Full page photo print - Harvard Law School Project on Disability
Full page photo print - Harvard Law School Project on Disability
Full page photo print - Harvard Law School Project on Disability
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
• Rule 4 addresses support services and the provisi<strong>on</strong> of assistive devices and services<br />
that could be useful to people with disabilities in enjoyment of the right;<br />
• Rule 5 addresses accessibility, including access to informati<strong>on</strong> and communicati<strong>on</strong>;<br />
• Rule 10 notes the need to ensure accessibility of literature, films, and theatre for people<br />
with disabilities to fully enjoy culture .<br />
Article 21 of the c<strong>on</strong>venti<strong>on</strong> <strong>on</strong> the Rights of Pers<strong>on</strong>s with disabilities (CRPD) does not<br />
address the parameters of the right to freedom of expressi<strong>on</strong> and opini<strong>on</strong> in the same detail as<br />
the ICCPR. Instead it examines specific issues impacting the ability of people with disabilities<br />
to enjoy the right <strong>on</strong> an equal basis with others . The article places great emphasis <strong>on</strong> the<br />
need for informati<strong>on</strong>, including informati<strong>on</strong> distributed by the mass media or for distributi<strong>on</strong><br />
to the general public by both public and private actors to be available in accessible formats<br />
and technologies . It also calls for States to accept sign language, Braille, and other means<br />
and modes of communicati<strong>on</strong> that people with disabilities choose to use whenever they have<br />
“official interacti<strong>on</strong>s.” In recogniti<strong>on</strong> of the importance of sign language, Article 21 also calls for<br />
States to recognize and promote the use of sign language . It should be noted that the terms<br />
“language” and “communicati<strong>on</strong>” used in Article 21 are defined further in Article 2.<br />
Taken as a whole, States’ obligati<strong>on</strong>s with regard to the right to freedom of expressi<strong>on</strong> and<br />
opini<strong>on</strong> include:<br />
1 . Obligati<strong>on</strong> to respect the right by refraining from engaging in any act, custom, or<br />
practice that creates barriers to people’s enjoyment of the right (e .g ., not prohibiting<br />
people who are deaf from communicating in sign language) .<br />
2 . Obligati<strong>on</strong> to protect the right by ensuring that n<strong>on</strong>-State or “private” actors, such as<br />
businesses that distribute informati<strong>on</strong> to the general public, do not create or fail to<br />
remove barriers to enjoyment of the right (e .g ., repairing inaccessible web <str<strong>on</strong>g>page</str<strong>on</strong>g>s) .<br />
3 . Obligati<strong>on</strong> to fulfill the right by requiring States to take proactive acti<strong>on</strong> to ensure<br />
enjoyment of the right by people with disabilities .<br />
In short, internati<strong>on</strong>al human rights law str<strong>on</strong>gly supports the right to freedom of expressi<strong>on</strong><br />
and opini<strong>on</strong> for people with disabilities, so that they may participate fully in all aspects of life <strong>on</strong><br />
an equal basis with others .<br />
eXeRcise 4.3: understanding freedom of expressi<strong>on</strong> and opini<strong>on</strong><br />
objective: To review and understand the right to freedom of expressi<strong>on</strong> and opini<strong>on</strong><br />
provisi<strong>on</strong>s of the CRPD<br />
Time: 45 minutes<br />
materials: Chart paper and markers or blackboard and chalk<br />
1. Review:<br />
Divide the participants into small groups . Ask each group to work together to discuss <strong>on</strong>e of the<br />
secti<strong>on</strong>s of Article 21 .<br />
• What does each secti<strong>on</strong> require be achieved?<br />
• Who is resp<strong>on</strong>sible to meet this requirement?<br />
• What challenges might there be to implementati<strong>on</strong>?<br />
• How can these challenges be overcome?<br />
PART 2: The c<strong>on</strong>venTi<strong>on</strong> <strong>on</strong> The RighTs of PeRs<strong>on</strong>s wiTh disAbiliTies<br />
67