Resources search

What interventions are effective to support home-based carers?

HUNT, Xanthe
August 2019

Expand view

Question & problem

Many people with disabilities require the assistance of other people in order to go about their daily lives. In high-income countries, home-based carers are professional or para-professional workers who provide assistance to people with disabilities, in their homes. They are often well-trained, and remunerated for their services. However, individuals with disabilities in many low- and middle-income countries (LMIC) predominantly live with their family, and receive home-based care from family members. There are some stresses associated with giving care to others, and these include burnout, compassion fatigue, and an array of emotional and social consequences related to the caring role. The carers, too, need care. This evidence brief summarises what we know about how to support home-based carers, taking into consideration that these people, in LMIC, are often untrained, unpaid family members of the person for whom they are caring.

Uzbekistan: Case for inclusion

NAM, Galina
2019

Expand view

The inclusion of children with disabilities in mainstream education has become an important agenda for many developing countries. The Uzbekistan government has also attempted to provide equal educational opportunities to this previously excluded group of children. Despite these efforts, however, many children with disabilities remain segregated. The total number of children with disabilities under 16 years old in the country is 97,000 (Uzbek Society of Disabled People, 2014). The majority of them either study at specialised educational institutions, or receive home-based education. Those who are placed at specialised institutions are often deprived of resources and services necessary to receive adequate education (UNICEF, 2013). While limited by the lack of reliable empirical data and research, this article aims to present the current situation in the development of inclusive education in Uzbekistan. It outlines the major legislative documents intended to support inclusive education and identifies some of the current obstacles to inclusive education practices.

 

Disability, CBR and Inclusive Development, Vol 30, No 1 (2019)

Inclusive education

CORPS, Hannah
September 2012

Expand view

This policy brief provides an overview of Handicap International’s 2012 policy paper on inclusive education which explains Handicap International’s current work on inclusive education and offers perspectives for the period 2011-2015
PP Brief No 8

Inclusive education (background paper)

CORPS, Hannah
CERALLI, Gilles
BOISSEAU, Sandra
July 2012

Expand view

"This policy paper explains Handicap International’s current work on inclusive education and offers perspectives for the period 2011-2015. The primary aim is to provide readers with a deeper understanding of the topic and sufficient knowledge to undertake concrete, positive actions towards inclusion. This policy paper draws upon Handicap International’s experience in the field of education since 1998 and prior to that, its experience of working with former development partner Action Nord Sud (ANS) 2. It takes into account the outcomes of baseline field assessments, meetings with partners and donors, feedback from educational professionals, decision-makers and policymakers, and importantly, the views of children with disabilities and their families"
PP No 8

Early childhood development and disability : a discussion paper

WORLD HEALTH ORGANIZATION (WHO)
UNITED NATIONS CHILDREN'S FUND (UNICEF)
2012

Expand view

"This discussion paper provides a brief overview of issues pertaining to early childhood development (ECD) and disability. It lays the foundation for a long-term strategic and collaborative process aimed at improving the developmental outcomes, participation and protection of young children with disabilities. Essential to this effort is dialogue between United Nations agencies and relevant stakeholders to identify sustainable strategies which build on existing efforts, and expand on multisectoral approaches to guarantee the rights of young children with disabilities and their families"

Priority medicines for mothers and children 2011

WORLD HEALTH ORGANIZATION (WHO)
2011

Expand view

This resource presents a list of priority medicines for mothers and children to help countries and partners select and make available those medicines that will have the biggest impact on reducing maternal, newborn and child morbidity and mortality
WHO/EMP/MAR/2011.1

Sub-Saharan Africa's mothers, newborns, and children : where and why do they die?

KINNEY, Mary V
et al
2010

Expand view

"The aim of this paper is to present the current situation in sub-Saharan Africa for mothers, newborns, and children under age 5 years—including the progress towards the MDGs for maternal and child health, why and where deaths occur, what known interventions can be employed to prevent these deaths, and current coverage of these interventions. All data used in this review are from the most recent UN databases, national household surveys, and peer-reviewed papers where appropriate, which are referenced accordingly"
PLoS Medicine, 7(6)

Recognition, respect and rights: disabled women in a globalised world

MEEKOSHA, Helen
FROMAHDER, Carolyn
2010

Expand view

Following a statistically rich overview of the position of disabled women and girls globally, the position of disabled women and girls in Australia is reported. The human rights violations of disabled women in the context of violence, sterilisation and, motherhood and parenting are discussed. The history, evolution and current structure of the Women with Disabilities Australia (WWDA) organisation are described. Some of the challenges and successes of WWDA are also described including: dealing with authorities; negotiating the local, the national and the global; using the new communication technologies; and forming strategic alliances.

Inspiring futures : learning from memory work in Africa

DUNN, Alison
HAMMOND WARD, Sarah
2009

Expand view

This learning paper looks at the experiences of applying memory work as part of broader strategies to mitigate the impact of HIV and AIDS in five African countries. It explores how six NGOs in sub-Saharan Africa established memory work as a key component of their community-based HIV programmes and draws on the experience of people living with HIV and AIDS, children and young people who participated in the initiative, partner organisations' own learning and analysis and the end of project evaluation report

Early childhood transitions research : a review of concepts, theory, and practice

VOGLER, Pia
CRIVELLO, Gina
WOODHEAD, Martin
May 2008

Expand view

This review surveys major conceptual tools that shed light on different aspects of early childhood transitions. The objectives are: 1) to review major research perspectives on early childhood transitions; and 2) to identify significant trends (and gaps) in the knowledge base of scholarly as well as professional studies

Parenting young children|Parenting

CENTRE FOR COMMUNITY CHILD HEALTH
2007

Expand view

This brief explores the factors that influence parenting practices and child development, and examines the features of effective parental support

Integrated management of pregnancy and childbirth : WHO recommended interventions for improving maternal and newborn health

WORLD HEALTH ORGANIZATION (WHO), DEPARTMENT OF MAKING PREGNANCY SAFER
2007

Expand view

This paper contains five tables listing recommendations to improve maternal and newborn health and survival, through health services, family and community. Table 1. Care in pregnancy, childbirth and postpartum period for mother and newborn infant; Table 2. Place of care, providers, interventions and commodities; Table 3. Home care, family, community and workplace support for the woman during pregnancy and childbirth and for the newborn infant; Table 4. Care for the woman before and between pregancies; Table 5. Pregnant women not wanting child

Social capital and transnational South Asian families : rituals, care and provision

MAND, Kanwal
March 2006

Expand view

This paper looks at social capital in the context of migration. It challenges the view that critical processes of social changes such as migration undermine and weaken social capital assets. It shows how transnational networks are strengthened and maintained, and social norms enhanced and replicated as a coping strategy in times of social changes. The paper focuses in particular on family ties, ethnicity, gender, household, care and provision. Some of the conclusions may be applied to other contexts, such as emergency situations, conflict situations and contexts of particular hardship

The spillover impacts of Africa's orphan crisis

EVANS, David
2005

Expand view

This is a study using a collection of 41 demographic and health surveys from 26 African countries. The households that provide care for orphans are characterised, and the impact of taking in orphans on outcomes for other household residents, including children's health and education, is estimated. A key finding is that orphan care is concentrated in households with fewer other childcare responsibilities, especially elderly households. The researcher found no evidence that having an orphan join the household significantly affected the household, contrary to popular views that orphans generate negative spillovers

Orphans and schooling in Africa : a longitudinal analysis

EVANS, David
MIGUEL, Edward
2005

Expand view

This paper looks at the impact of parent death on primary school participation using an unusual five-year panel data set of over 20,000 children in rural Kenya. There was a focus on children who began the study period as non-orphans and compare children who subsequently lost a parent to those who did not. There is a substantial decrease in school participation following a parent death as well as evidence of a drop before the death. Effects are largest for children whose mothers died, for young girls (under age 12) and for children with low base line academic performance. The authors then discuss implications for the design of programmes to assist orphans and vulnerable children

Prepared for kindergarten : what does "readiness" mean?

ACKERMAN, Debra J
BARNETT, W Steven
2005

Expand view

Stakeholders at the local, state and federal levels agree that a child's future academic success is dependent on being ready to learn and participate in a successful kindergarten experience. But it can be difficult to define "readiness". Due to their different prekindergarten education experiences and irregular and episodic development, children enter kindergarten with widely varying skills, knowledge, and levels of preparedness. Parents and teachers also have differing expectations for what children should know and be able to do before starting kindergarten. Furthermore, discussions of readiness do not always include how schools and communities can enhance and support children's kindergarten readiness, no matter what their socioeconomic status, home language background, or skill level. This policy brief addresses what we know about readiness and how it may be improved

Educational completion rates and achievement : implications for Ethiopia’s second poverty reduction strategy (2006-10)

WOLDEHANNA, Tassew
JONES, Nicola
TEFERA, Bekele
2005

Expand view

This paper addresses some of the key factors affecting children's education completion rates and achievement scores. It looks at the relative importance of the school and family environment and individual child characteristics in determining child grade completion or drop out at primary school; the relative importance of investment in school quality in determining students educational achievement; and the extent to which the Education Sector Development Programme reflects the determinants of children's primary school completion rates and educational achievement scores

Pages

E-bulletin