[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-587589-105":59,"doc-detail-587589-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","resources-to-support-marginalized-caregivers-of-children-with-disabilities-guidelines-for-implementation-april-2022","Resources to Support Marginalized Caregivers of Children with Disabilities - Guidelines for Implementation - April 2022","","A comprehensive set of implementation guidelines supporting marginalized caregivers of children with disabilities, developed and piloted through a UNICEF project funded by the Global Partnership for Education. The work addresses barriers intensified by the COVID-19 disruption, including unequal access to learning resources, limited connectivity, and remote learning approaches insufficiently tailored to disabled students. The publication outlines the rationale and resource approach, presents proof-of-concept country case studies for Armenia and Uzbekistan, and provides step-by-step recommendations for adaptation, piloting, and scaled-up adoption.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/resources-to-support-marginalized-caregivers-of-children-with-disabilities-guidelines-for-implementation-april-2022/587589/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/resources-to-support-marginalized-caregivers-of-children-with-disabilities-guidelines-for-implementation-april-2022/587589.png","ImageObject",300,407,{"name":92,"@type":93},"นรินทร์","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What problem does the publication target for marginalized caregivers?","Question",{"text":111,"@type":112},"It targets the additional expectations and barriers created by disrupted education systems, especially during COVID-19, which worsened inequalities in children’s learning support at home.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What resources are described in the document?",{"text":116,"@type":112},"It describes a set of resources designed to support marginalized caregivers in engaging with an emerging inclusive education system and helping children learn at home.",{"name":118,"@type":109,"acceptedAnswer":119},"How does the publication recommend moving from pilots to broader adoption?",{"text":120,"@type":112},"It provides step-by-step recommendations, including engaging stakeholders, adapting the resources, planning and implementing a pilot, and then scaling up implementation based on lessons learned.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},587589,1792079486,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336475104957,"https://ap-avatar.wpscdn.com/avatar/22000c4c6bd8a5076e1?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787554080175789136","Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation  \nApril 2022  \nACKNOWLEDGMENTS: This report is the culmination of a project to develop, disseminate and deliver resources for marginalized parents/caregivers to support continuity of children for learning with disabilities, funded by the Global Partnership for Education (GPE) . The project was carried out by UNICEF Europe and Central Asia Regional Office (ECARO) and UNICEF Office of Research – Innocenti, in partnership with UNICEF Armenia and UNICEF Uzbekistan. The report was written by Dita Nugroho, Natasha Graham and Bella Baghdasaryan (UNICEF Innocenti) and Malin Ljunggren Elisson ( UNICEF ECARO) . Nora Shabani (UNICEF ECARO) provided valuable feedback and guidance. Alvard Poghosyan, Hasmik Arakelyan, Maya Simonyan (UNICEF Armenia), Deepa Sankar and Yana Chicherina (UNICEF Uzbekistan), Araqsya Svajyan, Hayku hi Adamyan and Yana Karapetyan (Republican PedagogicalPsychological Center of MoESCS) and Shahnoza Ikramova (National Consultant and Founder of Nongovernmental Educational Institution \"UMNICHKA\") led in-country work on adapting, distributing and collecting feedback on the resources, providing invaluable input and advice throughout. The team is deeply indebted to the over 40 caregivers of children with disabilities, teachers, school psychologists and head teachers in Armenia and Uzbekistan who generously shared their time, experience and feedback.  \nUNICEF extends a special thank you to the Global Partnership for Education (GPE) for their funding, without which this publication would not be possible.  \nUNICEF EUROPE AND CENTRAL ASIA: UNICEF works with and for disadvantaged children and adolescents across 22 countries and territories in Europe and Central Asia. UNICEF is partnering with governments to strengthening system and improve the quality and equity of policies, planning, and service provision across sectors and well as multi stakeholders at all levels, and communities to drive results for children . The programmes also respond to the needs of refugee and migrant women as well as engagement with institutions across many more countries to uphold the rights of children.  \nUNICEF OFFICE OF RESEARCH – INNOCENTI: The Office of Research – Innocenti is UNICEF ’s dedicated research centre. It undertakes research on emerging or current issues in order to inform the strategic direction, policies and programmes of UNICEF and its partners, shape global debates on child rights and development, and inform the global research and policy agenda for all children, and particularly for the most vulnerable.  \nUNICEF publications are contributions to a global debate on children and may not necessarily reflect UNICEF policies or approaches. The findings, interpretations and conclusions expressed in this paper are those of the authors and do not necessarily reflect the views of UNICEF.  \nThis paper has been peer reviewed both externally and within UNICEF. The text has not been edited to official publications standards and UNICEF accepts no responsibility for errors .  \nExtracts from this publication may be freely reproduced with due acknowledgement. Requests to utilize, adapt and translate larger portions or the full publication should be addressed to the Communications Unit at: [florence@unicef.org](florence@unicef.org).  \nAny part of this publication may be freely reproduced if accompanied by the following citation: Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation, UNICEF Europe and Central Asia Regional Office, Geneva and UNICEF Office of Research-Innocenti, Florence, 2022.  \nCorrespondence should be addressed to: UNICEF Office of Research – Innocenti Via degli Alfani 58  \n50121 Florence, Italy  \n[florence@unicef.org](florence@unicef.org)  \n[www.unicef-irc.org](www.unicef-irc.org)  \n@ UNICEFInnocenti on Twitter, LinkedIn, Facebook, Instagram and Youtube © 2022 United Nations","cbCaimoTXaPlmMK2","https://ap.wps.com/l/cbCaimoTXaPlmMK2","pdf",2237441,22,"English","# Introduction\n## Project rationale\n## Approach and content of the resources\n## Supporting caregivers as part of an inclusive education system\n# Case Studies: Proof-of-Concept Pilots\n## Overall approach\n## Country partnerships\n## Armenia pilot\n## Uzbekistan pilot\n## Findings\n## Revisions to resources based on lessons learned\n# Recommendations: Steps to adopt resources\n## Step 1: Engage stakeholders to align resources with existing support\n## Step 2: Adaptation of resources\n## Step 3: Planning and implementing a pilot\n## Step 4: From pilot to scaled-up implementation","[{\"question\":\"What problem does the publication target for marginalized caregivers?\",\"answer\":\"It targets the additional expectations and barriers created by disrupted education systems, especially during COVID-19, which worsened inequalities in children’s learning support at home.\"},{\"question\":\"What resources are described in the document?\",\"answer\":\"It describes a set of resources designed to support marginalized caregivers in engaging with an emerging inclusive education system and helping children learn at home.\"},{\"question\":\"How does the publication recommend moving from pilots to broader adoption?\",\"answer\":\"It provides step-by-step recommendations, including engaging stakeholders, adapting the resources, planning and implementing a pilot, and then scaling up implementation based on lessons learned.\"}]","Resources to Support Marginalized Caregivers of Children with Disabilities - Guidelines for Implementation - April 2022 | PDF",1792062225,55]