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Human Rights. YES! TABLE OF CONTENTS FOREWORD by Louise Arbour, UN High Commissioner for Human Rights…………… iii INTRODUCTION……………………………………………………………………………... viii PART 1: UNDERSTANDING DISABILITY AS A HUMAN RIGHT……………….………. 1 PART 2: THE CONVENTION ON THE RIGHTS OF PERSONS WITH DISABILITIES Chapter 1 Equality and Non-discrimination ……………………………………. 24 Chapter 2 Accessibility …………………………………………………………… 36 Chapter 3 The Right to Participation in Political and Public Life …………….. 49 Chapter 4 Freedom of Expression and Opinion..……..……………………….. 60 Chapter 5 The Right to Life and Protection in Situations of Risk .………….... 70 Chapter 6 Freedom from Torture and Other Forms of Abuse .….………….... 83 Chapter 7 Privacy, Integrity, Home, and the Family …………………………... 96 Chapter 8 The Right to Health .………………………..……………………….. 108 Chapter 9 The Right to Habilitation and Rehabilitation ……………………… 127 Chapter 10 The Right to Work ……………………………..……………………. 138 Chapter 11 Living Independently and with Dignity in the Community ………. 148 Chapter 12 Access to Justice ….……..…………………..…….……………….. 158 Chapter 13 The Right to Education ……………….…..……….….……………. 165 Chapter 14 The Right to Participation in Sport and Culture .…….…………… 176 Chapter 15 The Human Rights of Children with Disabilities ...…………….…. 191 Chapter 16 Non-discrimination and Equality for Women with Disabilities ….. 206 Chapter 17 The Rights of Other Populations ……………...……………………219 PART 3: ADVOCACY! TAKING ACTION FOR THE HUMAN RIGHTS OF PERSONS WITH DISABILITIES………………………………………………………………………………….. 229 ANNEXES: 1. Human Rights Documents……………………. ………………..………..….. 244 • <strong>Full</strong> Text Universal Declaration of Human Rights (UDHR) ………………244 • Plain Language UDHR ………………………………………………………249 • Summary UDHR …………………………………………………………….. 252 • <strong>Full</strong> Text Convention on the Rights of Persons with Disabilities ………..253 • Plain Language CRPD ………………………………………………………274 • Summary CRPD …………………………………………………………….. 286 • List of Human Rights Instruments ………………………………………….290 2. Facilitating Human Rights Education………………..……….…………….. 291 3. General Resources………………..…………………………………………….299 4. Glossary ………………..………………………………………………………...300 5. Topic Index …………..………………………………………………………......306
ABOUT THE PROJECT PARTNERS Advocating Change Together (ACT) is a grassroots disability rights organization run by and for people with developmental and other disabilities. ACT’s mission is to help people across disabilities see themselves as part of a larger disability rights movement and make connections with other civil and human rights efforts. Blue <strong>Law</strong>, LLP is a service-disabled, veteran-owned law firm specializing in international law and international development programming. Based in Washington, DC, Blue <strong>Law</strong>'s human rights and disability practice group works with disabled peoples organizations, international human rights institutions, and governments to advance disability inclusion in international development programming worldwide. Disabled Peoples' International (DPI) is the only global, grassroots, cross-disability network of national organizations and assemblies of persons with disabilities. The goals of DPI are to advance the human rights of persons with disabilities through full participation, equalization of opportunity and development; promotion of the economic and social integration of persons with disabilities; and development of and support to disabled peoples’ organizations (DPOs). Established in 1981 and based in St. John’s, Canada, DPI has a presence in more than 140 countries. The <strong>Harvard</strong> <strong>Project</strong> on Disability (HPOD), located at <strong>Harvard</strong> <strong>Law</strong> <strong>School</strong>, is an interdisciplinary law and policy center dedicated to improving the circumstances of persons with disabilities, primarily through implementation of the United Nations Convention on the Rights of Person with Disabilities. HPOD advises governments and national human rights institutions regarding domestic disability laws and policies, provides capacity building and human rights training to international and local disabled persons and their representative organizations, and conducts academic research. HPOD acknowledges support from a grant by the Foundation Open Society Institute (Zug). The University of Minnesota Human Rights Resource Center, an integral part of the University of Minnesota Human Rights Center, works to create and distribute human rights education via electronic and <strong>print</strong> media; to train activists, professionals, and students as human rights educators; and to build advocacy networks to encourage effective practices in human rights education. ABOUT THE PROJECT FUNDER The Shafallah Center for Children with Special Needs, located in Doha, Qatar, is a Center of Excellence designed to provide comprehensive services to children with developmental disabilities, their families and the community. Established as an initiative of the Chairperson of the Supreme Council of Family Affairs, Her Highness Sheikha Mozah Bint Nasser Bin Abdullah Al-Missned, the Shafallah Center reflects her belief in the vitality and importance of the family’s and the child's role in society. The Center provides state-of-the-art services, educational facilities, and a dedicated staff to enable students to learn, grow, and integrate successfully into their community. The Shafallah Center’s dedication to the human rights of all persons with disabilities is clearly demonstrated by its very generous support of all stages of the development of Human Rights. YES! educational materials
Page 2 and 3: Human Rights. YES! Action and Advoc
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 32 and 33: Barriers to exercising human rights
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
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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
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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
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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
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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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