“From Exclusion to Empowerment - The Role of Information and
Communication Technologies for Persons with Disabilities”
"More than 1 billion of us live with disabilities. We must remove all barriers
that affect the inclusion and participation of persons with disabilities in
society, including through changing attitudes that fuel stigma and
institutionalize discrimination.”
Secretary-General Ban Ki-moon,
Secretary General of the U.N.
Parallel session 10:
Inclusive Policies at the National Level: Experiences from Around the World
Track I: Partnerships and Sustainable Development (Hall 3)
25 November 2014 11:00-13:00
Paula Sotnik
Institute for Community Inclusion, School for Global Inclusion & Social Development
University of Massachusetts Boston
communityinclusion.org
serviceandinclusion.org
paula.sotnik@umb.edu
Sotnik, ICI, SGISD, UMASS Boston, 2014
Having a disability – the real facts!
• one billion persons with disabilities face physical, social,
economic and attitudinal barriers that exclude
participation as equal members of society
• people with disabilities are the world’s poorest, and lack
equal access to basic resources, such as education,
employment, healthcare, social and legal support systems
• disability has remained invisible in the mainstream
development agenda and processes
• lack of awareness and understanding of accessibility and
accommodations remain an obstacle to the achievement of
progress
Sotnik, ICI, SGISD, UMASS Boston, 2014
Legal term – ‘DISABILITY’
• long-term health, physical or mental ‘impairment ’
that substantially limits one or more major life
activity
Full and Real Inclusion
• persons with disabilities are integrated in all
aspects of the public life, they are viewed as equal
citizens, employees, employers, customers,
students, contributors and leaders, with dignity!
Sotnik, ICI, SGISD, UMASS Boston, 2014
Here are the real DISABILITIES!
Sotnik, ICI, SGISD, UMASS Boston, 2014
US Disability Laws
•
•
•
•
Individuals with Disabilities Education Act (IDEA)
Architectural Barriers Act
The Americans with Disabilities Act
Rehabilitation Act of 1973 (contained within the Workforce
Investment Act
• Technology-Related Assistance for Individuals with Disabilities Act of
1988
All focus on disability, specialized accommodations and medical
treatment that could address the person’s disability.
Americans with Disabilities Act (ADA) was the model for the
Convention on the Rights of People with Disabilities.
Sotnik, ICI, SGISD, UMASS Boston, 2014
Why is the Convention on the Rights of People with
Disabilities (CRPD) different and why is it so important?
• framework for creating legislation and policies around the world
that embrace the rights and dignity of all people with
disabilities
• key areas include accessibility, personal mobility, health,
education, employment, habilitation and rehabilitation,
participation in political life, and equality and nondiscrimination, with dignity!
• uses a human rights approach to remove the barriers and
prejudices that lead to the exclusion and marginalization of
persons with disabilities.
• most importantly, "Nothing About Us Without Us!"
Sotnik, ICI, SGISD, UMASS Boston, 2014
“ CRPD is like the ADA on steroids” *
•
Represents a paradigm shift from a medical model,
“fixing” a “difference” and an accommodation
approach for persons with disabilities
• Recognizes that disability is an evolving concept
• Disability results from the interaction between persons
with disabilities and attitudinal and environmental
barriers that obstructs full and effective participation in
society, equally with others
Retrieved from http://www.thebuffandblue.net/?p=7502
Sotnik, ICI, SGISD, UMASS Boston, 2014
It makes sense!
•
persons with disabilities are able to be employees, employers,
entrepreneurs, consumers, inventors, musicians and contributors
•
when excluded, we all lose out on contributions
•
CRPD benefits all people - universal design features such as
elevators, ramps, and clear signage assist many people in addition
to persons with disabilities.
•
strategies such as Universal Design (UD) and Universal Design
for Learning (UDL) can be inexpensive and sustainable
Let’s just think differently!
Sotnik, ICI, SGISD, UMASS Boston, 2014
Universal Design - buildings, products and environments that
benefit people with and without disabilities
Universal Design for Learning –
1: The WHAT - Provide multiple means of representation gives learners a
variety of ways to obtain and absorb information and knowledge.
Examples: Teaching uses color coding, written and verbal guidance, use of
international symbols and pictures, tactile materials, speech to text/text to speech
technology, video clips, highlighting text.
2: The HOW - Provide multiple means of action and expression provides
learners alternatives for demonstrating what they know.
Examples: Students develop and use flashcard visuals rather than text to
respond to questions and indicate knowledge of words, Students photograph
their progress - before and after photographs document outcomes.
3: The WHY - Provide multiple means of engagement includes a variety of
ways that helps students attend to and engage in learning.
Examples: Students can learn in small groups, solo, use of Flipcam assists with
journaling, “self-reflection” and records the “what, so what, now what”
Sotnik, ICI, SGISD, UMASS Boston, 2014
Why UD and UDL ?
• Values diversity - Benefits more people
• Designed from the beginning, not fixing at the end
• Decreases the need for person to always have to ask for
accommodations
• Sustainable over time
• Isn’t always expensive!
Sotnik, ICI, SGISD, UMASS Boston, 2014
• “puff paint” to mark dials, rulers
• changes in schedules
• modified tables, desks, workspaces
• talking watches, calculators, rulers
• private, quiet space
• no scent policy
• headphones
• technology solutions, computer software
• color coded tape
• photos and visuals used with text
• verbal or audio descriptions of visuals and videos
• audio-recorded, Braille or electronic-formatted notes, handouts, and text
• instructions provided in multiple formats, including visual, auditory and tactile
• captioned presentations and conferences
• large print materials, contract enhanced (black type on white paper, simple font)
Sotnik, ICI, SGISD, UMASS Boston, 2014
Body Fit: Accommodate people with the
widest range of body sizes, postures
and movement abilities
Sufficient space between
furniture, tables, etc. for
maneuverability in spaces
Sotnik, ICI, SGISD, UMASS Boston, 2014
Design minimizes hazards and the adverse
consequences of accidental or unintended actions.
using bright stripes
on edge of steps
Perceptible Information
Sotnik, ICI, SGISD, UMASS Boston, 2014
IKEA Assembly
Instructions
Inclusion is not just about
removing physical “walls”….
Change attitudinal barriers
that exclude participation …
Offer trainings on inclusion, access, accommodations, Universal Design to mixed
audiences! Invite the community! Make it part of all NGOs mainstream development
agenda, polices and processes!
• Forge partnerships with nondisability related NGOs
• Share success stories, how individuals contribute and benefit society!
• Conduct joint presentations
• Recruit board members, staff, customers and others
• Partner to leverage resources and obtain funds
• Link websites
• Organize an inclusive joint community project with Civil Society Organizations
• Develop champions!
Sotnik, ICI, SGISD, UMASS Boston, 2014
COMMIT!
An organizational commitment to planning an inclusive
space and culture often begins with a statement or policy.
An inclusion policy shows that your organization welcomes
everyone and has planned ahead in an attempt to meet the
needs of all employees, customers, participants who may
work, visit or attend a meeting or event.
THANK YOU
For Your Participation!
Sotnik, ICI, SGISD, UMASS Boston, 2014
What Can Your Organization Do?
1. Tomorrow?
2. Next Week?
3. Next Month?
4. In a Year?
Sotnik, ICI, SGISD, UMASS Boston, 2014
THANK YOU!
RESOURCES:
www.serviceandinclusion.org
www.serviceandinclusion.org/culturebrokering/
http://InclusiveEvents.org/
https://www.nationalserviceresources.gov/expert-sotnikinclusion#.VGyUoIdU1Vw
http://www.communityinclusion.org/staff.php?staff_id=38
http://cirrie.buffalo.edu/culture/monographs/cb.php
Sotnik, ICI, SGISD, UMASS Boston, 2014