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Children with disabilities and COVID-19

UNICEF
July 2020

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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

Guidance Note 5: Return to School

McGEOWN, Julia
BOISSEAU, Sandra
BOHAN-JACQUOT, Sandrine
July 2020

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This guidance is part of a series to provide support during the Covid-19 crisis. The guidance notes include #1 Inclusive Digital learning, #2 Teacher resources, #3 Home support, #4 TV and Radio Learning, and #5 Return to School.

 

10 tips are provided for returning to school during and after the Covid-19 pandemic. Tips are given to cope with school re-opening, manage learning continuity with existing constraints and build better education systems.

 

Ensuring an inclusive return to school for children with disabilities

CBM Australia
June 2020

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This guidance has been produced by CBM Australia for UNICEF’s East Asia and the Pacific Regional Office and UNICEF Australia. The document is intended for UNICEF staff, education policy makers and planners in the East Asia and Pacific Region. Its purpose is to provide guidance on critical considerations and actions that should be undertaken to ensure an inclusive return to school for children with disabilities, as children return to school after the temporary closure of schools due to the COVID-19 pandemic.

Guidance Note 4, TV and Radio Learning

McGEOWN, Julia
BOISSEAU, Sandra
BOHAN-JACQUOT, Sandrine
June 2020

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This guidance is part of a series to provide support during the Covid-19 crisis. The guidance notes include #1- Inclusive Digital learning #2 - Teacher resources and #3 Home support. #4 TV and Radio Learning #5Return to school.

 

A pictorial based summary of the top 10 tips is provided followed by explanation of the resources and more information about top tips, with hyperlinks of relevant resources.

Inclusion in remote teaching contexts

BASHIR, Furquan
NEWTON, Joanne
May 2020

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Remote learning can be difficult for everyone, but it can be especially difficult for vulnerable communities. This guide describes the ways that access and engagement can be blocked in remote learning and suggests practical ideas to increase learning opportunities for all.

Guidance note 1: Inclusive digital learning

McGEOWN, Julia
BOISSEAU, Sandra
BOHAN-JACQUOT, Sandrine
April 2020

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This guidance is part of a series to provide support during the Covid-19 crisis. The guidance notes include: #1- Inclusive Digital learning; #2 - Teacher resources; and #3 Home support

 

To help with the vast range of information on distance learning, here are some recommendations about helpful resources that are simple to use to complement learning, do not require subscriptions, include resources in a range of languages (used in the context of HI programs), and are free to the user.

 

Ten top tips are given on inclusive digital learning with a focus on children with disabilities with resources to follow

Guidance note 2: Teacher resources

McGEOWN, Julia
BOISSEAU, Sandra
BOHAN-JACQUOT, Sandrine
April 2020

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This guidance is part of a series to provide support during the Covid-19 crisis. The guidance notes include: #1- Inclusive Digital learning; #2 - Teacher resources; and #3 Home support.

 

To help teachers support their students during school closure, and to improve both wellbeing and learning outcomes for girls and boys affected by the COVID 19 crisis, a wide range of resources have been developed.

 

10 tips for teaching children with disabilities during COVID-19 are given with links to various resources.

Guidance note 3: Home support

McGEOWN, Julia
BOISSEAU, Sandra
BOHAN-JACQUOT, Sandrine
April 2020

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This guidance is part of a series to provide support during the Covid-19 crisis. The guidance notes include: #1- Inclusive Digital learning; #2 - Teacher resources; and #3 Home support

 

To help parents interact constructively with their children during this time of self-isolation, and to improve both wellbeing and learning outcomes for girls and boys affected by the COVID 19 crisis, a wide range of resources have been developed.

 

10 top tips are provided for Home Support for parents of children with disabilities with links to various resources.

 

 

Including children with disabilities in humanitarian action

UNICEF
July 2017

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"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.

Training Manual on Inclusive Vocational Training and Education

Md. Mazedul Haque
Mathieu Simard
2013

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A practical guideline for Vocational Education and Training (VET) school teacher to initiate inclusive VET in Kyrgyzstan.

 

The main objective of this manual is to build capacities to Vocational Education and Training (VET) school teachers and social workers to facilitate inclusive VET. It targets actors working in the disability, education or VET arena to improve their knowledge on disability and inclusive education, so they can advocate for and technically support inclusive VET and general education.


More specifically, the manual will enable stakeholders to:
- Identity people who are excluded from VET ,
- Identify capacities and specific needs of persons with disabilities,
- Share common understanding on Inclusive VET
- Provide basic support to persons with disabilities with appropriate teaching methods
- Facilitate physical accessibility at school,
- Minimize barriers to promote inclusive education
- Planning and setting-up inclusive VET supported by social workers


The manual is designed to be utilized by VET school teachers, Social Workers, Inclusive Educator and Development workers.

Guidebook for planning education in emergencies and reconstruction

INTERNATIONAL INSTITUTE FOR EDUCATIONAL PLANNING (IIEP)
2010

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This practical guide presents non-formal education in the contexts of emergencies and reconstruction to provide emergency-affected out of school children, youth and adults with educational activities that meet their needs and interests, and to supplement formal schooling of those children and youth with subjects relevant to their protection well-being and psycho-social needs. This guide is useful to anyone interested in non-formal education in the contexts of emergency and reconstruction

Conducting a participatory situation analysis of orphans and vulnerable children affected by HIV/AIDS : guidelines and tools | A framework and resource guide

FAMILY HEALTH INTERNATIONAL (FHI)
April 2005

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This framework and resource guide is intended to help people involved in programs assisting orphans and vulnerable children conduct a situation analysis. It serves as a tool for collecting and synthesising in-country and sub-national information. Examples of situation analyses and related research are provided throughout the document to draw upon the variety of approaches, and their components, that communities and institutions have undertaken to assess their particular situation

HIV and young children : an annotated bibliography on psychosocial perspectives

SHERR, Lorraine
February 2005

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This annotated bibliography offers a practical guide to the content of the references which informed the literature review presented in BVLF Working Paper 33 (Young Children and HIV/AIDS: Mapping the Field). It is intended to help readers who want to go deeper into the issues and explore the original source material. The bibliography presents the references - mostly to peer-reviewed medical or psychology journals - under subject headings such as "disclosure", "interventions", "parentless children", "social development", and more

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)

Life skills education for children and adolescents in schools : introduction and guidelines to facilitate the development and implementation of life skills programmes

WORLD HEALTH ORGANIZATION (WHO). Department of Mental Health and Substance Abuse
1994

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This publication focuses on the teaching of daily living skills to children and young people in schools. It is therefore targeted at those organisations involved in school curriculum development, health education, and the development of school-based health and social interventions. Although directed at schools it can be adapted and interpreted to guide the development of life-skills education for children and adults elsewhere

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