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• • • • Invent a fictional but typical situation of a person who requires habilitation or rehabilitation services in one of the following areas: health, employment, education or social services. Choose somebody to play the role of the “client” (the person for whom the habilitation or rehabilitation is being provided). Other group members can designate themselves as other actors, such as service providers, counselors, doctors, family members, disability advocates, other people with disabilities, or others who should be involved in the design and implementation of a habilitation or rehabilitation plan. Use the following questions as a basic guide for developing an outline for the plan. Stress to participants that they are not being asked to create a complicated, detailed plan, but rather an outline that defines the goals, approach, and basic structure. Some questions should be answered by the solely or primarily by the client, while others will involve other actors. • What goal are you attempting to reach that requires assistance in the form of habilitation or rehabilitation? • What is the definition of success for your habilitation or rehabilitation scheme? • Why are you entitled to these services? • What human rights are affected by your need for habilitation or rehabilitation in this context? • Who should participate in the design of your program? • What is each person’s responsibility (including the client)? • What resources are required for the client to successfully reach his or her goals (e.g., training, assistive technologies)? • What qualifications, training, or education should instructors, counselors, health care practitioners or other team members have in order to provide the habilitation or rehabilitation services required. 3. Report: Ask each group to introduce its “client,” and explain the collaborative process they used to design the habilitation or rehabilitation plan. Allow both the client and the spokesperson to describe their roles in planning. Briefly describe the plan. 4. Analyze/discuss: • What was the most difficult part of this process? What problems were encountered? • What types of decisions were easy? • What other questions or subjects, in addition to those listed above, did the groups identify as critical to address? • What can persons with disabilities do if they feel like they are not being included in decisions regarding their own habilitation and rehabilitation programs? PART 2: The convenTion on The RighTs of PeRsons wiTh disAbiliTies 135
Un Agencies and community based Rehabilitation In 1994 the International Labour Organization (ILO), United Nations Educational Scientific and Cultural Organization (UNESCO) and World Health Organization (WHO) produced a “Joint Position Paper on Community Based Rehabilitation” in order to promote a common approach to the development of community based rehabilitation (CBR) programs. The paper states: CBR is a strategy within general community development for the rehabilitation, equalization of opportunities and social inclusion of all people with disabilities. CBR is implemented through the combined efforts of people with disabilities themselves, their families, organizations and communities, and the relevant governmental and non-gov ernmental health, education, vocational, social and other services. The major objectives of CBR are: 1. To ensure that people with disabilities are able to maximize their physical and mental abilities, to access regular services and opportunities, and to become active contributors to the community and society at large. 2. To activate communities to promote and protect the human rights of people with disabilities through changes within the community, for example, by removing barriers to participation.” The ILO/UNESCO/WHO approach clearly recognizes that persons with disabilities are entitled to rehabilitation, but also that the communities themselves require training, assistance, and resources to reach their own goals of including all of their members and benefiting from the contributions that persons with disabilities can make. 13 hAbiliTATion And RehAbiliTATion foR PeRsons wiTh inTellecTUAl disAbiliTies And Psycho-sociAl disAbiliTies Persons with intellectual or psycho-social disabilities are particularly vulnerable to human rights violations committed in the name of “rehabilitation.” The objective of habilitation and rehabilitation under the CRPD is to “enable persons with disabilities to attain and maintain maximum independence, full physical, mental, social and vocational ability, and full inclusion and participation in all aspects of life.” These efforts must always be based on the goals and preferences expressed by the person who is receiving the rehabilitation service. Persons with intellectual or psycho-social disabilities are often subjected to programs and therapies intended not to help them achieve what they want, but rather to change them in a way that the person may not wish to be changed. It would be unthinkable to force a person without an arm to wear an unwanted prosthetic limb or to insist that a blind person who 13 See http://www.ilo.org/public/english/employment/skills/download/jointpaper.pdf 136 hUmAn RighTs. yes! AcTion And AdvocAcy on The RighTs of PeRsons wiTh disAbiliTies
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Human Rights. YES! Action and Advoc
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Human Rights. YES! TABLE OF CONTENT
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FOREWORD BY THE HIGH COMMISSIONER F
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ACKNOWLEDGEMENTS The inspiration fo
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Human Rights. YES! Review Board Mic
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Chapter 1 Equality and Non-discrimi
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obJECTIvES PART I: UNDERSTANDING Th
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GETTING STARTED: ThINKING AboUT hUm
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ExERCISE 2: The Interdependence of
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Two of these conventions are called
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Although only governments have the
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are certainly implicit in the subst
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In 1987 the UN convened a meeting t
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ExERCISE 4: Design a National Censu
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experiences discrimination (e .g .,
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Barriers to exercising human rights
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PART 2: THE CONVENTION ON THE RIGHT
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obJecTives The background informati
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discrimination” therefore encompa
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eXeRcise 1.1: what does it Mean to
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2. Analyze: Break into pairs or sma
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with disabilities. It also specifie
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AddiTionAl ResouRces on eQuAliTy An
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obJecTives The exercises and backgr
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eXeRcise 2.1: getting started Think
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who is bipolar”; “You are a tee
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eXeRcise 2.3: understanding barrier
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In order to achieve accessibility,
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The bbc: Taking a holistic Approach
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chAPTeR 3: The RighT To PARTiciPATi
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examples of barriers to Participati
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In summary, States have the obligat
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People with disabilities also have
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4. Take Action: Use the tool you ha
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eXeRcise 3.4: making a commitment t
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• Understand the provisions relat
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making information Available in Pla
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united nations global Audit of web
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• Rule 4 addresses support servic
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eXeRcise 4.4: making a commitment t
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getting started: thinKing abOut the
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1. introduce: Explain that people w
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supports and out of institutions wo
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exerCise 5.3: advocating for Commun
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shelters provided to survivors were
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workers. (For examples of checklist
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Chapter 6: freedOm frOm tOrture and
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Page 104 and 105: with disabilities (e.g., women, chi
Page 106 and 107: sexual ViOlenCe, explOitatiOn, and
Page 108 and 109: ObJeCtiVes The background informati
Page 110 and 111: y a number of different rights. Rel
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Page 114 and 115: what dOes human rights law say abOu
Page 116 and 117: • Article 23(3) addresses some of
Page 118 and 119: exerCise 7.4: making a Commitment t
Page 120 and 121: • Understand the interrelationshi
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Page 126 and 127: General Comment 14 proceeds to disc
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Page 130 and 131: disability-based rationing of healt
Page 132 and 133: Persons with disabilities and hiv/A
Page 134 and 135: withhOlding mediCal treatment a pol
Page 136 and 137: sample adVanCe health Care direCtiV
Page 138 and 139: chAPTeR 9: The RighT To hAbiliTATio
Page 140 and 141: prevented from the benefit of these
Page 142 and 143: Peer support in habilitation and Re
Page 144 and 145: may include measures to provide and
Page 148 and 149: does not like animals learn to work
Page 150 and 151: obJecTives The exercises and backgr
Page 152 and 153: The Right to work for People with d
Page 154 and 155: 3. Report: Ask each group to presen
Page 156 and 157: Although much shorter, Article 27(2
Page 158 and 159: exeRcise 10.4: making a commitment
Page 160 and 161: obJecTives The background informati
Page 162 and 163: The Ten Principles of “independen
Page 164 and 165: 2. discuss: Divide participants int
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Page 168 and 169: supported decision-making for Peopl
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Page 172 and 173: 3. discuss: • What are the conseq
Page 174 and 175: International human rights law stro
Page 176 and 177: chAPTeR 13: The RighT To edUcATion
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Page 180 and 181: education in Action: shudarson sube
Page 182 and 183: What is “inclusion”? inclusive
Page 184 and 185: exeRcise 13.4: speaking Up for educ
Page 186 and 187: exeRcise 13.5: making a commitment
Page 188 and 189: obJecTives The background informati
Page 190 and 191: exeRcise 14.1: barriers to Particip
Page 192 and 193: • The duty of States to take meas
Page 194 and 195: The inclusion in CRPD of language s
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disability sport in Australia: <str
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case law: Addressing discrimination
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3. Role Play/discuss: Have the spok
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chAPTeR 15: The hUMAn RighTs of chi
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arriers to children with disabiliti
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• challenge your own and others
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the CRPD affirms. The CRC provides
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As the example above demonstrates,
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• Article 13: the right to freedo
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eXeRcise 15.4: children with disabi
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exeRcise 15.5: Making a commitment
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obJecTives The background informati
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violations of human rights that hav
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specific or “thin brush” Approa
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exeRcise 16.3: how Does the CRPD Af
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eproductive health care, disabled w
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woMen wiTh disAbiliTies As oRgAniZe
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chAPTeR 17 The hUMAn RighTs of oThe
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exeRcise 17.1: what does it Mean to
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The cRPd, in addition to recognizin
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Including people with disabilities
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exeRcise 17.4: Making a commitment
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PART 3: ADVOCACY! TAKING ACTION FOR
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• Working to implement disability
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STEP 2: ARTICULATING THE CHANGE YOU
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Strengths: • What are your advant
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STEP 4: MAKING YOUR ACTION PLAN Now
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Balcazar, F.E. (2005) Advocacy acti
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Description: Measurement: 1 st Goal
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unIveRsAl DeclARAtIon oF HumAn RIGH
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Article 14. (1) Everyone has the ri
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(3) These rights and freedoms may i
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2) You have the right to leave your
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Article 1 Right to Equality Article
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(l) Recognizing the importance of i
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(e) Equality of opportunity; (f) Ac
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(a) To raise awareness throughout s
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(a) Enjoy the right to liberty and
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Article 21, Freedom of expression a
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language and/or Braille, and to tra
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appropriate steps to safeguard and
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(b) Facilitating and supporting cap
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4. A State Party which has submitte
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2. References to “States Parties
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conventIon on tHe RIGHts oF peRsons
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• Respect for difference • Acce
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2. The countries will also; a. Set
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nationality without a reason or bec
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ondary education because of their d
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them get out of poverty. This espec
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286 HumAn RIGHts. yes! ActIon AnD A
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288 HumAn RIGHts. yes! ActIon AnD A
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HumAn RIGHts InstRuments The follow
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instead she or he draws others into
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• Invite participants to let you
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1. HAlF-DAy/ 3 1/2 - HouR woRKsHop
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exercise 13.1: what Rights to educa
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Annex 4: A GlossARy FoR DIsAbIlIty
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human rights. They must adopt laws
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nonbinding: A document, like a decl
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Annex 5: InDex Abuse . . . . . . .
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prison ............................
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