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• Working to implement disability rights law: For example: Taking action to highlight non-compliance with accessibility standards in new building construction, or training employers on how to provide reasonable accommodations to employees with disabilities. Advocacy benefits from the collective action of individuals and groups working together to achieve a shared goal. Wise advocates recognize that creating lasting change takes time, especially when old attitudes and habits must be overcome. They plan and commit themselves to a sustainable, long-term effort, but they also set short-term goals and benchmarks. Celebrate your achievements together and take care to nurture your shared vision and working relationships. ACTION PLANS Working collaboratively, people can create action plans that take advantage of the skills and resources each partner, whether it be another individual or an organization, has to contribute. Partners also regularly evaluate their plan in light of successes and failures, as well as unfolding events and opportunities. Action planning can be simple, just remember the “WH questions”: • What? For example: What type of issue is the group addressing? What type of actions are necessary? • Who? For example: Who will take action? • When? For example: When will the action be complete? • Where? • Why and/or how? For example: How will you obtain the financial, material, and/or human resources that may be needed to take action? Asking these questions will make sure that everybody understands what is going to happen next. The next step in action planning is making sure that the plan is feasible and reasonable. Once you complete the action, it is important to follow-up with additional questions: • When was the action taken? • What happened as a result of the action? • What are your next steps? STEPS TOWARD ADVOCACY STEP 1: DEFINE THE CHANGE YOU WANT TO MAKE (30 minutes) 1. Discuss/List: • What are the main issues or barriers to the human rights of people with disabilities in your community? Brainstorm a list and record it on chart paper. • If you could create change on any one of these issues or barriers, which would make the most difference in the lives of people with disabilities? Mark these with a star. 232 HUMAN RIGHTS. YES! ACTION AND ADVOCACY ON THE RIGHTS OF PERSONS WITH DISABILITIES
2. Analyze: Ask participants to break into small groups according to the starred items that they would most like to work on. If many people want to work on the same issue or barrier, encourage several small groups rather than a single large one. Give each group a question sheet to guide their discussions. Handout 1 Defining the Change You Want to Make 1. What is the specific change you wish to bring about? Write this in a few sentences on chart paper. 2. Does this change involve having the right – • Respected (that is, having the right recognized, stopping people and institutions from denying or limiting the right)? • Protected (that is, having law and measures to ensure the right is not violated and prevent its violation)? • Fulfilled (that is, given sufficient recognition, funding, and other positive acts that enable and assist enjoyment of that right)? 3. Analyze possible underlying causes of the situation you wish to change. Look at each from as many perspectives as you can imagine. For example: • Attitudes • <strong>Law</strong>s • Society • Religion and culture • Government • Health care system • Individuals and families • Other perspectives? 4. Of the underlying causes identified for each challenge, which seem to be the most significant? 3. Report: Ask each group to post and briefly explain their analysis of the change they wish to make. Ask for comments and suggestions from the whole group. PART 3: ADVOCACY! TAKING ACTION FOR THE HUMAN RIGHTS OF PEOPLE WITH DISABILITIES 233
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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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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
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exeRcise 13.4: speaking Up for educ
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exeRcise 13.5: making a commitment
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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 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
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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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