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South Africa has adopted an inclusive education policy in order to address barriers to learning in the education system. However, the implementation of this policy is hampered by the lack of teachers’ skills and knowledge in differentiating the curriculum to address a wide range of learning needs. In this paper we provided a background to inclusive education policy in South Africa and a brief exposition of an instructional design approach, Universal Design for Learning (UDL) that addresses a wide range of learning needs in a single classroom. We reported on a workshop conducted with teachers and therapists in South Africa as a first attempt to introduce UDL in this context. Knowledge of UDL was judged to be appropriate and useful by the course participants in the South African context as a strategy for curriculum differentiation in inclusive classrooms. Furthermore, knowledge of the UDL framework facilitates dialogue between teachers and therapists and provides a relatively simple and comprehensive approach for curriculum differentiation. We therefore conclude that there is potential for this approach that can be expanded through further teacher training.

This document provides an overview of the key elements of contingency planning. This guide is aimed at assisting National Society and IFRC staff responsible for developing contingency plans at the local, national, regional or global levels. It is essential to develop contingency plans in consultation and cooperation with those who will have to implement or approve them. This document provides guidelines, not strict rules; planning priorities will differ according to the context and scope of any given situation. This guide breaks contingency planning down into five main steps: prepare, analyse, develop, implement and review. Each step is covered by a separate chapter in this document

Background: There are varied and complex problems associated with the admission of students with disabilities into secondary (senior high) schools all over the world. This situation is further complicated by difficulties encountered in the built environment of these institutions and, in this, Ghana is no exception.

Objectives: This exploratory study investigated the level of accessibility of the built environment in secondary schools in eight out of the ten regions of Ghana, in order to determine whether they conform to guidelines provided in international building standards and also assess the extent to which they have been designed and constructed to meet the provisions of the Persons with Disability Act 2006, which allows for equal access to public buildings in Ghana.

Method: In total, 705 building elements in 264 facilities were surveyed using international standards, building codes, regulations and guidelines. These facilities included car parks, classrooms, dormitories, assembly halls, telephone booths and administration blocks.

Results: Our findings revealed that most of the building elements were barring and not disability-friendly. Just to name a few: there were obstructions on access routes to and around buildings, absence of designated car parks, unfriendly vertical and horizontal means of circulation in buildings and lack of accessible sanitary accommodations. In addition, the general lighting and signage were poor. As a result, very few students with disabilities are admitted and retained in these schools.

Conclusion: Mainstreaming of people with disabilities into the Ghanaian educational system remains impossible unless urgent action is taken to alter the facilities at secondary schools. Based on this research outcome, recommendations have been made to the Ghanaian government and the Ghana Education Service, as well as non-governmental organisations and relevant professional bodies for the amelioration of the present situation in our secondary schools.

"Road traffic injuries (RTIs) are a leading cause of disability and fatality globally. Motorcycle-related injuries, mainly head injuries, and related deaths and disabilities are a significant contributor to the burden of disease in low- and middle-income countries (LMICs). Helmets have been proven to be an effective way to reduce the risk of head injury. As motorcycle use continually increases in Cambodia, head injuries and related deaths and disabilities are expected to rise. This article aims to assess the current status of helmet use in Cambodia, as well as the knowledge, attitudes, and practices among motorcyclists, in order to assist with better planning and implementation of injury prevention strategies"
Traffic Injury Prevention, Vol 13, Supplement 1

"The 2012 CRPD Progress Report includes the latest data on 52 countries representing 77.4 percent of the World Population. The report offers disability advocates, governments, civil society and international organizations, monitoring the progress of the implementation of the Convention by States Parties, a unique benchmarking tool that collects data on country laws, policies, and programs pertaining to accessible and assistive Information and Communication Technologies (ICTs) around the globe. All results are available cross-tabulated by region, level of income per capita of Human Development Index to facilitate benchmarking by advocates and policy makers"

"This report analyzes the growth and evolution of applications for mobile phones, focusing on their use in agriculture, health and financial services, as well as their impact on employment and government. It also explores the consequences for development of the emerging "app economy", summarizing current thinking and seeking to inform the debate on the use of mobile phones for development. It’s no longer about the phone itself, but about how it is used, and the content and applications that mobile phones open"