- Page 2 and 3:
Human Rights. YES! Action and Advoc
- Page 4 and 5:
Human Rights. YES! TABLE OF CONTENT
- Page 6 and 7:
FOREWORD BY THE HIGH COMMISSIONER F
- Page 8 and 9:
ACKNOWLEDGEMENTS The inspiration fo
- Page 10 and 11:
Human Rights. YES! Review Board Mic
- Page 12 and 13:
Chapter 1 Equality and Non-discrimi
- Page 14 and 15:
obJECTIvES PART I: UNDERSTANDING Th
- Page 16 and 17:
GETTING STARTED: ThINKING AboUT hUm
- Page 18 and 19:
ExERCISE 2: The Interdependence of
- Page 20 and 21:
Two of these conventions are called
- Page 22 and 23:
Although only governments have the
- Page 24 and 25:
are certainly implicit in the subst
- Page 26 and 27:
In 1987 the UN convened a meeting t
- Page 28 and 29:
ExERCISE 4: Design a National Censu
- Page 30 and 31:
experiences discrimination (e .g .,
- Page 32 and 33:
Barriers to exercising human rights
- Page 34 and 35:
PART 2: THE CONVENTION ON THE RIGHT
- Page 36 and 37:
obJecTives The background informati
- Page 38 and 39:
discrimination” therefore encompa
- Page 40 and 41:
eXeRcise 1.1: what does it Mean to
- Page 42 and 43:
2. Analyze: Break into pairs or sma
- Page 44 and 45:
with disabilities. It also specifie
- Page 46 and 47:
AddiTionAl ResouRces on eQuAliTy An
- Page 48 and 49:
obJecTives The exercises and backgr
- Page 50 and 51:
eXeRcise 2.1: getting started Think
- Page 52 and 53:
who is bipolar”; “You are a tee
- Page 54 and 55:
eXeRcise 2.3: understanding barrier
- Page 56 and 57:
In order to achieve accessibility,
- Page 58 and 59:
The bbc: Taking a holistic Approach
- Page 60 and 61:
chAPTeR 3: The RighT To PARTiciPATi
- Page 62 and 63:
examples of barriers to Participati
- Page 64 and 65:
In summary, States have the obligat
- Page 66 and 67:
People with disabilities also have
- Page 68 and 69:
4. Take Action: Use the tool you ha
- Page 70 and 71:
eXeRcise 3.4: making a commitment t
- Page 72 and 73:
• Understand the provisions relat
- Page 74 and 75:
making information Available in Pla
- Page 76 and 77:
united nations global Audit of web
- Page 78 and 79:
• Rule 4 addresses support servic
- Page 80 and 81:
eXeRcise 4.4: making a commitment t
- Page 82 and 83:
getting started: thinKing abOut the
- Page 84 and 85:
1. introduce: Explain that people w
- Page 86 and 87:
supports and out of institutions wo
- Page 88 and 89:
exerCise 5.3: advocating for Commun
- Page 90 and 91:
shelters provided to survivors were
- Page 92 and 93:
workers. (For examples of checklist
- Page 94 and 95:
Chapter 6: freedOm frOm tOrture and
- Page 96 and 97:
typical forms of Violence and abuse
- Page 98 and 99:
psycho-social disabilities is anoth
- Page 100 and 101:
3. report: Ask a spokesperson from
- Page 102 and 103:
of obtaining information and in how
- 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
- Page 112 and 113: the ethics of personal assistance T
- 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
- Page 122 and 123: health topics for discussion: • O
- Page 124 and 125: the medical model vs. the social mo
- Page 126 and 127: General Comment 14 proceeds to disc
- Page 128 and 129: accessibility: a universal problem
- 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 146 and 147: • • • • Invent a fictional
- 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 164 and 165: 2. discuss: Divide participants int
- Page 166 and 167: families do not interfere with the
- Page 168 and 169: supported decision-making for Peopl
- Page 170 and 171: has been the victim of a crime may
- 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
- Page 178 and 179: education and access to secondary a
- 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
- Page 196 and 197: disability sport in Australia: <str
- Page 198 and 199: case law: Addressing discrimination
- Page 200 and 201: 3. Role Play/discuss: Have the spok
- Page 202 and 203: chAPTeR 15: The hUMAn RighTs of chi
- Page 204 and 205: arriers to children with disabiliti
- Page 206 and 207: • challenge your own and others
- Page 208 and 209: the CRPD affirms. The CRC provides
- Page 210 and 211: As the example above demonstrates,
- Page 212 and 213:
• Article 13: the right to freedo
- Page 214 and 215:
eXeRcise 15.4: children with disabi
- Page 216 and 217:
exeRcise 15.5: Making a commitment
- Page 218 and 219:
obJecTives The background informati
- Page 220 and 221:
violations of human rights that hav
- Page 222 and 223:
specific or “thin brush” Approa
- Page 224 and 225:
exeRcise 16.3: how Does the CRPD Af
- Page 226 and 227:
eproductive health care, disabled w
- Page 228 and 229:
woMen wiTh disAbiliTies As oRgAniZe
- Page 230 and 231:
chAPTeR 17 The hUMAn RighTs of oThe
- Page 232 and 233:
exeRcise 17.1: what does it Mean to
- Page 234 and 235:
The cRPd, in addition to recognizin
- Page 236 and 237:
Including people with disabilities
- Page 238 and 239:
exeRcise 17.4: Making a commitment
- Page 240 and 241:
PART 3: ADVOCACY! TAKING ACTION FOR
- Page 242 and 243:
• Working to implement disability
- Page 244 and 245:
STEP 2: ARTICULATING THE CHANGE YOU
- Page 246 and 247:
Strengths: • What are your advant
- Page 248 and 249:
STEP 4: MAKING YOUR ACTION PLAN Now
- Page 250 and 251:
Balcazar, F.E. (2005) Advocacy acti
- Page 252 and 253:
Description: Measurement: 1 st Goal
- Page 254 and 255:
unIveRsAl DeclARAtIon oF HumAn RIGH
- Page 256 and 257:
Article 14. (1) Everyone has the ri
- Page 258 and 259:
(3) These rights and freedoms may i
- Page 260 and 261:
2) You have the right to leave your
- Page 262 and 263:
Article 1 Right to Equality Article
- Page 264 and 265:
(l) Recognizing the importance of i
- Page 266 and 267:
(e) Equality of opportunity; (f) Ac
- Page 268 and 269:
(a) To raise awareness throughout s
- Page 270 and 271:
(a) Enjoy the right to liberty and
- Page 272 and 273:
Article 21, Freedom of expression a
- Page 274 and 275:
language and/or Braille, and to tra
- Page 276 and 277:
appropriate steps to safeguard and
- Page 278 and 279:
(b) Facilitating and supporting cap
- Page 280 and 281:
4. A State Party which has submitte
- Page 282 and 283:
2. References to “States Parties
- Page 284 and 285:
conventIon on tHe RIGHts oF peRsons
- Page 286 and 287:
• Respect for difference • Acce
- Page 288 and 289:
2. The countries will also; a. Set
- Page 290 and 291:
nationality without a reason or bec
- Page 292 and 293:
ondary education because of their d
- Page 294 and 295:
them get out of poverty. This espec
- Page 296 and 297:
286 HumAn RIGHts. yes! ActIon AnD A
- Page 298 and 299:
288 HumAn RIGHts. yes! ActIon AnD A
- Page 300 and 301:
HumAn RIGHts InstRuments The follow
- Page 302 and 303:
instead she or he draws others into
- Page 304 and 305:
• Invite participants to let you
- Page 306 and 307:
1. HAlF-DAy/ 3 1/2 - HouR woRKsHop
- Page 308 and 309:
exercise 13.1: what Rights to educa
- Page 310 and 311:
Annex 4: A GlossARy FoR DIsAbIlIty
- Page 312 and 313:
human rights. They must adopt laws
- Page 314 and 315:
nonbinding: A document, like a decl
- Page 316 and 317:
Annex 5: InDex Abuse . . . . . . .
- Page 318:
prison ............................