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exercise 13.1: what Rights to education Does the convention on the Rights of People with Disabilities Affirm? 30 minutes Exercise introduces participants to the provisions and key concepts on education in the CRPD. bReAK 10 minutes exercise 13.4: speaking up for education 60 minutes Exercise allows participants to examine discrimination in education systems and consider how to take action against it. closing exercise 13.5: making a commitment 45 minutes Closing exercise allows participants to reflect on the notion that human rights involve both rights and responsibilities and encourages them to take action to support the right of people with disabilities to an education. evaluation 5 minutes Distribute evaluation forms and collect. 298 HumAn RIGHts. yes! ActIon AnD ADvocAcy on tHe RIGHts oF peRsons wItH DIsAbIlItIes
Annex 3 GeneRAL ResOURCes Web-based International Human Rights <strong>Law</strong> Libraries Office of the High Commissioner for Human Rights (International Human Rights Instruments): http://www.unhchr.ch/html/intlinst.htm University of Minnesota Human Rights Library: http://www1.umn.edu/humanrts General Resources on Human Rights and Disability ACT (Advocating Change Together) (Information on disability rights advocacy particularly for self-advocates with developmental disabilities): http://www.selfadvocacy.org Theresia Degener and Yolan Koster-Dreese, eds., Human Rights and Disabled Persons: Essays and Relevant Human Rights Instruments (Martinus Nijhoff Publishers 1995). Disabled Peoples’ International, Ratification Toolkit (On ratification advocacy for the Convention on the Rights of Persons with Disabilities): http://www.icrpd.net/ratification/en/index.htm Disabled Peoples’ International, Implementation Toolkit (On implementation advocacy for the Convention on the Rights of Persons with Disabilities): http://www.icrpd.net/implementation/en/index.htm <strong>Harvard</strong> <strong>Project</strong> on Disability, <strong>Harvard</strong> <strong>Law</strong> <strong>School</strong> (Information on the range of law, policy and advocacy initiatives of the <strong>Project</strong>): (website pending at time of publication) National Council on Disability, Understanding the Role of an International Convention on the Human Rights of People with Disabilities: An analysis of the legal, social, and practical implications for policy makers and disability and human rights advocates in the United States (May 2002): http://www.ncd.gov/newsroom/publications/unwhitepaper_05-23-02.html Gerard Quinn and Theresia Degener, et. al., Human Rights Are for All: A Study on the Current Use and Future Potential of the UN Human Rights Instruments in the Context of Disability (OHCHR, February 2002): http://www.ohchr.org/english/issues/disability/study.htm United Nations Department of Economic and Social Affairs (Website offering info on the UN Program on Disability and disability specific resources): http://www.un.org/disabilities World Enable (Internet accessibility initiative providing information on a range of topics, including the Convention on the Rights of Persons with Disabilities): http://www.worldenable.net Annexes 299
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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
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• The duty of States to take meas
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The inclusion in CRPD of language s
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disability sport in Australia: <str
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case law: Addressing discrimination
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3. Role Play/discuss: Have the spok
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chAPTeR 15: The hUMAn RighTs of chi
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arriers to children with disabiliti
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• challenge your own and others
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the CRPD affirms. The CRC provides
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As the example above demonstrates,
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• Article 13: the right to freedo
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eXeRcise 15.4: children with disabi
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exeRcise 15.5: Making a commitment
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violations of human rights that hav
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specific or “thin brush” Approa
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exeRcise 16.3: how Does the CRPD Af
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eproductive health care, disabled w
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woMen wiTh disAbiliTies As oRgAniZe
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chAPTeR 17 The hUMAn RighTs of oThe
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exeRcise 17.1: what does it Mean to
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The cRPd, in addition to recognizin
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Including people with disabilities
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exeRcise 17.4: Making a commitment
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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
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
Page 292 and 293: ondary education because of their d
Page 294 and 295: them get out of poverty. This espec
Page 296 and 297: 286 HumAn RIGHts. yes! ActIon AnD A
Page 298 and 299: 288 HumAn RIGHts. yes! ActIon AnD A
Page 300 and 301: HumAn RIGHts InstRuments The follow
Page 302 and 303: instead she or he draws others into
Page 304 and 305: • Invite participants to let you
Page 306 and 307: 1. HAlF-DAy/ 3 1/2 - HouR woRKsHop
Page 310 and 311: Annex 4: A GlossARy FoR DIsAbIlIty
Page 312 and 313: human rights. They must adopt laws
Page 314 and 315: nonbinding: A document, like a decl
Page 316 and 317: Annex 5: InDex Abuse . . . . . . .
Page 318: prison ............................
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