“This technical brief presents information and guidance on implementing early childhood development (ECD) programmes for young orphans and vulnerable children (OVC) with disabilities and their families. It provides a basic overview of the fundamental elements a program manager should consider to integrate disability positively into ECD programmes and address specific disabilities individually, as needed. This technical brief describes “twin-track” and “triple-track” approaches that promote participation, attention to specific needs, and equal access for OVC with disabilities and their families. It also lists six critical elements for HIV programmes seeking to address the needs of children with disabilities”
With growing recognition that persons with sensory (blindness and deafness), physical, and intellectual disabilities are at risk for HIV, it is crucial to understand the HIV programming needs of persons with disabilities and challenges to accessing HIV-related services. The HIVCore project, funded by the U. S. Agency for International Development, conducted a situation analysis in Ghana, Uganda, and Zambia with persons with disabilities and service providers to describe existing HIV services for persons with disabilities, identify factors affecting access to and use of HIV services, and identify opportunities and gaps for addressing HIV service needs of persons with disabilities. By identifying the needs and challenges in HIV programming for persons with disabilities and by identifying existing programs, the findings from this assessment can be used to guide the implementation of disability-inclusive programming.
This report outlines a strategy "to prevent and respond more effectively to gender-based violence globally. The purpose of the strategy is to establish a government-wide approach that identifies, coordinates, integrates, and leverages current efforts and resources. The strategy provides Federal agencies with a set of concrete goals and actions to be implemented and monitored over the course of the next three years with an evaluation of progress midway through this period. At the end of the three-year timeframe, the agencies will evaluate the progress made and chart a course forward"
This report presents USAID’s policy on gender equality and female empowerment designed to enhance women’s empowerment and reduce gender gaps. "The goal of this policy is to improve the lives of citizens around the world by advancing equality between females and males, and empowering women and girls to participate fully in and benefit from the development of their societies. It will be addressed through integration of gender equality and female empowerment throughout the Agency’s Program Cycle and related processes: in strategic planning, project design and implementation, and monitoring and evaluation. This integrated approach positions the Agency to address gender gaps and the constraints that hold women back"
This report provides a comprehensive overview of the initial post-disaster efforts in relation to injury, rehabilitation and disability in the aftermath of the Haiti Earthquake of 12 January 2010. Recommendations are made for future actions to assist in the promotion of better management of people with disabilities during the long-term recovery of Haiti and in the care of people with disabilities in future crises elsewhere in the world
This case study review seeks to identify lessons learned from community experiences and perceptions of community mobilisations initiatives in Malawi and Zambia, particularly the sense of ownership generated and where that has been able to sustain activities to benefit especially vulnerable children. It would be of interest policy makers and programme designers
This paper discusses the main justifications for job creation projects after serious conflict or natural disaster. Major lessons and best practices are reviewed to guide the design and implementation of job creation projects as components of peacekeeping, humanitarian, transitional, or transformational development programs. This paper is useful for people interested in job creation in post-conflict societies
This study provides the results of a desk study analysis, informational site visits, and a research study to assess preschool and primary education in Bangladesh for children with disabilities
This document provides standards for new renovation or construction projects funded by USAID to ensure access by people with disabilities. The use of these guidelines is required in all USAID requests for assistance in construction and alteration. This guidance includes a provision for a waiver of the application of standards in certain circumstances
This document outlines the organisational priorities of the United States Agency for International Development (USAID). The organisation aims to achieve the following: increase the focus on technical assistance to missions, offices, and disabled people’s organisations; establish mechanisms for identifying, documenting, and sharing best practices; increase the recruitment and level of people with disabilities working within USAID; and increase the level of activity and effectiveness of the agency disability team
The Global Health E-Learning Center, developed by the USAID Bureau of Global Health, is a response to repeated requests from field staff for access to technical public health information. The centre provides web-based courses for continuing education for health professionals and technical content on key topics. It serves as a practical resource for increasing public health knowledge. Once registered, users of this site can take free courses, all of which are authored by an expert or team of experts. They include programme principles, best practice and case studies. Materials may also be downloaded for further study
Source e-bulletin on Disability and Inclusion