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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
149Count Us In! : Late adolescence - Book 5
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.
151Count Us In! : Late adolescence - Book 5
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
153Count Us In! : Late adolescence - Book 5
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
155Count Us In! : Late adolescence - Book 5
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
157Count Us In! : Late adolescence - Book 5
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!
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159Count Us In! : Late adolescence - Book 5
159Count Us In! teaching resource package Unit1A:Oneinfive! Count Us In! : Late adolescence - Book 5 Unit1A:Oneinfive!
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.
161Count Us In! teaching resource package Unit1A:Oneinfive! Count Us In! : Late adolescence - Book 5 Unit1A:Oneinfive!
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161Count Us In! : Late adolescence - Book 5
161Count Us In! teaching resource package Unit1A:Oneinfive! Count Us In! : Late adolescence - Book 5 Unit1A:Oneinfive!
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
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163Count Us In! : Late adolescence - Book 5
163Count Us In! teaching resource package Unit 1B: Experiencing disability Count Us In! : Late adolescence - Book 5 Unit 1B: Experiencing disability
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
.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
165Count Us In! teaching resource package Unit 1B: Experiencing disability Count Us In! : Late adolescence - Book 5 Unit 1B: Experiencing disability
164
165Count Us In! : Late adolescence - Book 5
165Count Us In! teaching resource package Unit 1B: Experiencing disability Count Us In! : Late adolescence - Book 5 Unit 1B: Experiencing disability
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
167Count Us In! : Late adolescence - Book 5
167Count Us In! teaching resource package Unit 2A: Attitudes Count Us In! : Late adolescence - Book 5 Unit 2A: Attitudes
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
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. 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
connectedness.15. We all pursue community connectedness.
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
169Count Us In! teaching resource package Unit 2A: Attitudes Count Us In! : Late adolescence - Book 5 Unit 2A: Attitudes
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169Count Us In! : Late adolescence - Book 5
169Count Us In! teaching resource package Unit 2A: Attitudes Count Us In! : Late adolescence - Book 5 Unit 2A: Attitudes
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
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171Count Us In! : Late adolescence - Book 5
171Count Us In! teaching resource package Unit 2B: Participation Count Us In! : Late adolescence - Book 5 Unit 2B: Participation
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.
173Count Us In! teaching resource package Unit 2B: Participation Count Us In! : Late adolescence - Book 5 Unit 2B: Participation
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173Count Us In! : Late adolescence - Book 5
173Count Us In! teaching resource package Unit 2B: Participation Count Us In! : Late adolescence - Book 5 Unit 2B: Participation
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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.
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
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. 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
connectedness.15. We all pursue community connectedness.
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
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
175Count Us In! teaching resource package Unit 2B: Participation Count Us In! : Late adolescence - Book 5 Unit 2B: Participation
174
175Count Us In! : Late adolescence - Book 5
175Count Us In! teaching resource package Unit 2B: Participation Count Us In! : Late adolescence - Book 5 Unit 2B: Participation
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
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177Count Us In! : Late adolescence - Book 5
177Count Us In! teaching resource package Unit 3A: Choices Count Us In! : Late adolescence - Book 5 Unit 3A: Choices
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.
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
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.
179Count Us In! teaching resource package Unit 3A: Choices Count Us In! : Late adolescence - Book 5 Unit 3A: Choices
178
179Count Us In! : Late adolescence - Book 5
179Count Us In! teaching resource package Unit 3A: Choices Count Us In! : Late adolescence - Book 5 Unit 3A: Choices
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! : Late adolescence - Book 5
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
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183Count Us In! : Late adolescence - Book 5
183Count Us In! teaching resource package Unit 3B: Rights and responsibilities Count Us In! : Late adolescence - Book 5 Unit 3B: Rights and responsibilities
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
185Count Us In! teaching resource package Unit 3B: Rights and responsibilities Count Us In! : Late adolescence - Book 5 Unit 3B: Rights and responsibilities
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185Count Us In! : Late adolescence - Book 5
185Count Us In! teaching resource package Unit 3B: Rights and responsibilities Count Us In! : Late adolescence - Book 5 Unit 3B: Rights and responsibilities
184
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
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
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).
•Theformofthe
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
187Count Us In! teaching resource package Unit 3B: Rights and responsibilities Count Us In! : Late adolescence - Book 5 Unit 3B: Rights and responsibilities
186
187Count Us In! : Late adolescence - Book 5
187Count Us In! teaching resource package Unit 3B: Rights and responsibilities Count Us In! : Late adolescence - Book 5 Unit 3B: Rights and responsibilities
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
188