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2
02 - Series on Disability-Inclusive Development
This consultative version of the guideline is the product of literature reviews, discussions and contributions from diverse stakeholders, as well as UNISDR-nominated experts appointed specifically for the development of the Words into Action guideline for Build back better in recovery, rehabilitatio
...
n and reconstruction.
Disaster impacted countries and communities are oftentimes much better equipped to Build Back Better during the extended period of recovery, rehabilitation, and reconstruction when they have taken actions to strengthen recovery capacity and decision-making effectiveness prior to the onset of disaster.
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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 children and their families through a greater understanding of their rights and entitlements. It is es
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sential 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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Since independence (1961) the Government through the Department of Social welfare has been providing services to people with disabilities without a comprehensive policy. The adoption of the National Policy on Disability (NPD) is the outcome of many years of consultations among disability stakeholder
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s.
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Persons with disabilities are one of the most vulnerable and socially excluded groups in any crisis-affected community. They may be in hidden in homes, overlooked during needs assessments and not consulted in the design of programs.4 While gender-based violence (GBV) affects women, girls, men and bo
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ys, the vast majority of survivors globally are women and girls.5 Persons with disabilities have difficulty accessing GBV programs, due to a variety of societal, environmental and communication barriers, increasing their risk of violence, abuse and exploitation.
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International Development vol. 11. DOI 10.4073/csr.2015.15
"The handbook is intended for use by the first responders
of the emergency services from the moment they
receive an alarm up to the first 30 minutes on scene at
an incident.
The handbook is envisaged to function as a checklist
and decision-support for personnel with existing knowledge
of emerg
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ency response operations. "
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"National Disaster Management Guidelines: Management
of Chemical (Terrorism) Disasters (are intended to
focus on all aspects of the disaster management
cycle, including prevention measures such as
surveillance and intelligence, mitigation of direct
and indirect risks, preparedness in terms of
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capacity development of human resources and
infrastructure development, as well as relief,
rehabilitation and reconstruction/recovery."
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Exposure draft for comment October 2013
This guide has been produced by the International
Network on Explosive Weapons (INEW) to introduce the
humanitarian advocacy agenda on the use of explosive
weapons in populated areas and to provide ideas for actions
at the national level. It is aimed primarily at NGOs and
campaigners worki
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ng on humanitarian issues and issues
related to weapons and protection of civilians.
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Pan African Medical Journal 2017;27:215. doi: 10.11604/pamj.2017.27.215.12994
This resource presents "the minimum level of educational quality and access in emergencies through to recovery. The aim of the handbook is to enhance the quality of educational preparedness, response and recovery; to increase access to safe and relevant learning opportunities for all learners, regar
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dless of their age, gender or abilities; and to ensure accountability and strong coordination in the provision of education in emergencies through to recovery...The INEE Minimum Standards are organised in five domains: Foundation standards; Access and learning environment; Teaching and learning; Teachers and other education; personnel; Education policy". Available in different languages: English, French, Arabic, Azerbajani, Bangla, Indonesia, Bosnian, Coratian, Serbian, Burmese, Chinese, Dari, Japanese, Nepali, Pashto, Portugese, Russian, Spanish, Turkish, Urdu, Vietnamese
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