This guidance has been produced for UNICEF’s East Asia and the Pacific Regional Office and UNICEF Australia. This document is intended for frontline workers, including UNICEF partners, health personnel, social workers, teachers, help line staff and community volunteers engaged in the COVID-19 response. It is recommended that this document is read in conjunction with the Minimum Care Package, CBM’s Disability Inclusion in COVID-19 Preparedness and Response guidance note, UNICEF’s EAPR Child Protection Emergency Preparedness and Response to COVID-19 and the global Technical Note: Protection of Children during the Coronavirus Pandemic
Practical guidance is provided for development partners to develop disability inclusive responses to the COVID-19 pandemic during the emergency phase of the COVID19 pandemic. In the immediate- and long-term response to the pandemic, it is vital that all development partners take steps to strengthen health systems that are disability-inclusive.
Topics include: intersectionality; assessing gaps and needs; engaging people with disabilities and DPO's; accessible and inclusive communications; healthcare and essential services; livelihoods and social protection; education; independent living and housing; and evidence generation.
"The purpose of Including Children with Disabilities in Humanitarian Action is to strengthen the inclusion of children and women with disabilities, and their families, in emergency preparedness, response and early recovery, and recovery and reconstruction. This series of booklets provides insight into the situation of children with disabilities in humanitarian contexts, highlights the ways in which they are excluded from humanitarian action, and offers practical actions and tips to better include children and adolescents with disabilities in all stages of humanitarian action. The booklets were created in response to UNICEF colleagues in the field expressing a need for a practical resource to guide their work. The information and recommendations are based on evidence and good practices gathered from literature and field staff experiences. The six booklets on how to include children and adolescents with disabilities in humanitarian programmes are as follows: 1) general guidance; 2) child protection; 3) education; 4) health and HIV/AIDS; 5) nutrition; 6) water, sanitation and hygiene (WASH)".
General guidance available July 2017. Others to follow.
In addition to the PDF versions in English, Arabic and French, the guidance is also available in a range of accessible formats, including EPUB, a Braille-ready file and accessible HTML formats.
The guidance was developed in collaboration with Handicap International.
The role of rehabilitation professionals in responding to Sudden Onset Disasters (SODs) is evolving rapidly, and our professions increasingly find themselves at the forefront of emergency response teams. At the same time, there is a movement towards the professionalisation of the humanitarian response sector, in particular Emergency Medical Teams, and a recognition that specialist training is required to prepare professionals for work in an austere humanitarian environment. The intended audience of the manual are physiotherapists and occupational therapists who may deploy to provide rehabilitation in the immediate aftermath of a sudden onset disaster. It was developed to support volunteers on the UK International Emergency Trauma Register (UKIETR), but with the aim of being relevant to all rehabilitation professionals interested in rapid deployment to austere environments. The content is restricted to the context of sudden onset disasters such as an earthquake or tsunami, and has been developed to support work in an austere environment, where the type of equipment and support that is normally available has been disrupted. UKIETR professionals are UK based volunteers who receive specialist training to prepare them for international deployment as part of team in response to emergencies. They may be deployed within a multi-disciplinary foreign medical team in a field hospital scenario, or as part of a more specialist ‘cell’ offering niche medical, surgical or rehabilitation services. The manual is designed to complement the three day core rehabilitation training run by Handicap International which all UKIETR members must attend. It is a clinical manual, and the contents are directly linked to modules taught on the core training course. In addition there are a number of ‘cheat sheets’ and patient education resources at the back of the manual which are designed to be used in the field. Chapters include: rehabilitation and the UKIETR; introduction to rehabilitation following sudden onset disasters; amputee rehabilitation; spinal cord injury; peripheral nerve injury; fractures; burns and soft tissue injury; and acquired brain injury
This resource presents guidance on child-focused victim assistance. The first section contains the acknowledgements, foreword, acronyms and chapters one through four outlining victim assistance introductory information, stakeholders, international standards, principles, coordination and cross-cutting issues. Another six stand-alone documents are available for the six technical components comprise data collection and analysis, emergency and continuing medical care, rehabilitation, psychological and psychosocial support, social and economic inclusion, and laws and policies. The final chapter contains resources and references that users may find helpful
"This resource is to be used as a guide for Community Health Workers (CHWs) to support parents in promoting the development and independence of their child with neurodevelopmental disabilities...In line with current thinking, this resource places the emphasis on promoting activity and participation in a child’s daily life activities rather than therapies that try to fix ‘the problem’ (Skelton and Rosenbaum, 2010). As such, this manual provides ideas on how to support the child during activities of daily living – taking particular account of their physical and communication abilities and needs – and does not include hands-on rehabilitation techniques that focus on specific impairments. It does however provide guidance on overall management and prevention of further disability. The materials in this manual can be used as the basis for a programme of intervention that progresses through two stages"
Note: As indicated when clicking on the resource link below, the manual is available once contact details are entered or alternatively user can contact firstname.lastname@example.org to receive a free pdf copy of this resource
"The Dictionary includes an illustrated guide to signing and signing for individual letters, along with illustrations and descriptions for common words and for those new HIV/SRHR signs that have been developed, making it an invaluable reference for both those with hearing impairments and those without hearing challenges. The dictionary is suitable for use in educational institutions (schools, colleges and universities) as well as in health institutions such as hospitals, clinics and VCT centres. Counsellors and all staff working directly and indirectly in the HIV and SRHR sectors will find the dictionary most useful"
"WASH in Schools aims to support the provision of safe drinking water and improved sanitation facilities, and promotes lifelong health for children and their families...This guidebook is a resource for those involved in teaching and working with children in emergency preparedness, during an emergency and throughout the recovery period. It provides simple strategies for use and adaptation with all children and families to ensure a smooth and healthy transition to a healthy and accessible learning environment...The guidebook provides the information needed to ensure that every child knows about water, sanitation and hygiene. It is not a technical book about installing taps and building toilets. Instead it provides guidance on safe WASH behaviours that help children, families and teachers stay healthy and avoid life threatening diseases. Every emergency and child-friendly space or school is different, so the suggestions and ideas provided should be adapted to suit the local situation"
Note: a book of flashcards is available as a companion to the guidebook. Although this guidebook’s pictures were created for the Africa region, flashcard sets for Asia and Latin America are also available from the website
This resource package supports the development priorities of UNICEF to improve the survival, development and protection of infants, young children and their families. Specifically, it is designed for use by anyone interested in communication for the holistic development of children
“"This in-depth guidance document issued in April 2011 was developed to enhance victim assistance. It illustrates the importance of accessibility, employment and education for survivors and persons with disabilities within the frameworks of the Mine Ban Treaty, the Convention on Cluster Munitions and the Convention on the Rights of Persons with Disabilities"
"This guide is part of a series of four Guides to reduce stigma. The guides are for all managers, health and social workers and service staff who have to deal with stigma in leprosy and other health conditions. These Guides provide evidence-based and best-practice information from different disciplines, and recommendations for field workers on how to reduce stigma against and among affected persons and in the community...The second Guide describes when and how to assess stigma using qualitative and quantitative methods and instruments. It also explains how to use the instruments"
"This guide is part of a series of four Guides to reduce stigma. The guides are for all managers, health and social workers and service staff who have to deal with stigma in leprosy and other health conditions. These Guides provide evidence-based and best-practice information from different disciplines, and recommendations for field workers on how to reduce stigma against and among affected persons and in the community...The third Guide provides recommendations on how to develop an approach for reducing stigma. Through the use of a roadmap, several steps are discussed for reducing stigma related to a particular health condition"
"This guide is part of a series of four Guides to reduce stigma. The guides are for all managers, health and social workers and service staff who have to deal with stigma in leprosy and other health conditions. These Guides provide evidence-based and best-practice information from different disciplines, and recommendations for field workers on how to reduce stigma against and among affected persons and in the community...The fourth guide explains the use of counselling at a basic level in dealing with stigma. It provides an explanation on different techniques and approaches for counselling persons affected by stigma"
This summary guideline describes a model for supporting older home-based carers developed by HelpAge International in Tanzania, which is being implemented in several districts. The model has four elements: collecting baseline data, training older carers in home-based care and counselling, setting up support groups and linking older carers to services. This resource is useful to people interested in home-based care for supporting older carers of people living with HIV
This paper is a methodological guide to personalised social support to enhance understanding, thinking about and practising this approach to social work. It is targeted at field workers and public services’ or association advisers responsible for receiving, informing, guiding and supporting people with disabilities and other vulnerable groups.
This guide is divided into three sections. First, a "principles and benchmarks" section explores the theoretical aspects of social work, development and personalised social support. This section is followed by a "Practical guide" targeted at social workers, facilitators and advisers responsible for providing support and provides an in-depth guide to implementing personalised social support, based on various intervention techniques and practical tools. This section also offers a section devoted to project managers or social mecha¬nism coordinators, featuring benchmarks for the development and follow-up of a social support service. The third section features a "Toolbox" consisting mainly of tools sourced from Handicap International programmes
"This manual is for use by Trainers of Trainers. i.e. trainers of visually impaired Peer Educators. It has been developed to provide awareness and training on HIV&AIDS prevention, treatment, care and support and to equip blind and partially sighted participants with Peer Educations skills. It is hoped that blind and partially sighted participants will become effective Peer Educators in training other visually impaired persons in their communities"
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Adapted from the 'Disability Task Force', this checklist provides useful guidelines about general protection and inclusion principles for people with disabilites or injuries in emergency situations. The following topics are highlighted: health, food and nutrition; water, sanitation and hygiene; protection; psychosocial support; reconstruction and shelter; livelihoods; and education. This checklist would be useful for practitioners interested in the protection and inclusion of people with disabilities in emergency situations
This handbook aims to empower disabled children and their families through a greater understanding of their rights and entitlements in England and Wales. It is useful 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
This chapter presents information about how community theater can be used to raise awareness about specific needs of disabled persons or to gain greater participation of local people in a community rehabilitation programme. It also highlights that community theatre can be a good method for educating people about important preventive measures and recommends that actors can be disabled persons, parents of disabled children, health workers, rehabilitation workers, schoolchildren, or any combination of these
Chapter 48 of "Disabled Village Children" by David Warner
This document is the psychosocial module of the Introduction to Child Protection in Emergencies and Interagency Modular Training Package. This module is divided into the following sections:
Part 1 presents a background to psychosocial issues including the overall impact of emergencies on psychosocial well-being, psychosocial effects of emergencies on children, and legal framework and advocacy activities.
Part 2 intervention planning presents psychosocial programming principles and priority activities, and co-ordination and sector support.
Part 3 psychosocial programming presents addressing basic services and security developing community and family supports, focused supports, and referrals to specialised services
This comprehensive document will be of particular interest to NGOs, DPOs, international and national bodies and anyone else interested in child protection and psychosocial work with children and their families
Note: The core resources for this module are the Inter-Agency Standing Committee (IASC) Guidance on Mental Health and Psychosocial Support in Emergency Settings and the key interventions of the Sphere Handbook (2004) Standard for Mental and Social Aspects of Health
Source e-bulletin on Disability and Inclusion