Full page photo print - Harvard Law School Project on Disability

More documents

Recommendations

Info

eXeRcise 2.1: getting started Thinking About Accessibility objective: To simulate an informational accessibility barrier Time: 20 minutes materials: Paper and pens 1. brainstorm: As a group, make a list of basic grocery items that a person in your community might purchase on a day-to-day basis . Write or draw these items on separate pieces of paper . 2. simulate: Split the group into pairs . Have one person from each pair select one of the pieces of paper on which a grocery item is listed . Without speaking, that person must now communicate what that item is to his or her partner . Alternate Version: Play this like charades where two teams guess what the player is trying to communicate . 3. discuss: • How easy was it for participants to communicate the items to their partners? • Did either person experience any frustration during the exercise? • If so, what was the source of that frustration? • What does this exercise illustrate about the barriers to accessibility that people with disabilities face on a daily basis? PART 2: The convenTion on The RighTs of PeRsons wiTh disAbiliTies 39
Approaches to Accessibility: understanding universal design As indicated in Article 2 of the CRPD, the use of universal design is intended to ensure access “by all people, to the greatest extent possible, without the need for adaptation or specialized design .” Universal design is especially important in situations where it is difficult to predict exactly what each individual user’s accessibility needs will be. When creating a new product, service, or program or when constructing a building, sports arena, or park, following universal design principles can ensure access by as many potential users as possible . These principles include: • equitable use: The design is useful and marketable to people with diverse abilities; • flexibility in use: The design accommodates a wide range of individual preferences and abilities; • simple and intuitive: The use of the design is easy to understand, regardless of the user’s experience, knowledge, language skills, or current concentration level; • Perceptible information: The design communicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities; • Tolerance for error: The design minimizes hazards and the adverse consequences of accidental or unintended actions; • low physical effort: The design can be used efficiently and comfortably with a minimum of fatigue; and • size and space for approach and use: The appropriate size and space is provided for approach, reach, manipulation, and use regardless of user’s body size, posture, or mobility . 1 eXeRcise 2.2: what does it mean to enjoy Accessibility? objective: To understand what it means to enjoy accessibility Time: 30 minutes materials: Chart paper and markers or blackboard and chalk Paper and pens 1. brainstorm/imagine: Ask participants to brainstorm some typical life activities that most people in your community do (e .g ., going shopping, going to work, going to school, talking to friends, taking public transportation, eating in a restaurant, attending a religious service, attending a cultural or sports event) . List these . Next ask them to name some typical people with disabilities, including people with physical, sensory, learning, intellectual, psycho-social, and multiple disabilities . As suggestions are given, ask each participant to write them down on a separate slip of paper using the format “You are …” and adding more description including an imagined sex and age for the suggested person (e .g ., “You are a middle-aged man who uses a wheelchair”; “You are a twenty-year-old woman 1 “Principles of Universal Design” . 2007 . The Center for Universal Design. http://www .design .ncsu .edu/cud/about_ud/udprinciples .htm 40 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 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 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
Page 94 and 95: Chapter 6: freedOm frOm tOrture and
Page 96 and 97: typical forms of Violence and abuse
Page 98 and 99: psycho-social disabilities is anoth
Page 100 and 101:
3. report: Ask a spokesperson from
Page 102 and 103:
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
Page 110 and 111:
y a number of different rights. Rel
Page 112 and 113:
the ethics of personal assistance T
Page 114 and 115:
what dOes human rights law say abOu
Page 116 and 117:
• Article 23(3) addresses some of
Page 118 and 119:
exerCise 7.4: making a Commitment t
Page 120 and 121:
• Understand the interrelationshi
Page 122 and 123:
health topics for discussion: • O
Page 124 and 125:
the medical model vs. the social mo
Page 126 and 127:
General Comment 14 proceeds to disc
Page 128 and 129:
accessibility: a universal problem
Page 130 and 131:
disability-based rationing of healt
Page 132 and 133:
Persons with disabilities and hiv/A
Page 134 and 135:
withhOlding mediCal treatment a pol
Page 136 and 137:
sample adVanCe health Care direCtiV
Page 138 and 139:
chAPTeR 9: The RighT To hAbiliTATio
Page 140 and 141:
prevented from the benefit of these
Page 142 and 143:
Peer support in habilitation and Re
Page 144 and 145:
may include measures to provide and
Page 146 and 147:
• • • • Invent a fictional
Page 148 and 149:
does not like animals learn to work
Page 150 and 151:
obJecTives The exercises and backgr
Page 152 and 153:
The Right to work for People with d
Page 154 and 155:
3. Report: Ask each group to presen
Page 156 and 157:
Although much shorter, Article 27(2
Page 158 and 159:
exeRcise 10.4: making a commitment
Page 160 and 161:
obJecTives The background informati
Page 162 and 163:
The Ten Principles of “independen
Page 164 and 165:
2. discuss: Divide participants int
Page 166 and 167:
families do not interfere with the
Page 168 and 169:
supported decision-making for Peopl
Page 170 and 171:
has been the victim of a crime may
Page 172 and 173:
3. discuss: • What are the conseq
Page 174 and 175:
International human rights law stro
Page 176 and 177:
chAPTeR 13: The RighT To edUcATion
Page 178 and 179:
education and access to secondary a
Page 180 and 181:
education in Action: shudarson sube
Page 182 and 183:
What is “inclusion”? inclusive
Page 184 and 185:
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
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:
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 242 and 243:
• Working to implement disability
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
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 308 and 309:
exercise 13.1: what Rights to educa
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 ............................
show all

Full page photo print - Harvard Law School Project on Disability

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?