this, humanitarian operations in the four countries require more than US$5.6 billion in 2017, of which at least US$4.4 billion are required urgently.
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2006-07 Swaziland Demographic and Health Survey
DHS Working Papers No. 111 | Zimbabwe Working Papers No. 12
Application for Program Design in the Europe and Eurasia Region
Eradication of yaws in India | Éradication du pian en Inde - 17 April 2015, 90th Year / 17 Avril 2015, 90e Année | No. 16, 2015, 90, 161–168 | http://www.who.int/wer
This monograph presents 12 reports of successful programs serving children with special needs in various nations. The program locations and the program report titles and authors are as follows: (1) Austria: "Integration Models for Elementary and Secondary Schools in Austria" (Volker Rutte)
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; (2) China: "Integrated Education Project, Anhui Province" (Janet C. Holdsworth); (3) Ghana: "The Community-Based Rehabilitation Programme in Ghana" (Lawrence Ofori-Addo); (4) Guyana: "Involvement of Volunteers, Parents and Community Members with Children with Special Needs" (Brian O'Toole); (5) India: "Teacher Development Initiative To Meet Special Needs in the Classroom" (N. K. Jangira and Anupam Ahuja); (6) Jamaica: "Early Intervention and Education Initiatives in Rural Areas" (M. J. Thorburn); (7) Jordan: "The Role of Institutions in Community-based Rehabilitation and in Community-based Special Education" (Andrew L. de Carpentier); (8) Jordan: "The Resource Room at the Amman National School" (Hala T. Ibrahim); (9) Netherlands: "Individual Integration of Children with Down's Syndrome in Ordinary Schools" (Trijntje de Wit-Gosker); (10) Norway: "In Harmony We Learn" (Marna Moe); (11) International: "INITIATIVES for Deaf Education in the Third World" (Andrew L. de Carpentier); and (12) Sri Lanka: "The Integrated Education of Visually Impaired Children in Sri Lanka" (B. L. Rajapakse).
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A joint FAO/WFP update for the United Nations Security Council, January 2018. ISSUE N.3. Six months on from the last joint report for the United
Nations Security Council (UNSC), this report by the
Food and Agriculture Organization of the United
Nations (FAO) and the World Food Programme (WFP)
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provides an update on the acute food insecurity
situation in most of the conflict-affected countries
currently being monitored by the UNSC.
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THE RIGHT TO EDUCATION FOR CHILDREN WITH DISABILITIES ALLIANCE
Watermeyer, B., Stuurman, C., McKinney, E., et al
R2ECWD & Inclusive Education South Africa
(2017)
C2
Alternative Report to the UN Committee on the Rights of Persons with Disabilities in response to South Africa’s Baseline Country Report of March 2013 on the UN Convention on the Rights of Persons with Disabilities, with particular reference to the provisions of Article 24
Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments Specialized Booklet 3
Special Issue: Special Education in Sub-Saharan Africa | This special issue of our Communication*Support*World*Network*Newsletter attempts to share practical ideas and information about special education for children with disabilities in sub-Saharan Africa. Our intent is to begin a dialogue among th
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ose interested in this important topic, and to promote an increased exchange of ideas, approaches, information, resources, and promising practices.
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Experience from Save the Children and partners globally
demonstrates that improvements in education quality go hand-in-hand
with inclusion and access, Flexible, quality, responsive learning
environments will benefit all children and are fundamental to including
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children in education.
These guidelines are primarily aimed at education staff trying to
develop inclusive education practices, focussing on including disabled
children in schools.While this book focuses on disabled children, we
hope it will be useful for developing general inclusive education
practices. Community groups and non-governmental organisations, as
well as people working in community-based rehabilitation(CBR) and
the wider disability context, could also use these guidelines to provide
input into inclusive education work.
While the guidelines focus primarily on schools, much of the
information is still relevant to readers working in out-of-school
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Background paper for the Oslo Summit on Education for Development
