For their
peers without functional difficulties, these
percentages are 1% and 2%, respectively.
• Functional difficulties are not a significant
predictor of primary school attendance.
The share of children who are out of the
education system with a functional
difficulty in at least one domain is lower
compared to children who do not have any
functional difficulties. (...) Adjusted net attendance rate by functional
difficulties: Roma settlements (%)
33
74 71
35
82
51
0
20
40
60
80
100
One year before primary
school
Primary school (grades 1–
6)
Primary school (grades 7–
9)
No functional difficulties Any functional difficulty
Dropout and repetition rates by functional difficulties:
Roma settlements (%)
2 3 1 2 3 4 2 3
0
20
40
60
80
100
Primary school (grades
1–6)
Primary school (grades
7–9)
Primary school (grades
1–6)
Primary school (grades
7–9)
Dropout Repetition
No functional difficulties Any functional difficulty
Profile of children out of school, by functional difficulties: Roma settlements (%)
80
62
20
38
0
20
40
60
80
100
Primary school (grades 1–6) Primary school (grades 7–9)
No functional difficulties Functional difficulties
Language:English
Score: 763793.9
-
https://www.unicef.org/montene...20Settlements%202018_FINAL.pdf
Data Source: un
On the other hand, none of their peers
without functional difficulties repeat a
grade in the third cycle.
• Functional difficulties are not a significant
predictor of primary school attendance.
The share of children who are out of the
education system with a functional
difficulty in at least one domain is lower
compared to children who do not have any
functional difficulties. (...) Adjusted net attendance rate by functional
difficulties (%)
64
95 99
70
94 90
0
20
40
60
80
100
One year before primary
school
Primary school (grades 1–
6)
Primary school (grades 7–
9)
No functional difficulties Any functional difficulty
Dropout and repetition rates by functional
difficulties (%)
0.4 0.1 0.6 0 4
0.2 0
11
0
20
40
60
80
100
Primary school (grades
1–6)
Primary school (grades
7–9)
Primary school (grades
1–6)
Primary school (grades
7–9)
Dropout Repetition
No functional difficulties Any functional difficulty
Profile of children out of school, by functional difficulties (%)
78
59
22
41
0
20
40
60
80
100
Primary school (grades 1–6) Primary school (grades 7–9)
No functional difficulties Functional difficulties
Language:English
Score: 763169.3
-
https://www.unicef.org/montene...on_Montenegro%202018_FINAL.pdf
Data Source: un
Microsoft PowerPoint - MICS Statistical Snapshot Child Functioning - ENG.pptx
Georgia 2018
Key Messages • 8% of children (2-17 years) have
functional difficulties in at least one domain. While 2% of children aged 2-4 years and 10% of children aged 5-17 years suffer from difficulties in functional abilities in at least one field, respectively.
• Moreover, it’s noteworthy that 1.2% and 0.9% of children aged 2-4 years have functional difficulty in communication and learning domain respectively, followed by walking and controlling behavior with equal share (0.2%) and
seeing, hearing and playing at the same rate (0.1%).
• 4.4% of children aged 5 to 17 suffer from anxiety, whereas 1.6% - from depression. Herewith 1.4% and 1.3% have difficulties in learning and walking domains respectively.
• There are no significant differences in child functioning regarding sex of the child and area of residence.
• Percentage of children aged 5-17 with
functional difficulties is highest in Kakheti (16%), while the percentage of children aged 2-4 with functional difficulties is the highest in Guria (6%).
• 4% of children aged 2-17 have difficulties in seeing when wearing glasses; 0.3% have difficulties in hearing when using the hearing aid, 0.7% have difficulties walking when using equipment or receiving assistance for walking.
(...) Percentage of children age 2–17 years with functional difficulty in at least one domain, by region
Region 2-4
years 5-17 years
2-17 years
National 2 10 8
Tbilisi <1 11 9
Adjara A.R 5 6 6
Guria 6 10 9
Imereti, Racha- Lechkhumi and Kvemo Svaneti
1 7 6
Kakheti 4 16 13
Mtskheta- Mtianeti <1 11 9
Samegrelo- Zemo Svaneti 3 7 6
Samtskhe- Javakheti <1 9 7
Kvemo Kartli 1 8 7
Shida Kartli 2 11 9
Percentage of children age 2-17 years with difficulties seeing when wearing glasses among those who wear glasses, percentage of children age 2-17 years with hearing when using a hearing aid among those who use a hearing aid, and percentage of children age 2-17 years with difficulties walking when using equipment or receiving assistance among those who use equipment or receive assistance walking
Regional Data on Child Functioning Children who use Assistive Devices & have Functional Difficulties
4
<1
<1
0
1
2
3
4
5
Wear glasses Use hearing aid Use equipment/assistance for walking
P e rc e n t
Percentage of children age 2–17 years with functional difficulty , by background characteristics
Language:English
Score: 744100.4
-
https://www.unicef.org/georgia...19-11/child_functioning_en.pdf
Data Source: un
UNICEF/Syria/2019/Al-Issa
A UNICEF-supported teacher gives a mine risk education session to children with hearing and speech difficulties, using sign language, at a specialized centre in Aleppo.
(...) “The same goes for children with speech difficulties who are unable to report explosive hazards they might come across,” she continues.
UNICEF/Syria/2019/Al-Issa
Zakariya, 10, attends a UNICEF-supported mine risk education session at a specialized centre for children with hearing and speech difficulties in Aleppo.
UNICEF/Syria/2019/Al-Issa
Shahed, 7, and her family moved from rural Aleppo to the city so that she can pursue her learning at a specialized centre for children with hearing and speech difficulties.
Language:English
Score: 734770.3
-
https://www.unicef.org/mena/li...n-children-disabilities-aleppo
Data Source: un
Yes – some difficulty;
c. Yes – a lot of difficulty; d. Cannot do at all.
2. Do you have difficulty hearing, even if using a hearing
aid?
3. Do you have difficulty walking or climbing steps?
4. Do you have difficulty remembering or concentrating?
Language:English
Score: 733567.87
-
https://www.cepal.org/sites/de...ions/ageing_and_disability.pdf
Data Source: un
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Tips for teachers to provide digital support for children with difficulties in learning
Digital support for children with difficulties in learning during pandemic
Available in:
English
Azərbaycanca
Highlights
The world experience shows that the risk for children with difficulties in learning to stay behind the learning process is higher than other children. In this publication we are sharing some recommendations for teachers to consider during the online teaching of children with difficulties in learning from the general education institutions.
In this particular publication, by saying children with difficulties in learning we mean children having difficulties in seeing, hearing, speech and communication, physical mobility or coordination, learning, routine and friendships, behavior and emotions during the process of learning.
Language:English
Score: 729855
-
https://www.unicef.org/azerbai...children-difficulties-learning
Data Source: un
Proplems and remedies for promoting internet services
GROUP IIGROUP II
ComorosComoros
PakistanPakistan
NepalNepal
CongoCongo
MongoliaMongolia
ProplemsProplems and remedies for and remedies for promoting internet servicespromoting internet services
Factors preventing the internet Factors preventing the internet services in rural areasservices in rural areas
Less Telecom Infrastructure Urgency(5), Significance (4), Difficulty (2), Cost (3)
Power supply Problems Urgency(5), Significance (5), Difficulty (5), Cost (5)
Geographic conditions Urgency(2), Significance (4), Difficulty (4), Cost (4)
Budget constraints Urgency(2), Significance (3), Difficulty (3)
Tariff problems (Low revenue for the Ops) Urgency(2), Significance (3), Difficulty (2)
Access lines (For Dialup services) Urgency(2), Significance (3), Difficulty (3)
How to How to develop develop Internet Internet
services in services in remote Village remote Village A of Country A of Country
Pakistan.Pakistan.
Language:English
Score: 726078.27
-
https://www.itu.int/ITU-D/tech...n%20Report%20-%20Group%202.pdf
Data Source: un
‘Children with disabilities and developmental difficulties have significant abilities that must be supported to develop fully. (...) Parents of children with developmental difficulties pointed out the benefits of the early childhood intervention services and the importance of the support from experts. (...) Bulgarian national experience and the progress in the policies supporting children with disabilities and developmental difficulties were presented at the conference. Opportunities to enhance the early detection of developmental difficulties, evaluation, offering quality early intervention services, and improving interinstitutional relations to support children and their families were also discussed.
Language:English
Score: 721184.86
-
https://www.unicef.org/bulgari...and-developmental-difficulties
Data Source: un
Day Care Center for Children and Youth in Doboj-Istok empowers social inclusion of children with developmental difficulties | United Nations Development Programme
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Day Care Center for Children and Youth in Doboj-Istok empowers social inclusion of children with developmental difficulties
Day Care Center for Children and Youth in Doboj-Istok empowers social inclusion of children with developmental difficulties
August 15, 2022
Activities of Care Center for Children and Youth in Doboj-Istok
UNDP
In March 2022, Association “HO International Forum of Solidarity – Emmaus” (MFS-EMMAUS) began implementation of activities for social inclusion of children with difficulties in development through Day Care Center for Children and Youth, that is supported by Porticus Foundation through Project “Meaningful Activism, Knowledgeable Engagement and Responsible Solutions (MAKERS) implemented by UNDP.
Project „Day Care Center for Children and Youth“ is implemented in Doboj-Istok municipality and aims to strengthen socio-psychological needs of children with difficulties in development through the organization of educational and entertaining activities and workshops. (...) Besides securing a meaningful stay and education for children with developmental difficulties, the Association MFS-EMMAUS works intensively on improving social inclusion of children by ensuring active engagement of local community in developing social inclusion.
Language:English
Score: 716550.8
-
https://www.undp.org/bosnia-he...ren-developmental-difficulties
Data Source: un
Difficulties that people with speech difficulties face, such as lack of voice synthesizers and text to- speech generators.
Difficulties that people with mobility issues face, such as challenges with fine motor coordination, e.g., double clicking instead of single clicking, or difficulties scrolling or using menu options to access information.
Difficulties that people with mental health conditions face, such as lack of safety, privacy and security control.
Language:English
Score: 715903.12
-
https://www.itu.int/en/ITU-T/W...s/dh/202106/Pages/default.aspx
Data Source: un
