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IASC Guidelines, Inclusion of persons with disabilities in humanitarian action

INTER-AGENCY STANDING COMMITTEE (IASC)
November 2019

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The guidelines set out essential actions that humanitarian actors must take in order to effectively identify and respond to the needs and rights of persons with disabilities who are most at risk of being left behind in humanitarian settings.

The recommended actions in each chapter place persons with disabilities at the centre of humanitarian action, both as actors and as members of affected populations. They are specific to persons with disabilities and to the context of humanitarian action and build on existing and more general standards and guidelines.

These are the first humanitarian guidelines to be developed with and by persons with disabilities and their representative organizations in association with traditional humanitarian stakeholders. Based on the outcomes of a comprehensive global and regional multi-stakeholder consultation process, they are designed to promote the implementation of quality humanitarian programmes in all contexts and across all regions, and to establish and increase both the inclusion of persons with disabilities and their meaningful participation in all decisions that concern them.

Inclusive education : what, why, and how : a handbook for programm implementers

HEIJNEN-MAATHUIS, Els
March 2016

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This handbook has been developed specifically for Save the Children programme staff, implementing partners, and practitioners supporting education programmes in any context – development, emergency, or protracted crisis. The Inclusive Education Working Group​ (IEWG) recognized that inclusive education begins with the work being done by education staff in the field, and designed this handbook specifically with them in mind. Guidance has also been structured along the project cycle, so that it may be useful to programmes regardless of their current stage of implementation. This handbook is designed to provide guidance through the different attitudes and barriers that could be causing educational exclusion, as well as to identify key strategies to address them. The project steps are situational analysis, programme design, implementation design, implementation and monitoring, and evaluation and lessons learnt. Case studies presented include: community-based EMIS in Tajikistan; designing for gender equality in Sierra Leone; probing questions lead to deeper analysis and improved programmes (in Uganda); education in emergencies (in Syria); school self-evaluation in Lao PDR. Quick reference charts and further resources are offered for each step

ESCAP Guide on Disability Indicators for the Incheon Strategy

UNITED NATIONS ECONOMIC AND SOCIAL COMMISSION FOR ASIA AND THE PACIFIC (ESCAP) SOCIAL DEVELOPMENT DIVISION
December 2014

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The Incheon Strategy to “Make the Right Real” for Persons with Disabilities in Asia and the Pacific provides the Asian and Pacific region, and the world, with the first set of regionally agreed disability-inclusive development goals. The Incheon Strategy goals cover a range of development areas from poverty reduction and employment to political participation, accessibility, social protection, education, gender equality, disaster risk reduction, data collection, CRPD ratification and international cooperation.

To ensure that the 10 goals are successfully met, the Strategy identifies 27 targets as well as 62 related indicators for monitoring and evaluating the implementation of the 10 goals. These targets and indicators are essential for developing practical implementation strategies, ensuring success and identifying areas where significant challenges remain. Goal 8 of the Incheon Strategy accords particular priority to data collection, calling for improvement of the reliability and comparability of disability data across countries in the region. Member States, in target 8B, have specifically committed to establishing a baseline with reliable statistics by the midpoint of the Asian and Pacific Decade of Persons with Disabilities in 2017, as a source of tracking progress towards the achievement of the Incheon Goals.

The ESCAP Guide on Disability Indicators for the Incheon Strategy aims to guide data collection and generation by ESCAP member States through providing them with relevant methodologies and tools to construct and use the 62 indicators of the Incheon Strategy, in order to monitor the achievement of the 10 disability-inclusive development goals.

Inclusive learning : children with disabilities and difficulties in learning : topic guide

HOWGEGO, Catherine
MILES, Susie
MYERS, Juliette
September 2014

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"This HEART Topic Guide brings together evidence on what works in inclusive learning for children aged 3 to 12 years with disabilities and/or difficulties in learning in low and middle income countries, and explores the role of inclusive approaches in contributing to inclusive societies and ultimately inclusive growth. The Topic Guide addresses some of the contested and debated issues around terminology, labelling, and segregated, integrated and inclusive schooling; reviews the limited evidence that exists from low and middle income countries around the outcomes of inclusive learning; and identifies future research directions"

Note: This resource is available in both pdf and online formats

A guide for community health workers supporting children with disabilities

ADAMS, Mel
et al
2014

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"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 mel@maits.org.uk to receive a free pdf copy of this resource

Mainstreaming disability in disaster risk reduction : a training manual and faciliiation guide

HANDICAP INTERNATIONAL
2011

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This training manual was developed to provide information on the link between disability and disasters and the experiences of Handicap International in including and engaging with persons with disabilities in disaster risk reduction (DRR).  It provides information to managers and policy makers in government and non-government organisations. A facilitation guide that includes detailed chapter-by-chapter sample training sessions for use by community groups and other stakeholders addressing the topics in the manual

HIV & AIDS "train the trainers" manual

AFRICA UNION OF THE BLIND (AFUB)
2010

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"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"
The user has given permission for the uploaded document to be reproduced and made publicly available on the Source website

Towards inclusive education for children with disabilities : a guideline

CALDERBANK, Daniel
Ed
2009

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"The Manual begins by identifying the problem and setting out the rationale for the focus on the education of children with disabilities. This is followed by a detailed analysis of eight aspects of the education system and the ways in which it must change to allow the full inclusion of children with disabilities. Each aspect has a critical role to play in transforming the education system...The final section summarizes the way forward, with an emphasis on a rights-based approach to providing education of good quality for children with disabilities in the region"

Disabilities among refugees and conflict-affected populations

WOMEN'S COMMISSION FOR REFUGEE WOMEN AND CHILDREN
June 2008

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"This report is the culmination of a six-month project...to address the rights and needs of displaced persons with disabilities, with a particular focus on women (including older women), children and youth. Based on field research in five refugee situations, as well as global desk research, the Women’s Commission sought to map existing services for displaced persons with disabilities, identify gaps and good practices and make recommendations on how to improve services, protection and participation for displaced persons with disabilities"

Training manual of IICCHAA project

INDIAN INITIATIVE OF CHILD CENTRED HIV & AIDS APPROACH (IICCHAA)
February 2008

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This manual offers an approach to memory work that has been adapted to fit the local context in India and is based on memory work pioneered by the National Community of Women living with HIV/AIDS (NACWOLA) in Uganda. It provides trainers with guidance to support parents, guardians and care givers affected by HIV and AIDS by helping them to share information, hopes and fears with their children; strengthen each child's sense of identity and belonging; and plan for the future care of their children

Operational guide for implementation of IICCHAA project

INDIAN INITIATIVE OF CHILD CENTRED HIV & AIDS APPROACH (IICCHAA)
2008

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This operational guide provides a broad direction for implementing memory work in India in the field, based on a communication needs assessment carried out as part of the Indian Initiative for Child Centred Approaches to HIV & AIDS (IICCHAA). The guide is divided into two sections: how to roll out the training effectively at field level and some basic information about HIV and AIDS

Mainstreaming disability in community based disaster risk reduction : a facilitator’s guide

HANDICAP INTERNATIONAL
2008

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This Guide has been developed in conjunction with the Training Manual to support a four-day training course on Mainstreaming Disability in Community Based Disaster Risk Reduction (CBDRR). The Training Manual and the Facilitator’s Guide provide trainers, project officers and field level practitioners with the resources to make DRR disability inclusive. This resource also provides information to managers and policy makers in government and non-government organisations to address the inclusion of disability issues in CBDRR. It is designed to be used as a tool to conduct trainings and to support work with community groups and other stakeholders

 

The Facilitator’s Guide elaborates upon the Training Manual by detailing a step-by-step training methodology for the topics addressed in the course. Each topic in the Guide includes: Learning objectives, key messages, key steps and a process outline, suggested session times, materials needed and additional resources and materials to supplement learning. The Facilitator's Guide provides a broad outline to the training through the topics, and trainers may adapt and modify the session plans to the particular circumstances of the training - further tips for trainers have been provided in the annex of the Guide

Getting started! : running a junior farmer field and life school|Empowering orphans and vulnerable children living in a world with HIV and AIDS

WIEGERS, Esther
HILL, Catherine
COLBERT, Patricia
2007

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This manual was developed from the experiences of a number of communities and organisations in southern and eastern Africa in creating Junior Farmer Field and Life Schools as a response to the growing number of orphans and vulnerable children. For many reasons these children more likely than other orphans to be at risk from malnutrition, disease, abuse, stigmatisation and sexual exploitation. The risk of sexual exploitation is particularly significant for those left alone to cope with poverty and who are forced to adopt adult roles and ensure food for the rest of the family. As parents and family members become ill, children take on greater domestic, agricultural and income generating responsibilities. HIV and AIDS has a particular impact on girls who are left to care for ailing parents, or who have to become the heads of households upon the death of caregivers. Also, as many parents are dying at a young age orphaned children are growing up without the necessary knowledge and skills for their future livelihood

Participatory communication strategy design : a handbook

MEFALOPULOS, Paolo
KAMLONGERA, Chris
2004

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This handbook on participatory communication strategy design (PCSD) has been prepared as a training and field guide for designing, implementing and managing communication for development strategies for field projects. The handbook focuses on the process of planning a communication strategy design in a participatory manner. It clearly explains the principles and processes of communication planning, message development, multimedia material production and the implementation of communication activities in the field. PCSD has been prepared primarily as training and reference material to be used during workshops for communication skills development, as well as a guide for participatory communication strategy design in the field

Facilitation skills workbook

CLARKE, Sophie
BLACKMAN, Rachel
CARTER, Isabel
2004

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This workbook on facilitation skills provides training material for people who plan to use PILLARS Guides in their local communities. It can be used as part of regular training sessions or can be delivered as a five day workshop. Participants will become familiar with the content of several PILLARS Guides and learn how to adapt their use. They will gain participatory learning skills, understand the qualities and skills of a good facilitator and gain confidence in using PILLARS Guides with community groups. The training uses participatory methods and role play

Handbook on access to HIV/AIDS-related treatment : a collection of information, tools and resources for NGOs, CBOs and PLWHA groups

GREEN, Carolyn
et al
2003

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This handbook provides NGOs, CBOs and groups of people living with HIV/AIDS with a practical resource for responding to issues of access to treatement for HIV/AIDS in developing countries. It is designed to build practical skills using participatory activities, to provide a training resource for NGO support programmes and individuals, and to facilitate ongoing learning. It is suitable for people with varying levels of experience. It contains practical exercises and examples on different aspects of treatment

Schools for all : including disabled children in education

SAVE THE CHILDREN
2002

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These guidelines are primarily aimed at education staff who want to develop inclusive education practices, focusing on including disabled children in schools. It is also useful for community groups and NGOs and those working in CBR who need to provide input into inclusive education work; and is relevant to readers working in out-of-school situations.
The book builds on Save the Children’s experience prior to 2002. Subsequent experiences are documented in ‘Making Schools Inclusive' (2009)

Index for inclusion : developing learning and participation in schools

BOOTH, Tony
AINSCOW, Mel
2002

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The Index for Inclusion is a set of materials to guide schools through a process of inclusive school development. It is about building supportive communities and fostering high achievement for all staff and students.
This second edition manual comes with practical advice and questionnaires to help make schools more inclusive

Getting better all the time! A self-help guide to evaluation

BRADLEY, Alice
2001

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This comprehensive manual has been written for senior staff and managers who are responsible for leading others through the evaluation process. It will be of interest to people involved in small or large-scale evaluation of services, projects or programmes. It is intended both as a 'read alone' manual and as a group training text

The World Bank participation sourcebook

BHATNAGAR, Bhuvan
KEARNS, James
SEQUEIRA, Debra
February 1996

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This sourcebook is to support participatory processes in economic and social development. It includes a section of reflections on participation as well as shared experiences; practice pointers in participatory learning and decision-making; and in enabling the poor to participate

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