“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 :00-13:00 Paula Sotnik Institute for Community Inclusion, School for Global Inclusion & Social Development University of Massachusetts Boston communityinclusion.org serviceandinclusion.org 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 non- discrimination, 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 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 IKEA Assembly Instructions Sotnik, ICI, SGISD, UMASS Boston, 2014

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! Inclusion is not just about removing physical “walls”…. Change attitudinal barriers that exclude participation … 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

RESOURCES: inclusion#.VGyUoIdU1Vw THANK YOU!