HUMAN RIGHTS. YES!

PART 4:
LEARNING ABOUT HUMAN RIGHTS


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PART 4:
LEARNING ABOUT HUMAN RIGHTS

 


Section 3:
Learning Exercises for Part 2

The Convention on the Rights of Persons with Disabilities

 

EXERCISES FOR CHAPTER 14:
THE RIGHT TO SPORTS AND CULTURE

 

 

EXERCISE 14.1:
Barriers to Participation in Cultural Life, Recreation, Sport, and Leisure

Objective: To identify barriers to participation in cultural life, recreation, sport, and leisure faced by persons with disabilities

Time: 60 minutes

Materials: Chart paper and markers or blackboard and chalk; copies of CRPD Article 30

1. Brainstorm:

Ask the group to brainstorm some of the activities that Article 30, Participation in cultural life, recreation, leisure and sport, might include. List these activities. They could cover, for example, particular types of cultural activities, language/linguistic identity, sport, recreation, leisure, and play.

2. Analyze:

Divide participants into pairs and ask each pair to select one of the activities listed in Step 1 and evaluate the specific barriers persons with disabilities might face in achieving full participation in the selected activity. Encourage participants to think of a scenario that illustrates some of these barriers, perhaps drawing from their personal experience.

3. Role-Play:

Ask each participant or pair to report on their analysis and/or to role-play at least one of the barriers a person with a disability might experience in engaging in this activity (for example, negative attitudes and stereotypes, ignorance about how to accommodate persons with disabilities)

4. Discuss:

What are the consequences when persons with disabilities are excluded from full participation in cultural life, recreation, sport, leisure and related areas? What are the consequences for the community? For the person with a disability? For society as a whole?

· Which barriers have the greatest effect on persons with disabilities? On the community? On society as a whole?

· What can be done to eliminate these most significant barriers to full participation? List these potential solutions.

 

5. Develop:

Ask each pair to join with another to form groups of four. Ask each group to create a fact sheet or checklist that might be used to advocate for the inclusion of a person with a disability in one of the activities they analyzed in Step 2. For example, the group may wish to draft a list of the benefits of inclusion to both a person with a disability and to society as a whole. The group might also draft a list of tips for including and accommodating persons with disabilities in that activity.

6. Share:

Ask each group of four to post and explain its list. Discuss:

· How could these lists be used as tools for disability rights advocacy and awareness-raising?

· Who would be the appropriate target audience for this advocacy and awareness-raising (for example, local community theatres, sport centres, or a tourism authority).

 

 

EXERCISE 14.2:
What Rights to Participate in Cultural Life, Recreation, Sport, and Leisure Does the CRPD Affirm?

Objective: To review and understand the right to participate in cultural life, recreation, leisure, and sport in the CRPD

Time: 30 minutes

Materials: Chart paper and markers or blackboard and chalk; copies of CRPD Article 30

 

1. Review:

Divide the participants into small groups. Ask each group to work together to paraphrase Article 30, Participation in cultural life, recreation, leisure and sport, in common language and give some examples of how the rights in the provision could be enjoyed and make a difference for persons with disabilities in their community. Since Article 30 is rather long, you may want to divide different parts among the groups.

2. Paraphrase:

Read Article 30 aloud. Pause at each comma or paragraph to ask different groups for their paraphrase. Discuss the meaning of the section until everyone can agree on a paraphrase. Write the final paraphrase of Article 30 on chart paper and read it aloud.

3. Give examples:

Ask for examples of how the right to participation in cultural life, recreation, leisure and sport could be enjoyed and make a difference for persons with disabilities.

4. Discuss:

How can Article 30 of the CRPD be used to set national disability rights agendas and formulate platforms of action for submission to political parties or government decision makers? What organizations at the community, national, and international levels might support these rights (consider both governmental as well as non-governmental bodies)?

 

EXERCISE 14.3:
What are the Cultural Rituals in Your Community?

Objective: To consider the cultural rituals within the family or community and barriers that persons with disabilities face in accessing their right to participate in culture

Time: 30 minutes

Materials: Chart paper and markers or blackboard and chalk

1. Brainstorm/Discuss/Report:

Ask participants to brainstorm in small groups:

· What are the rituals in your culture that mark the important events in a person’s life (for example, birth, coming of age, marriage, death) or the seasons of the year (for example, religious holidays, national holidays)? List them.

· What is the value and importance of these rituals to the individual? To the family? To the community or society as a whole?

 

2. Analyze:

Ask each group to report back on their findings and combine their lists. Discuss among the whole group:

· Are persons with disabilities welcome or permitted to participate in these rituals? If not, why not?

· How does exclusion impact persons with disabilities personally?

· How does it affect their family? Their community? Society as a whole?

· How does exclusion impact their ability to participate as full members in society?

 

3. Strategize:

· Ask the group to consider ways of addressing discrimination in relation to participation in these cultural rituals. How might these barriers be challenged within the family? Within the community?

 

EXERCISE 14.4:
What is an Athlete?

Objective: To consider the attributes of athletes and the barriers that athletes with disabilities face in accessing their right to participate in sport

Time: 30 minutes

Materials: Chart paper and markers or blackboard and chalk

1. Brainstorm:

Ask participants to brainstorm these questions and record their answers on chart paper

· What are the general attributes of an athlete?

· What words or phrases come to mind in thinking about an athlete?

 

2. Brainstorm:

Ask participants to think about an athlete with a disability. Record these responses on a separate chart.

· What do you think about when you think about an athlete with a disability?

· What words come to mind?

 

1. Compare:

Compare the two charts and discuss the results:

· How are the responses different?

· How are they the same?

· Does anything about these two lists surprise you?

2. Discuss:

· Are there athletes with disabilities in your community?

· If so, what kinds of sports do they engage in?

· If not, why not?

· What organizations at the community, national, and international levels might support the rights of athletes with disabilities? (Consider both governmental as well as non-governmental bodies).

Variation: This exercise may be easily adapted to address scientists, artists, musicians, and other participants in cultural life, sport, and recreation.

 

EXERCISE 14.5:
Speaking Up for Accessible Tourism

Objective: To examine discrimination in tourism and tourism development and to consider how to take action against it

Time: 60 minutes

Materials: Chart paper and markers or blackboard and chalk

 

1. List:

Ask participants what they consider are the main problems of discrimination or barriers in tourism for persons with disabilities. List them.

2. Plan:

Divide participants into small groups. Ask each group to choose a problem from the list that they would like to focus on. Give these instructions:

(a) Plan a five-minute presentation to a mock “Tourism Development Board” that includes officials, representatives of the tourist industry, and members of the public;

(b) Choose a spokesperson for your group’s presentation and also someone from the group to serve on the “Tourism Development Board”;

(c) While the groups plan presentations, each member of the “Tourism Development Board” meets to decide on their roles. (These roles should reflect typical attitudes, both positive and negative, found in the community);

(d) Presentations should:

· Describe the discrimination, including whom it affects and, if possible, its cause(s);

· Relate the discrimination to a human right in the CRPD;

· Describe the effects of discrimination on the lives of persons with disabilities;

· Describe how addressing the problem can improve the lives of persons with disabilities, and of persons generally; and

· Propose next steps or specific actions that can be taken to address the problem.

 

3. Role-Play/Discuss:

Have the spokesperson from each group make a presentation to the “Tourism Development Board.” Encourage members of the “Board” to respond according to their agreed upon role. Debrief each presentation by asking for questions, comments, objections, or suggestions from the larger group.

4. Conclude:

Debrief the exercise by asking questions like these:

· How did the spokesperson feel when presenting the problem?

· How did the “Board” react? What attitudes and barriers were represented?

· Were the problems human rights issues?

· Was the tactic for addressing the problem feasible in your community? Why or why not?

· In real life, what would be the next step for addressing this problem?

 

EXERCISES FOR CHAPTER 15:
THE HUMAN RIGHTS OF CHILDREN WITH DISABILITIES

 

EXERCISE 15.1:
What Rights of Children with Disabilities Does the CRPD Affirm?

Objective: To review and understand the rights of children with disabilities affirmed by the CRPD

Time: 30 minutes

Materials: Chart paper and markers or blackboard and chalk; copies of the CRPD

1. Review:

Divide the participants into small groups. Assign each group one or two of the following parts of the CRPD: CRPD Preamble item (r); Article 3, General principles; Article 4, General obligations; Article 7, Children with disabilities; Article 16, Freedom from exploitation, violence and abuse; Article 18, Liberty of movement and nationality; and Article 24, Education. Ask each group to work together to paraphrase their part in common language and give some examples of how that right could be enjoyed and make a difference for children with disabilities in their community.

2. Paraphrase:

Read the assigned CRPD sections aloud, pausing at each comma or paragraph to ask groups for their paraphrase. Discuss the meaning of each section until everyone can agree on a paraphrase. Write the final paraphrase on chart paper.

3. Give examples:

Ask for examples of how these rights could be enjoyed and make a difference for children with disabilities.

4. Discuss:

How can these articles of the CRPD be used to create social change or impact national policy or local/community decision making?

 

EXERCISE 15.2:
Attitudes, Beliefs, and Views on Diverse Childhoods

Objective: To identify common attitudes, beliefs, and views on diverse childhoods

Time: 40 minutes

Materials: Chart paper and markers or blackboard and chalk; copies of Handout 15.2

1. Reflect/Analyze:

Break participants into small groups and give each group a copy of Handout 15.2. Ask them to discuss these questions and record their opinions on chart paper using the format of the Handout.

Alternative: Give each group a pre-made chart in this format.

· What are 5 common negative beliefs and attitudes in your country about children with disabilities and their childhood?

· What are 5 common positive beliefs and attitudes in your country that support children with disabilities and their childhood?

· How do these positive and negative beliefs and attitudes impact children with disabilities?

o In your opinion

o In the opinion of children with disabilities

· How do these positive and negative beliefs and attitudes impact the opportunities and programmes available to children with disabilities?

o In your opinion

o In the opinion of children with disabilities

 

 

Handout 15.2


NEGATIVE BELIEFS AND ATTITUDES

POSITIVE BELIEFS AND ATTITUDES

IMPACT OF THESE BELIEFS AND ATTITUDES

1.

2.

3.

4.

5.

1.

2.

3.

4.

5.

 

 

 

 

2. Discuss:

Ask each group to post its chart and briefly report its list of positive and negative beliefs and attitudes. After the presentations, summarize the key impacts noted:

· How does the age of a child with a disability (for example, for toddlers, youth, young adults) affect the impact of beliefs and attitudes?

· How does gender of a child with a disability affect beliefs and attitudes?

· How do the differing abilities of children with disabilities impact these beliefs and attitudes (for example, children with visual impairments, psychosocial disabilities, multiple disabilities)?

· How do cultural expectations influence children with disabilities?

· In challenging our assumptions about children with disabilities, how can we promote a child-centred approach (for example, listening to children, allowing them to be active participants involved in decision making)?

· How can this cycle of oppression/exclusion be broken through programme interventions?

· When you listen to children with disabilities, what are their concerns and opinions regarding opportunities and programmes available for them (programmes for all children and/or programmes for children with disabilities)? How do positive and negative beliefs (Columns 1 & 2) impact their opportunities?

 

EXERCISE 15.3:
Describing Good Practices and Overcoming Resistance to Children’s Participation

Objective: To describe good practices of child participation and identify common forms of adult resistance to child participation and strategies to overcome resistance

Time: 50 minutes

Materials: Copies of handout 15.3; chart paper and markers or blackboard and chalk

 

1. Discuss/Analyze:

Break participants into small groups and give each group a copy of Handout 15.3. Ask them to do the following:

(a) Share experiences of working with children and young persons with disabilities as partners in their programmes and projects, especially those that have resulted in positive outcomes;

(b) Have individuals present some of their key examples. After each presentation:

· Ask the reasons for selecting that particular example

· Ask what factors contributed to the positive outcome

(c) Using Handout 15.3 as a model, identify examples of adult resistance to child participation in different contexts and record them on chart paper.

(d) In a second column, consider ways of overcoming adult resistance toward the participation of children with disabilities.

Alternative: Give each group a pre-made chart in this format.

2. Discuss:

Ask participants to post their charts and share their outcomes.

· Analyze the answers to identify the common resistance and strategies for overcoming resistance. Record these on a separate chart.

· Reflect on resistance and how it varies: for different types of disability, for girls or boys, for school-going or non-school-going children, and in rural and urban settings.

· Encourage participants to cite positive personal experiences as examples of the process of overcoming adult resistance.

 

Handout 15.3: Adult resistance to child participation and overcoming resistance


ADULT RESISTANCE TO
CHILD PARTICIPATION

OVERCOMING ADULT RESISTANCE
FAMILY

 

 

 
SCHOOL

 

 

 
COMMUNITY

 

 

 
WORKPLACE

 

 

 
LOCAL GOVERNMENT

 

 

 
WITHIN OWN ORGANIZATION OR NGO

 

 

 
OTHER

 

 

 

 

 

EXERCISE 15.4:
Children with Disabilities as Partners in Programming

Objective: To identify good practices for enlisting the participation of children with disabilities in the programme cycle or parts of the programme cycle and to identify ways for strengthening the participation of children with disabilities in programmes and projects

Time: 60 minutes

Materials: Copies of handout 15.4; chart paper and markers or blackboard and chalk

1. List:

Ask participants to share good examples of working with children with disabilities as partners in programmes and to identify the gaps in their interventions. List the gaps on chart paper or the chalkboard.

2. Small group work:

Break into smalls groups and discuss the following questions about the gaps identified in Step 1:

· Are children with disabilities (including children with intellectual disabilities) consulted and involved? Are their views incorporated into stages of programming/the project cycle?

· Is relevant and child/ability-friendly information provided?

· Are the views of different groups of children (different disabilities/ages) taken into consideration?

· Will the project empower children and/or adults to claim the rights of children (as in the CRC) and the rights of persons with disabilities (as in the CRPD)?

While they are still in their small groups, ask participants to focus their discussion on ways to strengthen the participation of children with disabilities in programmes and projects.

What are some key lessons:

· On empowering children with disabilities?

· On encouraging adults to realize the rights of children with disabilities?

 

3. Discuss:

Bring all groups together to share ideas. Summarize by going through some of the programme and project cycle and identifying a few key elements in similar and contrasting ways to strengthen the participation of children with disabilities.

 

EXERCISES FOR CHAPTER 16:
NON-DISCRIMINATION AND EQUALITY FOR WOMEN

 

EXERCISE 16.1:
The Far-Reaching Effects of Discrimination

Objective: To understand the multiple effects of discrimination experienced by women and girls with disabilities

Time: 60 minutes

Materials: Paper and markers; copies of the Effects Cascade (in Part 4, Section 2).

Optional: Paper cut into circles or paper plates and markers

 

1. Brainstorm:

Ask participants to brainstorm ways in which women or girls with disabilities experience discrimination or unequal treatment. List them, combining similar examples. Keep this list for use in Exercise 16.2.

2. Analyze:

Divide participants into pairs or small groups and ask each pair or group to choose one example of discrimination to analyze. Give these instructions and illustrate how to use the Effects Cascade:

Step 1: Identify the problem. Write down the problem in the circle at the top of the cascade.

Step 2: Think of three results of that problem in the lives of women and girls with disabilities and write these in the three circles below the big circle.

Step 3: For each of the three results, think of two additional effects that may follow. If you identify more responses, add extra circles.

 

Example: If the problem is that women and girls with disabilities do not receive an equal education, three results might be:

· They cannot read or write;

· They cannot earn an adequate living; or

· They are excluded from others in their age group.

From the effect “They cannot read or write,” three results might be:

· They cannot receive written information;

· They cannot read instructions on medications;

· They cannot communicate by letter or email.

Alternative: If time permits, use a positive cascade using what would result if the right were enjoyed (for example, “Women and girls with disabilities receive an equal education”).

3. Report:

Ask each pair or small group to present its Effects Cascade. At the end of each presentation, ask the whole group for additional ideas about other effects. Add these to the diagram. Keep all the diagrams mounted at the front of the room.

4. Discuss:

Emphasize that just as these effects of discrimination are far reaching, they also involve violations of human rights that have multiple effects. Review each chart and ask participants to identify what human rights might be violated in each chart, besides the general rights to equality and freedom from discrimination.

Example: On the effects of “Women and girls with disabilities do not receive an equal education,” you might write:

· “They cannot read or write” = Right to Education denied;
· “They cannot earn an adequate living” = Right to an Adequate Standard of Living denied;
· “They are excluded from others in their age group” = Right to Participate in the Community denied.

5. Conclude:

Conclude by emphasizing the inter-relatedness of rights. Illustrate how this works both positively and negatively. Take any one of the issues analyzed and do a positive Effects Cascade, showing how the realization of one right affirms other human rights.

Example: If “Women and girls with disabilities receive an equal education,” some effects might be:

· “They can read and write” = Right to Education realized;
· “They can earn an adequate living” = Right to an Adequate Standard of Living realized;
· “They participate in their age group” = Right to Participate in the Community realized.

 

 

EXERCISE 16.2:
The Roots of Discrimination

Objective: To analyze causes of discrimination experienced by women and girls with disabilities

Time: 60 minutes

Materials: Copies of a Causation Map (See Exercise 13.3); paper and markers

1. Introduce:

Reintroduce the list of examples of discrimination used in Exercise 16.1. Explain that while the first exercise looked at the effects of discrimination, this one will analyze its causes.

2. Analyze:

Divide participants into pairs or groups and ask each to choose an example of discrimination to analyze. These may be the same groups and topics as Exercise 16.1 or both may be new. Give each pair or group copies of a Causation Map, chart paper and markers. Explain that their task is to break the problem down into manageable parts. Introduce the Effects Map, explaining that it pushes you to consider all possible causes of the problem. Illustrate how to use the Causation Map using a simple, straightforward problem:

Step 1: Identify the problem. Write down the problem you face in detail at the centre of the diagram and circle it.

Step 2: What are the major causes that contribute to the problem? These causes might involve people, systems, equipment, cultural attitudes, or external forces. Write down each cause around the central circle and draw a circle around it. Draw lines between these causes and the central problem.

Step 3: Taking each cause identified in Step 2 in turn, identify possible sub-causes for each cause. Write these sub-causes in smaller circles surrounding the main cause and connect them to it with lines.

Step 4: Analyze your diagram. Depending on the complexity and importance of the problem, you can investigate or create plans for taking action to address the problem.

Alternative: Create an outline with the problem as the heading and factors and sub-causes as sub-headings.

3. Report:

Ask each pair or group to present their diagram. At the end of each presentation, ask the whole group for additional ideas about other causes or how to address the problem.

4. Summarize:

Ask participants what common causes they observed in these different analyses. List them and discuss how these principal sources of discrimination might be addressed.

 

EXERCISE 16.3:
How Does the CRPD Affirm the Rights of Women and Girls to Non-Discrimination and Sex Equality?

Objective: To review and understand the human rights of women and girls affirmed by the CRPD

Time: 30 minutes

Materials: Chart paper and markers or blackboard and chalk

 

1. Review:

Divide the participants into small groups. Ask each group to work together to discuss both general and specific approaches to non-discrimination and sex equality undertaken by the CRPD.

2. Give Examples:

Ask for examples of how the rights of women and girls with disabilities could be enjoyed and make a difference in their lives. List and number these vertically on chart paper.

3. List:

Next to the list generated in Step 2, place a chart with three columns across the top labelled, “RESPECT, PROTECT, FULFIL.” The results should be a double chart like that below. Taking each item in turn, decide whether each example would represent action by the State to respect, protect, or fulfil the rights of women with disabilities.

 

EXAMPLE
RESPECT
PROTECT
FULFIL


All women obtain an education

   
X

Domestic violence against women is prosecuted as a crime

 
X


4. Discuss:

How can the sex equality and non-discrimination provisions of the CRPD be used to set national disability rights agendas and formulate platforms of action for submission to political parties or government decision makers?

 

EXERCISE 16.4:
Decision Making in the Family and Beyond

Objective: To identify decision-making power in the family and beyond

Time: 90 minutes

Materials: Copies of Articles 6 and 3(g) of the CRPD; chart paper and markers or blackboard and chalk

 

1. Brainstorm:

Ask the full group to call out answers to the following question: “What decisions are made in the typical family?” Participants should offer their ideas without comment. Record their responses without comment.

2. Discuss:

Ask the group to comment on any differences in the decisions that men and women make. Add any of the following that are not included in the list:

· Whom to live with and according to what arrangement;

· Whether to marry;

· Whom to marry;

· When to marry;

· Whether to bear children;

· When to begin bearing children and how many children to bear;

· Whether to retain one’s own nationality and citizenship in marriage;

· Whether to adopt children and how many to adopt;

· Whether to raise another persons’ child outside of adoption;

· Whether and when to divorce and on what conditions;

· Whether to own and control personal property, borrow money, or to open a business;

· Whether to apply for paid employment and what type of employment to enter.

 

3. Distribute/Analyze:

Distribute CRPD Article 6, Women with disabilities, and Article 3, General principles, section (g), and point out that it provides for women with disabilities to have equal rights and responsibilities on the basis of non-discrimination. In small groups or in pairs, ask participants to discuss the following questions and report back to the full group:

· What do these provisions in CRPD mean?

· Should there be recognition that women with disabilities may have different needs from men?

· How are these provisions followed or not followed in your community? In your family?


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