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Guidelines for Consulting with Children & Young People with Disabilities

PLAN INTERNATIONAL
December 2016

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What is this document?

This document provides a guidance on the importance of consulting with children with disabilities. It provides practical suggestions for consulting with children and young people with disabilities in a variety of situations. It aims to equip individuals working on child rights with the knowledge and skills necessary to communicate with children with a variety of disabilities.

This document sets out tips and suggestions for the entire consultation process including: planning for the consultation, general considerations for consulting with children with disabilities, specific tips for communicating with children with different types of impairments, and some case study examples. 

Who is this document for?

This document is a guide for Plan and partner staff on how to work with children to ensure that children with disabilities are consulted with and heard in Plan programmes. This could include:

• Field staff

• Researchers and consultants

• Community leaders and members

• Government officials

• Facilitators and trainers

• School teachers

• Plan National Office and Country Office staff

These guidelines can be used in all contexts including at a national policy level, in communities, during development projects and in humanitarian settings.

Children and armed conflict : a guide to international humanitarian and human rights law

LANDRY, Guillaume
Ed
2010

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This guide offers a full understanding of the current challenges faced by children in armed conflict and the international law, norms and developments that apply to children in these situations. It is divided into two sections: the first gives sets out the background context of the situation; and the second section looks at particular issue faced by children affected by armed conflict and the international law and other developments that attempt to address these issues. The conclusion of the guide, examines the extent of the application of international law and standards, according to the experience of children and young people from Colombia and northern Uganda. There are also a number of annexes designed to further assist practitioners in their analysis, advocacy efforts, provision of care and practice

WHO model list of essential medicines for children

WORLD HEALTH ORGANIZATION (WHO)
March 2009

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The medicines in this model list are intended for use for children up to the age of 12. There is a core list of minimum medicine needs for a basic health care system, listing the most efficacious, safe and cost-effective medicines for priority conditions. Priority conditions are selected on the basis of current and estimated future public health relevance, and potential for safe and cost-effective treatment. There is also a complementary list of essential medicines for priority diseases, for which specialised diagnostic or monitoring facilities, and/or specialist medical care, and/or specialist training are needed

Protecting children from sexual exploitation and sexual violence in disaster and emergency situations

DELANEY, Stephanie
March 2006

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"This manual is about how to protect children from sexual violence and sexual exploitation, specifically in disaster and emergency situations. It is not intended to be an academic report but instead is a practical guide that we hope will be of use to people working directly in the field. The aim is to provide fundamental information to assist personnel working in emergency situations in responding to protect children, in terms of what can be done before disaster strikes (which might be called ‘mitigation’ efforts), in the immediate aftermath (the ‘response’) and in the longer term reconstruction phase (sometimes called the ‘recovery’). We have also included recommended actions and key considerations to be taken into account in the event of sexual violence or sexual exploitation"

Changing teaching practices : using curriculum differentiation to respond to students’ diversity

PERNER, Darlene
2005

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This guide was developed to facilitate and support inclusive education. It presents strategies and learning activities to facilitate curriculum differentiation, and offers suggestions, strategies, and learning activities to teachers to use in classrooms. This guide is useful to anyone interested in using curriculum differentiation to respond to students’ diversity

Model IMCI handbook : integrated management of childhood illness

WORLD HEALTH ORGANIZATION (WHO)
UNITED NATIONS CHILDREN'S FUND (UNICEF)
2005

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The IMCI model handbook provides a detailed explanation of the IMCI case management guidelines. It is organized into seven main parts: overview of the IMCI process; assess and classify the sick child age 2 months up to 5 years; assess and classify the sick young infant age 1 week up to 2 months; identify treatment; treat the sick child or the sick young infant; communicate and counsel; and give follow-up care
Teaching institutions are advised to adapt the handbook in two ways: 1.to ensure that all text, charts and illustrations are consistent with nationally-adapted IMCI clinical guidelines, and 2.to ensure that its content and format corresponds to the teaching approach used by the institution

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