Global-Report-Living-Colour-dr2-2

Inclusive Communities = Stronger Communities
GLOBAL REPORT ON ARTICLE 19: THE RIGHT TO LIVE AND BE INCLUDED IN THE COMMUNITY
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moved to community options while those with more
significant challenges were often relocated to other
institutional settings such as nursing homes,
rehabilitation centres or other similar long term care
facilities.
We know that deinstitutionalization is not a simple matter
of closing a facility and moving residents to the
community. To be successful and sustainable, the process
must involve careful individual and systems level planning.
Additional community based supports must often be
created and/or expanded to support those returning to
community as well as those who are already in community
(usually with families). Adequate and appropriate support
must be provided to both individuals and families. Full
consideration must be given to ensuring that individuals
become full and participating members of their
community and not have simply exchanged one
institutional setting for another that is merely different in
size and location. Self-advocates from across the world
have told us that life in community – inclusion in
community – is possible only if it comes with the ability to
make choices, take risks and have control.
As countries complete their deinstitutionalization efforts,
continue to close existing facilities and/or begin to
consider the merits of initiating such a process, there are
several emerging and ongoing challenges that must be
addressed.
‰ Other Institutional Settings
Stories told to us by families and self-advocates,
particularly in countries where traditional institutions
specifically for people with intellectual disabilities
have been closed reveal an increasing trend of using
other institutional placements as an acceptable
option. In countries such as Canada, the USA, Japan,
New Zealand, Australia and the UK families and self
AUSTRALIA There are a variety of
lessons learned – eg. people
invariably live better lives, families
often resist the move, government
commitment is influenced primarily
driven by the cost, it is harder to
develop individual alternatives than
group ones (e.g. group homes).
INDIA “Our students sometimes
come from home with nothing: no
school equipment or basic necessities.
We are starting to keep chickens and
grow vegetables so we can improve the
children’s diet and help them stay
healthy.”
One young boy at the school adds: “I
like to board at the school because
there I have a bed with a proper
mattress. We play with children from
the mainstream classes at break
times.” His friend, a young girl, adds:
“I would even prefer to stay at
weekends too.” Their parents reported
being pleased that their children were
now in school, where they are learning
more than they were at home, and they
do not have to travel so far each day.