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eXeRcise 1.1: what does it Mean to enjoy equality and non-discrimination? objective: To understand what it means to enjoy equality and non-discrimination Time: 30 minutes Materials: Chart paper and markers or blackboard and chalk 1. brainstorm/discuss: Brainstorm, listing responses to: • What does the phrase “equality” mean to you? • When you think of “enjoying full equality and non-discrimination,” what do you think that would mean in terms of – n How you live your life? n How you treat other people? n How other people treat you? n What opportunities you have access to? n What life experiences you can enjoy? n What about how others live and experience their lives? Review the definitions of formal equality, equality of opportunity, and de facto equality. Ask for examples of each from participants’ personal experiences or observations. 2. imagine: Divide participants into small groups. Give these instructions: Make up a fictional account of a person with a disability who enjoys formal equality of opportunity (e.g., at school, in the workplace, in the community) but does not yet enjoy de facto equality with others in that setting. Give the person a name, specific age, disability, and living context. Consider: • What barriers have been removed or actions taken to ensure that this person enjoys formal equality of opportunity? • What barriers have not been removed? • How would de facto equality be different for this person? 3. Present/discuss: Ask each group to “introduce” their imagined person. After each presentation discuss: • What additional actions are needed to ensure de facto equality for that person? • Who is responsible for taking those actions and how could they be achieved? PART 2: The convenTion on The RighTs of PeRsons wiTh disAbiliTies 29
south Africa’s equality courts and human Rights commission Promoting the human Rights of People with disabilities As part of the Promotion of Equality and Prevention of Unfair Discrimination Act of 2000, South Africa created approximately 60 “Equality Courts .” The mandate of these courts is to eradicate “systemic discrimination and inequalities,” addressing hate speech, racial harassment, and discrimination in the areas of race, gender, and disability . The courts are fully empowered to adopt positive orders and require respondents to take specific action to rectify situations of discrimination affecting complainants . The Equality Unit of the South African Human Rights Commission (SAHRC) has participated in bringing several disability-related cases before the Equality Courts, as part of its mission to “promote the achievement of substantive equality” in South Africa. Indeed one of the first cases reviewed by the Equality Courts was a case supported by the SAHRC and brought by an attorney with a disability, addressing the lack of wheelchair access to South African court buildings . (This case is addressed in more detail in Chapter 12, “Access to Justice,” p . 158 .) The case resulted in the government’s agreement to ensure proper access for people with disabilities to court facilities across the country, and an on-going monitoring process to ensure compliance . A further decision was reached in 2006, regarding access by people with disabilities to the Kabega Park police station . Not only was the police station required to undergo renovations to ensure its accessibility, temporary disability accommodations (e.g., moving certain offices to the ground floor until wheelchair access could be made available to other floors) was required in the interim . Furthermore, the national and area police commissioners were required to submit written letters of apology to the complainant, recognizing their inappropriate attitudes towards people with disabilities . 1 eXeRcise 1.2: understanding barriers to equality and non-discrimination objective: To identify barriers to equality and non-discrimination faced by people with disabilities Time: 45 minutes materials: Chart paper and markers or blackboard and chalk 1. brainstorm/discuss: • Can you think of examples of discrimination and inequality that might be common to different people with disabilities in their everyday lives? List these . • In your examples of discrimination and inequality, does the discrimination occur only on the grounds of disability? What other kinds of discrimination might people with disabilities experience? • Does discrimination only affect people with disabilities? What about their friends or family? 1 “Equality Update” . Nov/Dec 2006 . South Africa Human Rights Commission. http://www .sahrc .org .za/ sahrc_cms/downloads/Equality Update_Dec .pdf; “Equality Court Victory for People with Disabilities” . 24 Feb . 2004 . South African Government Information . http://www .info .gov .za/speeches/2004/04022415461001 .htm 30 humAn RighTs. yes! AcTion And AdvocAcy on The RighTs of PeRsons wiTh disAbiliTies
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 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 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
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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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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
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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 . . . . . . .
Page 318:
prison ............................
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