Global-Report-Living-Colour-dr2-2

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Inclusive Communities = Stronger Communities GLOBAL REPORT ON ARTICLE 19: THE RIGHT TO LIVE AND BE INCLUDED IN THE COMMUNITY 15 the expertise and experience of people with intellectual disabilities and their families. Each of our reports reflects the culmination of a process to hear and represent the collective voices of people with intellectual disabilities and their families. In 2006, we issued our first Global Report on Poverty and Disability 1 . The report highlighted the relationship between poverty and disability and reflected the reality that in all countries, regardless of a country’s socioeconomic status, people with disabilities and their families are disproportionately poor. The message in the report from people with intellectual disabilities and families was “we are invisible because we are poor.” The report pointed to the need for the UN Millennium Development Goals to include people with disabilities. In 2009, in celebration of the 15 year anniversary of the Salamanca Statement and Framework on Special Needs Education, we released a Global Report on Inclusive Education 2 . The report confirmed that around the world children with intellectual disabilities are more often excluded from school than are other children with disabilities and in many countries are excluded from the education system entirely. The report presented a platform for the inclusion of children with disabilities in global strategies to achieve Education for All. Two years ago, at our 2010 World Congress in Berlin, we launched a global campaign on Living Independently and Being Included in the Community; Article 19 of the CRPD. The purpose of the Article 19 Campaign was to explore what living and being included in the community means around the world and to better understand how this is being achieved. Our report draws from and builds on the significant research on institutionalization and on the
16 Inclusive Communities = Stronger Communities GLOBAL REPORT ON ARTICLE 19: THE RIGHT TO LIVE AND BE INCLUDED IN THE COMMUNITY support needs of people with intellectual disabilities in the community including housing, employment and education. The drafting process for the UN Convention on the Rights of Persons with Disabilities itself reflected a shift in thinking about the role of people with disabilities in shaping policy and practice that impacts their lives. It was the expertise of people with disabilities and families that was used to write the CRPD. As a result, the Convention firmly repositions people with disabilities and families from being the subjects of research and policy to being active participants in research and policy. Living and being included in the community means different things in different places. There are vast – and often stark – differences in the socio-economic realities of countries; in the availability and provisioning of resources; in culture and tradition; and in the concept and understanding of “living independently” in the community. We knew there would be no one answer or one picture of what living and being included in the community looked like or felt like. We turned to people with intellectual disabilities and families to share their expertise and knowledge about what is working and what isn’t, about their hopes and dreams and their challenges and fears. We looked to people with intellectual disabilities and their families because living and being included in community is not one picture; rather it is millions of individual pictures that are ultimately framed by people with intellectual disabilities and their families; not experts, governments or service providers. We needed a methodology and process to capture the diversity of perspectives and the complexity of the issues. Building on our methodology from previous global reports we developed processes to gather stories in a variety of formats from people with intellectual disabilities and their families; to collect information about policy and data at a
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