Removing Barriers: Inclusion in Education

1. Inclusion in Education April 17, 2015 "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. Paula Sotnik, ICI, UMASS Boston

2. Turn to the person sitting next to you and define yourself in ONE word Paula Sotnik, ICI, UMASS Boston

3. What’s in a label ? “Disability” does not define or is not the person. “Disability”is created by poorly created buildings, materials, bad attitudes and not by the uniqueness of individuals Stairs, text, others needing to be educated and our persistence to one way of doing things create a “disability” Paula Sotnik, ICI, UMASS Boston

4. Who are People with Disabilities? Describe your vision for a world that includes EVERYONE in all aspects of communities?

5. Legal term –  ’disability’ • long-term health, physical or mental ‘impairment ’ that substantially limits one or more major life activity Full 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

6. Shifting the Paradigm “Recognizing that disability is an evolving concept. “Disability”results from the interaction of persons with attitudinal and environmental barriers that hinders full and effective participation in society, on an equal basis with others.”

7. What is the Convention on the Rights of People with Disabilities (CRPD) about and why is it so important? • international disability treaty • framework for creating legislation and policies around the world that embrace the rights and dignity of all people with disabilities • Americans with Disabilities Act (ADA) was the model for the CRPD

8. What is the Convention on the Rights of People with Disabilities (CRPD) about and why is it so important? • promote, protect and ensure dignity and human rights by persons with disabilities • key areas include accessibility, personal mobility, health, education, employment, habilitation and rehabilitation, participation in political life, and equality and non-discrimination • uses a human rights approach to remove the barriers and prejudices that lead to the exclusion and marginalization of persons with disabilities.

9. Article 24 UN Convention on Rights of People with Disabilities • “All disabled children and young people can fully participate in the state education system and that this should be an ‘inclusive education system at all levels” [para 1] • “The development by persons with disabilities of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential”[para.2 ] • “This right is to be delivered within an inclusive primary and secondary education system, from which disabled people should not be excluded.” [para.2 ] • Persons with disabilities receive the support required, within the general education system, to facilitate their effective education; 2d • Effective individualized support measures are provided in environments that maximize academic and social development, consistent with the goal of full inclusion.2e

10. The Value of Education • Education is a passport to a worthwhile life, a job and family life and for decades disabled people have been disadvantaged by their exclusion from the education system. • Education and disabled people’s experience of accessing it, or their lack of it, raises powerful emotions among disabled people, as it is so strongly linked to their development of a sense of self and self-image. • 650 million disabled people worldwide are largely excluded from work and the economy

11. Inequalities in access to education. • UNESCO[1993] identifies only 3% of disabled children as completing primary education in the South majority world; only 1% girls with disabilities. • Millennium Development Goal of Universal Primary Education by 2015 will not be reached unless disabled children are included. • Of 113 million children not in school as many as 50% are likely to be disabled.

12. It makes sense! • persons with disabilities are able to be employees, employers, entrepreneurs, consumers, inventors, musicians and contributor • 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.

13. Think….. • Stevie Wonder • Vincent Van Gogh • Ludwig van Beethoven • Frida Kahlo • Stephen Hawking • Helen Keller • Sudha Chandran http://listverse.com/2010/01/18/top-10-extraordinary-people-with-disabilities/

14. Communications TIPs and Disability Etiquette • people are not necessarily “sick” or “ill” • if barriers exist, offer reasonable accommodations • okay to offer assistance, and is often welcomed, sometimes not • listen attentively when talking with people who have difficulty speaking, wait for them to finish. Never pretend to understand • give people enough time to understand or, say it another way • Always focus attention on the person, not the sign language interpreter or an assistant • Do not pet, feed or distract a service dog • Do not lean on a wheelchair, try to communicate at eye level • Identify yourself and others to someone who is blind – let the person know if you enter or exit “See you later, Want to go for a walk” IT’S OK!!!! It’s OK to make a mistake, apologize and move on! PLEASE SHARE YOUR GOOD TIPS and IDEAS!

15. The POWER of LANGUAGE is Important! Person First Language WHY? Politically Correct? • emphasizes the person, not the disability • disability is no longer the primary, defining characteristic • disability is one aspect of the whole person • focuses on the person rather than the disability I am a doctor, mother, wife, daughter and volunteer.

16. ACCESSIBILITY! Sites, facilities, schools, work environments, services, programs and recreation venues that are easy to approach, enter, operate, participate in, and/or use safely and with dignity by a persons with wide variety of disabilities.

17. ACCESSIBILITY MEANS: • accessible path to the building? • accessible parking? • accessible playground, recreation area? • a primary entrance accessible for everyone? (Ramps - foot for an inch)? • accessible common areas? • accessible to move around? • accessible restroom? • accessible meeting, learning and conference spaces • doors either automatic, or able to be opened by pulling with average force? • accessible routes free of protruding objects? • accessible emergency plan?

18. Site Accessibility Assessment Small groups will tour the venue and “redesign” using Universal Design

19. Make Your Virtual Space Accessible! An accessible website allows people with disabilities to experience, navigate and interact with the website Five Basic Webpage Accessibility Tips: • Keep pages simple and consistent throughout the website • If using images, keep them to a minimum and describe with "alt" attribute • Use HTML as the default information format • Text color contrasts with page background • Only use clear, commonly used fonts Information on how to make your website accessible: http://www.w3.org/WAI/eval/ http://www.w3c.org/WAI/References/QuickTips/

20. Rationale….. Laws, policies and practices are not designed to ….to make more, or better than, or lower standards, or make special…… but, to EQUAL the playing field!

21. Universally Designed products and environments are to be made usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. -Center for Universal Design at NC State Outcome = seamless use of the environment by all people, regardless of diversity or disability - a culture that includes and is welcoming to all everyone!

22.  The Seven Goals of Universal Design have been articulated by Professor Edward Steinfeld of the IDEA Center as: • Body fit - accommodating a wide a range of body sizes and abilities • Comfort - keeping demands within desirable limits of body function and perception • Awareness - insuring that critical information for use is easily perceived • Understanding - making methods of operation and use intuitive, clear and unambiguous • Social integration - treating all groups with dignity and respect • Personalization - incorporating opportunities for choice and the expression of individual preferences • Appropriateness - respecting and reinforcing cultural values and the social and environmental context of any design project.

23. What Does Universal Design Look Like? • • Curb cuts • • Closed-captioned television • • Accessible restrooms • • Adjustable desks • Lever door handles • Auditory crosswalks, elevators • Motion sensor door openers • International symbols

24. Perceptible Information IKEA Assembly Instructions

26. 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

27. Most Accommodations cost very little! Examples of Accommodations: • changes in schedules • modified tables, desks, workspaces • talking watches, calculators, rulers • private, quiet space • headphones • technology solutions, computer software • color coded tape • photos and visuals 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 • sign language interpreters • large print materials, contract enhanced (black type on white paper, simple font) U.S. research shows most accommodation costs are under 500.

28. Universal Design for Learning (UDL) Video https://www.youtube.com/watch?v=aaSZqgr2eUM <iframe width="420" height="315" src="https://www.youtube.com/embed/aaSZqgr2eUM" frameborder="0" allowfullscreen></iframe>

29. Our ULTIMATE Goal Seamless and Intentional Being Accessible and Inclusive in everything we do, from start to finish! Reasonable Accommodations

30. Challenge for Disability Movement • This history of exclusion, separation or having to fit into settings full of barriers has been very damaging for people with disabilities • Overwhelming one gets the feeling of being rejected, not being welcomed and valued. • If the Disability Movement around the world is going to play a leading part in implementing Article 24, then activists need to revisit their school and education experiences and reinterpret them as a denial of human rights rather than some inadequacy in themselves. • Need strong advocacy and lobbying!

31. ADA Crawl

33. What are your concerns and questions? √ Advocacy? √ Lobbying?

34. Have a Voice! Be Strategic!What is the difference between advocacy and lobbying?Both lobby and advocacy increase the scope of influence to improve policies and achieve structural change

35. Advocacy - broad set of activities to change public opinion or to get public support for a cause such as: • Articles in newspapers • Feature stories about how an individual or group was helped • Success stories! • Cultivate “important” Champions • Distribution of promotion materials etc. • “educate” in the U.S. because of laws

36. Lobbying - influencing the government and its leaders • Direct lobbying – directly communicating with legislators or a staff or government employee who may help to develop/change legislation • Grassroots lobbying – influence public to take action, impact legislation

37. Advocacy • a deliberate process, based on evidence, to directly and indirectly influence decision makers, stakeholders and relevant audiences to support and implement actions (UNICEF, 2010) does not endorse or oppose specific legislation • community education and awareness-raising about a particular issue may be an appropriate first step in gaining allies before a more targeting activity is undertaken • still need a plan – goals, actions, outcomes

38. Basic Steps to Lobbying • Know your legislation, know your government • Research the Issue and Lawmaker – “staffers” • Identify a clear issue or problem that can be resolved through action. • research the nature and extent of the problem – hard data needed! • Define a clear position and desired outcome - areas of compromise and outline issues that are not negotiable • Know all sides of the argument • Build alliances and coalitions for support. Partnerships are the KEY! • Garner support, mobilize and act – consistent message from all • Invite lawmakers, staffers to visit – if compelling • Are there risks to constituents – plan to educate and mitigate • Develop an education plan – tell more people • Publicity works!

41. “You must be the change you wish to see in the world”

42. Reflections 1. What are some of the ideas that came out of today’s training that you want to put into practice in your daily work or future trainings? 2. What training or presentation techniques do you personally want to focus on further developing? 3. What is one personal goal you will commit to as a result of today’s conversation? Who can support you in achieving this goal?

43. Paula Sotnik Directed 18 federal and state grants supporting individuals with disabilities, including traditionally underrepresented groups, in their communities. Current focus is on capacity building and strategic planning with nonprofits to enhance culturally responsive systems that fully include all aspects of diversity, including individuals with disabilities. Currently examining how national service can serve as a path to reintegration for Wounded Warriors and Veterans with disabilitiesNationally known expertise on assessing and coordinating access and reasonable accommodation details to ensure inclusive and accessible conferences, events and meetings of all sizes. Recognized expert, trainer and author on culture brokering; outreach and recruitment strategies; team and partnership development; measurable outcome oriented strategic planning; national service, volunteerism and disability legislation, policy and practice acquired through years of personal, educational and professional life experiences. Institute for Community Inclusion paula.sotnik@umb.edu www.serviceandinclusion.org/culturebrokering/www.serviceandinclusion.orghttp://cirrie.buffalo.edu/culture/monographs/cb.phpcted http://www.serviceandinclusion.org/index.php? page=access