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MAKING IT HAPPEN: Examples of good practice in SPECIAL NEEDS EDUCATION & COMMUNITY-BASED PROGRAMMES

United Nations Educational, Scientific and Cultural Organization (UNESCO) (1993)

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) ... more

How to support survivors of gender-based violence when a GBV actor is not available in your area

Inter-Agency Standing Committee (2023) CC

KEY MESSAGES Always talk to a GBV specialist first to understand what GBV services are available in your area. Some services may take the form of hotlines, a mobile app or other remote support. Be aware of any other available services in your area. Identify services provided by humanitarian pa ... rtners such as health, psychosocial support, shelter and non-food items. Consider services provided by communities such as mosques/ churches, women’s groups and Disability Service Organizations. Remember your role. Provide a listening ear, free of judgment. Provide accurate, up-to-date information on available services. Let the survivor make their own choices. Know what you can and cannot manage. Even without a GBV actor in your area, there may be other partners, such as a child protection or mental health specialist, who can support survivors that require additional attention and support. Ask the survivor for permission before connecting them to anyone else. Do not force the survivor if s/he says no. Do not proactively identify or seek out GBV survivors. Be available in case someone asks for support. Remember your mandate. All humanitarian practitioners are mandated to provide non-judgmental and non-discriminatory support to people in need regardless of: gender, sexual orientation, gender identity, marital status, disability status, age, ethnicity/tribe/race/religion, who perpetrated/committed violence, and the situation in which violence was committed. Use a survivor-centered approach by practicing: Respect: all actions you take are guided by respect for the survivor’s choices, wishes, rights and dignity. Safety: the safety of the survivor is the number one priority. Confidentiality: people have the right to choose to whom they will or will not tell their story. Maintaining confidentiality means not sharing any information to anyone. Non-discrimination: providing equal and fair treatment to anyone in need of support. If health services exist, always provide information on what is available. Share what you know, and most importantly explain what you do not. Let the survivor decide if s/he wants to access them. Receiving quality medical care within 72 hours can prevent transmission of sexually transmitted infections (STIs), and within 120 hours can prevent unwanted pregnancy. Provide the opportunity for people with disabilities to communicate to you without the presence of their caregiver, if wished and does not endanger or create tension in that relationship. If a man or boy is raped it does not mean he is gay or bisexual. Gender-based violence is based on power, not someone’s sexuality. Sexual and gender minorities are often at increased risk of harm and violence due to their sexual orientation and/or gender identity. Actively listen and seek to support all survivors. Anyone can commit an act of gender-based violence including a spouse, intimate partner, family member, caregiver, in-law, stranger, parent or someone who is exchanging money or goods for a sexual act. Anyone can be a survivor of gender-based violence – this includes, but isn’t limited to, people who are married, elderly individuals or people who engage in sex work. Protect the identity and safety of a survivor. Do not write down, take pictures or verbally share any personal/identifying information about a survivor or their experience, including with your supervisor. Put phones and computers away to avoid concern that a survivor’s voice is being recorded. Personal/identifying information includes the survivor’s name, perpetrator(s) name, date of birth, registration number, home address, work address, location where their children go to school, the exact time and place the incident took place etc. Share general, non-identifying information To your team or sector partners in an effort to make your program safer. To your support network when seeking self-care and encouragement. more

Beat the heat: Child health amid heatwaves in Europe and Central Asia

UN Children's Fund UNICEF (2024) CC

Beat the heat: child health amid heatwaves in Europe and Central Asia finds that half of these children died from heat-related illnesses in their first year of life. Most children died during the summer months. "Around half of children across Europe and Central Asia – or 92 million children – ... are already exposed to frequent heatwaves in a region where temperatures are rising at the fastest rate globally. The increasingly high temperatures can have serious health complications for children, especially the youngest children, even in a short space of time. Without care, these complications can be life-threatening,” said Regina De Dominicis UNICEF Regional Director for Europe and Central Asia. Heat exposure has acute effects on children, even before they are born, and can result in pre-term births, low birth weight, stillbirth, and congenital anomalies. Heat stress is a direct cause of infant mortality, can affect infant growth and cause a range of paediatric diseases. The report also notes that extreme heat caused the loss of more than 32,000 years of healthy life among children and teenagers in the region. As the temperatures continue to rise, UNICEF urges governments across Europe and Central Asia to: - Integrate strategies to reduce the impact of heatwaves including through National Determined Contributions (NDC), National Adaptation Plans (NAP), and disaster risk reduction and disaster management policies with children at the centre of these plans Invest in heat health action plans and primary health care to more adequately support heat-related illness among children - Invest in early warning systems, including heat alert systems - Adapt education facilities to reduce the temperatures in the areas children play in and equip teachers with skills to respond to heat stress - Adapt urban design and infrastructure including ensuring buildings, particularly those housing the most vulnerable communities are equipped to minimize heat exposure - Secure the provision of safe water, particularly in countries with deteriorating water quality and availability. UNICEF works with governments, partners and communities across the region to build resilience against heatwaves. This includes equipping teachers, community health workers and families with the skills and knowledge to respond to heat stress. more

How to use the ICF: A practical manual for using the International Classification of Functioning, Disability and Health (ICF). Exposure draft for comment.

World Health Organization (WHO) (2013) C_WHO

The ICF Practical Manual provides information on how to use ICF. Anyone interested in learning more about use of the International Classification of Functioning, Disability and Health (ICF, WHO 2001) may benefit from reading this Practical Manual. The ICF is presently used in many different contexts ... more

Community-Based Mental Health: A Training Guide for Community Providers

International Federation of Red Cross and Red Crescent Societies IFRC (2023) CC

Mental health problems are common and cause great suffering to individuals and communities around the world. They have a significant impact not only on the physical and mental health of those affected but also on their families and the communities they live in. At the same time, all communities have ... more

Context Analysis: close-to-community health service providers in Kenya

M. Mireku,M. Kiruki, R. McCollum, et al. (2014) CC

Basic Package of Essential Health Services for Sierra Leone
recommended

Ministry of Health and Sanitation Sierra Leone (2010) C1

Transforming Health Systems for Universal Health Care

Ministry of Health, Kenya (2016) C1

Vulnerable and Marginalized Groups Planning Framework

Planetary health and the role of community health workers

Manas R. , Behera R., Satpathy S.K. J Family Med Prim Care (2020) C1

In this era, grand challenges lies in biodiversity loss, climate change, and global noncommunicable diseases signify that planet and humanity are in crisis. Scholarly evidence from human and animal kingdom suggest that there is an optimism in planetary health which can provide a unique and novel con ... more

India: Health for all now! Revive Alma Ata!

Ravi Narayan and Unnikrishnan PV People's Health Movement (2011) C1

Ghana DHS 2014 - Education in Ghana Fact Sheet

Ghana Statistical Service (GSS), The DHS Program (2016) C2

A Guide to Family Planning for Comunity Health Workers and their Clients

WHO (2012)

Adapted from the WHO's Decision-Making Tool for family planning clients and providers

Guidelines for Rogi Kalyan Samities in Public Health Facilities

National Health Mission; Ministry of Health & Social Welfare India (2015) C1

Caring For Children

Werner; W.; C. Thuman and J.Maxwell Hesperian (2013) CC

Chapter 21 from "Where there is no doctor"

Community health workers, recipients’ experiences and constraints to care in South Africa – a pathway to trust

Nonhlanhla Nxumalo, Jane Goudge & Lenore Manderson AIDS Care Psychological and Socio-medical Aspects of AIDSHIV (2016) CC

Training and Evaluation of Community Health Workers (CHWs): Towards Improving Maternal and Newborn Survival in an Urban Setting in KwaZulu-Natal, South Africa

Thoko Ndaba1, Myra Taylor, Musawenkosi Mabaso The Open Public Health Journal (2019) C1

CHWs demonstrated social commitment and purpose in the short term observed. The evaluation of the training of CHWs revealed that most demonstrated the necessary skills for referrals to prevent complications, caring for newborns and their mothers at home immediately after discharge from health care c ... more

INTEGRATING MICROFINANCE AND COMMUNITY HEALTH INTERVENTIONS: A NARRATIVE REVIEW OF EVIDENCES FROM INDIA

Sheila Leatherman, Somen Saha, Marcia Metcalfe, et al. International Journal of Development Research (2014) C1

Liberia: Basic Package for Mental Health Care Service

Ministry of Health and Social Welfare, Liberia (2010) C1

Education for children with disabilities in South Africa - What needs to change

Human Rights Watch (2015) C2

This report is about education for children with disabilities in South Africa.

Children with Special Educational Needs

National Council for Special Education (NCSE) (2014) C2

Information Booklet for Parents