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The cRPd, in addition to recognizing and defining in some detail the discrimination that people with disabilities face on account of their disability, also recognizes that persons with disabilities may belong to sub-groups who face additional discrimination, beyond disability-based discrimination. Such persons may therefore be doubly disadvantaged and face additional barriers to their full enjoyment of human rights. The CRPD, in its Preamble, recognizes: • The diversity of persons with disabilities • The reality that some persons with disabilities require intensive supports and may therefore face additional barriers to their full enjoyment of human rights • That certain sub-groups of persons with disabilities may be subjected to multiple or aggravated forms of discrimination on the basis of race, color, sex, language, religion, political or other opinion, national, ethnic, indigenous or social origin, property, birth, age or other status • That persons with disabilities often live in poverty and that this status creates additional barriers for the full enjoyment of human rights. All of the human rights set forth in the CRPD apply to all persons with disabilities, whatsoever their minority group membership, social situation or life circumstance of any kind. All of the general principles in the CRPD support a framework of human rights protection that was clearly intended by the drafters to cover all groups of persons with disabilities, whether or not they are expressly mentioned in the CRPD. Article 3 (General Principles) is accordingly an important tool for persons with disabilities who may experience multiple forms of discrimination to use in their advocacy. Several of the principles in Article 3 are of particular note: The principle of non-discrimination: meaning that both disability discrimination and discrimination on other grounds are prohibited. The principle of full and effective participation and inclusion in society: meaning that all persons with disabilities, whatever their minority or other status or circumstance are entitled to participate fully in their community and in decision-making where their interests are affected. The principle of respect for difference and acceptance of persons with disabilities as part of human diversity and humanity: meaning that diversity in humankind, whether based on disability or other attribute, are to be respected and valued. The principle of equality of opportunity: meaning that all persons with disabilities are entitled to equality of opportunity, whatever their minority or other status or circumstance. The principle of equality between men and women: recognizing that persons with disabilities, whether men or women, are entitled to equality and providing an explicit basis on which to challenge double discrimination based on disability and sex. The principle of respect for the evolving capacities of children with disabilities and respect for the right of children with disabilities to preserve their identities: recognizing the rights of the child and the issue of discrimination based on disability and age. PART 2: The convenTion on The RighTs of PeRsons wiTh disAbiliTies 223
exeRcise 17.2: what Rights of Persons with disabilities who Experience Multiple Discrimination Does the CRPD Affirm? objective: To review and understand the rights of persons with disabilities who experience multiple discrimination 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 the paragraphs in the CRPD Preamble in common language and give some examples of how those provisions can help disadvantaged groups of persons with disabilities enjoy their human rights. 2. Paraphrase: Read the CRPD sections above aloud and pause at each comma or natural section to ask different groups for their paraphrase. Discuss the meaning of each section until everyone can agree on a paraphrase. Write the final paraphrase on chart paper. 3. give examples: Ask for examples of how these provisions in CRPD could be enjoyed and make a difference for different groups of persons with disabilities who may experience multiple forms of discrimination. 4. discuss: How can these articles of the CRPD be used to set national disability rights agendas and formulate platforms of action for submission to political parties or government decisionmakers? PARTiciPATion in develoPMenT decision-MAKing foR PeRsons wiTh disAbiliTies living in PoveRTy Poverty is a status that leads to multiple disadvantage on many fronts. The United Nations estimates that one person in twenty has a disability, and that more than more than 75% of people with disabilities live in a developing country. 11 People with disabilities tend to be among the poorest of the poor. According to World Bank estimates, one of every five of the world’s poorest persons is disabled. 12 Unfortunately, the multitude of barriers that limit the access of people with disabilities to education, employment, housing, health care and rehabilitation, transportation and recreation also serve to limit their participation in development planning decisions that could improve their lives. Ensuring the full participation of people with disabilities in the planning, design, implementation and evaluation of development programs is essential in order to ensure the success of poverty reduction strategies. Disabled peoples organizations and their allies are working to ensure that international development becomes more inclusive of the voices and needs of people with disabilities. 11 Helander, E. “Prejudice and Dignity; an introduction to community based rehabilitation.” UNDP, 1992. 12 Elwan, Ann. “Poverty and Disability; a background paper for the World Development Report,” World Bank, October 1999. 224 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
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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 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
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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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