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disability sport in Australia: <strong>Project</strong> connecT <strong>Project</strong> CONNECT is a national initiative of the Australian Sports Commission and a transition program designed to provide national sporting associations with assistance in meeting the needs of people with disabilities. The program addresses sport for people with disabilities at all levels, from grassroots to elite competition. It aims to create athletic opportunities for people with disabilities and to break down barriers within disability and non-disability sport structures. The program forms partnerships at national, state, and local levels to address the full range of issues that impact participation of people with disabilities in sport. A core part of the initiative is the development and implementation of Disability Action Plans for participating national sport organizations, which forms the basis of the range of support services provided through <strong>Project</strong> Connect: • Disability Action Plan negotiated between <strong>Project</strong> CONNECT and national sporting organizations • Strategies in Plans outline agreed outcomes, time frames, and evaluation methods • Funding assistance is provided to the national sporting organization for realization of the strategies • Disability Action Plans must ensure that strategies to develop the sport by the national sport organization will create opportunities at all levels. Disability Action Plan is registered with the Australian Human Rights and Equal Opportunity Commission. The Disability Standards for Sport, endorsed by the Australian Sports Commission, provide a framework for assessing outcomes: • development: Sports organizations must develop their sport in a manner that attracts and retains peoples with disabilities in a variety of roles within sport (e.g., as volunteer, spectator, administrator, player, coach and/or official); • Participation: Sports organizations must ensure that people with disabilities are provided with opportunities to participate in disability and non-disability specific sport; • competition: Sports organizations must ensure that competition opportunities exist for athletes with disabilities in disability and non-disability specific sport. <strong>Project</strong> CONNECT has brought about the filing of Disability Action Plans by a wide variety of national sport organizations covering the following sports: athletics, basketball, swimming, tennis, tenpin bowling, yachting, baseball, softball, surfing, table tennis, cricket, golf, bowls, and riding. 10 10 Australian Sport Commission, Disability Sport Unit, <strong>Project</strong> CONNECT. http://www.ausport.gov.au/connect/index.asp PART 2: The convenTion on The RighTs of PeRsons wiTh disAbiliTies 185
exeRcise 14.4: what is an Athlete? objective: To consider the attributes of athletes and the barriers that athletes with disabilities face in accessing their right to participate in sport Time: 30 minutes Materials: Chart paper and markers or blackboard and chalk 1. brainstorm/discuss: Ask participants to brainstorm • What are the general attributes of an athlete? • What words or phrases come to mind in thinking about an athlete? Next, ask participants to think about an athlete with a disability. Record responses on chart paper. • What do you think about when you think about an athlete with a disability? • What words come to mind? 2. Analyze: • How are the responses different? • How are they the same? • Does anything about these two lists surprise you? 3. discuss: • Are there athletes with disabilities in your community? • If so, what kinds of sports do they engage in? • If not, why not? • What organizations at the community, national, and international levels might support the rights of athletes with disabilities? (Consider both governmental as well as nongovernmental bodies). Variation: This exercise may be easily adapted to address artists, musicians and other participants in cultural life, sport and recreation. Source: Adapted from material by Eli Wolff, Northeastern Center for Sport and Society. 186 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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Peer support in habilitation and Re
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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 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 192 and 193: • The duty of States to take meas
Page 194 and 195: The inclusion in CRPD of language s
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
Page 242 and 243: • Working to implement disability
Page 244 and 245: 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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