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Publication Years
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The aim of this pamphlet is to inform parents and guardians of supports and services available for children and young people who are blind or have a visual impairment.
Disabled children: a legal handbook is an authoritative yet accessible guide to the legal rights of disabled children and their families in England and Wales. The handbook aims to empower disabled
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children and their families through a greater understanding of their rights and entitlements. It is essential reading for the families of disabled children, their advocates and lawyers, voluntary and statutory sector advisers, commissioners, managers and lawyers working for public authorities, education, social and health care professionals, students and academics.
Each chapter has been adapted into a PDF for you to download for free
https://councilfordisabledchildren.org.uk/help-resources/resources/disabled-children-legal-handbook-2nd-edition
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Guidance | Preparedness - Response and early recovery - Recovery and reconstruction
Children with disabilities in South Africa: The hidden reality is part of a multiple-country study conducted by ACPF. The study seeks to analyse how cultural, social, physical and other societal barriers prevent
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children with disabilities from enjoying their constitutional rights to equality, freedom and human dignity. It also seeks to establish opportunities and practices that could be used to address these barriers to enhance disabled children’s participation in society.
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Vitamin A deficiency is a risk factor for blindness and for mortality from measles and diarrhoea in children aged 6–59 months. We aimed to estimate trends in the prevalence of vitamin A defi ciency between 1991 and 2013 and its mortality burden in
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low-income and middle-income countries.
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Anxiety Disorders
Chapter F.4
India | The ‘Standard Operating Procedures for Care, Protection and Rehabilitation of Children in Street Situations’, is a unique endeavour to streamline the processes and interventions regarding Child
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ren in Street Situations, based on the prevailing legal and policy framework.
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Network HPN Paper: The role of education in protecting children in conflict
Susan Nicolai and Carl Triplehorn
Humanitarian Practice Network (HPN); Overseas Development Institute (ODI)
(2003)
C1
Education in emergencies is a young area; the evidence of its impact is often anecdotal, and although its status as a humanitarian concern has gained legitimacy in recent years, it has yet to be accepted across the humanitarian community. Much more needs to be done to enhance our understanding of t
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he links between education and child protection in emergency situations.
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Interventions for management of children with intellectual disabilities
World Health Organization
(2012)
C_WHO
Q3: What approaches are available to enable non-specialized health care providers to identify children with intellectual disabilities, including intellectual disabilities due to specific causes?
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
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ren’s rights and wellbeing.
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21 August 2020
This guidance provides specific considerations for the use of non-medical masks, also known as fabric masks, by children as a means for source control in the context of the current COVID-19 pandemic. It also advises on the use of med
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ical masks for children under certain conditions.
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SARS-CoV-2 infections among children and adolescents cause less severe illness and fewer deaths compared to adults. While a less severe course of infection is a positive outcome, there are concerns that mild symptoms may have led to less testing, re
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sulting in fewer identified cases of COVID-19 in children. If children with mild or no symptoms transmit the disease, they may act as drivers of transmission within their communities. Understanding symptoms, infectivity and patterns of SARS-CoV-2 transmission in children and adolescents is essential for developing, adapting and improving control measures for COVID-19 across all ages. This is a summary of the current knowledge around SARS-CoV-2 infection acquisition and transmission and COVID-19 disease symptoms in children and adolescents. It aims to inform decisions, based on local contexts, on how to best keep schools, kindergarten and day-care facilities open and what advice to apply to intergenerational mixing.
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These guidelines have been compiled for education ministries or other educational leaders (including development partners, non-governmental or private organizations working with schools or directly with caregivers) who want to adapt and adopt resources to support the marginalized caregivers of
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children with disabilities.
The guidance presented in this document was developed by a team of international and national experts following a proof-of-concept pilot4 of the resources in two countries. The work was carried out between February 2021 and January 2022. The pilots demonstrated that principles and activities described in the resources could be carried out, in practical terms, in line with existing government programmes supporting the implementation of disability-inclusive education.
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A step-by-step guide for teachers on how to conduct a school deworming day!
The goal of asthma treatment is to obtain clinical control and reduce future risks to the patient. To reach this goal in children with asthma, ongoing monitoring is essential. While all components of asthma, such as symptoms, lung function, bronchia
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l hyperresponsiveness and inflammation, may exist in various combinations in different individuals, to date there is limited evidence on how to integrate these for optimal monitoring of children with asthma. The aims of this ERS Task Force were to describe the current practise and give an overview of the best available evidence on how to monitor children with asthma.
22 clinical and research experts reviewed the literature. A modified Delphi method and four Task Force meetings were used to reach a consensus.
This statement summarises the literature on monitoring children with asthma. Available tools for monitoring children with asthma, such as clinical tools, lung function, bronchial responsiveness and inflammatory markers, are described as are the ways in which they may be used in children with asthma. Management-related issues, comorbidities and environmental factors are summarised.
Despite considerable interest in monitoring asthma in children, for many aspects of monitoring asthma in children there is a substantial lack of evidence.
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