Children and young people with developmental disabilities are a large and growing population. But across the world, children and young people with development disabilities have been neglected in services and policy provisions for health and continue to experience stigma, barriers to participation, widespread health inequalities and premature mortality. The aim of this report is to increase awareness of the public health significance of developmental disabilities and the need for increased investment and accountability at all levels. It proposes priority actions to accelerate individual-, family-, community-, and society-level changes to achieve inclusion and health equity.

In the aftermath of the 2020-2022 pandemic, educators find themselves grappling with the decision to revert to traditional instructional methods or embrace the transformative power of 21st-century technologies. The swift integration of virtual classrooms, videoconferencing, and social media during the pandemic has left teachers navigating uncharted territory. Many, who once vehemently resisted technology, now stand on the precipice of a digital revolution in education. This dichotomy poses a pressing problem: a dearth of documented research and guidance for educators seeking to measure the true value of these technologies in the post-pandemic era. Exploring Technology-Infused Education in the Post-Pandemic Era, offers guidance and solutions to the challenges faced by educators. As teachers stand on the brink of a pivotal decision, the research community lags behind in providing the necessary insights to inform their choices. The questions loom large: What technologies emerged during the pandemic, and have they proven effective in the classroom? Can these innovations seamlessly coexist with traditional instructional methods? The void in documented research leaves educators in a quandary, lacking the evidence needed to make informed decisions about the integration of technology into their teaching practices. This critical gap impedes progress and hinders the unleashing of the full potential of 21st-century educational tools.

WHO has progressively strengthened its work for adolescent health, growing its portfolio of research, norms and standards, country support and advocacy, and expanding the scope of work across over 17 departments, regional and country offices to address the multifaceted needs of the global adolescent population. Central to a coordinated approach to adolescent health across the organization is the HQ Interdepartmental Technical Working Group on Adolescent Health and Well-being. In 2021, the group produced the first report on its work on adolescent health and well-being, celebrating efforts across many areas of work and all levels of the organization. This is the second in the series of biennial reports that comes on the wake of the Global Forum for Adolescents 2023 and is powered by its 1.8 Billion Young People for Change campaign. The report describes WHO’s efforts to elevate adolescent health and well-being through collaboration and by coordinating new initiatives, addressing emerging needs and establishing ambitious objectives with its development partners and adolescents. Target audience: this WHO serial publication is designed to be used by policy-makers, media and donors.

The International Day of Persons with Disabilities (IDPD) serves to globally promote an understanding of disability issues and mobilize support for the dignity, rights, and well-being of persons with disabilities. The theme of the most recent United Nations Day was “transformative solutions for inclusive development: the role of innovation in fuelling an accessible and equitable world”. It is in this spirit that Frontiers in Public Health is launching a new article collection inspired by this UN day, with a specific focus on children with disabilities and how innovative public health solutions to support them can contribute to making the world a more equitable and prosperous world for all.

International Review of Research in Developmental Disabilities is an ongoing scholarly look at research into the causes, effects, classification systems, syndromes, etc. of developmental disabilities. Contributors come from wide-ranging perspectives, including genetics, psychology, education, and other health and behavioral sciences. Volume 41 of the series offers chapters on a variety of themes. Provides the most recent scholarly research in the study of developmental disabilities A vast range of perspectives is offered, and many topics are covered An excellent resource for academic researchers

This handbook provides authoritative and cutting-edge analyses of various aspects of the rights and lives of disabled children around the world. Taking the UN Convention on the Rights of Persons with Disabilities (CRPD) and the UN Convention of the Rights of the Child (CRC) as conceptual frameworks, this work appraises the current state of affairs concerning the rights of disabled children across different stages of childhood, different life domains, and different socio-cultural contexts. The book is divided into four sections: Legislation and Policy Children’s Voice The Life Course in Childhood Life Domains in Childhood Comprised of 37 newly commissioned chapters featuring analyses of UN documents and case studies from Australia, Brazil, Ethiopia, Hong Kong, Italy, the Netherlands, Norway, Papua New Guinea, Serbia, South Africa, Spain, Sweden, the United Kingdom, the United States, and Vanuatu, its multidisciplinary approach reflects the complexities of the lives of disabled children and the multifarious nature of the strategies needed to ensure their rights are upheld. It will be of interest to researchers and students working in disability studies, education, allied health, law, philosophy, play studies, social policy, and the sociology of childhood. It will also be a valuable resource for professionals/practitioners, allowing them to consider future directions for ensuring that disabled children’s rights are realised and their well-being and dignity are assured.

International Review of Research in Developmental Disabilities, Volume 60 highlights new advances in the field, with this new volume presenting interesting chapters written by an international board of authors, including updates on School-based Executive Function Interventions Reduce Caregiver Strain, Emergence of Fine Motor Skills in Down Syndrome, Capturing Positive Psychology in People with Intellectual and Developmental Disabilities: A Systematic Review of Constructs and Measures, Navigating with Blurry Maps: School Principals and Special Education Legal Knowledge, Statistical Techniques for Dealing with Small Samples in IDD Research, and more. - Provides the authority and expertise of leading contributors from an international board of authors - Presents the latest release in the International Review of Research in Developmental Disabilities series

Early childhood is considered a critical but often vulnerable period in a child’s development where early identification and intervention can be crucial for improving children’s developmental outcomes. Systems and family-centred perspectives are vital to support families and build their capacities to lead normalized lives with improved family quality of life. This book explores the family-centred practices and systems factors which influence families’ experiences raising children with complex needs. It also considers the ways in which professionals can work with families to build and support parent and child competence. Conceptual and practical work from Australia, Canada, Europe and the United States present descriptions of and implications for different family system frameworks and early-childhood programs. Contributors in this edited volume bring together contemporary information that bridges the research to practice gap in supporting families of young children with disabilities or delays. Chapters include: Early Intervention for Young Children with Developmental Delays: Contributions of the Developmental Systems Approach Family Composition and Family Needs in Australia: What Makes a Family? Working with Families in Early Childhood Intervention: Family-Centred Practices in an Individualised Funding Landscape Family Systems and Family-Centred Intervention Practices in Portugal and Spain: Iberian Reflections on Early Childhood Intervention This book will attract the attention scholars of Parenting and Families; Child Development and Childcare.