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An overview is presented of a project in Bangladesh, Pakistan and Thailand to:

• To support communities in raising socially and emotionally healthy kids in refugee/IDPs camps and in host communities.
• To create opportunities for children with disabilities and other vulnerable children (0-12 years old) including children at risk of developmental delays/psychological distress in displacement contexts, to learn and develop safely while having fun.
• Using “play” as key driver to learn and develop safely children’s potential while having fun.

The project was implemented using:

• Existing HI tools (Personalized Social Support, Adapted Physical Activity, etc.)
• Tools piloted in IKEA project (Blue Box, low-cost toy making, inclusive playgrounds, Ideas box)
• Environmental Footprint Assessment across 3 project sites

Monitoring & evaluation was carried out using techniques including

• Scopeo (Sc-ore O-f Pe-rceived O-utcomes) Kids
• Participatory M&E approaches (digital story telling, child-child video interview etc) 

Presented at the People at the centre Seminar, Dec 2017 

This simple guide has been written to support victims of
sexual abuse and their families in Kenya to know their rights and
to understand what services are available to them. The
booklet is also a useful source of summary information for
duty bearers in the community (e.g. village elders, faith
groups, Assistant Chiefs and CBOs) as well as formal
service providers such as hospitals and the police.

This brief explores funding at the intersection of women’s rights and disability rights and offers steps donors can take to ensure that their grantmaking is more inclusive of women with disabilities and to support this emerging movement. Background is provided by recent mapping by Women Enabled International about the state of advocacy by women with disabilities, the amount of funding in 2014, sample grants and example use of them. Tips from peer donors and women with disabilities are given.

International humanitarian law (IHL) is a set of rules that, in times of armed conflict, seeks – for humanitarian reasons – to protect persons who are not, or are no longer directly participating in hostilities, and to restrict means and methods of warfare. IHL requires parties to armed conflicts to afford special respect and protection to persons with disabilities and helps ensure their inclusion. A number of weapons-related treaties aims to prevent certain disabilities from occurring by prohibiting the use of particular weapons and reducing the dangers they pose. They also seek to ensure that victims receive appropriate assistance.

In addition to IHL, international human rights law (IHRL) – particularly the Convention on the Rights of Persons with Disabilities (CRPD) and its Optional Protocol – contains important protections. For example, the CRPD recognizes States Parties' obligations under, inter alia, IHL and IHRL and obliges States Parties to ensure the protection and safety of persons with disabilities during armed conflict (Art. 11).

This poster summarises the recommendations of IDDC’s #CostingEquity research

These two posters have been designed to showcase how the Sustainable Development Goals ( SDGs)  and Inclusive education are linked, using visual diagrams with photographic examples.  The first of these posters details the importance of inclusive quality education, particularly for children with disabilities , in all of the 17 SDGs. The second one focuses on goal 4 and gives concrete actions to be taken  to implement the different targets,  with a special focus on  student with disabilities.