Count Us In! - Disability Services Commission · 2012-11-27 · Count Us In! teaching resource package Overview 149 Courses of study 149 Disability as a context for learning 149 Resources

147Count Us In! : Late adolescence - Book 5

Count Us

late adolescence 5creating welcoming communities

In!teaching resource package

Count Us In! teaching resource package

Overview 149 Courses of study 149 Disability as a context for learning 149 Resources 149 Unit outline 150 Students’ responsibilities 150 Concepts 150 Assessment and reporting 150 Audio-visual support materials 151 Literature 151 Stimulus pictures 151 Use of Internet 151 A solution-focused approach 151 Meeting people with disabilities 152 Framework 153Table: Overview of late adolescence

teaching resource materials 154Table: Linking the Count Us In!

teaching resource materials 156

Learning experiences 158

Creating a welcoming and connected community 158 Unit1A Oneinfive! 158 Unit 1B Experiencing disability 162 Unit 2A Attitudes 166 Unit 2B Participation 170 Unit 3A Choices 176 Unit3B Rightsand 181

responsibilities

148

Contents


Courses of studyThe Count Us In! teaching resource materials for late adolescence provide resources that enable students to achieve learning outcomes in any of the units for the following courses of study:

• AppliedInformationTechnology• Children,FamilyandCommunity• HealthStudies• EngineeringStudies• MaterialsDesignandTechnology• PhilosophyandEthics• PoliticsandLaw

Disability as a context for learningThe courses of study can be undertaken in different‘contexts’;forexample,theChildren,FamilyandCommunitycourseofstudy,Unit1A,usescontextsfocusingon‘me,myfamily and my community - caring for others (CFCC)’,whiletheEngineeringcourseofstudy,Unit1Ausescontextsfocusingon‘devices and inventions’.

These materials have been designed so that they can be used in many courses of study. They provide catalysts for investigation using thedisciplinaryconcepts,processes,skillsand applications relevant for each course of study.

Teachers will use the course of study materials to inform the teaching and learning program,theirchoiceofassessmenttasksand assessment of students’ levels of achievement. Course of study outcomes will only be achieved if teachers include the relevant content in the learning sequence provided in these materials.

Teachers may choose one of the experiences designed for their particular course of study or adapt experiences from other courses. Teachers might work collaboratively with disability used as a common context for two or more courses.

ResourcesThe resources provided in these materials arevisual,text-based,audio,animationandinteractivetoolsthatarespecificallydesigned to engage and motivate student learning. Many of the resources are Internet based so that they are accessible to teachers and students wherever they may belocated.Theresourcesenablestudents,individuallyandcollaboratively,toquestion,investigate,analyse,synthesis,solveproblems,makedecisions,andreflect on their learning in relation to the context of ‘disability’.

The Late Adolescence teaching materials are part of the Count Us In! teaching resource package. They are designed to support teachers in late adolescent classrooms (typically Year 10 to Year 12) in developing curriculum in the context of disability and to enable students to develop the skills for creating a welcoming and connected community.

Creating a welcoming and connected community

149

150

Unit outlineUnit 1A–“Oneinfive”challengesstudentsto consider the roles and responsibilities ofpeoplewithadisability;thetechnology,devices,inventionsandproductstheyuse;theirhealth,recreationalandpoliticalopportunities.

Unit 1B–“Experiencingdisability”invitesstudentstoconsiderfamilyhealth,socialcommunication,relationshipswithotherpeople,environmentaldesignandfashion.

Unit 2A–“Attitudes”provokesstudentstoconsider attitudes to people with a disability in media,entertainmentandleisure,communityhealth,safety,justiceandrepresentation.

Unit 2B–“Participation”stimulatesstudentsto examine the participation of people with a disabilityinrecreation,transportation,healthandwelfare,tourismandpolitics.

Unit 3A–“Choices”inspiresstudentstoexaminetraditions,beliefs,evolvingtechnologies and innovations.

Unit 3B–“Rightsandresponsibilities”motivates students to examine the management of environments that ensure the participation of people with disabilities as well as issues related to science and survival,populationhealth,andrights and responsibilities.

Students’ responsibilitiesThe materials emphasise students’ responsibilitiesinthelearningprocess,requiring students to use particular course of study processes to:

• frametheirownhypotheses,propositionsand questions;

• planandconductneedsassessments,surveys,investigations,experiments;

• critically analyse information and evaluate conclusions;

• considerimplications,issuesandactions; and

• reflectonlearningandcommunicatefindings.

ConceptsSpecificconceptswillbedeterminedbyreferencetotheLearningOutcomes,Aspectsand Elaborations for a course of study. That is,studentsstudyingVisualCommunicationwill focus on the principles of communication theories while those studying Materials Design and Technology will focus on the nature and structure of materials.

Assessment and reportingAs students undertake the learning experiencesdescribedinthematerials,arange of types and sources of evidence of learning will be generated. Additional assessment will be achieved through already identifiedassessmenttasksforeachunit.

Foreachcourseofstudyoutcome,studentperformance will be rated using the scale of achievement for that course.

We encourage welcoming

communities that ensure everyone

has the

opportunity to contribute

and participate.

Differences are not better or

worse, they just are.


Audio-visual support materialsWithineachphaseofschooling,aDVDhas been developed to support the student learning experiences. Content detail is providedwithintheDVDcasebooklet.

LiteratureThe reading of books that contain and / or portray children or adults with disabilities can provide a valuable tool in opening up a new topic and providing opportunities for students tolearnabout,discuss,makesenseoftheir experiences and explore their views of disability.

A list of books relevant for all phases of schooling is available in the Teacher Information booklet appendix.

Stimulus picturesA photo library containing an extensive range of images to support student learning is available online at the Disability Services Commission website www.countusin.com.au The images cover a wide range ofequipment,devices,supportsandadaptations that may be used by people with disabilities.

All images can be downloaded and used as visual support materials for classroom and school use.

Use of InternetThroughoutthematerials,hyperlinkshave been included to assist teachers access current and accurate information directly. Additional information is available through these sites to enhance the learning experience.Wherepossible,siteshavebeenchosen for their download provision and Australian context.

A solution-focused approachHavingadisabilitydoesnotmeanapersoncannot participate in activities. To complete some tasks a person may require:

• more time;• alternative ways of communicating;• adapted equipment or technical aids; or• extra assistance from another person.

The process may be altered but in essence can have the same outcome for everyone.

Traditional simulation activities are discouraged because unless they have specificoutcomesandarecoordinatedwithahighlevelofexpertise,theytendtohighlight what a person cannot do and fail to capture the true experience of disability.

A solution-focused approach to disability is emphasised throughout all activities as students develop strategies that ensure everyone can participate.

People in our community

share similar hopes and

aspirations.

Everyone has a role in the

community and has a right

to be respected.

152

Meeting people with disabilitiesThe ‘Count Us In!’ materials encourage the use of guest speakers who have disabilities.

For those students who have had little or no priorcontactwithpeoplewithdisabilities,theeffectivenessofpersonalcontact,theprovision of accurate information about disability,andthehighlightingofabilitiesandindividuality is a critical factor in promoting positive attitudes towards people with disabilities.1

Everyone is unique.

Everyone has a right to be seen as

an individual.

The nature of the contact and interaction is an important consideration. The atmosphere mustberelaxed,mutuallyrewarding,conducive to learning and must be one in which the guest speaker can display strengthsandabilities,aswellaslimitationsand is able to discuss their disability openly. Ideally,contactwithseveralpeoplewithdisabilities over different sessions should occurinordertoconveythat,aswitheveryoneinourcommunity,eachindividualhas their own strategies for living.2

Strategies for successful interaction between people with and without disabilities are provided in the Teacher Information booklet and meeting people with disabilities in the appendix.

The“CountUsIn!”GuestSpeakerdatabaseis available online through the Disability Services Commission website www.countusin.com.au


Framework

Byengagingwiththeseunits,studentshavetheopportunityto further their achievement of the Overarching Learning Outcomes from the Curriculum Framework.

1 Communication

3 Investigating and using information

4 Using technologies

5 Thinking critically

6 Exploringideas,opportunitiesandsolutions

8 Active Australian citizenship

9 Cultural interaction

10 Engaging in creative activity

11 Valuingpersonalgrowthandwellbeing

12 Learning independently and collaboratively

13 Recognising rights and behaving responsibility

1 A pursuit of knowledge and a commitment to achievement of potential: The pursuitofpersonalexcellence,Domainsofhumanexperience,Empowerment,Knowledge,Valuessystems,Criticalreflection,Worldviews.

2 Self-acceptanceandRespectofSelf:Individualuniqueness,Personalmeaning,Ethicalbehaviourandresponsibility,Opennesstolearning,Initiativeandenterprise.

3 RespectandConcernforOthersandtheirRights:Compassionandcare,Equality,Respect,Openlearningenvironment,Individualdifferences, Cooperation/conflictresolution,Family/homeenvironment.

4 SocialandCivicResponsibility:Participationandcitizenship,Community,Diversity,Contribution,Authority,Reconciliation,Socialjustice,Responsibilityandfreedom,Benefitsofresearch.

The units also provide opportunities for the promotion of core-shared values from the Curriculum Framework.Inparticular,thevaluesof:

154

Ove

rvie

w o

f lat

e ad

oles

cenc

e te

achi

ng re

sour

ces

Definitio

nsof

disa

bility

.

1A –

One

in fi

ve

Disc

ussio

n of

the

stat

istica

l term‘oneinfive’.

Investigationofdefinitions

of d

isabi

lity:

•internetsearchand

read

ing;

•vid

eosegmentsof

peop

le w

ith a

disa

bility

intheirdailylives,

athom

e,travelling,

atwork,atleisure,

stud

ying;

•experiencesofpeople

with

a d

isabi

lity; a

nd•

experiencesofpeople

with

an

‘invis

ible

’ di

sabi

lity.

Plan

ning

for c

reat

ing

a co

nnec

ted

com

mun

ity

leadingintospecifi

cco

urse

ex

perie

nces

.

We

all li

ve in

fam

ilies

and

the

com

mun

ity.

1B –

Exp

erie

ncin

g di

sabi

lity!

Disc

ussio

n of

the

poem

“YouGetProudbyP

ractisin

g”

byLauraHershey.

Inve

stig

atio

n of

the

expe

rienc

e of

fam

ily a

nd

frien

ds o

f peo

ple

who

have

a

disa

bility

:•

stories:‘W

elcome

toHolland’and

‘CelebratingHo

lland’;

and

•we

bsites.

Inve

stig

atio

n of

stra

tegi

es

to s

uppo

rt pe

ople

with

a

disa

bility

and

thei

r fam

ily

and

frien

ds:

•supportandadvocacy

grou

ps; a

nd•

governmentinitiatives

Plan

ning

for c

reat

ing

a co

nnec

ted

com

mun

ity

leadingintospecifi

ccourse

expe

rienc

es.

We

all p

artic

ipat

e an

d co

ntrib

ute

to

the

com

mun

ity.

2A –

Atti

tude

s

Disa

bility

as

a so

cieta

l at

titud

e –

exam

inat

ion

of

theimplica

tionsoftheW

HO

polic

y on

disa

bility

.At

titud

es to

disa

bility

. St

orie

s of

peo

ple

with

a

disa

bility

:•

magazinearticles;

•movies;

•on-linevideoclipTalk

Video;and

•fantasystory

Revo

lutio

n.Di

scus

sion:

Disa

bility

is p

art

of th

e hu

man

exp

erie

nce.

Plan

ning

for c

reat

ing

a co

nnec

ted

com

mun

ity

leadingintospecifi

ccourse

expe

rienc

es.

Weallw

ork,goonholidays,

do re

crea

tiona

l act

ivitie

s an

d vo

te.

2B –

Par

ticip

atio

n

Que

stion

s fro

m E

lizab

eth

Hastingco

nferencesp

eech:

Assu

mpti

on, E

xpec

tation

and

Disc

rimina

tion:

Gend

er Iss

ues f

or

Girls

with

Disa

biliti

es P

rom

oting

Ge

nder

Equit

y Con

feren

ce 19

95.

Wha

t doe

s pa

rticip

atio

n m

ean?

•accesstoinformation;

•particip

ationin

educ

atio

n;•

accessing

emplo

yment;

•particip

ationin

empl

oym

ent;

•accessingfinancia

lsu

ppor

t;•

particip

atingin

com

mun

ity lif

e; a

nd•

particip

atingin

decis

ion-

mak

ing.

Plan

ning

for c

reat

ing

a co

nnec

ted

com

mun

ity

linkin

gintospecifi

ccourse

expe

rienc

es.

We

can

all

mak

e ch

oice

s.

3A –

Cho

ices

Choi

ces

– st

orie

s of

peo

ple

with

disa

biliti

es.

Wha

t is

choi

ce?

•riskandconsequence;

•disclosure;

•self-determination;and

•abilityandchoice.

Plan

ning

for c

reat

ing

a co

nnec

ted

com

mun

ity

linkedtospecifi

ccourse

expe

rienc

es.

We

all h

ave

right

s

and

resp

onsib

ilitie

s.

3B –

Rig

hts

and

resp

onsi

bilit

ies

Esta

blish

ing

prio

ritie

s –

which

righ

ts?

Wha

t are

hum

an ri

ghts

?•

whatarehum

an

resp

onsib

ilitie

s?;

•doubledisc

rimination;

•speakin

gout;

•mediarightsand

resp

onsib

ilitie

s; a

nd•

havin

gopinionson

issue

s.Pl

anni

ng fo

r cre

atin

g a

conn

ecte

d co

mm

unity

linkedtospecifi

ccourse

expe

rienc

es.

FocusUnit Disability Learning Experiences


Appl

ied

Info

rmat

ion

Tech

nolo

gy -

Info

rmat

ion

tech

nolo

gies

use

d by

pe

ople

with

disa

biliti

esCh

ildre

n, F

amily

and

Co

mm

unity

- R

oles

and

re

spon

sibi

litie

sEn

gine

erin

g St

udie

s -

Dev

ices

and

inve

ntio

nsHe

alth

Stu

dies

- P

rom

otin

g pe

rson

al

heal

thM

ater

ials

Des

ign

and

Tech

nolo

gy -

Pro

duct

s fo

r pe

rson

al u

sePh

iloso

phy

and

Ethi

cs -

Que

stio

ning

kno

wle

dge

and

know

ing

Polit

ics

and

Law

- P

erso

nal d

ecis

ion

mak

ing

Appl

ied

Info

rmat

ion

Tech

nolo

gy - Designing,

deve

lopi

ng a

nd

eval

uatin

g in

form

atio

n fo

r a

com

mun

ity g

roup

Child

ren,

Fam

ily a

nd

Com

mun

ity -

Eco

logi

cal

repr

esen

tatio

n of

in

terd

epen

denc

eEn

gine

erin

g St

udie

s -

Eng

inee

ring

solu

tions

for

livin

g at

hom

eHe

alth

Stu

dies

- M

ento

ring

Mat

eria

ls D

esig

n an

d Te

chno

logy

- Fu

nctio

nal

and

fash

iona

ble

clot

hing

Philo

soph

y an

d Et

hics

- Q

uest

ioni

ng e

very

day

expe

rienc

e

Appl

ied

Info

rmat

ion

Tech

nolo

gy -

Pro

mot

ing

a w

elco

min

g co

mm

unity

Child

ren,

Fam

ily a

nd

Com

mun

ity -

Acc

essi

ble

serv

ices

and

reso

urce

sEn

gine

erin

g St

udie

s -

Eng

inee

ring

solu

tions

for

publ

ic a

cces

sHe

alth

Stu

dies

- P

rom

otin

g he

alth

Mat

eria

ls D

esig

n an

d Te

chno

logy

- A

cces

sibl

e le

isur

e an

d en

terta

inm

ent

Philo

soph

y an

d

Ethi

cs -

Que

stio

ning

co

ncep

ts o

f sel

f

Appl

ied

Info

rmat

ion

Tech

nolo

gy -

Acc

essi

ble

web

pag

esCh

ildre

n, F

amily

and

Co

mm

unity

- A

dvoc

acy

and

self-

advo

cacy

Engi

neer

ing

Stud

ies

- E

ngin

eerin

g so

lutio

ns fo

r pu

blic

tran

spor

tHe

alth

Stu

dies

- In

clus

ive

heal

th p

rom

otio

n ca

mpa

igns

Mat

eria

ls D

esig

n an

d Te

chno

logy

- P

rost

hetic

sPh

iloso

phy

and

Ethi

cs -

Questioningobjectivity

Appl

ied

Info

rmat

ion

Tech

nolo

gy -

Qua

lity

info

rmat

ion

Child

ren,

Fam

ily a

nd

Com

mun

ity -

Sup

port

and

advo

cacy

gro

ups

Engi

neer

ing

Stud

ies

- Fu

nctio

nal a

nd a

esth

etic

en

gine

erin

g so

lutio

nsHe

alth

Stu

dies

- Fa

cilit

atin

g he

alth

Mat

eria

ls D

esig

n an

d Te

chno

logy

- P

rodu

cts

from

recy

cled

mat

eria

lsPh

iloso

phy

and

Et

hics

- Q

uest

ioni

ng

ethi

cs a

nd c

ondu

ct

Appl

ied

Info

rmat

ion

Tech

nolo

gy -

Info

rmat

ion

syst

em fo

r a c

omm

unity

ce

ntre

Child

ren,

Fam

ily a

nd

Com

mun

ity -

Join

ed u

p so

lutio

nsEn

gine

erin

g St

udie

s -

Eng

inee

ring

solu

tions

for

pack

agin

gHe

alth

Stu

dies

- In

tera

ctiv

e fa

ctor

s in

pr

omot

ing

publ

ic h

ealth

Mat

eria

ls D

esig

n an

d Te

chno

logy

- D

esig

ning

a

new

pro

duct

Philo

soph

y an

d Et

hics

- R

elig

ion

and

disa

bilit

y

Links to Courses of Study

156

Link

ing

the

Cou

nt U

s In

! tea

chin

g re

sour

ces

The

Cou

nt U

s In

! tea

chin

g re

sour

ces

use

a sp

irallin

g cu

rricu

lum

pro

cess

that

follo

ws

the

phas

es o

f sch

oolin

g. C

once

pts

are

intro

duce

d in

ear

ly

childhoodandbuiltuponinmiddlechildhood,earlyadolescenceandlateadolescence.Teachersmightselectexperiencesfrom

severalphases

ofschooling,orrefertoearlierphasesofschoolinginordertoidentifythewaysconceptshavebeendevelopedinthematerials.

Peop

le in

our c

omm

unity

us

e dif

fere

nt w

ays o

f communica

ting,goin

gpla

ces,interactingand

learn

ingDi

sabil

ity is

par

t of t

he

hum

an e

xper

ience

Let’s

Com

munic

ate–findin

goutwhyand

how

we co

mm

unica

teLe

t’s G

o–findin

goutw

hyandhow

wego

place

sLe

t’s L

earn–fin

dingoutw

hyandhow

we

learn

Focu

sing

– we

do

the

sam

e th

ings b

ut w

e maydothem

differently,we

cana

llbea

rtistic,

weallenjo

yrecrea

tionalactivities

,wea

reall

simila

r and

diffe

rent

Rese

arch

ing–wh

atisad

isability,

researching

apartic

ulardisa

bility,frequently

askedquestions,effects

ofadisa

bility,

assis

tivetec

hnolo

gies,researching

atop

icEx

perie

ncing

–as

olution-focusedapproach,

giving

instructions,rem

embering,everyday

experiences,liste

ning,telev

ision

Visu

al Ar

ts –

inve

stiga

ting

the

expe

rienc

e of

arti

stsDr

ama –

inve

stiga

ting

the

expe

rienc

e of

ac

tors

Music

– in

vesti

gatin

g th

e ex

perie

nce

of

mus

ician

sDa

nce –

inve

stiga

ting

the

expe

rienc

e of

da

ncer

sPo

rtray

als o

f Disa

bilit

y Hea

lth an

d Ph

ysica

l Rec

reat

ion–definitio

nsof

disab

ility

Cultu

ral P

ersp

ectiv

es E

quipm

ent a

nd

Assis

tive T

echn

olog

ies

1A O

ne in

Five

–definition

sofdisa

bility

1B E

xper

iencin

g Di

sabi

lity –

inv

estig

ation

s of t

he e

xper

ience

of d

isabil

ity2A

Atti

tude

s – d

isabil

ity a

s a so

cieta

l at

titude

2B P

artic

ipatio

n–as

sump

tions,expectation

and

discr

imina

tion

3A C

hoice

s – ab

ility a

nd ch

oice

3B R

ights

and R

espo

nsibi

lities

– wh

ich

right

s?

Serv

ices s

hould

be

acce

ssibl

e to

eve

ryon

eLe

t’s G

o (A

pplyi

ng) –

goin

g pla

ces i

n th

e cla

ssroom

,goin

gpla

cesintheschool,

going

plac

es in

the

com

mun

ity

Appl

ying–unive

rsaldesig

n,access,

accesstotransport,accesstohouses,is

yourclassroomaccessib

le,webdesign

Visu

al Ar

ts –

inve

stiga

ting

the

acce

ssibi

lity

of a

rt ga

llerie

sDr

ama –

inve

stiga

ting

the

acce

ssibi

lity o

f th

eatre

sMu

sic –

inve

stiga

ting

the

acce

ssibi

lity o

f m

usic

venu

esDa

nce –

inve

stiga

ting

the

acce

ssibi

lity o

f da

nce

venu

esMe

dia -

inve

stiga

ting

sym

bols

emplo

ymen

t- em

ploye

r infor

matio

nDi

sabi

lity R

ight

s–accessa

udit,public

transportsta

ndards,w

orkplac

epractice

1A –

Info

rmat

ion te

chno

logies

use

d by

pe

ople

with

disa

bilitie

s1B

- En

ginee

ring

solut

ions f

or liv

ing

at h

ome

2A A

ttitu

des –

disa

bility

as a

socie

tal

attitu

de,attitudestodisability,disa

bilityas

partoftheh

umanex

perience,accessible

servicesa

ndresourc

es,engine

eringso

lution

sforpublicaccess,accessibleleisureand

entertainm

ent,campin

gwithch

ildren

2B P

artic

ipatio

n–ac

cesstoinforma

tion,

partic

ipationine

ducation,accessing

em

ploym

ent,accessing

financia

lsupport,

Con

cept

Early

Chi

ldho

odM

iddl

e C

hild

hood

Early

Ado

lesc

ence

Late

Ado

lesc

ence

We

all h

ave

the

right

to

parti

cipat

e in

and

cont

ribut

e to

the

com

mun

ity

Let’s

Com

mun

icate(Go

ingfurther)–

ever

yone

in o

ur co

mm

unity

com

mun

icate

sLe

t’s G

o(Go

ingfurther)–ev

eryoneinour

com

mun

ity g

oes p

laces

Let’s

Lea

rn(G

oingfurther)–ev

eryonein

our c

ommu

nity l

earns

Focu

sing–wa

nts,needsa

ndrights

Rese

arch

ing

– fre

quen

tly a

sked

que

stion

sAp

plyin

g–mediaimages,advice

colum

n

Disa

bilit

y Rig

hts–

whatarehum

anrights,

disabilityrigh

ts,co

nductinganaccess

audit,publictransportstandards,education,

elem

ents

and

proc

esse

s of g

over

nmen

t and

governance,w

orkplac

epractices

2A A

ttitu

des–

implicationsoftheW

HO

polic

y on

disab

ility

3B R

ight

s and

Res

pons

ibilit

ies –

whoserights,wh

atarehum

anrights,

whatarehum

anresponsib

ilities

,double

dis

crimination,speakin

gout,mediarights

and

responsib

ilities

,having

opin

ionso

niss

ues


Equi

pmen

t and

Ass

istive

Tech

nolo

gies

–wh

atareassistive

technolog

ies,devising

andproducing

equipm

ent,desig

ningand

prod

ucing

syste

ms

partic

ipatinginc

ommu

nitylife,participa

ting

indecis

ionmaking

,accessib

lewe

bpages,

engin

eerings

olutionsforpublictransport,

inclus

ivehe

althp

romo

tionc

ampaign

s,sm

all

grou

p rec

reati

onal

expe

rienc

es3A

Cho

ices –

stor

ies o

f peo

ple w

ith

disabilities

,functionalandaesth

etic

engin

eeringsolution

s,facilitatinghealth,

plann

ing ch

allen

ging

recr

eatio

nal a

ctivit

ies3B

– in

form

ation

syste

m fo

r a co

mm

unity

centre,jo

inedupso

lution

s,

communityfitness

We

all co

mm

unica

te.

We

need

to co

mm

unica

te

resp

ectfu

lly

Let’s

Com

mun

icate

Expe

rienc

ing–giv

inginstructions,

liste

ning

Appl

ying

– int

erac

ting

with

peo

ple w

ith

disab

ilities

Portr

ayals

of d

isabi

lity a

cces

sible

info

rmat

ion

1B –

men

torin

g2A

– pr

omoti

ng a

welco

ming

comm

unity

2B –

adv

ocac

y and

self-

advo

cacy

3A C

hoice

s–se

lf-determina

tion,su

pport

and

advo

cacy

gro

ups

3B R

ight

s and

Res

pons

ibilit

ies - s

peak

ing

out,h

aving

opinionso

nissues

We

all le

arn.

W

e ca

n en

sure

that

ev

eryo

ne h

as o

ppor

tunit

ies

to le

arn

Let’s

Lea

rnEx

perie

ncin

g–g

ivinginstructions,

reme

mbering

,liste

ning,television

Appl

ying

– cr

eatin

g a

learn

ing cl

assr

oom

Disa

bilit

y Rig

hts -

edu

catio

n1A

One

in F

ive –

exp

erien

ces o

f peo

ple

with

a d

isabil

ity2B

Par

ticip

atio

n –

parti

cipat

ion in

ed

ucat

ion

We

can

all g

o pla

ces.

We

can

ensu

re th

at

ever

yone

can

go p

laces

Let’s

Go

Expe

rienc

ing

– ev

eryd

ay e

xper

ience

sDr

ama–

improvising,structu

ringdram

aDa

nce–

improvising,structu

ringdance

Disa

bilit

y Rig

hts –

pub

lic tr

ansp

ort

stand

ards

1A O

ne in

Five

– e

xper

ience

s of p

eople

wi

th a

disa

bility

1B –

engin

eerin

g solu

tions

for li

ving a

t hom

e2A

– en

ginee

ring s

olutio

ns fo

r pub

lic ac

cess

2B –

engin

eerin

g solu

tions

for p

ublic

trans

port

Ever

yone

can

parti

cipat

e in

leisu

re a

nd re

crea

tiona

l ac

tivitie

s

Let’s

Com

mun

icate

(App

lying

) – sn

akes

an

d lad

ders

Let’s

Go

(App

lying

) – a

ctive

gam

esLe

t’s L

earn

(App

lying

) - le

arnin

g ga

mes

Appl

ying –pla

yinggames,recreation

for

ever

yone

Healt

h an

d Ph

ysica

l Rec

reat

ion

– inv

estigating

physic

alrecreation,creatinga

team

gam

e

Intheseexperiences,studentsinvestigatedefinitionsofdisabilityfrom differentperspectives,throughInternetsearchesandreading,theCountUsInDVD segmentsandwritingsaboutdisability.TheTeacherInformationprovidessomedefinitions.Studentsmayfindmedical,legal,socialorculturaldefinitions.Asthestudentslocatedefinitions,itwillbeimportanttotalkabouttheuseoflanguageanditssignificance.Thereisadifferencebetweenrespectfullanguageandpoliticalcorrectness.InWesternAustralia,weusepeople-firstlanguagethatreflectsourawarenessoftheindividualasaperson.

One in fiveOneinfiveAustralianssmokes,oneinfivefeelspressuretodrinkintheworkplace,oneinfivewassunburnedonsummerweekends,oneinfivedoesnotwearaseatbeltwhentravellinginacar,oneinfivewillhaveamentalillnessatsomepointintheirlives,oneinfivedoesnotknowhowtooperateafireextinguisherandoneinfivehashigh cholesterol. There are other statistics which may be of interest. Conduct an Internet search for“oneinfiveAustralians”.Whatdoesoneinfivemean?

OneinfiveAustralianshasadisability3. What does it mean to have a disability? What does it mean that“oneinfiveAustralianshasadisability”?

(See Impact of disability in WA in Teacher information,alternativelywww.disability.wa.gov.au/1/85/48/Disability_in_W.pm

Definitions of disabilitySearchfordefinitionsofdisability.Comparethem.Whatdoeseachdefinitiontellusabout:

• theabilityofpeoplewithadisability;• thedisability;and• thepeoplethemselves?

Whatissimilaraboutthedefinitions?Whatisdifferent (see Teacher Information)?

You may like to look at:

www.disability.wa.gov.au/about_disability/disabilityprofile.htmwww.aihw.gov.au/publications/(search for disability as a keyword)www.daa.org.uk/

Learning experiencesCount Us In DVD segments of people with disabilitiesViewoneormoreoftheadolescencesegments. Each segment follows a person who has a disability through their daily life. We see themathome,atschool,atwork,travelling,inleisureactivities,andstudying.Welearnabouttheir lives.

From the segments:

• Definedisability.Whatdoeseachdefinitiontell us about:• theabilityofpeoplewithdisabilities;• thedisability;and• thepeoplethemselves?

• Sharedefinitions.• Comparegroupdefinitions.• Describethegroupswhichyouhave

created. (A variety of grouping structures is possible. Students might find medical, legal, social and cultural definitions. They might find ‘people-first’ definitions.)

• Whataretheimplicationsofeachgroupofdefinitionsforpeoplewhohaveadisability?

• Whatserviceswouldbeprovided,doyouthink,undereachgroupofdefinitions?

159Count Us In! teaching resource package Unit1A:Oneinfive! Count Us In! : Late adolescence - Book 5 Unit1A:Oneinfive!

158



158

Foradditionalinformation,youmightalso look at:

• CommonwealthDisabilityStrategy www.facsia.gov.au/disability/cds

• BrainFoundationAustralia www.brainaustralia.org.au/

• CelebratingtheAbilitiesofPeoplewithaDisability www.facsia.gov.au

• NICANwww.nican.com.au/• HealthInsightwww.healthinsite.gov.au/• DEACwww.deac.org.au/

Experiences of people with disabilitiesRead about the experiences of people with disabilities.

• Whatdefinitionsofdisabilityareinthesestories?Whatdoeseachdefinitiontellusabout:• theabilityofpeoplewithdisabilities;• thedisability;and• thepeoplethemselves?

• Whataretheimplicationsforthetypesofservices provided?

• CommunityLiving www.gwacl.on.ca/Stories.htm

• InclusionInternational• www.inclusion-international.org/• Scopewww.scopevic.org.au/news_mel_

smith.html • Novitawww.novita.org.au/• YVCBwww.bca.org.au/• VisionAustraliawww.visionaustralia.org• ReachOutwww.reachout.com.au/

Experiences of people who have invisible disabilitiesRead about the experiences of other people who have invisible disabilities.

• Whatdefinitionsofdisabilityareinthesestories?Whatdoeseachdefinitiontellusabout:• theabilityofpeoplewithdisabilities;• thedisability;and• thepeoplethemselves?

• Whataretheimplicationsforthetypesofservices provided?

• AHardLookatInvisibleDisabilitybyCalMontgomery www.pdcnsw.org.au/library/03/invisible.html

• AnOpenLettertoThoseWithoutCF/Fibrohttp://notdoneliving.net/foothold/openletter/

• WorldInstituteonDisabilitywww.wid.org/publications/

• 10yearsofAcquiredBrainInjury www.brainfoundation.org.au/

Creating a welcoming and connected communityOneinfiveWesternAustralianshasadisabilityandliketherestofthecommunity,strivestoleaddiverseandfulfillinglives.

Inthepast,peoplewithdisabilitieswereoftensegregated and isolated from the rest of the community.

There has been an increasing trend for people with disabilities to live within a community setting but that does not equate with connectedness to othersintheircommunity.Similarly,therehasbeen an increase in participation in recreational activities and employment.

With increasing community awareness about theneedsofpeoplewithdisabilities,thejourneytowards full community inclusion continues. Peoplewithdisabilitiesnowenjoyincreasedopportunities to live in their own homes as membersofthecommunity,makingchoicesaboutdailylivingrequirements,employment,recreationandleisurepursuits.Despitethis,many people with disabilities have remained isolated and lonely.4

There are some guiding principles that can support connectedness.

Onthebasisofyourexplorations,whatcanyoudo to:

1. Considerthewholeperson,focusingontheir gifts and assets.

2. Ensure the person’s own views and interests are being pursued even when they arehardtofindorunderstand.

3. Focus on common interests when facilitating relationships.

4. Ensure there is time available for social relationships to develop.

5. Positively develop the roles a person plays within society.

6. Search for leaders within the community and connect individuals to them.

7. Be prepared to let go when appropriate.8. Considerthepersonaspartofafamily

system.9. Provide support with uncertainty and

problem solving.10. Aim for an extensive and varied social

network.11. Allow an appropriate level of risk taking.12. Look for small increments of change rather

than a breakthrough.13. Beawareoftheinfluenceyoucanhave.14. Assume there are ways of achieving

community connectedness.15. Pursue community connectedness.


160



160

Exam

ples

of a

pplic

atio

ns in

diff

eren

t cou

rses

of s

tudy

Wha

t info

rmat

ion a

nd co

mm

unica

tion

technolog

iesdidyousee,hearor

read

abo

ut p

eople

usin

g? F

or w

hat

purp

oses

?In

vest

igat

e th

e te

chno

logi

es u

sed

bypeoplewithaspecifi

cdisability

in

cludi

ng:

•hardwa

recom

ponents;

•softw

aresystem

s;and

•wa

ysinwhichinformationis

mad

e ac

cess

ible

.W

hat i

mpa

ct m

ight

ICT

have

on

people’sbehavio

ur,personal

opinionsordecisions,attitudes

and

rela

tions

hips

?Pr

epar

e a

repo

rt us

ing

a wo

rd

proc

esso

r of t

he in

form

atio

n yo

u ha

ve c

olla

ted.

Appl

ied

Info

rmat

ion

Tech

nolo

gyW

hat r

oles

and

resp

onsib

ilitie

s didyousee,hearorreadabout

peop

le a

ccep

ting?

Investigate:W

hatinfluencesthe

role

s an

d re

spon

sibilit

ies

that

pe

ople

with

a d

isabi

lity a

ccep

t?

Cons

ider

: •

dutyofcare;

•confidentiality

;•

humanrights;

•opportunities;

•challenges;and

•uniquenessoftheindivid

ual.

Chi

ldre

n, F

amily

and

C

omm

unity

Wha

t dev

ices

and

inve

ntio

ns

didyousee,hearorreadabout

peop

le u

sing?

For

wha

t pur

pose

s?De

sign,makeandevaluatea

prod

uct t

hat w

ould

mee

t a n

eed

for

a pe

rson

with

a d

isabi

lity.

Cons

ider

:•

clientneed;

•existingproducts;

•plansforinnovation;

•materialstobeused;

•productionprocess;and

•ethicalconsid

erations.

Engi

neer

ing

St

udie

sW

hat h

ealth

issu

es c

once

rn th

e peopleyouhaveseeninthevid

eo,

hear

d or

read

abo

ut?

Inve

stig

ate

and

eval

uate

a h

ealth

pr

omot

ion

stra

tegy

that

add

ress

es

the

pers

onal

hea

lth is

sues

of

peoplewithaspecifi

cdisability.

Considerphysic

al,social,mental

and

emot

iona

l fac

tors

that

influencepersonalhealth.

Heal

th

Stud

ies

Whatproductsdidyousee,hear

or re

ad a

bout

peo

ple

usin

g (e

g entertainment,furniture,clothes,

elec

trica

l goo

ds).

Desig

n a

prod

uct f

or u

se b

y a

pers

on w

ith a

disa

bility

. Con

sider

:•

formandfunction;

•materials;

•production;and

•marketing.

You

mig

ht lik

e to

look

at t

he

follo

wing

web

sites

for o

ther

in

spira

tions

:ww

w.ad

orne

quip

.co.u

kww

w.in

finite

c.org

Mat

eria

ls, D

esig

n an

d Te

chno

logy

Philo

soph

y an

d

Ethi

csPo

litic

s an

d

Law

Whatdowe

know

from

theDV

Dan

d ou

r rea

ding

abou

t peo

ple w

ith

disab

ilities

?Ho

wdoweknow

it?W

hose

per

spec

tives

hav

e we

hea

rd/

not h

eard

?In

vesti

gate

the

life o

f a p

erso

n wi

th

adis

ability.Lookclosely

attheDVD

.Re

ad a

biog

raph

y or a

utob

iogra

phy

of a

per

son

with

a d

isabil

ity. W

ho a

re

they

? W

hat a

re th

eir d

ream

s and

as

pirat

ions?

Analysetheirsu

bjectiveexperien

ce.

Wha

t kind

s of d

ecisi

ons d

o pe

ople

wi

th d

isabil

ities m

ake?

Wha

t kind

s of

decis

ions a

re m

ade

their

fam

ilies o

r in

the

wide

r com

mun

ity?

Inve

stiga

te th

e ex

perie

nce

of a

pe

rson

with

a p

artic

ular d

isabil

ity in

de

cision

-mak

ing in

pas

t and

pre

sent

decision

-making

contexts(egfamily,

school,localgovernm

ent).

Cons

ider:

•theroleofrulesandlaws

;•

levelsofdecisionmaking;

and

•relationshipsbetwe

en

decis

ion

mak

ing

leve

ls.

Unit 1B: Experiencing disability

Intheseexperiences,studentsconsidertheexperienceoflivingwitha disability from the perspectives of a people with disabilities and their friends and family. ThisunitbuildsonUnit1Awhichfocusedonthedefinitionsofdisability.Studentsareencouragedtothinkabouttheirpersonalresponses,investigatetheexperiencesofpeopleinthecommunity,and research support and advocacy groups and strategies for creating a welcoming and connected community.

Learning experiencesExperiencing disabilityLookatthepoembyLauraHershey“YouGetProudByPractising”www.disabilityhistory.org/dwa/edge/curriculum/cult_prof_hershey.htm

• Whichpartsofthepoemseemtoaddressthe experience of disability directly? Which parts of the poem seem to be relevant to anyone,withorwithoutadisability?

• Whatdoesprideandproudmeaninthispoem? What words would you use to describe this feeling?

• Basedonthekindof“pride”expressedinthispoem,howoftendoyoufeelproud?

• Whataresomeofthewaysthatyou“practicebeingproud”?

A different experienceRead:“WelcometoHolland”www.actdsa.asn.au/welcome_to_holland.htm

“CelebratingHolland–I’mHome”byCathyAnthony

www.dsav.asn.au/global/articles/Welcome_to_Holland.pdf

• Whichpartsofthestoriesseemtoaddressthe experience of disability directly? Which partscouldberelevanttoanyone,withorwithout a disability?

• Dothefamiliessoundasiftheyare‘proud’asLauraHersheydescribesitinherpoem(above)?

The experience of friends and familyUsingthefollowingwebsites(orothers),whatisthe experience of families and friends of people with disabilities?

• Forfriendsandfamiliesofchildrenwithcerebral palsy http://members.iinet.net.au/~scarffam/cpa.html

• BabiesLikeMewww.rvib.org.au/• WhatdoesadiagnosisofDown’s

Syndrome mean? www.dsansw.org.au/(searchforANewLife)

• Mychildisdeaf!www.users.on.net/~phisa/my_child_is_deaf.html

• Ajourneyroundmysonanddowntheinformation highway www.cqu.edu.au/~diefenbk/assid95.htm

• Oneparent’sguidethroughthelandofAutismwww.angelfire.com/ky/touristinfo/

• TheQuoteBookwww.rwcommunity.com/quotes/index.php?section=21&page=1

• Havingadisabledchildinthefamily www.cyh.com/HealthTopics/

• LivingwithDisabilitywww.cca.org.au/• Whichpartsofthestoriesseemtoaddress

the experience of disability directly? Which partscouldberelevanttoanyone,withorwith a disability?

• Dotheseexperiencessound‘proud’inthewayLauraHersheydescribes?

163Count Us In! teaching resource package Unit 1B: Experiencing disability Count Us In! : Late adolescence - Book 5 Unit 1B: Experiencing disability

162



162

Advocacy and support groupsThere are many support and advocacy groups for people with disabilities and their families and friends (see www.disability.wa.gov.au). Investigate one of these. Prepare a single page summary about it describing:

• whatitis;• whoitisfor;and• whatitdoes.

Collate all the service summaries and create a resource for people in your community who have disabilities and their families and friends.

Strategies supporting people with disabilitiesInWesternAustralia,thereareanumberofstrategies in place to support people with disabilities and their families. Investigate (see www.disability.wa.gov.au) the following (or anotherofyourchoice).Describeeachstrategy,its purposes and its actual or potential support for people with a disability and their family and friends: For example

• theCompanionCard;• financialplansincorporatingaprivatetrust;• familyandcarersnetwork;• AccessibleCommunitiesAwards;• WACitizenStrategy2004-2009;• UnhidingProject;and• MakingADifferenceAwards

Creating a welcoming and connected communityOnthebasisofyourexplorations,whatcanyoudo to create a connected community in which:

1. The focus is on everyone’s gifts and assets. 2. Everyone’s views and interests are

pursued.3. We all focus on common interests when

facilitating relationships.4. We all ensure there is time available for

social relationships to develop.5. Everyone’s roles in society are developed

positively.6. Leaders within the community are

connected with individuals.7. People are encouraged to act

independently.8. Everyoneisconsideredaspartofafamily

system.9. Everyone is provided with support with

uncertainty and problem solving.10. Everyone has an extensive and varied

social network.11. Everyone is allowed to take an appropriate

level of risk.12. Small increments of change are

recognised.13.Youareawareoftheinfluenceyoucan

have.14. We all seek ways of achieving community

connectedness.15. We all pursue community connectedness.

Exam

ples

of a

pplic

atio

ns in

diff

eren

t cou

rses

You h

ave b

een c

ontra

cted t

o dev

elop i

nform

ation

for

a co

mmun

ity gr

oup t

hat s

uppo

rts th

e fam

ily an

d/or

frien

ds of

peop

le wi

th a p

artic

ular d

isabil

ity.

Inves

tigate

the i

nform

ation

that

is av

ailab

le aboutsimilargroups(egwebsites,brochures,

prom

otion

al au

dio vi

sual

mater

ials).

Desig

n,develop

ande

valua

tethe

informa

tion.

Cons

ider:

•Whatservic

esmigh

tyourgroupofferthe

comm

unity?H

owca

nthosese

rvicesb

esu

ppor

ted by

the i

nform

ation

you p

rodu

ce?

•Whatim

ageswillbeinclu

dedinyour

infor

mat

ion?

•Whatin

forma

tionw

illbeinclu

ded?

•Whatsupportwillb

erequiredby

people

in th

e co

mm

unity

gro

up to

man

age

the

disse

mina

tion a

nd up

datin

g of th

e info

rmati

on?

•Whataretherequirem

entsofyour

infor

matio

n eg w

here

will

the in

forma

tion b

e sto

red,howwillitbed

issem

inated

,where

will o

rigina

l cop

ies be

kept?

Topreparey

ourin

forma

tion,youw

illneedto

cons

ider t

he w

ays i

n whic

h acc

ess t

o it c

an be

su

ppor

ted. S

ee:

•InternetIn

dustryA

ssociation

forin

forma

tion

abou

t Web

Acc

essib

ility

www.

iia.ne

t.au/a

cces

sreso

urce

s.htm

l •

Huma

nRigh

tsandE

qualOp

portunity

Comm

ission

for in

forma

tion a

bout

acce

ss to

tel

ecom

munic

ation

s.•

www.hreoc.g

ov.au

/disability%5Frights

/co

mmun

icatio

ns/co

mmun

icatio

ns.

html a

nd ca

ption

ing w

ww.hr

eoc.g

ov.au

/dis

ability%

5Frights

/captioning

.htm

•Blind

Citiz

ensA

ustraliafor“Informa

tion

inAccessibleF

orma

ts”www

.bca.o

rg.au

/Ge

tting_the

_Message.htm

Appl

ied

Info

rmat

ion

Tech

nolo

gyInd

ividuals

,familiesa

ndco

mmunitie

sare

inter

depe

nden

t and

inter

act w

ithin

their

ecolo

gicalorph

ysica

l,social,culturaland

politi

cal e

nviro

nmen

t. Bas

ed on

rese

arch

into

theex

periencesofdisability,diag

ramm

atically

repr

esen

t the e

xper

ience

s of a

perso

n with

a dis

ability.Consid

ertheinfluencesof:

•the

indiv

idual;

•fam

ily;

•frie

nds;

•groups;

•comm

unitie

s;and

•socie

ty.Pl

an a

camp

aign t

o pro

mote

one a

spec

t of th

is int

erac

tion.

Child

ren,

Fam

ily a

nd C

omm

unity

Engin

eerin

g can

enab

le pe

ople

with

disab

ilities

to

live c

omfor

table

and i

ndep

ende

nt liv

es.

Investigate

,inde

tail,s

omeo

fthee

ngine

ering

so

lution

s tha

t ens

ure t

he in

depe

nden

ce of

peop

le withdis

abilities

,inclu

ding:

•ramp

s;•

doorwa

ys;

•pathw

ays;

•rails;and

•flooring

Desig

n a ra

mp ac

cess

for y

our o

wn ho

me.

•Ide

ntifythe

partic

ulardesign

challenges

raise

d. •

Explo

rean

ypossib

lesocia

land/or

envir

onme

ntal is

sues

.•

Suggestpossib

ledesig

nsan

dmate

rialstha

twi

ll add

ress

the d

esign

chall

enge

s.•

Uselabelleddiagrams

,topresentyour

ideas

.•

Expla

inwh

ythemate

rialshavebe

enus

ed.

Wha

t are

their

prop

ertie

s tha

t mak

e the

m

suita

ble fo

r use

?

Engi

neer

ing

Stud

ies

Rese

arch

has d

emon

strate

d the

effec

tiven

ess

ofme

ntoringinh

elping

youth

develop

skills,

know

ledge,andmotivationtos

uccessfully

transitio

nfromhig

hschoolto

adultlife(Mo

ccia,

Schuma

ker,H

azel,Vernon,&De

shler,1989;

Rhodes,G

rossma

n,&Re

sch,2000).

Definem

entoring

.Co

nduc

t a su

rvey t

o ide

ntify

the w

ays i

n whic

h me

ntoringish

appenin

giny

ourschool,e

g•

informa

lpersonalm

eetings;

•telephoneco

nversations,le

tters;

•fac

e-to-fac

e,one-on-one;

•groups;

•inactivitie

s;•

adultwithyo

ungp

erson;

•old

eran

dyoungerpe

ople;

•em

ployedp

eople

ands

tudent;a

nd•

e-me

ntoring,wh

erec

ommu

nicationis

via E

-mail

.An

alyse

the i

nform

ation

you h

ave g

ather

ed:

•Area

llstud

entsaccessing

some

formof

mento

ring?

•Do

allstud

entshavetheo

pportunitytomentor

some

one a

s well

as to

be a

mente

e or p

rotég

é?•

Area

dapta

tions/m

odific

ationsn

eededin

orde

r for

ever

y stud

ent to

partic

ipate?

•

Whatin

forma

tion,know

ledgean

dskillsdo

the m

entor

s nee

d?

•Whatin

forma

tion,know

ledgean

dskillsdo

the m

entee

s or p

rotég

és ne

ed?

•Whatstructu

resn

eedtob

eesta

blishedso

tha

teveryo

neca

nparticipa

teinandb

enefit

fromam

entoring

program,inclu

ding:

•me

ntoringforma

ts;•

screening

processes;

•ma

tching

processes;

•scheduling;and

•proto

cols.

Heal

th S

tudi

es


164



164

Cloth

ing ne

eds t

o be f

uncti

onal

and f

ashio

nable

.De

sign a

n item

of cl

othing

that

will b

e fun

ction

al an

d fas

hiona

ble

for yo

ung p

eople

:•

whou

sewheelc

hairs;

•wh

ohaved

ifficultywalk

ing;

•wh

ohaved

ifficultyho

ldingan

d/orm

anipu

lating

objec

ts;•

whoh

avep

artialorcom

pletelos

sofvisionorhe

aring

;and

•withdis

abilities

affec

tingc

ommu

nicationan

dthought

proc

esse

s.Yo

u migh

t look

at so

me of

the f

ollow

ing si

tes fo

r som

e othe

r ins

pirati

ons.

•Ad

aptation

sbyA

drian

www

.adaptation

sbyadrian

.com/

•Fashion

Magicww

w.fas

hionm

agic.bc.ca

/•

SpeciallyforYo

uwww

.speciallyforyou.n

et/

•Pe

talBackC

lothin

gwww

.petalbackclo

thing.co

m.au

Mat

eria

ls, D

esig

n an

d Te

chno

logy

From

yourinvestigationsab

outth

eexperien

ceofdisability,

cons

ider t

he fo

llowi

ng qu

estio

ns fr

om th

e per

spec

tives

of:

•peoplewithdis

abilities

;•

theirfriends;and

•the

irfam

ily.

•Whatdoesitm

eantoh

avea

goodlife?

•Ho

wimportantisfrie

ndship?

•Whoca

nbea

leader?

•Whyares

omep

eople

celeb

rities?

•Towhatexte

ntcanw

echooseo

urlifestyle?

•Whatis

self-a

warenessan

dwhymigh

titbe

importantto

unde

rstan

ding m

ore a

bout

ones

elf?

Philo

soph

y an

d Et

hics

Unit 2A: Attitudes

Intheseexperiences,studentsexploreattitudestowardsdisabilityand people with disabilities. Students might work in small groups to closely read and discuss oneofthearticles,watchaDVDorexamineamagazine(iein‘expertgroups’)andthensharetheirdiscussionideaswithstudentswhohaveconductedotherinvestigations(ieinarainboworjigsawgroup).

Learning processDisability is a societal attitudeTalk about the following statement:“For some years now disability activists have arguedforanewunderstandingofdisability,which they refer to as the social model of disability. This new understanding was clearly articulated byGerbenDeJong(1979)whoarguedthatdisabilityisasocietalconstruct,broughtaboutby a disabling environment and the institutions created by society. The onus thus shifts from the functional limitations of the individual to societyitself,andsocietybecomesresponsibletoprovideaccommodationfortheindividual.”

ThisattitudeisreflectedintheWorldHealthOrganisation policy on disability. Read the policy closely. What are the implications of the policy for us in Western Australia? www.brighthope.net/newenglish/list.asp?unid=114

Attitudes to disability – the experiences of people with disabilitiesRead one of the articles. • Whatisthemainmessageofthearticle?• Whatchallengesdotheauthor/shaveto

the ways in which they believe people in the community are treated?

• Inspiteofmydisabilityby:NormanKunc&EmmaVanderKlift

• www.normemma.com/arinspit.htm• FromPosterChildtoProtester–byLauraHershey• www.jik.com/ilarts.html• Nodisabilityindigitalizedcommunityby

Dr Zhangxu www.icdri.org/inspirational/no_disability_in_digitalized_com.htm

• Angerasaliberatingstrength-“Pleasedon’tdothat”-ByElizabethHastings www.wwda.org.au/womdis4.htm

• TryingtobenormalbyJaneSmith www.wwda.org.au/womdis2.htm

• Writtenworksbyyoungpeoplewhohaveadisability www.angelfire.com/mi/Care/writtenwks.html

Attitudes to disability in magazinesRead one of the articles. Does the way it is written(includingeditorialcontent,adjectivesand tone) convey a positive image of the person,focusingonthepersonandtheirabilityor does it focus on disability?

• AnarticleaboutMsWheelchairAmerica2006 www.freep.com/sports/othersports/qgrapple2.htm

• Anarticleaboutawrestlerwhohascerebralpalsy www.mswheelchairamerica.org/mwa.html

Find a similar article about a person without a disabilityandcomparethetwo(egaprofileonaParalympian and an article on an Olympian).

Attitudes to disability in moviesWhat perceptions and attitudes to people with disabilities have you seen or heard in movies such as:

• ForrestGump(playedbyTomHanks)inForrestGump.

• ArlissLoveless(playedbyKennethBranagh) in Wild Wild West.

• Jerome(playedbyJudeLaw)inGattaca.• Quasimodo(voicedbyTomHulce)inThe

HunchbackofNotreDame.• EvilScientist(voicedbyWilliamHickey)in

TimBurton’sTheNightmarebeforeChristmas.• Hank/Charlie(playedbyJimCarrey)inMe,

Myself & Irene.

You might like to look at:Whose life is it anyway: Selected portrayals of personswithdisabilitiesinbooksandfilmsfromthe UCLA Library Committee on Disability www.library.ucla.edu/admin/staffserv/commtts/lcd/whoslife.htm

WeareNotaMetaphor:AConversationaboutRepresentationinAmericanTheatre,April2001

167Count Us In! teaching resource package Unit 2A: Attitudes Count Us In! : Late adolescence - Book 5 Unit 2A: Attitudes

166



166

TheDiversityConundruminAmericanTheatre,December1999www.tcg.org/frames/am_theatre/fs_am_theatre_arch.htm

Discrimination and stereotypingViewthevideoclipsintheTalkVideoseries.(Inthisseries,amanwakesupinaworldinwhichthemajorityofpeoplehaveadisabilityandpityhim,patronisehimandfindhisactions distasteful because he does not have a disability.) www.drc-gb.org/citizenship/talkvideos/talkvideo/index.asp

What is the video trying to show in terms of:• thewaysinwhichpeopleareperceived

regardingtheirability,employabilityandability to have relationships; and

• theaccessibilityofpublictransport,buildings and information?

Attitudes to disability – what is a disability?ReadaboutVicFinkelstein’sfantasyworlddesigned for people in wheelchairs in Revolution. www.newint.org/issue233/revolution.htm

• Itemisethewaysinwhichthecreatedcommunity posed barriers for able-bodied people. What parallels are there for people with a disability in a world designed for the able-bodied?

• Whatisadisability?

Attitudes to disability – disability as part of the human experienceThe United States’ Developmental Disabilities andHumanRightsActstatesthat“Disabilityisanaturalpartofthehumanexperience”.Therehave always been people with disabilities. Somearebornwithadisability,othersacquirethemthroughaccident,illnessorageing.Therearepeopleofallages,gendersandsexualorientation,aswellaspeoplefromallsocioeconomic,religious,andethnicgroupswho have a disability.

“Weneedtoseedisabilityasaninevitable,normal and indeed positive part of the diversity ofAustraliansociety.”DrChristopherNewell.www.media.anglican.com.au/tma/2004/12/newell.html

OtherarticlesbyDrChristopherNewell,anAnglicanpriest,auniversitylecturer,awriterof numerous articles relating to disability and

humandignity,andaco-editorandco-authorof:VoicesinDisabilityandSpiritualityfromtheLand Down Under and Disability in Australia:

• “FlourishingRhetorically:Disability,Diversity and Equal Disappointment Opportunity”www.adcet.edu.au/uploads/documents/Newell.pdf

• VideoclipsfromtheNationalMuseumofAustralia Talkback Classroom www.nma.gov.au/schools/events_and_activities/talkback_classroom/talkback_classroom_video_clips/christopher_newell/

• DisabilityApartheidwww.abc.net.au/rn/talks/perspective/stories/s550758.htm

You might also like to look at historical perspectivesondisability,egHistorythroughdeaf eyes http://depts.gallaudet.edu/deafeyes/

What might change in the lives of people in ourcommunity,ifwethinkaboutdisabilityasanatural human experience?

Creating a welcoming and connected communityOnthebasisofyourexplorationsinthisunit,what can you do to create a welcoming and connected community in which:

1. The focus is on everyone’s gifts and assets. 2. Everyone’s views and interests are pursued.3. We all focus on common interests when



positively. 6. Leaders within the community are

connected with individuals.7. People are encouraged to act independently.8. Everyoneisconsideredaspartofafamilysystem.9. Everyone is provided with support with



level of risk.12. Small increments of change are recognised.13. Youareawareoftheinfluenceyoucanhave.14. We all seek ways of achieving community


Exam

ples

of a

pplic

atio

ns in

diff

eren

t cou

rses

of s

tudy

Your

loca

l cou

ncil h

as as

ked y

ou to

deve

lop

an ad

vertis

ing ca

mpaig

n tha

t pro

motes

your

co

mmun

ity as

a we

lcomi

ng co

mmun

ity.

Crea

te an

infor

matio

n pro

duct

that in

corp

orate

s im

ages

and s

ound

.W

hat te

chno

logies

will

be re

quire

d by t

he lo

cal

coun

cil to

run y

our c

ampa

ign?

Appl

ied

Info

rmat

ion

Tech

nolo

gyAn

alysedo

cume

ntationfromalocalhospital,

school,TA

FE,com

munityc

entre,governm

ent

departm

ent,e

mploy

mentserviceorfaithgroup

(egw

ebpa

ges,brochures,advertis

ements).

•Whatclientneedsa

rebe

ingad

dressed?

•Whatservic

esarea

vailable

?•

Whatresource

sareprovide

dbythegroup,

orga

nisati

on or

insti

tution

?•

Whena

ndho

wcans

ervic

esan

dresource

sbe

acce

ssed

?•

Inwh

atwa

ysdo

estheg

roup,organisa

tion

or in

stitut

ion bu

ild on

clien

ts’ st

reng

ths?

•Whatattitudestoclien

tsarec

onveyed?

•Whatvalu

esarec

onveyed?

•Ares

ervic

esan

dresource

saccessib

leto

ever

yone

in th

e com

munit

y?

Child

ren,

Fam

ily a

nd C

omm

unity

A va

riety

of en

ginee

ring s

olutio

ns ar

e use

d to

facilit

ate ac

cess

to pu

blic v

enue

s. Th

e Disa

bility

Di

scrim

inatio

n Act

www.

hreoc

.gov.a

u/com

plaint

s_inf

ormati

on/gu

ides/i

nfo_s

heet_

dda.h

tml s

tipula

tes

some

requireme

ntsforpublicac

cess,buteach

of the

se ca

n still

be in

terpr

eted a

ccor

ding t

o the

belie

fs an

d attit

udes

of pe

ople

nego

tiatin

g so

lution

s. Ex

plore

alter

nativ

e solu

tions

for o

ne of

the

follow

ing,noting:

•fun

ction;

•energyco

nside

rations;

•comm

unityattitu

des;

•accessibility

;•

safety;

•ma

terials;and

•relatedbe

liefsofattitudes.

Poss

ible a

reas

for s

tudy:

•toiletde

sign;

•sheltersforca

mping

sites

;•

manageme

ntofgreywate

r;•

amusem

entparkride

s;and

•noise

reductioninclubs.

Foreacho

fthefollow

ingse

ttings,w

hichs

olution

would

you p

ropo

se an

d why

:•

remo

tecomm

unityinW

esternA

ustralia;

•sm

allco

untrytown

intheP

ilbara;

•largeco

untrytown

intheS

outhWest;

•outersu

burbso

fPerth;an

d•

innercity.En

gine

erin

g St

udie

sW

hat d

oes ‘

healt

h for

all m

ean’?

5 Co

nside

r eac

h of th

e prin

ciples

of th

e Otta

wa

CharterforH

ealthPromo

tion:

•building

healthypu

blicp

olicy;

•cre

atingsu

pportivee

nvironm

ents;

•strength

ening

comm

unityac

tions;

•develop

ingpe

rsonalskills;

•reorien

tingh

ealthse

rvices;and

•mo

vinginto

thefutu

re.

Wha

t do t

hese

healt

h pro

motio

n poli

cies m

ean f

or

peop

le wh

o:•

usew

heelc

hairs;

•havediffic

ultyw

alking

;•

havediffic

ultyh

olding

and/o

rmanipu

lating

objec

ts;•

havepa

rtialorcom

pletelos

sofvision;

•havepa

rtialorcom

pletelos

sofhearing;and

•havedisabilitie

saffectingco

mmunica

tion

and t

houg

ht pr

oces

ses?

Prep

are a

nd co

nduc

t a pa

nel d

iscus

sion

pres

entin

g per

spec

tives

to in

form

decis

ion m

aking

ab

out h

ealth

prom

otion

prior

ities f

or on

e of th

e ab

ove g

roup

s of p

eople

. One

perso

n in e

ach

grou

p sho

uld re

sear

ch th

e per

spec

tives

of:

•ap

ersonw

ithadis

ability;

•ag

eneralpractitioner;

•an

urse;

•ah

ospitaladminis

trator;

•anoc

cupationalth

erapist;

•ap

sycholo

gist;a

nd•

aparentofape

rsonw

ithadis

ability.

Heal

th S

tudi

es


168



168

Leisu

re an

d ente

rtainm

ent o

ppor

tunitie

s sho

uld be

able

to be

ac

cess

ed by

ever

yone

. Con

sider

the r

equir

emen

ts of

your

favo

urite

leisureac

tivity,eg

•gardening

;•

fishin

g;•

swimming;

•sailin

g;•

scubad

iving;

•rowing;

•hik

ing;

•wa

tching

telev

ision;

•going

tose

eamovie;

•going

toaconcert;

•painting

;•

playin

gamusica

linstrum

ent;

•reading

;•

playin

ggam

es;

•shoppin

g;and

•tea

msports

Think

abou

t:•

toolsoreq

uipme

nt;•

consum

ableitems

(egp

aint,p

encils,soil);an

d•

accesstoan

dintheen

vironme

nt.

Howcany

ourfavourite

leisu

reoren

tertainm

entactivitym

ade

acce

ssibl

e to:

•peoplewh

ousewheelc

hairs;

•peoplewh

ohaved

ifficultywalk

ing;

•peoplewh

ohaved

ifficultyho

ldingan

d/orm

anipu

lating

objec

ts;•

peoplewh

ohavep

artialorcom

pletelos

sofvisionorhe

aring

;•

peoplewithdis

abilities

affec

tingc

ommu

nicationan

dthought

proc

esse

s?

(seew

ww.infinitec.o

rg/play/index.h

tmlfo

rsom

eideas)

Mat

eria

ls, D

esig

n an

d Te

chno

logy

Ontheb

asisofyourinvestigationsinthisunit,howarec

oncepts

of

self c

reate

d? W

hat c

once

pts of

self m

ight y

ou ha

ve co

nstru

cted i

f yo

u wer

e a pe

rson w

ho:

•usesawh

eelch

air;

•hasd

ifficultywalk

ing;

•hasd

ifficultyho

ldingan

d/orm

anipu

lating

objec

ts;•

hasp

artialorcom

pletelos

sofvision;

•hasp

artialorcom

pletelos

sofhearing;and

•hasa

disabilityaffec

tingc

ommu

nicationan

dthought

proc

esse

s?So

me pe

ople

with

disab

ilities

expla

in tha

t their

disa

bility

is an

integralpartofw

hotheyare,yetalso

askthatothe

rsseethemas

peop

le wi

th ab

ilities

. Eac

h of th

ese f

ocus

es im

pacts

on de

cision

s tha

t are

mad

e and

servi

ces t

hat a

re pr

ovide

d for

peop

le wi

th dis

abilities

.Withafoc

uson

eachofthesep

erspectives(ie

people,

abilit

y or d

isabil

ity):

•Whatdoesa

welc

oming

comm

unitymean?

•Whatdoesitm

eanforpe

oplewithdis

abilities

?•

Whatdoesitm

eantoc

reate

awe

lcomingco

mmunity?

•Whatdoesitm

eantoc

reate

aconnected

comm

unity?

•Whatdoesa

llpeople

liveinw

elcom

ingco

mmunitie

sthat

facilitate

citizenship,frien

dship

,mutu

alsupportandafairgo

for ev

eryo

ne m

ean?

6

Philo

soph

y an

d Et

hics

A visualisationConduct the visualisation exercise that Elizabeth HastingsusesinherconferencespeechAssumption,ExpectationandDiscrimination:GenderIssuesforGirlswithDisabilitiesPromotingGenderEquityConference1995www.education.tas.gov.au/equitystandards/gender/framewrk/assumption.htm

“I’dlikeyou,pleasetoimagineaclassroomfullofchildren,withtheirteacher...Nowletitbeascienceclassinalaboratory...Nowanartclass...Nowaclassofchildrenonanexcursionto the zoo ... A playground at lunch recess ... The school play ... School assembly ... The schoolcounsellor,withastudent...Asportsday...Healthandhygieneclass...Theprincipal’soffice...Thestaffroom...Astudyperiodinthelibrary.

I wonder how many of you automatically includedgirls,andboys,withdisabilitiesinthese scenes? ... What type and level of disability did you imagine? Was the principal’s officeaccessible?Werethere[EducationAssistants] in your classrooms? Were there any children with disabilities on the excursion? Did any of the teachers have a disability? Was the science lab accessible? The library? The artclass?DidtheHealthandHygieneteacherfeel comfortable with the questions and needs ofchildrenwithintellectual,sensoryorphysicaldisabilities? Were the children with disabilities playing with other children in the playground? Were there any children with disabilities in the school play? As MacBeth or Lady MacBeth? Or in the crowd scenes? Was the staff room

accessible? Did the library provide texts in alternative formats? Was the school counsellor giving the widest possible range of choices to agirl,orboy,whohadadisability?Weretheschool literature texts selected and discussed notonlytobroadenthevisionofgirls,butalsoto present a world-view relevant to students whohavedisabilities?Didanyoftheparents,friends and relations at the school play have disabilities? What was happening at the sportsday?”

Afterthevisualisation,discuss:

• Whatdidwevisualise?Whowasincludedin our visualisations?

• NowthatwehavethoughtaboutElizabethHasting’squestions,whathappenswhenwe try the visualisation exercise again?

Participation – what does it mean?Discuss the differences between the words participation,involvement,contribution,engagement,empowermentandpartnership.

• Whatdoesitmeantoparticipateinthecommunity,tobeinvolvedinthecommunity,tobeengagedinthecommunity?

• Arethereotherwordsthatcouldbeusedtodescribe participation in the community?

• Inrelationtotheseterms,createatablethatanalyses the roles and responsibilities of:• peoplewithdisabilities;• friendsandfamilyofpeoplewith

disabilities;• peopleinthecommunity(egteachers,

employers,architects);

Learning experiences

Unit 2B: Participation

These experiences build on those undertaken in Unit 2A Attitudes. A fundamental barrier to participation in community life is community attitude. IfstudentshavenotundertakenexperiencesinUnit2A,someofthesemaybechosentofocusonattitude as a barrier to participation.

Thisunitfocusesontheparticipationofallpeopleinthecommunityinemployment,community,socialand civic life. Statistics are taken from the Australian Bureau of Statistics Disability Ageing and Carers Survey 2003.

171Count Us In! teaching resource package Unit 2B: Participation Count Us In! : Late adolescence - Book 5 Unit 2B: Participation

170



170

• businessesinthecommunity(egcomputercompanies,miningcompanies); and

• government.Isthereadifference,forexample,betweenthe roles and responsibilities involved in ‘participating in the community’ and ‘being engaged in the community’.

• Participationisacomplexinterplaybetweenattitudes,accessandability.Discusseach of these in relation to the words for participationidentifiedabove.

• Isparticipationthebestwordtodescribethe role of people with disabilities in a community that is welcoming and connected?

Access to informationParticipation in the community requires information. It is hard to participate in something that you do not know exists!

• Howdopeopleinyourclassfindoutwhatis going on in the community (eg where therearejobs,wherethereisaparty,whichplacesarebesttogo,whatspecialeventsor deals there are available)?

• Arethesesourcesofinformationaccessibletoeveryone?Youmightthink,forexample,about people who:• usewheelchairs;• experiencedifficultywalking;• havedifficultyholdingand/or

manipulatingobjects;• havepartialorcompletelossofvision;• havepartialorcompletelossof

hearing; and• havedisabilitiesaffecting

communication and thought processes.• Whatcouldbedonetoenableeveryoneto

access this information?

Participation in educationPeople with disabilities are less likely to have completed Year 12 or have undertaken tertiary study. www.abs.gov.au/Ausstats/[email protected]/ 0/4e7415b2e61129c2ca256a7100188a62?OpenDocument

What is likely to be contributing to these

statistics?

You might like to read some of these experiences of school:

• FrancesSmithin“howitfeelstolivewithaphysicaldisability”byJillKrementz www.treachercollins.org/essays/francissmith.html

• AutisticSocietywww.autisticsociety.org/autism-article809.html

• MeetsomeadultswhoareDeaf-Blind www.sfsu.edu/~cadbs/Spring96.html

• MarinaBlakewww.nald.ca/PROVINCE/NFLD/NFLITCOU/ftreader/jan00/page1.htm

• Youtoocanachieveeducationalsuccessby Jonathan Mooney www.spark.org.sg/newsletter/nwsltr-4.pdf

Accessing employmentThere are agencies and programs that support people to gain employment. www.facs.gov.au/internet/facsinternet.nsf/disabilities/services-cdes.htm#WA

What pathways have people in your class used to get work?

• Createanoverviewofthesepathways.• Howcanthesepathwaysbemade

accessible to everyone?

See,forexample:

• JobAblewww.jobable.gov.au/handy_tips/general_overview.asp

• Centrelink• AssociationfortheBlind’sTechnology,

Training and Employment Service

You might like to read some of the experiences of people from Remploy Wales (a company in Walesthathelpspeoplefindjobs):

• www.remploy.co.uk/realjobs/change_your_life/casestudy/azera_punjani/

• www.remploy.co.uk/realjobs/change_your_life/casestudy/paul_mather/

Participation in employmentPeople who have a disability are less likely to be employed or looking for work. Of those who areinemployment,theyaremorelikelytobeemployed in part-time or casual positions.

www.hreoc.gov.au/disability_rights/employment_inquiry/papers/issues1.htm

Most people with a disability who are workforce aged acquired their disability as adults. What can be done to create a welcoming and connected community in which everyone can retain employment? You might investigate:

• financialcostsofparticipatinginwork;• gainingworkexperience;• re-training;• adaptiveaidsandtechnicalequipment;• translationequipment;• ergonomicequipmentforpeople;• costsofclothing;and• lossofwagesthroughinabilitytowork.

Accessing financial supportTheissueoffinancialsupportiscontroversial.Investigate the intentions of ‘mutual obligation’ and ‘focusing on empowerment rather than welfare’. You might look at some of the papers produced by the Disability and Participation Alliance www.pwd.org.au/alliance/

Collect the forms and assessment process that are used to determined eligibility for one of the following:

• incomesupport www.centrelink.gov.au/internet/internet.nsf/forms/claim_forms_dsp.htm

• sicknessallowance www.centrelink.gov.au/internet/internet.nsf/payments/sickness.htm

• mobilityallowance www.centrelink.gov.au/internet/internet.nsf/payments/mobility.htm

• employmentassistance www.centrelink.gov.au/internet/internet.nsf/payments/newstart.htm.

• pensioneducationsupplements www.centrelink.gov.au/internet/internet.nsf/payments/pes.htm

What information is gathered?

• Isthereinformationcollectedthatidentifiesthe level of participation of an individual (remembering that participation is an interactionofattitudes,abilityandaccess)?

• Whatadditionalinformationisneeded?• Howcanthatinformationbegathered?• Whatassessmentprocessesmightbe

used to determine a person’s eligibility for financialsupport?

Participating in community lifeThe2006CommonwealthGamesinMelbournewasthefirstCommonwealthGamesinwhichpeople of all abilities competed side by side. A comprehensive Equal First strategy ensured that everyone in the community could participate in the games. The strategy intended that the lessons learned in the staging of the Gameswillcarryoverintocommunitylife.Lookat the Equal First strategy http://www1.dvc.vic.gov.au/ocgc/diversity/Equal_First_Policy.pdf.

Which of the strategies could be put in place:

• Inyourschool?• Inyourlocalcommunity?

Write a proposal for the implementation of one of these strategies. Who needs to know what you have found out?

Participating in decision-makingTheGovernmentofWesternAustraliahasacommitment to engaging the community in decision-making (see www.citizenscape.wa.gov.au/index.cfm?fuseaction=ccu.about).

The Disability Services Commission has a policy onconsultationinkeepingwiththeNationalDisability Service Standards and the Disability Services Act 1993 www.disability.wa.gov.au/cproot/278/3/Consultation_Policy.doc.

NATIONALDISABILITYSERVICESTANDARD3:Each person with a disability has the opportunity to participate as fully as possible in making decisions about the events and activities of his or her daily life in relation to the services that he or she receives.


172



172

WESTERNAUSTRALIANDISABILITYSERVICESACT1993Principles include:(5) People with disabilities have the same right

as other members of society to participate in,directandimplementthedecisionswhich affect their lives (p42).

Objectivesinclude:(17) Services are to be designed and

administered so as to: providepeoplewithdisabilitieswith,and

encouragethemtomakeuseof,waystoparticipate continually in the planning and operation of services they receive; and

provide for people with disabilities to be consultedaboutthedevelopmentofmajorpolicy or program changes (p44).

Functions include:(12)(1)(a) to establish local and other bodies

representative of people with disabilities theirfamilies,guardiansandotherinterestedpeople to advise the Commission on such mattersasitspecifies(p8).

What issues are relevant to people with disabilities in your school? Develop and conduct a plan for a community consultation about one of these issues.








independently.

8. Everyoneisconsideredaspartofafamilysystem.

9. Everyone is provided with support with uncertainty and problem solving.

10. Everyone has an extensive and varied social network.

11. Everyone is allowed to take an appropriate level of risk.

12. Small increments of change are recognised.13.Youareawareoftheinfluenceyoucanhave.14. We all seek ways of achieving community


Exam

ples

of a

pplic

atio

ns in

diff

eren

t cou

rses

of s

tudy

The D

isabil

ities D

iscrim

inatio

n Act

requ

ires t

hat

web p

ages

be ac

cess

ible.

www.hreoc.g

ov.au

/disability_righ

ts/we

baccess/

anao_guid

e.htm

Therea

rebe

nefits

ofwebac

cessibility

forall

user

s.ww

w.we

bacc

ess.q

ut.ed

u.au/u

nder

stand

ing/

benefits

.jsp

The u

se of

style

shee

ts im

prov

es ac

cess

ibility

of

on-lin

e info

rmati

on.

The I

nform

ation

on D

isabil

ity –

Equip

ment

Acce

ss S

ervic

es w

eb pa

ge de

scrib

es ho

w sty

le sh

eets

have

been

used

to in

creas

e the

page

’s ac

cess

ibility

.ww

w.ide

as.org.a

u/accessib

ility_ins

tructions.s

html

Follo

w the

instr

uctio

ns at

www

.disa

bility

.qld.g

ov.

au/he

lp/sty

lesheets

.cfmtochangethetextsize

,fon

t and

back

grou

nd of

a we

b pag

e. Ex

perim

ent

toproducetheap

pearancethatyoufi

ndmost

acce

ssibl

e. Ex

plain

your

choic

es.

Find t

wo st

uden

ts wh

o hav

e cho

sen d

iffere

nt op

tions

from

your

own.

Comp

are o

ption

s and

ex

plana

tions

.Pr

epar

e info

rmati

on ab

out a

cces

sibilit

y (eit

her

print

base

d or d

igital

) usin

g a st

yle sh

eet.

Appl

ied

Info

rmat

ion

Tech

nolo

gyDi

sabil

ity ad

voca

cy pl

ays a

critic

al ro

le in

ensu

ring

that th

e righ

ts an

d inte

rests

of pe

ople

with

disab

ilities

are r

espe

cted a

nd re

alise

d.Di

sabil

ity ad

voca

cy ai

ms to

ensu

re th

at:

•the

rights

ofpe

oplewithdis

abilities

,as

memb

erso

fourco

mmunity,areup

held;an

d•

peoplewithdis

abilities

maketheiro

wn

decis

ions,partic

ularlythosew

herethe

outco

mes a

ffect

their l

ives.

Self-a

dvoc

acy p

lays a

critic

al ro

le in

ensu

ring t

hat

peop

le wi

th dis

abilit

ies de

velop

the s

kills

to en

sure

tha

t their

rights

and i

ntere

sts ar

e res

pecte

d and

re

alise

d.Forpeople

withdisabilitie

s,self-a

dvocacyis

abou

t: •

speakin

gono

ne’sow

nbehalf;

•understandin

grigh

ts;•

makin

grealchoice

s;and

•lea

rning

newskills

7 . Ch

oose

one o

f the i

ssue

s you

have

explo

red i

n thi

s unit

. •

Analy

setheissuefrom

thep

erspectivesof

advo

cacy

and s

elf-a

dvoc

acy.

•Whataretheinfluencesofattitu

des,ability

and a

cces

s on r

espo

nses

to th

e iss

ue?

Child

ren,

Fam

ily a

nd C

omm

unity

One o

f the b

arrie

rs to

partic

ipatio

n in t

he

comm

unity

is th

e acc

essib

ility o

f tran

spor

t. The

Di

sabil

ities D

iscrim

inatio

n Act

stand

ards

relat

ing

to tra

nspo

rt ww

w.ag

.gov.a

u/dsfa

pt/we

lcome

.html

ha

ve im

plica

tions

for e

ngine

ers.

Inves

tigate

engin

eerin

g solu

tions

for o

ne of

the

follow

ing pa

rts of

the t

rans

port

syste

m:•

accesspa

ths;

•ma

noeuvringareas;

•ramp

sandbo

ardin

gdevice

s;•

allocate

dspaces;

•handrails;

•doorwa

ys;

•controls

;•

symb

ols;

•sig

ns;

•the

paym

entoffa

res;

•the

provisionofinforma

tion;and

•pla

ceme

ntofbelon

gings.

Unde

rtake

mar

ket r

esea

rch to

deter

mine

whic

h of

your

solut

ions w

ould

be pr

eferre

d by c

onsu

mers.

Engi

neer

ing

Stud

ies

Some

of th

e hea

lth is

sues

for a

doles

cents

are:

•grow

thandd

evelo

pment;

•sexuality;

•substan

ceab

use;and

•me

ntalhealth.

Look

at he

alth p

romo

tion c

ampa

igns a

ddre

ssing

the

seissues,eg:

•Nu

trition-F

oodCe

nt$,EatMoreFruitand

Veg,StartRigh

tEatRight,K

idsintheK

itchen.

•Sm

oking

–Sm

arterthanSmo

king,Qu

it,Sm

oke-

free.

•Me

ntalH

ealth–No

MoreM

ualag

h.•

Alcohol-Kn

owYo

urStan

dardDrinkswallet

cards,AlcoholAccords,R

espectYourself,

Think

Befo

reYo

uDrive,Be

aGo

odHost,

Drink

Che

ck.

•Do

mesticv

iolence–BreaktheSilence,Love

BuildHarmo

ny,B

uildu

pFam

ilyRespect

andH

armo

ny.

Are t

hese

camp

aigns

inclu

sive o

f eve

ryone

?Pr

epar

e a

healt

h pr

omot

ion ca

mpa

ign th

at

addre

sses

a he

alth i

ssue

that

will e

ngag

e eve

ryone

in

the ta

rget

audie

nce.

Includ

e stra

tegies

that

can

be e

asily

acc

esse

d by

peo

ple w

ho:

•usew

heelc

hairs;

•havediffic

ultyw

alking

;•

havediffic

ultyh

olding

and/o

rmanipu

lating

objec

ts;•

havepa

rtialorcom

pletelos

sofvision;

•havepa

rtialorcom

pletelos

sofhearing;and

•havedisabilitie

saffectingco

mmunica

tion

and t

houg

ht pr

oces

ses?

Some

camp

aigns

may

requ

ire ad

aptat

ions t

o ensureev

eryoneca

nparticipa

te,forexamp

le,

alternativeforma

ts(Braille

,audio,en

largedp

rint)

for pe

ople

with

partia

l or c

omple

te los

s of v

ision

.

Heal

th S

tudi

es


174



174

Pros

thetic

s are

used

by pe

ople

who h

ave l

ost li

mbs.

Some

peop

le wh

o use

pros

thetic

s hav

e rev

iewed

the ‘

aesth

etics

of pr

osthe

tics’

exhib

ition (

see w

ww.ad

orne

quip.

co.uk

/nic.h

tm).

Cond

uct y

our o

wn re

sear

ch in

to the

histo

ry an

d dev

elopm

ent o

f pr

osthe

tics.

Includ

e info

rmati

on ab

out:

•ma

terialsu

sed;

•fun

ctionality;an

d•

aesth

etics.

Some

star

ting p

oints:

•Ne

wSo

uthWale

sArtifi

cialLimbS

ervic

e htt

p://re

habte

ch.en

g.mon

ash.e

du.au

/nsw-

als/

•OttoBo

ckHealthCarew

ww.ottob

ock.c

om.au

/•

Northwe

sternUniv

ersity

www.

medis

abilit

yhoo

l.nor

thwes

tern.e

du/de

pts/nu

poc/

pros

histor

y.htm

l •

LeTo

urneauProsth

eticsPatientU

pdate

ww

w.pe

r.ualb

erta.

ca/bi

omec

hanic

s/bww

frame

.htm

Mat

eria

ls, D

esig

n an

d Te

chno

logy

Read

A Lo

ng S

trang

e Trip

by Ja

ehn C

lare h

ttp://n

adc.u

cla.ed

u/library/AL

ongS

trangeTripClare.p

dfthe

first-perso

naccountofan

actor

who

uses

a wh

eelch

air.

•Whatis

them

ainmessageofthes

tory?

•Whatarethem

ainpo

intso

fthissto

ry?•

Whatassum

ptionsa

ndsu

ppositio

nsun

derpinthe

se?

•Ide

ntifyexam

pleso

ftheinfluenceo

femo

tiona

ndintuitiono

nJa

ehn’s

unde

rstan

ding o

f her

wor

ld.•

Jaehnh

asus

edplaywritin

gasa

wayofmaking

meanin

gof

her e

xper

ience

. Wha

t is re

al in

this c

ontex

t?•

Inma

kinga

playofhe

rexperien

ce,Jaehnmakesapriva

teev

ent a

publi

c matt

er. W

hy do

you t

hink t

his w

as im

porta

nt to

Jaehn?W

hobe

nefits

from

this?

•Jaehn’s

storyisa

subje

ctiveinterpreta

tion.Write

anob

jective

inter

preta

tion o

f one

of th

e eve

nts w

hich s

he de

scrib

es.

Philo

soph

y an

d Et

hics

Choice – or not?Talk about the statement: “Choice is fundamentaltoourqualityoflife”.

• Whatdoesthismean?• Whatisachoice?• Whatareweabletochoose?

Prepare a before and after chart. In the before section brainstorm your response to these questions.

Read the following (or other stories of your choice) available from www.nds.org.au/vic underPublications_NACS2005:

My Choice Your Challenge byLesleyBaker,theparentofa27-year-oldperson with multiple disabilities

From deaf to Deaf

Change: Intrinsic to Quality of Life

Inlightofyourreading,whatdoeschoicemean? In the after section of your before and afterchart,recordanyinformationlearnedorperspectives gained from your reading.

What is CHOICE?Anne McCormick analyses choices as follows:

• creatingopportunities(listening,takingappropriate risks);

• havingloosegoalsandframeworks(planning);

• organisingtheenvironment(facilitating);• implementing(supporting);• continuallyimproving(includingeveryone’s

perspective); and• evaluating(changingasrequired).

Analysesomethingthatyouchoosetodo,usingAnne McCormick’s framework.

Look at the snapshots in the presentation by DrDavidSykes(John’s,JillandAnna’s,Jan’sstory) or some stories of people with a disability (see video segments on the CD-Rom). www.nds.org.au/vic/ underPublications_NACS2005.

Insmallgroups,analysetheCHOICEofthestories. Compare analyses with students in other groups. Did you see the same choices? What affects the choices we see and take?

Risk and consequenceFor every choice there are risks and consequences. Everyone has choices. There are risks and consequences for everyone’s choices.

Individually,analyseoneofthechoicesyoumake about the use of your recreational time(egwatchingtelevision,skateboarding,swimming). What are the risks and consequences?Shareyourchoice,anditsassociatedrisksandconsequences,withothers. Find other students with similar experiences to your own? Are your choices similar? Are the risks similar? Are the consequences similar?

What are the risks and consequences for the people in the following stories (or another of your choice):

• ExtremeWheelchairSports(videoclip)www.apparelyzed.com/wheelchair-racing.html

• Vinny’sVoyagewww.parasail.com.au/page.asp?content=000413

• MayWeNeverStopToSayGoodbyeorSharedLivinginDSANSWNewsletterwww.dsansw.org.au/

Learning objects

Unit 3A: Choices

Intheselearningexperiences,studentsinvestigatethechoicespeoplemake intheirlives.Theyundertakeavarietyofanalysesofinformationfromon-linearticles, video segments and the writings of people with disabilities.

177Count Us In! teaching resource package Unit 3A: Choices Count Us In! : Late adolescence - Book 5 Unit 3A: Choices

176



176

You might like to watch the Access 31 television program‘NoLimits’www.nolimits.org.au/

Disclosure: it’s a personal decisionThere are some people in the community who choose not to tell others that they have a disability. Why would someone choose to disclose that information? Why would they choose not to? Read some of the information about disclosure: pubsites.uws.edu.au/rdlo/disclosure

PrepareaPMI(plus,minus,ideas)orPNI(positive,negative,interesting)chartthatpresents the arguments about disclosing personal information.

What aspects of your own life might you choose to disclose or not disclose? To whom? Why?

ReviewthePMI/PNIchart.Arethereadditionalarguments you think need to be added?

Self-determinationSelf-determinationisacombinationofskills,knowledge and beliefs that enable a person toengageingoaldirected,self-regulated,autonomous behavior. An understanding of one’s strengths and limitations together with a belief in oneself as capable and effective are essential to self-determination. When acting onthebasisoftheseskillsandattitudes,individuals have greater ability to take control of their lives and assume the role of successful adultsinoursociety.(Field,Martin,Miller,Ward,andWehmeyer1998:2)www.uncc.edu/sdsp/final_report.pdf

The speech ‘Rethinking Rehabilitation: Freedom’ by Patricia E. Deegan presented to the 20th World Congress of Rehabilitation International: Rethinking Rehabilitation in Olso,Norway(www.self-determination.com/pdf/rethinkingRehab.pdf) outlines many issues related to the self-determination of people with disabilities:

• thefreedomtobe;• thefreedomtobecome;• enforcedpoverty;

• thechoiceofwheretoliveandwithwhom;• unemployment;• healthcare;• havingchildren;• privacy;and• romanticrelationships.

Researchoneoftheseissues,oranotherofyourchoice.Herearesomeotherstartingpoints:

• CourageinaBraveNewWorldbyErikLeipoldt www.onlineopinion.com.au/view.asp?article=515 (discussing the fear of having a disability)

• VoluntaryEuthanasiaandPeopleLivingwith Disability www.saves.asn.au/resources/newsletter/mar2001/one.php (a position paper from the South Australia VoluntaryEuthanasiaSociety

• ShouldDoctorsDictatebyDinaBowman)www.wwda.org.au/womdis6.htm (from WomanandDisability:AnIssue,opposingabortion)

• IfWeKeepBabiesAlive,WeMustGiveThemaLifeWorthLivingbyAnneMcDonald www.wwda.org.au/womdis7.htm

• Disability,FeminismandEugenics:Whohas the right to decide who should or shouldnotinhabittheworld?byJoanHumewww.wwda.org.au/eugen.htm

• Abortion:LegalIssueswww.qrtl.org.au/abort/legal.htm (a position paper from Queensland Right to Life)

• SystemsoftheFuturebyThomasNerneywww.self-determination.com/publications/systemfuture1.html (proposing ways of organising services)

Prepare and present a debate in which both sides of the argument are presented.

Ability and choiceThe stories in these learning experiences are about ordinary people and the choices they havemadetolive,workandbewithothers.You might watch the video segments on the CD Rom or invite a guest speaker to speak about theirlivesandchoices(seeGuestSpeakerlist).

• HowIwasbittenbytheamateurradio bug http://www2.arrl.org/news/features/2002/05/02/1/?nc=1

• Notaproblem,WashingtonStateMagazineOn-line

• http://washington-state-magazine.wsu.edu/stories/02-spring/nurses4.html

• FindingyourownshapebyElizabethHastings

• www.hreoc.gov.au/disability_rights/speeches/shape.htm

• A‘spastic’childhoodbyAndrewHigginswww.scopevic.org.au/story_andrewhiggins.html

Synthesise the ideas you have learned in a synthesisjournal:

• identifythesourcesofinformationyouhaveusedegarticles,video,interview;

• identifythekeyideasfromeachsource;• linkcommonideas;• identifyideasonlymentionedinonesource;

and• writeasynthesisofyourfindings.













recognised.13. Youareawareoftheinfluenceyoucan




178



178

Exam

ples

of a

pplic

atio

ns in

diff

eren

t cou

rses

of s

tudy

Choic

es re

quire

quali

ty inf

orma

tion.

Deter

mine

the c

riteria

for q

uality

infor

matio

n tha

t wo

uld en

able

peop

le wi

th dis

abilit

ies an

d the

ir fam

ilies t

o acc

ess i

nform

ation

abou

t you

r sch

ool

and t

he op

tions

avail

able

to the

m in

terms

of:

•courseso

fstud

y;•

costs

;•

timeta

bling;

•tea

ching

andlearning

;•

studyrequireme

nts;

•counsellin

g;•

studentservices;and

•oth

erite

msofinterestaboutyoursc

hool.

Prepareinfo

rmationthatinc

orporates

sound,

grap

hics a

nd au

dio vi

sual

mater

ial.

Ensu

re th

at yo

ur in

forma

tion i

s:•

appropriatetothe

audie

nce;

•readable;

•comp

lete;

•attractive;

•accurate;an

d•

easytous

e.

Appl

ied

Info

rmat

ion

Tech

nolo

gyTh

ere a

re a

numb

er of

supp

ort a

nd ad

voca

cy

grou

ps th

at off

er ad

vice a

nd se

rvice

s. Inv

estig

ate

oneo

fthese,eg

•Pe

oplewithDisabilitie

s(WA)

www.

pwdw

a.org

/inde

x.htm

•

TheC

entreforC

erebralPals

y ww

w.tcc

p.com

.au/

•Associa

tionfortheB

lindo

fWestern

Austr

alia w

ww.ab

wa.as

n.au/

•Be

tterH

earingA

ustralia(W

A)

www.

bette

rhea

ringw

a.iine

t.net.

au/

•WADe

afSo

cietyww

w.wa

deaf.org.a

u/•

NDSWA

ww

w.nd

s.org

.au/w

a/•

Ethic

Disa

bilityAdvocacyC

entre

www.

edac

.org.a

u/•

Kalpa

rrinC

entrehttp://kalp

arrin.org.a

u/

•Whatis

thea

imoftheg

roupor

orga

nisati

on?

•Ho

wdoesitfulfilitsaims

?•

Whatis

suesarec

urrentlyb

einga

ddressed?

•Ho

wareissuesb

einga

ddressed?

•Do

estheg

roupororganis

ationworkw

ithor

for pe

ople

with

disab

ilities

?•

Howcanm

embersofthe

publics

upportthe

or

ganis

ation

?

Child

ren,

Fam

ily a

nd C

omm

unity

Equip

ment

for pe

ople

with

disab

ilities

is us

ually

desig

ned“withcostandfunctionas

prioritie

s,lea

ving l

ittle r

oom

for co

nside

ratio

n of h

ow th

ese

objec

tsloo

k”(se

ewww

.adornequip.co.uk

).De

sign a

prod

uct s

uch a

s:•

cooking

;•

tablew

are;

•cutlery;

•gla

sses;

•clo

thing;

•handbags;

•jew

ellery;

•children’s

toys;and

•fishin

gequipm

ent.

(see w

ww.in

finite

c.org

for m

ore id

eas)

Cons

ider:

•the

needso

fthec

onsume

r,includ

ing

aesth

etics

and f

uncti

on;

•possibles

olutions;

•howsolution

smigh

tbem

anufa

ctured;

•syste

msform

anufa

ctureoftheitem

/s;•

testingp

rocesses;

•wa

ysofan

alysin

gdata

;and

•jus

tificationsforyourfinalre

comm

endation.

Engi

neer

ing

Stud

ies

Peoplewithdis

abilities

reportspecific

issues

relat

ed to

healt

h8 in

cludin

g:•

poverty;

•low

self-e

steem

;•

accesstoinforma

tion;

•healthissuesb

eings

eena

ssynonym

ous

with

disab

ility;

•physica

laccesstoh

ealthfacilitie

s;•

managin

gscheduling;

•physica

lviolencean

dabuse;

•me

ntalhealth;

•interactivee

ffectofme

dications;

•frequentm

edica

linterventions;

•frequentm

onitoringp

rocedures;

•fragm

entation

ofhe

althrecords;

•fragm

entation

ofhe

alths

ervic

es;and

•conflicting

orun

usableadvic

e.W

hat c

an be

done

to fa

cilita

te po

sitive

chan

ges i

n the

healt

h of:

•peoplewh

ousewheelc

hairs;

•peoplewh

ohaved

ifficultywalk

ing;

•peoplewh

ohaved

ifficultyho

ldingan

d/or

manip

ulatingo

bjects

;•

peoplewh

ohavep

artialorcom

pletelos

sof

vision

or he

aring

; and

•peoplewithdis

abilities

affec

ting

comm

unica

tion a

nd th

ough

t pro

cess

es?

Heal

th S

tudi

es

Exam

ples

of a

pplic

atio

ns in

diff

eren

t cou

rses

of s

tudy

181Count Us In! teaching resource package Unit 3A: Choices Count Us In! : Late adolescence - Book 5 Unit 3B: Rights and responsibilities

180

Using

onlyrecycle

dmate

rials,de

sign,producea

ndev

aluate

apr

oduc

t that

is us

eful a

nd us

eable

by ev

eryo

ne. F

or ex

ample

:•

anite

mofclo

thing;

•anofficec

hairo

rdesk;and

•outdo

orplayeq

uipme

nt.Co

nside

r the

way

s in w

hich t

he de

signs

will

ensu

re th

e pa

rticipa

tion o

f peo

ple w

ho:

•usew

heelc

hairs;

•havediffic

ultyw

alking

;•

havediffic

ultyh

olding

and/o

rmanipu

lating

objec

ts;•

havepa

rtialorcom

pletelos

sofvision;

•havepa

rtialorcom

pletelos

sofhearing;or

•havedisabilitie

saffectingco

mmunica

tiona

ndthought

proc

esse

s?

Mat

eria

ls, D

esig

n an

d Te

chno

logy

Peop

le ma

y see

k to b

e par

t of a

comm

unity

in m

any w

ays.

Some

peoplearem

embersoffellow

ship-basedg

roups,oth

ersjoin

agroupw

ithapartic

ularin

terestsucha

saga

rdening

group,sin

ging

orsp

ortingg

roup.D

evelo

pamiss

ion,vision,codeo

fethicsan

dco

de of

cond

uct fo

r an o

rgan

isatio

n tha

t welc

omes

ever

yone

in th

e co

mmun

ity.

You m

ight lo

ok at

the f

ollow

ing or

ganis

ation

s in t

hinkin

g abo

ut wh

at ne

eds t

o be i

nclud

ed:

•Crossro

adsW

A•

NDS

•Do

wnSyndrom

eAssociation

•Ce

rebralPa

lsyAssociation

•Au

tismAssocia

tion

•Be

tterH

earingA

ustralia

•He

adInjuredSocietyo

fWA

•Ind

ependentLiv

ingCentre

•Sp

inalC

ordInju

riesA

ustralia

•Wom

enwithDisa

bilitie

s•

PeoplewithDisabilitie

s

Philo

soph

y an

d Et

hics


181Count Us In! teaching resource package Unit 3A: Choices Count Us In! : Late adolescence - Book 5 Unit 3B: Rights and responsibilities

180

Establishing Priorities9 Imaginethatyouarefloatinghighabovetheworld in a hot air balloon. You have the following 10 rights in the balloon with you. You have the right to:

• betreatedequallyregardlessofgender,race or ability;

• betreatedwithrespectbyyoungerpeople;• education;• equalopportunityintheworkplace;• freespeech;• independencefromyourfamily;• life;• liveinaclean,greenenvironment;• socialsecurityprovidedbythegovernment;

and• vote.

Astheballoonfloatsalong,amountainappearsin the distance. One of the rights must be thrownouttomaketheballoonlighter,sothatitwill rise above the mountain. Remember - once you have discarded a right it has gone forever. Choosetherightyouwilldiscardfirst.Itisnowgone. Cross it off your list of rights.

Youcontinue,butyouarestillnothighenough.You must throw out another right. Choose that right,andcrossitoffyourlist.

You are still in trouble. Choose and discard again – and keep doing this now until you have only four rights left.

Brieflyexplainwhyyouhavekeptthosefourrights.

Survey the rest of the class to see which four rights other people have kept. Which ones have been most commonly kept? Why?

What are human rights?Definehumanrights.Arethey:

• asetoflawsandregulationsthatensurejusticeforpeople;

• dimensionsofeconomic,socialandculturalwelfare;

• entitlementsforbasicsurvival(egwater,food,clothing,shelter,healthcare);

• moralandethicalcodesforguidingrelationships between individuals and groups;

• aserviceprovidedbygovernmentsorbypeople with special knowledge and skills;

• actionsofindividualsintheirownself-interest;

• protectionofthesocial,political,culturaland spiritual life of the community;

• aclaimbyanindividual;• aprocessorstructureforthecommunity;• theworkofcommunitydevelopment;• thewordsofopinionleaders,politicians,

media,laws,UNdeclarations;or• theeverydaylifeexperienceofpeople10?• Somethingelse?

Unit 3B: Rights and responsibilities

Intheselearningexperiences,studentsexplorethecomplexityofthe personal,social,communityandlegalrightsandresponsibilitiesofallpeopleinthe community.Wheredifferentlegislationistobediscussed,studentsmightbeallocatedoneactorconvention to summarise and present their analysis to the group. Students use a framework from the NationalMuseumofAustraliato‘haveopinionsonissues’toexplore,discussanddebateandgenerateideasaboutdifficultandcontroversialtopics.

Learning experiences

Summarise the various legislative acts which endeavour to ensure that people with disabilities in Western Australia do not experience discrimination:

• HumanRightsandEqualOpportunityCommissionAct1986www.hreoc.gov.au/complaints_information/know_your_rights/index.html

• DisabilityDiscriminationAct1992 www.hreoc.gov.au/disability_rights/dda_guide/dda_guide.htm

• EqualOpportunityActWA1984www.equalopportunity.wa.gov.au/discrimination.html

LookattheUnitedNationsConventionsandsummarise their relevance within the context ofdisability(DrSevOzdowskiOAM,ActingDisabilityDiscriminationCommissionerin2002,argued that many of these do not mention disability expressly11).Note,inparticular,areaswhere Australian legislation supports these conventions,declarationsandprinciples.

• UniversalDeclarationofHumanRightswww.un.org/Overview/rights.html

• InternationalCovenantonEconomic,Socialand Cultural Rights www.unhchr.ch/html/menu3/b/a_cescr.htm

• InternationalCovenantonCiviland Political Rights www.unhchr.ch/html/menu3/b/a_ccpr.htm

• ConventionontheRightsoftheChild www.unhchr.ch/html/menu3/b/k2crc.htm

• InternationalConventionontheProtectionof the Rights of All Migrant Workers and Members of Their Families www.ohchr.org/english/law/cmw.htm

• InternationalConventionontheEliminationof All Forms of Discrimination against Women www.un.org/womenwatch/daw/cedaw/text/econvention.htm

• DeclarationontheRightsofDisabledPersonswww.unhchr.ch/html/menu3/b/72.htm

• DeclarationontheRightsofMentallyRetarded Persons www.unhchr.ch/html/menu3/b/m_mental.htm

• DeclarationonSocialProgressandDevelopment www.unhchr.ch/html/menu3/b/m_progre.htm

• PrinciplesfortheProtectionofPersonswithMental Illness and for the Improvement ofMentalHealthCarewww.un.org/documents/ga/res/46/a46r119.htm

Read the Standard Rules on the Equalisation of Opportunities for People with Disabilities www.un.org/esa/socdev/enable/dissre00.htm noting,inparticular,areaswhichhavebeenor have not been addressed in Australian legislation (the DDA was passed before these Standards were agreed).

What are human responsibilities? Howfardohumanrightsgo?Weallwanttheright to free speech. But where does that right end?Doesitgiveustherighttoyell‘fire’inacrowdedtheatre,ortotellliesaboutotherpeople?

Every right implies a responsibility not to use that right in a way which interferes with another person’srights.Forexample,therighttofreedom of movement would not give you the right to drive the wrong way along a one-way street. Exercising that right would create danger forotherpeople,andcreatesocialchaos.

Agroupofinternationalpublicleaders,theInterActionCouncil,basedinTokyo,hasproducedaUniversalDeclarationofHumanResponsibilities (September 1997) www.interactioncouncil.org/

Lookatthefollowinglistofrights,anddecidewhat a matching responsibility for each might be. Complete the sentence in each case.

• Ifwehavearighttotakepartinpoliticalprocesses,thenwehavearesponsibilityto...

• Ifwehavearighttoworkinjustconditions,then we have a responsibility to ...

• Ifwehavearighttofreedomofthought,conscienceandreligion,thenwehavearesponsibility to ...

• Ifwehavearighttobeeducated,thenwehave a responsibility to ...

• Ifwehavearighttobenefitfromtheearth’sproducts,thenwehavearesponsibilityto...

183Count Us In! teaching resource package Unit 3B: Rights and responsibilities Count Us In! : Late adolescence - Book 5 Unit 3B: Rights and responsibilities

182



182

Double discrimination Whataboutpeoplewhoaresubjecttodiscrimination in several directions? For example,whathappenstomenandwomenfrom an Indigenous or non-English speaking background who have a disability? What rights and responsibilities are involved in these stories?

Some starting points are:

• EverybodyNeedsaHome www.enable.net.au/docs/enah_cald.pdf

• SurvivingtheSystem:AboriginesandDisabilitywww.pwd.org.au/adnnsw/news/surviving_the_system.doc

• UnderlyingExpectations:PersonalexperienceofbeingaNESBwomanwithadisability www.wwda.org.au/expect.htm

• DifferentlyAbledGayWomenfallBetweentheGapswww.ucwadel.org.au/bfriend/stories/da_gay_women.htm

Speaking outWhattacticsdoyouusetogetyourfamily,parents,friends,todowhatyouwantthemtodo(egyell,tellthemhowyoufeel,presentlogicalarguments for doing things your way)?

Collectasmanywaysofinfluencingpeople’sactions as you can from other pairs of class members. Which do you think are most effective? Are there some strategies that are more effective for some audiences than others?

People speak out about issues that are of significancetothem.Overaweek,collectletters to the editor from a newspaper. What are peoplespeakingoutabout?Beyondtheletters,how are they speaking out? Search for actions that are being taken in regard to one issue (egletterstopoliticians,marches,protests,meetings,papersandsubmissions).

Lookforarticles,papersandlettersspeakingout about issues related to disability. Who is speakingout?Howarepeoplespeakingoutabout these issues? What actions are they taking?

Media rights and responsibilitiesThe media is an important source of information. Journalists need to balance individual rights of privacy and public rights to freedom of information.

Shouldarticlesinnewspapersreflecttheopinionsofthejournalist,theeditor,thepublic?Shouldtheypresentallviewsonasubject?Collect articles about one issue related to disability from three newspaper sources (eg communitynewspapers,TheWestAustralian,an on-line newspaper). Do the sources report the same information? Is there any bias in the reporting?

Howdonewspapersaffectpublicopinion?

Having Opinions on IssuesElizabethHastingsidentifiesthefollowingas“BurningIssuesforPeoplewithDisabilities”12 www.wwda.org.au/hasting.htm www.wwda.org.au/hasting.htm

• Adiscriminationfreeworldtoliveinwithaccesstotransport,accommodation,work,education and information.

• Thephysicalconditionsunderwhichsomanypeoplewithadisabilitylive,particularlyingroupcare,whicharefrequentlyunsafe,unsanitaryandundignified.

• Abuseininstitutionswherestaffareoftenuntrained in basic matters of personal care,hygieneandtheneedsofpeoplewithcertaindisabilities,letalonehowtopreventor respond to abuse and lack of funding results in few and often meaningless activities for people to do.

• Careforthewholepersonsothatpeoplewith disabilities receive the same level medical,dental,emotionalandsocialsupport as others in the community.

• Illegalsterilisationofminors.• Geneticscreeningandabortionwiththe

assumption that people with disabilities are better aborted.

• Spirituallifeanddevelopment.

• Povertycausedbytheadditionalexpensesoftransportation,medicationandaccommodation.

• AttritionofHumanRightsprotectionwithlosses of funding and positions such as Disability Discrimination Commissioners.

• Enablingthosewithoutavoicetobeheard.

Choose one of these issues to investigate in depth.

• Stateoneoftheissuesasasetorquestions designed to draw out opinions and conclusions.

• Makealistofinformedpeopleinyourcommunity who you could approach to findoutmoreabouttheissueyouhaveidentified.

• Gatherinformationandevidencethatsupportsdifferentpositions(egstatistics,quotesfromreliablepeople,researchevidence).

Plan an interview with a decision-maker.

• Decidewhoarethedecision-makersinrelation to the issue. If you do not have accesstothedecision-maker,whoinyourcommunity does?

• Whatdoesthedecision-makerthinkaboutthis issue and why (gather information from pressreleases,interviews,theirwebsites,people who know them or of them)?

• Whatquestionswouldyoulikethedecision-maker to answer and for what purpose (e.g. tofindoutwhattheythink,feel,havedone,can do or will do)?

• Whatsortofinterviewwouldyoulikethistobe(egwarm,funny,challenging)?

• Sequenceyourquestions.• Wordyourquestionscarefullysothat

the person answering them provides the information you are wanting.

• Planfollowuppointsforeachquestion,ensuring that you cover a range of perspectives about the issue.

• Planasimpleendpointtothediscussion.

Trial your interview.

• Listentowhatissaidanduseyourfollowup points carefully.

• Keeptheintervieweeontask,rephrasingyour question if you need to.

• Listenfortheanswerandaskthequestiondifferently if it isn’t answered.

Ifpossible,conductyourinterview,notingtheresponses.

Herearesomestartingpointsforinformationabout issues:

• WomenwithDisabilities www.wwda.org.au/confpaps.htm

• TyranniesofPerfectionbyJennyMorriswww.newint.org/issue233/tyrannies.htm

• ForbiddenFruitbyAnnFinger www.newint.org/issue233/fruit.htm

• InvisibleActs:ViolenceAgainstWomenwithDisabilities www.wwda.org.au/chenoweth1.htm

• TheSickStateofHealthforWomenwithDisabilities www.wwda.org.au/health1.htm

• WaitingtobeIncluded-BreastandCervicalCancerScreening,WherearetheWomenwith Disabilities? www.wwda.org.au/screen1.htm

• DifferenceandDefiance www.newint.org/issue233/keynote.htm

• LeaderswithDisabilities:StillaSplendidDeception? http://mams.rmit.edu.au/2hvlbvupib4.pdf


184



184













recognised.13.Youareawareoftheinfluenceyoucan



Exam

ples

of a

pplic

atio

ns in

diff

eren

t cou

rses

of s

tudy

A loc

al co

mmun

ity ce

ntre h

as co

mmiss

ioned

you

to cre

ate a

syste

m for

trac

king m

embe

rship

and

enro

lmen

t in co

urse

s. Thec

entreisstaffedby

volun

teers,mostofw

hom

have

limite

d com

puter

skills

. Co

ursesa

rerunfordifferentlen

gthso

ftime

,sta

rting f

rom

differ

ent d

ates a

nd fo

r diffe

rent

costs

. Co

urse

s can

only

be ac

cess

ed by

mem

bers

of the

ce

ntre.

Memb

ersh

ip is

rene

wed y

early

.Th

e cen

tre fu

nds i

ts se

rvice

s fro

m gr

ants

which

requirestatisticsab

outenrolm

entsandh

ours,

includ

inginforma

tiona

boutgender,ethnicityand

abilit

y. Qu

alitat

ive st

ateme

nts ab

out th

e typ

es of

cour

ses

and c

ustom

er sa

tisfac

tion a

re al

so re

quire

d. Ama

nageme

ntcomm

itteeo

verse

esthec

entre,

settin

g stra

tegic

direc

tions

and r

eview

ing pr

ogre

ss

throu

gh m

onthl

y rep

orts.

Devis

e a se

t of s

olutio

ns fo

r the

centr

e.

Appl

ied

Info

rmat

ion

Tech

nolo

gyAnot-for-profitorganis

ationforw

hichy

ouare

worki

ng is

conc

erne

d tha

t the n

eeds

of al

l the

peop

le in

their c

ommu

nity a

re no

t bein

g ad

dres

sed.

Peop

le se

em to

be ‘s

lippin

g thr

ough

the c

rack

s’ of

servi

ces p

rovid

ed by

no

n-go

vern

ment

agen

cies a

nd go

vern

ment

depa

rtmen

ts. Yo

u are

aske

d to r

esea

rch th

e iss

ue

andrecom

menda‘joine

dups

olution’.To

dothis:

•Se

lectafocusissue.Forex

ample

:•

involv

ementin

localcom

munity

even

ts;•

partic

ipationinfi

tnessac

tivitie

sata

local

recre

ation

centr

e;•

votingina

nelec

tion;

•applicants

forajob;

•difficulties

inge

ttingtow

ork;and

•enrollin

gach

ildinachildca

rece

ntre.

•Re

searchwhatis

curre

ntlya

vailable

.•

Identifyleg

alande

thicalre

sponsib

ilities

.•

Identifypossibleb

arrierstopartic

ipation.

•Ide

ntifypossibles

olutions.

Child

ren,

Fam

ily a

nd C

omm

unity

The f

ollow

ing co

mpan

ies ha

ve te

nder

ed fo

r a

contr

act to

pack

age a

prod

uct y

our c

ompa

ny ha

s de

velop

ed:

•Ho

usew

ithNoS

tepsw

ww.hw

ns.co

m.au

•ActivFoundationInc.ww

w.activ.org.a

u•

AmarooIndustries

www

.dsa.o

rg.au

•En

deavourF

oundation

www.

ende

avou

r.com

.au•

GoodSam

aritanIndustrie

s ww

w.go

odsa

marita

n.com

.au/pa

ckag

ing.sh

tml

You h

ave b

een a

sked

to w

ork w

ith m

anag

ers i

n the

chos

en or

ganis

ation

to de

velop

a sy

stem

that

will f

acilit

ate th

e pac

kagin

g pro

cess

whil

e buil

ding

in pr

oces

ses f

or m

onito

ring b

oth th

e pac

kagin

g pr

oces

s and

the m

anag

emen

t sys

tems i

n ord

er

that th

e qua

lity of

your

prod

uct is

main

taine

d.Yo

u will

need

to co

nside

r: pr

oces

ses a

nd

proc

edur

es th

at en

able

the pa

rticipa

tion o

f peo

ple

who:

•usew

heelc

hairs;

•havediffic

ultyw

alking

;•

havediffic

ultyh

olding

and/o

rmanipu

lating

objec

ts;•

havepa

rtialorcom

pletelos

sofvision;

•havepa

rtialorcom

pletelos

sofh

earing;

and

•havedisabilitie

saffectingco

mmunica

tion

and t

houg

ht pr

oces

ses.

Engi

neer

ing

Stud

ies

Healthisa

comp

lexinteractiono

ffacto

rs.•

Incom

eandso

cioeconom

icposition

•Cu

lturean

dkins

hip•

Educationan

dtraining

•Em

ploym

entandworkin

gcondition

s•

Thep

hysic

alenvironme

nt•

Socia

lsupportnetworks

•Ea

rlylifefactors

•Ind

ividualbehavio

ursa

ndlifestylefactors

•Accesstoeffec

tiveh

umanse

rvices

•Biolo

gicfacto

rsandg

eneticinheritance

See d

iagra

m p.1

0 in A

focu

s on t

he de

termi

nants

of

healt

h and

well

being

www

.publi

chea

lth.go

v.au/

pdf/In

equality

_Section2.pd

fInt

ervie

w a p

erso

n with

a dis

abilit

y (se

e gue

st sp

eake

r data

base

) and

map

their

healt

h stor

y us

ing th

e pub

lic he

alth d

iagra

m.

Deve

lop a

healt

h pro

motio

n cam

paign

that

would

co

ntribu

te to

the he

alth o

f peo

ple w

ith si

milar

ex

perie

nces

. Con

sider

:•

Thetargetaudien

ce(egg

eneralpublic,

specific

audie

nce,em

ployers,ho

spital

adminis

trators,me

dicalpractitioners,service

prov

iders)

.•

Thek

indofstrateg

y(egge

neralpublic

advertis

ing,specifi

caudien

cead

vertis

ing,

policyd

evelo

pment,d

evelo

pmentof

proc

edur

es).

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strateg

y(egtelev

ision,

radio

,print,e

mail,internet).

•Thea

ccessib

ilityo

fthes

trateg

yforthe

targe

t aud

ience

.•

Mechanism

sforev

aluatingthee

ffectiveness

of the

camp

aign.

Heal

th S

tudi

es


186



186

Therea

realargenu

mberofproducts(inclu

dingk

itchen,perso

nal

care,bath

/toilet,s

eatinga

ndwalk

ingeq

uipme

nt)whic

hhaveb

een

identifieda

shaving

apoten

tialm

arket.L

ooka

ttheD

isable

dLiving

FoundationF

actS

heetEq

uipme

nttha

tNeedsDesign

ing.

•Ch

ooseaproduct.

•Ch

oosemate

rialsfromwh

ichthep

roductcould

bemade.

•Ide

ntifythe

poten

tialm

arketfo

rtheproduct.

•Ide

ntifythe

functiono

fthep

roductforthisma

rket.

•De

signa

ndproducey

ouproduct.

•Ma

rket-testyourproduct.

Mat

eria

ls, D

esig

n an

d Te

chno

logy

Thea

rticle“Culture,Re

ligion

andD

isability”(TheM

ulticu

ltural

DisabilityAdvocacyA

ssociation

ofNSW

)provid

esan

overvie

wof

some

persp

ectiv

es of

disa

bility

. Re

ad th

e artic

le an

d res

earch

diffe

rent

persp

ectiv

es in

mo

re de

pth.

Comp

are,forex

ample

,Christian

,Muslim

,Buddhist,H

indu,Jewish

and S

ikh pe

rspec

tives

. Loo

k at s

ecula

r per

spec

tives

such

as

that p

rovid

ed in

the D

isabil

ity D

iscrim

inatio

n Act

or th

e Disa

bility

Se

rvice

s Com

miss

ion.

Wha

t are

the i

mplic

ation

s of th

ese p

ersp

ectiv

es fo

r the

way

s in

which

:•

servicesa

reprovide

d;•

peoplewithdis

abilities

andtheirfam

iliesa

retreated

;and

•law

sareen

acted

?

Philo

soph

y an

d Et

hics

188

Endnotes1Gething,L.etal(1994).DisabilityAwarenessPackage:ResourceManual,CommunityandAgingProgram,Universityof Sydney.2Gething,L.etal(1994).DisabilityAwarenessPackage:ResourceManual,CommunityandAgingProgram,Universityof Sydney.3AustralianBureauofStatisticswww.abs.gov.au/Ausstats/[email protected]/0/49bee5774f0fb1b1ca256e8b00830df6?OpenDocument 4www.disability.wa.gov.au/cproot/1628/3/Community%20Connect%20Part1.doc5OttawaCharterforHealthPromotionwww.who.int/hpr/NPH/docs/ottawa_charter_hp.pdf6DisabilityServicesCommission(2005)VisionStatement:StrategicPlan2005-20107Disability On-line www.disability.vic.gov.au/dsonline/dssite.nsf/sectiontwo/advocacy?open 8Salthouse,S.2005.TheSickStateofHealthforWomenwithDisabilities.www.wwda.org.au/health1.htm9Adaptedfrom“DiscoveringDemocracyUnits”www.curriculum.edu.au/ddunits/units/ms2fq1acts.htm10HumanRightsAndCommunity:Thecommunityofrightsandthecommunityofresponsibilities,byProfessorJimIfeandLucyFiskewww.humanities.curtin.edu.au/cgi-bin/view?area=hre&dir=Home&page=Papers&sub=Human_Rights_and_Community 11DisabilitydiscriminationlegislationinAustraliafromaninternationalhumanrightsperspective:History,achievementsandprospects,DrSevOzdowskiOAM,ActingDisabilityDiscriminationCommissioner,SocialRelationsofDisabilityNetworkseminar,UniversityofNSW,8April2002www.hreoc.gov.au/disability_rights/speeches/2002/history02.htm12HavingOpinionsonIssuesbyNationalMuseumofAustraliawww.nma.gov.au/libraries/attachments/schools/resources/having_opinions_on_issues/having_opinions_on_issues_info_doc/files/647/having_opinions_on_issues.pdf

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