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• The duty of States to take measures to ensure that persons with disabilities are included as recipients of services and programming by those who organize recreational, tourism, leisure, and sporting activities. • The right of persons with disabilities to access and to use sporting, recreational and tourism facilities. This would include sport arenas, community pools, museums, cinemas, hotels, and other facilities. • The right of children with disabilities to play and to participate in recreation, leisure and sporting activities in the school system. This also includes access to playgrounds in the community and adaptive physical education in schools. In summary, States have the obligation to respect, protect and fulfill the rights of people with disabilities to participate in cultural life, recreation, leisure, sport, and play. In meeting their obligation to respect the rights of people with disabilities. States must refrain from limiting or interfering with the access of people with disabilities to exercise their rights to access sporting and recreational venues, use their own language, such as sign language, and otherwise participate in cultural activities. States must also refrain from enforcing discriminatory practices as State policy and must not impose discriminatory practices relating to cultural life, such as restricting or limiting the use of sign language. Obligations to protect include, among other things, the duties of States to adopt all appropriate legislative, administrative, and other measures to facilitate the enjoyment of cultural, recreation, sporting, and leisure rights. Examples include providing sign language interpretation for a cultural event or building public sporting arenas without physical barriers. Finally, the obligation to fulfill requires States to, among other things, undertake measures to fully implement rights. States Parties to CRPD must, for example, ensure the appropriate training of those involved in the organization of recreation, tourism, leisure, and sporting opportunities. disability and the Arts: Principles for inclusion • Every young person with a disability deserves access to high quality arts learning experiences; • All art educators should be prepared to include students with disabilities in their instruction; • All children, youth, and adults with disabilities should have complete access to cultural facilities and activities; • All individuals with disabilities who aspire to careers in the arts should have the opportunity to develop appropriate skills. 4 4 “Access and Opportunities: A Guide to Disability Awareness.” VSA Arts. http://www.vsarts.org PART 2: The convenTion on The RighTs of PeRsons wiTh disAbiliTies 181
exeRcise 14.2: what Rights to Participate in cultural life, Recreation, sport, and leisure does the convention on the Rights of Persons with Disabilities Affirm? objective: To review and understand the right to participate in cultural life, recreation, leisure and sport in the CRPD Time: 30 minutes materials: Chart paper and markers or blackboard and chalk 1. Review: Divide the participants into small groups. Ask each group to work together to paraphrase Article 30 in common language and give some examples of how the rights in the provision could be enjoyed and make a difference for people with disabilities in their community. Since Article 30 is rather long, you may want to divide different parts among the groups. 2. Paraphrase: Read Article 30 aloud. Pause at each comma or paragraph to ask different groups for their paraphrase. Discuss the meaning of the section until everyone can agree on a paraphrase. Write the final paraphrase of Article 30 on chart paper. 3. give examples: Ask for examples of how that right could be enjoyed and make a difference for people with disabilities. 4. discuss: How can Article 30 of the CRPD be used to set national disability rights agendas and formulate platforms of action for submission to political parties or government decision-makers? What organizations at the community, national and international levels might support these rights (Consider both governmental as well as non-governmental bodies). The RighTs To cUlTURAl And lingUisTic idenTiTy All people have the right to participate in the cultural life of their community without facing harassment or coercion. Thus, people with disabilities should not, as they often are, be restricted from the practice of their own culture, nor should they be prohibited from participating in the cultural life of their community. International human rights law recognizes the rights of linguistic minorities to use and develop their own languages and cultures, and also to access language education so that they may attain fluency in additional “official” or “national” languages. The Universal declaration of human Rights (UDHR) 5 recognizes the right to be free from discrimination on the basis of one’s language (Article 2) and other international instruments affirm this right, including the declaration on the Rights of Persons belonging to national, or ethnic, Religious and linguistic minorities. 6 Such protections are of great relevance to those people with disabilities who utilize sign language, Braille, or other modes and means of communication. 5 See http://www.unhchr.ch/udhr/lang/eng.htm 6 See http://www.unhchr.ch/html/menu3/b/d_minori.htm 182 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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typical forms of Violence and abuse
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psycho-social disabilities is anoth
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3. report: Ask a spokesperson from
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of obtaining information and in how
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with disabilities (e.g., women, chi
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sexual ViOlenCe, explOitatiOn, and
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ObJeCtiVes The background informati
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y a number of different rights. Rel
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the ethics of personal assistance T
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what dOes human rights law say abOu
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• Article 23(3) addresses some of
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exerCise 7.4: making a Commitment t
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• Understand the interrelationshi
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health topics for discussion: • O
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the medical model vs. the social mo
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General Comment 14 proceeds to disc
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accessibility: a universal problem
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disability-based rationing of healt
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Persons with disabilities and hiv/A
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withhOlding mediCal treatment a pol
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sample adVanCe health Care direCtiV
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chAPTeR 9: The RighT To hAbiliTATio
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prevented from the benefit of these
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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 162 and 163: The Ten Principles of “independen
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 190 and 191: exeRcise 14.1: barriers to Particip
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 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
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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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