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Inclusive Communities = Stronger Communities GLOBAL REPORT ON ARTICLE 19: THE RIGHT TO LIVE AND BE INCLUDED IN THE COMMUNITY 7 Stories related by families throughout these countries tell of parents being advised by professionals to place their child with an intellectual disabilities in an institution, forget about them, and get on with their lives; that such a course of action was in the best interests of all concerned. Coupled with a general lack of support for families raising a child with a disability in many countries, the result was a high rate of institutionalization and, in many places, horrid, sub-human conditions in those institutions. Those horrid, sub-human conditions continue in far too many places. The role of institutions began to be critically questioned when the collective societal view of intellectual disabilities began to change. This change was fueled in part by the principle of Normalization, a concept which began in Scandinavia and spread throughout the world. The principle of Normalization is that people with an intellectual disabilities should have a life that follows the patterns, routines and customs of other people (Wolfensberger 1972). This new approach increased demand by parents and self-advocates for a societal response that would enable people with intellectual disabilities to live in community, closer to family, and the rejection of the notion that people with intellectual disabilities needed to be separated, isolated or congregated for their own good. In particular, in North America and Europe, increased questioning of the value of institutions led to many exposés, investigations and litigation that revealed the alarming extent of abuse and mistreatment that was routinely occurring in these institutions and this in turn further accelerated calls for institutional closures (i.e. deinstitutionalization). In the fifty or so years since many countries have undertaken deinstitutionalization efforts the research and evidence continues to confirm that large
8 Inclusive Communities = Stronger Communities GLOBAL REPORT ON ARTICLE 19: THE RIGHT TO LIVE AND BE INCLUDED IN THE COMMUNITY institutions are not in the best interests of people with intellectual disabilities, that a variety of other smaller, more appropriate, more individualized options can be developed and sustained, that with appropriate supports persons with intellectual disabilities can live with family (until, in some cultures, they choose to leave) and that all persons with intellectual disabilities, regardless of extent or level of support need, can successfully live in community. In countries where large scale institutions were not built, historically, people with intellectual disabilities have suffered prejudice and discrimination in their communities and they have been denied their basic human rights. A legacy of medicalization of disability has meant that disability continues in many parts of the world to be considered as a health issue to be prevented, cured or treated. This has often meant few hours of actual treatment or rehabilitation but a reliance on medical professionals rather than educators or employers and little or no support for the family. Even as the global disability movement has adopted and advocated for a human rights approach to disability, this history of exclusion and isolation continues to play a powerful role in the way that people with disabilities and their families are treated by society and their communities and even in the way that policies and resources are used to provide services. Purpose of the <strong>Report</strong> Inclusion International and its member organizations fought hard to ensure that the right to live and be included in the community was part of the UN Convention on the Rights of Persons with Disabilities (CRPD). The
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