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exeRcise 17.1: what does it Mean to experience Multiple discrimination? objective: To understand the effects of multiple discrimination Time: 60 minutes Materials: Slips of paper and pencils 1. brainstorm: Ask the group to list types of disabilities with which they are familiar (e.g., people with physical, sensory, learning, intellectual, and psycho-social disabilities). List these and have these written on separate slips of paper. Collect these slips in a container. Next, ask the participants to name the groups in their community who experience discrimination (e.g., religious and racial minorities, indigenous people, immigrants and migrants, people of color, poor people, people with HIV/AIDS). List these and have them written on a slip of paper. Collect these slips in another container. 2. imagine/discuss: Divide participants into small groups. Explain that each group will imagine a person with certain characteristics that they will choose at random, starting with that person’s disability. Ask each group to draw a slip from the container containing types of disabilities and discuss what kinds of discrimination based on that disability their imagined person might face. 3. imagine/discuss: After about five minutes, announce that in addition to having a disability, this person also has another characteristic that results in discrimination. Have each group draw a slip from the container with names of groups. Ask them to imagine and discuss what additional discrimination this person might now face. 4. imagine/discuss: After another five minutes, announce that this person has another characteristic that causes discrimination and have each group draw a second slip from the container of group characteristics. Ask them to imagine and discuss what additional discrimination this person might now face. 5. discuss: Bring participants back together and ask a spokesperson from each group to “introduce” the person they have imagined and describe the multiple layers of discrimination that person might face. 6. discuss/strategize: Discuss what steps might be taken to end the kinds of discrimination these imaginary persons face asking questions like these: • Are some kinds of discrimination harder to address than others? Which ones? Why? • Are some kinds of discrimination more harmful or painful than others? • Do some kinds of discrimination have more far-reaching effects than others? • What can be done to address multiple forms of discrimination experienced by people with disabilities? PART 2: The convenTion on The RighTs of PeRsons wiTh disAbiliTies 221
whAT does inTeRnATionAl hUMAn RighTs lAw sAy AboUT The RighTs of PeRsons wiTh disAbiliTies whO eXPeRienCe MUltiPle DisCRiMinAtiOn? The principle of non-discrimination is one of the most fundamental norms in human rights law. The rights of persons who face discrimination on account of their particular status are well recognized in human rights treaties. Indeed, the cornerstone of human rights protection as set forth in the Un charter is its non-discrimination provision, which provides that the UN shall promote “universal respect for, and observance of, human rights and fundamental freedoms for all without distinction as to race, sex, language, or religion.” 2 All major international human rights conventions contain non-discrimination provisions and build upon the principle of nondiscrimination found in the UN Charter. The Universal declaration of human Rights (UDHR) provides that: Everyone is entitled to all the rights and freedoms set forth in [the UDHR] without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. 3 The international covenant on civil and Political Rights (ICCPR) 4 contains a nondiscrimination clause mirroring that found in the UDHR, an equal rights provision between men and women, as well as a provision guaranteeing to persons belonging to ethnic, religious or linguistic minorities the rights, in community with other members of their group, to enjoy their own culture, to profess and practice their own religion, and to use their own language. Specialized human rights conventions have been drafted in order to address in more detail the rights of populations who may face additional barriers to the enjoyment of their rights on account of their membership in a minority or particularly disadvantaged group. These include, for example, the convention on the elimination of All forms of discrimination against women (cedAw), 5 the convention on the elimination of All forms of Racial discrimination (ceRd), 6 the convention on the Rights of the child (cRc), 7 and the convention on the Rights of Migrant workers. 8 The rights of indigenous people are addressed in convention concerning indigenous and Tribal Peoples in independent countries (ilo no. 169) 9 , as well as the declaration on Rights of indigenous Peoples 10 adopted by the UN General Assembly in September 2007. Other population groups are similarly pressing for greater recognition of their human rights through the adoption of specialized conventions or non-binding instruments, including, for example, older persons. 2 http://www.un.org/aboutun/charter 3 http://www.unhchr.ch/udhr/lang/eng.htm 4 http://www.ohchr.org/english/law/ccpr.htm 5 http://www.ohchr.org/english/law/cedaw.htm 6 http://www.ohchr.org/english/law/cerd.htm 7 http://www.ohchr.org/english/law/crc.htm 8 http://www.ohchr.org/english/law/cmw.htm 9 http://www.ohchr.org/english/law/indigenous/htm 10 http://www.ohchr.org/english/issues/indigenous/docs/draftdeclaration.pdf 222 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
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• • • • Invent a fictional
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does not like animals learn to work
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obJecTives The exercises and backgr
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The Right to work for People with d
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3. Report: Ask each group to presen
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Although much shorter, Article 27(2
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exeRcise 10.4: making a commitment
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obJecTives The background informati
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The Ten Principles of “independen
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2. discuss: Divide participants int
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families do not interfere with the
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supported decision-making for Peopl
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has been the victim of a crime may
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3. discuss: • What are the conseq
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International human rights law stro
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chAPTeR 13: The RighT To edUcATion
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education and access to secondary a
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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 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
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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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