Good Practices: CBR

ISRAEL

Ministry of Health – SES Programme[1]

In 2010, the Israeli Ministry of Health launched the Support Education Services (SES) programme for persons between 18 and 55 with severe mental health issues as part of its rehabilitation package. Operated by various service providers and universities, the SES programme tasks individuals to develop a personal rehabilitation plan and work with professional coordinators on academic, emotional, and social challenges encountered during their studies.

The SES programme is the outcome of various mental health laws and policies Israel developed following the passing of the country's 2000 mental health rehabilitation act. As outlined under the law, SES is a four-part programme including:

• higher education mentoring geared towards students already in higher education;
• supplementary education services that provide coursework for improving Hebrew language skills and basic computer knowledge;
• preparation course for higher education, and
• integrating individuals into their communities to reduce the digital divide.

The Ministry monitors service standards every month. Additionally, service recipients complete a questionnaire to evaluate outcomes annually. The Ministry then enters the data into a Quality Basket Model aimed at incentivizing quality from service providers.

JDC Israel, the National Insurance Institute, and the Ministry of Social Affairs are currently building similar projects for other disabilities.

JORDAN

Al Hussein Society: School Preparation Programme[2]

The Jordanian NGO, the Al Hussein Society, runs an intensive one-year course preparing children aged 6 to 10 with disabilities to join mainstream schools. The School Preparation Programme consists of a multi-disciplinary team providing tailored services to support children's learning, such as therapy and assistive technology. The programme's special educational experts work with families to create individual education plans to help children prepare for and pass the required entrance exams that students with disabilities must take for mainstream schools to admit them into Grade 1. However, the programme does not solely focus on school admittance but strives to improve students' participation in society, and social skills development. Since its launch in 2009, the programme has successfully integrated an average of 65 per cent of children into mainstream schools. During the 2018/19 academic year, this rate rose to almost 85 per cent.

GAZA, PALESTINIAN OCCUPIED TERRITORIES

Palestinian Red Crescent Society (PRCS) Rehabilitation Centre: khan Younis[3]

The Palestinian Red Crescent Society (PRCS) rehabilitation centres' medical and health services have positively affected the lives of thousands of persons with disabilities. In addition to medical programmes for persons with disabilities or people with injuries, the PRCS offers services such as rehabilitation, education, vocational training, recreation and other social programmes. PRCS centers organize community-based rehabilitation offerings into four thematic units:

• Parent and Baby Program: offers early intervention and skills for parents to manage at home and facilitate the development of their child with a disability;
• Special Training Programs for Children with Multiple and Severe Disabilities: provides home visits or centre-based activities in the areas of life skills and activities of daily living;
• Vocational Training: provides centre-based activities with links to community training, skills for writing, money management, and daily living; and
• Special Kindergarten: includes programs for children who can enroll in mainstream schools and for children who are unlikely to attain a mainstreamed education.

The center's kindergarten is registered with the Ministry of Education. All other units are certified by the Ministry of Social Affairs. The PRCS does not require service fees. However, the centre does charge nominal fees to physiotherapy and speech therapy service users, in addition to a bus service to help recipients get to the centre. Professionals work with families to develop treatment plans. Additionally, the centre has good networks with other disability stakeholders and complementary service providers and inputs in regional networks and training activities.

DOMINICAN REPUBLIC

Innovative Policy 2020 on Inclusive Education and ICT: 700 Early Childhood Centres across a Whole Country[4]

Since 2015, the National Institute for Comprehensive Early Childhood Care's (INAIPI) Integrated Early Childhood Care Model has provided education, health, and nutrition services to families of children (ages 45 days to 5 years) with and without disabilities through numerous childhood care centres. Due to a lack of awareness, follow-up by parents and medical staff, specialists, and few facilities to provide them with care, many young children with disabilities in the Dominican Republic do not benefit from early diagnosis. Two of the centre's objectives are to detect disabilities and ensure that children with disabilities receive support and equal opportunities. Specifically, assistants and education coordinators observe for early signs of deviation from regular development and make appropriate referrals for adequate support (e.g., therapeutic support, special equipment). Through training and education for parents, the centre also aims to prevent violence and facilitate families' greater awareness and acceptance of children with disabilities.

INDIA

Amar Seva Sangam: Training of Community Rehabilitation Workers[5]

Recognizing that a lack of trained professionals and long distances to urban areas resulted in insufficient access to early intervention therapy services for children in India's rural areas, Amar Seva Sangam launched a training programme and resource app for community rehabilitation workers. To date, the NGO has trained over 1,800 community rehabilitation

workers (CRW) to provide early intervention therapy in the homes of children aged 0 to 6. CRW’s receive first a three-day orientation, followed by a ten-day base training programme where rehabilitation specialists including physiotherapists and special educators teach basic knowledge and give demonstrations. Additionally, rehabilitation specialists and CRW jointly visit each child monthly to provide therapy for the child and training for both CRW and parents. The Mobile Village-Based Rehabilitation – Early Intervention app allows for community rehabilitation, childcare, and health workers to access ongoing support from rehabilitation specialists and learning modules to educate themselves and the family members of the children they support. The app also allows CRWs to implement treatment plan while specialists track progress for motor, cognitive, mobility, and speech skills.