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Barriers to exercising human rights can stem from attitudes, prejudice, a practical issue, a legal obstacle, or a combination of factors . But a disability itself does not affect or limit a person’s entitlement to human rights in any way. Defining persons with disabilities first and foremost as rights holders and subjects of human rights law on an equal basis with others is an extremely powerful approach to changing perceptions and attitudes, as well as providing a system for ensuring the human rights of persons with disabilities . ExERCISE 5: language & Rights objective: To understand the role that language can play in supporting both positive and negative attitudes about the role of people with disabilities in society Time: 45 minutes materials: Chart paper and markers or blackboard and chalk 1. Introduce: Explain that language may be used in different ways to support both negative and positive attitudes about disability . This language may be found in the words used for people with disabilities, the words that describe their disability, or the words used to describe their role in the family or community. Attitudes may also be reflected in the words that people avoid using. 2. Discuss: Break into small groups . Ask each group to generate examples of language used in their society to describe people with disabilities, their disability, or their role in family or community . 3. Report/Analyze: Ask each group to report their findings. List these terms on chart paper in a table as shown below . Discuss the following questions: • How do the terms used to describe disability in your local language reflect people’s attitudes toward disability and people with disabilities? • How does this language reflect the negative models of disability (e.g., the Medical Model, the Charity Model)? How does it support and maintain these negative models? • How does this language reflect positive approaches? How does it support and maintain positive attitudes? • How does such language affect people with disabilities? • What can be done to alter negative language? • What are the advantages of the human rights approach to disability? How can it be promoted? lANGUAGE DESCRIbING DISAbIlITy The Person with Disabilities The Disability The Role of the Person with Disabilities 20 hUmAN RIGhTS. yES! ACTIoN AND ADvoCACy oN ThE RIGhTS of PERSoNS wITh DISAbIlITIES
hUmAN RIGhTS ADvoCACy Every person is entitled to claim her or his human rights and to demand that they be protected, respected, and fulfilled. When you advocate in human rights terms, and use the human rights framework to support your advocacy, no one can challenge that you are asking for special treatment or something undeserved . All stakeholders have a role to play to see that the new Convention on the Rights of Persons with Disabilities is fully implemented . Human Rights.YES! was designed to support you in this effort. This first section has provided a comprehensive study of human rights principles, legal documents, and social attitudes related to disability. By providing detailed information on specific themes related to disability rights, Part 2 seeks to equip disability advocates with the knowledge they need to effect change in both national laws and policies and in the social and cultural environments . Part 3 offers specific training on advocacy strategies and techniques, including defining advocacy objectives, developing advocacy action plans, and measuring your advocacy success . Just because human rights law exists does not make human rights a reality in people’s lives . Positive attitudes and good intentions are not enough either . Without individual efforts, a firm social and cultural commitment reinforced by group action, and strong implementation and enforcement by governments, human rights cannot be guaranteed! PART 1: UNDERSTANDING ThE hUmAN RIGhTS of PERSoNS wITh DISAbIlITIES 21
Page 2 and 3: Human Rights. YES! Action and Advoc
Page 4 and 5: Human Rights. YES! TABLE OF CONTENT
Page 6 and 7: FOREWORD BY THE HIGH COMMISSIONER F
Page 8 and 9: ACKNOWLEDGEMENTS The inspiration fo
Page 10 and 11: Human Rights. YES! Review Board Mic
Page 12 and 13: Chapter 1 Equality and Non-discrimi
Page 14 and 15: obJECTIvES PART I: UNDERSTANDING Th
Page 16 and 17: GETTING STARTED: ThINKING AboUT hUm
Page 18 and 19: ExERCISE 2: The Interdependence of
Page 20 and 21: Two of these conventions are called
Page 22 and 23: Although only governments have the
Page 24 and 25: are certainly implicit in the subst
Page 26 and 27: In 1987 the UN convened a meeting t
Page 28 and 29: ExERCISE 4: Design a National Censu
Page 30 and 31: experiences discrimination (e .g .,
Page 34 and 35: PART 2: THE CONVENTION ON THE RIGHT
Page 36 and 37: obJecTives The background informati
Page 38 and 39: discrimination” therefore encompa
Page 40 and 41: eXeRcise 1.1: what does it Mean to
Page 42 and 43: 2. Analyze: Break into pairs or sma
Page 44 and 45: with disabilities. It also specifie
Page 46 and 47: AddiTionAl ResouRces on eQuAliTy An
Page 48 and 49: obJecTives The exercises and backgr
Page 50 and 51: eXeRcise 2.1: getting started Think
Page 52 and 53: who is bipolar”; “You are a tee
Page 54 and 55: eXeRcise 2.3: understanding barrier
Page 56 and 57: In order to achieve accessibility,
Page 58 and 59: The bbc: Taking a holistic Approach
Page 60 and 61: chAPTeR 3: The RighT To PARTiciPATi
Page 62 and 63: examples of barriers to Participati
Page 64 and 65: In summary, States have the obligat
Page 66 and 67: People with disabilities also have
Page 68 and 69: 4. Take Action: Use the tool you ha
Page 70 and 71: eXeRcise 3.4: making a commitment t
Page 72 and 73: • Understand the provisions relat
Page 74 and 75: making information Available in Pla
Page 76 and 77: united nations global Audit of web
Page 78 and 79: • Rule 4 addresses support servic
Page 80 and 81: eXeRcise 4.4: making a commitment t
Page 82 and 83:
getting started: thinKing abOut the
Page 84 and 85:
1. introduce: Explain that people w
Page 86 and 87:
supports and out of institutions wo
Page 88 and 89:
exerCise 5.3: advocating for Commun
Page 90 and 91:
shelters provided to survivors were
Page 92 and 93:
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
Page 104 and 105:
with disabilities (e.g., women, chi
Page 106 and 107:
sexual ViOlenCe, explOitatiOn, and
Page 108 and 109:
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
Page 120 and 121:
• 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
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exeRcise 13.4: speaking Up for educ
Page 186 and 187:
exeRcise 13.5: making a commitment
Page 188 and 189:
Page 190 and 191:
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
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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
Page 294 and 295:
them get out of poverty. This espec
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286 HumAn RIGHts. yes! ActIon AnD A
Page 298 and 299:
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
Page 316 and 317:
Annex 5: InDex Abuse . . . . . . .
Page 318:
prison ............................
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