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Be. the Voice

Media Accessibility PackFirst Edition 2011

1. Welcome 1 What is Be. Accessible? 2 Why a guide on Accessibility? 3

Be. Media Training 3

2. Introducing 17 Inspiring Leadership Stories 4 Victoria Manning 5

Suzanne Cowan 6

Sarah Houbolt 7

Rena-Hinehou-Savage 9

Keke Brown 10

Peter Taylor 11

Harriet Kay 13

Erin Gough 15

Anna Nelson 17

Ursula Thynne 18

Matt Frost 19

Loren Glenn 20

Ezekiel Robson 21

David Hughes 22

Alisha McLennan 23

Shaun McKinney 24

Katherine Rees 26

3. History of Disability Lenses 27

4. Be. Accessible Goals 28

5. Key Messages 29 The Accessibility Lens 29

We will all have accessibility needs at

some point in our lives 30

Human Rights 30

6. The Be. Way 31 Be. Human 31

Be. Positive 32

Be. Respectful 32

Be. Authentic 33

Be. Informed 33

Be. Honest 33

7. Be. Guided 34 Language 35

Interviewing Etiquette 36

Photography Etiquette 37

8. Portraying People Well 38 Autism 38

Blindness and Vision Loss 39

Deafness and Hearing Loss 40

Older Persons 41

Intellectual disabilities 41

Learning disabilities 41

Physical disabilities 41

Mental illness 42

Other impairments 42

9. Accessible Publishing 43

11. Contact Details 45

12. Last Word 46

13. Appendix 1 47

TABLe of ConTenTS

“Without deviation from the norm, progress is not possible.” – frank Zappa

Many people and organisations have given their time, love and energy to create this booklet, including the Association of Blind Citizens of New Zealand Inc, Autism New Zealand, CCS Disability Action , Deaf Aotearoa, Disability Resource Centre Auckand Inc., IHC New Zealand, Royal New Zealand Foundation of the Blind, and all of the Be. team.

We encourage you to share the information in this booklet, and only ask that you credit the information where you use it in further publications.

This is a living document so we encourage and welcome your input so that we can learn together and explore how to make New Zealand the most accessible country in the world.

www.beaccessible.org.nz

1. Welcome

Welcome to the Be. Media Accessibility Pack, your personal guide to writing and producing stories about accessibility.

Be. Accessible is excited about this opportunity to invite you on a journey to improve how we frame and tell stories about accessibility and disability. The Be. Accessible hope is that together we can find a new way to respect the value and contribution of disabled people which in turn will inspire great leadership in the media.

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Media Accessibility Pack

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www.beaccessible.org.nzMedia Accessibility Pack

Be. Accessible is a social change campaign and movement, with a vision for a 100% accessible country for us all.

Through a number of initiatives, the campaign inspires and informs New Zealanders of opportunities to improve physical and social access so that we may all contribute fully to society.

Be. Accessible is managed by the Be. Institute, a social enterprise that works across all sectors and communities throughout New Zealand. Founding partners of the Be. Institute are Auckland Council, Auckland University of Technology and Auckland District Health Board. Founding trustees are John Allen (CEO, MFAT), Mark Bagshaw (MD, Innov8 Consulting Group), Mary-Jane Rivers (Founder, Inspiring Communities), Ian Scherger (Former Chief Marketing Officer, Vodafone Australia and Founder of Brandman) and Ross Brereton

(former CEO, the Disabled Persons Assembly of NZ).

At the launch of the Be. Institute in May 2011, Minister Tariana Turia announced that the New Zealand government would support Be. Accessible to assist the campaign in realising its vision of creating a country that is viewed as the model nation for valuing accessibility and diversity.

The Be. Institute has formed an agile and responsive learning community of individuals and organisations across the country that are committed to social change and to constantly growing, improving and adapting in order to improve peoples lives. The team is led by Chief Executive, Minnie Baragwanath.

To find out more about Be. Accessible and the team, visit the website:www.beaccessible.org.nz

What is Be. Accessible?



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In addition to this support pack, Be. Accessible can also provide tailored in-depth media training. This training expands and brings to life the principles and ideas that have been highlighted in this support pack.

To find out more about Be. Media Training, please contact Be. Accessible on 0800 Be. in touch (0800 234 686).

Or email us on [email protected].

Be. Media Training

Imagine a world where every person, building and community is truly accessible. That world is what Be. Accessible has set out to create and the media play a crucial role in making this happen.

The media are society’s great influencers and play both a leader and commenter role. Statis-tics (see below) around the exclusion of disabled people from society have spurred the great need for social change and the media have the op-portunity to help lead this process. As leaders of public opinion its role is crucial in shaping the way that society views issues relating to disability and now accessibility.

The purpose of this accessibility pack is to pro-vide a useful opportunity for the media to reflect

on its approach to telling stories about disabil-ity and accessibility so that it may add further depth, interest and currency to stories and in turn, enhance the inclusion of disabled people in society.

Some facts about accessibility in New Zealand:

• 1 in 5 of us lives with a disability of some kind• All children have unique learning styles• 50% of us over 65 years have at least one

impairment• 50% of disabled adults of working age earn

less than $20,000 per year• Parents with pushchairs have many of the

same needs as a person in a wheelchair.

Why a guide on Accessibility?


2. Introducing 17 Inspiring Leadership Stories

Each story tells the journey of a leader who lives with a disability and who is participating in a whole, valued life of leadership.

We are sharing these stories with you to demonstrate the depth of leadership and contribution we are already benefitting from as a society.

Be. Accessible would like to thank our contributing writers:

Suzanne Cowan – Writer, Dancer, Entrepeneur, Be. Leadership Participant

The team at IHC new Zealand

In addition to the following stories, Be. Accessible also encourages you to visit our Be. TV channel on YouTube to view a wide range of great examples of accessible video stories.

Here, we would like to share with you 17 stories of the leaders who are graduating from the 2011 Be. Leadership Programme.


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Victoria Manning


An experience that helped define her journey was leading a seven-year battle against Telecom in the late 1990’s. It saw a twenty-something Victoria standing up for the rights of deaf and disabled people and demanding access to the telephone, as many overseas countries provide. It involved facing powerful executives from New Zealand’s largest company who repeatedly tried to make Victoria give up the fight. For Victoria there were moments of doubt and desperation. What kept her getting up each time she was knocked down was an inner circle of support, a very clear goal and a great deal of persistence. Supported by her equally determined co-complainant, Kim Robinson, Victoria was ecstatic and equally shocked when after seven years she and Kim won.

Victoria’s proud to be a member of both the Deaf and disability communities, and is dedicated to making the world a better place by helping society to access the full potential of deaf and disabled people.

“There’s still so much work to do” Victoria muses. “For myself, being on the margins of society is an opportunity to be a reminder of the value of democracy and diversity. Many people misunderstand full participation as being for the benefit of disabled or diverse people, but that’s missing half of the picture. Non-disabled people and society benefit just as much.”

When Victoria’s children’s pre-school paid for an interpreter for her to participate in parent evenings some of the teachers learnt New Zealand Sign Language to understand her bilingual children better. However, other children in the preschool quickly picked up the signs and as a result the teachers found it easier to understand and communicate with other children in the preschool too. The benefits went beyond Victoria’s inclusion to the teachers and children having enhanced communication.

Victoria says she’s privileged to have been in several challenging and moving leadership roles,

but mostly she’s dealing with the day-to-day stuff, including aspiring to a work-life balance. Victoria’s family provide her a firm standing place and keep her down to earth and often smiling. Other activities Victoria regularly throws in to help her life balance are swimming, reading, yoga and watching films.

At Be. Leadership Victoria has enjoyed meeting a range of different leaders and appreciates the human side to all good leaders. She’s learnt that good leaders are good role models, have self-confidence, are positive people and engage well with a wide range of different people. Forming new friendships with her course colleagues has been a valuable part of the programme.

Victoria’s determination and a strong sense of justice saw her stumble into leadership roles as a young adult.

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Suzanne Cowan


As a graduate of the Be. Leadership programme she says that leadership in the arts is vital because art has great potential for social change.

“When I travelled around the world with international dance company, CandocoDance Company, we were like artistic diplomats, showing that dance is open to all physicalities, disabled and non-disabled. The message that we spread, as far and wide as places like Russia and Sri Lanka, is that people with disabilities are expressive, powerful, talented beings and have every right to take their place on the stage.”

Back in Auckland, New Zealand for eight years, Suzanne has concentrated on developing her own leadership potential as a choreographer and as an academic. “Finishing a Masters in Creative and Performing Arts at Auckland University has helped me to articulate my ideas and realize the creative potential of difference. Having a point of so-called difference is a wonderful opportunity to step back and look at many of the under-pinning assumptions in our society that limit not only disabled people but also non-

disabled people.”

“Many people suffer from a very narrowly defined idea of beauty and it leads to all sorts of problems with body image, self esteem and eating disorders. People with diverse physicalities show us how to value our uniqueness and that there are many ways to live a fulfilling life. It is a starting point for creativity.”

Last year Suzanne was selected as the Caroline Plummer Fellow in Community Dance at the University of Otago. She created a site specific show with people who are blind or partially sighted called ‘House of Memories’. It involved dancers, composers and photographers with visual impairments as well as artists from the sighted world. She says what she learnt from the project is how much the sighted community has to learn from the unsighted community about how we experience the world. “We miss a lot with our predominant visual orientation. We get so used to anticipating and comprehending the world with our sight we often don’t engage our other senses and so limit our experience.”

Suzanne says she has always been outspoken and so leadership and standing up for what she believes in is a natural progression. Acquiring a disability at the age of 22 has opened her eyes to the needs of the accessibility community and she hopes she can make a difference by being visible and contributing to change.

“I think we need more disabled people in high profile positions in society – as artists, as politicians, as teachers, as business people, as journalists, but until we remove some of the barriers and improve access, it’s just not going to happen. That’s why initiatives such as the Be. Institute and Be. Leadership programme are so important – we need to give people the skills and the resources.”

“Be. Leadership has been an opportunity to explore the qualities of some of the best leaders, to be inspired and most of all to envision what is possible. Leaders are visionaries and not afraid to take a risk. At this point in our history we need them more than ever.”

Suzanne Cowan is a leader in integrated dance in New Zealand.

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Sarah Houbolt


They are also the qualities that Sarah exemplifies herself, in bucket-loads. The Be. Leadership programme graduate is a former Paralympian, has worked with marginalized communities all over the world, currently performs circus and trapeze and recently debuted as an actor on stage and in film.

Sarah believes that people with disabilities have a unique way of viewing the world as a result of their experiences. “This world view exponentially adds to the sustainability of our society as a whole because we’re often more capable of acknowledging the advantages and disadvantages of difference, unity, systems and inner expertise. It’s a win-win situation to have diverse, articulate leaders, including those who represent the disenfranchised as well as the common, respectful person.”

She says her ability to stand out as a leader was shaped by her Dutch parents. Sarah was raised by her mother in Queensland, Australia, to be outspoken, independent,

capable and ambitious. Her father, who she visited frequently, lived in Holland. “My parents raised me to believe in myself and to strive for something.”

Born without sight due to a rare congenital syndrome on Sarah’s first birthday her mother finally found a doctor who would operate to give her partial sight. Although she spent a lot of time in the hospital system, Sarah became a swimming finalist at the Sydney 2000 Paralympic games, then in 2001, she joined Vulcana Women’s Circus to learn aerials, acrobatics and hula hoops. In 2006 she began performing professionally in circus theatre shows.

Despite partial sightedness Sarah did well at school and university and graduated with a Bachelor of Arts and a Bachelor of Social Work. “I’ve moved around a lot growing up and I’ve seen a lot of the world. I’m not blind to poverty or sheltered from misfortune. I’ve always had diverse friends, and I’ve always had a dream to follow. My cultural heritage gives me a strong sense of social

justice and a direct style of communication.”

Sarah’s passion for travel and cultural diversity helped build her social consciousness. “I was in Belfast for their inaugural Arts Festival where I participated in a Conflict Resolution through Art workshop. That was so amazing, political and inspiring. In San Francisco, I met so many really diverse people and experienced all that I could in that city. I studied urban politics and feminist sociology there. ” Sarah has taught English as a foreign language to Somali children and migrant adults, taught circus to Aboriginal children at Blackrobats Circus in Australia and to refugee children at Makhampom Living Theatre in Thailand. She is a member of the International Guild of Disabled Artists and Performer and a published author in the journal, Youth Studies Australia (2010).

Since Sarah moved to New Zealand in 2008 she has complemented her performance work by working for the Child Poverty Action Group and as a community arts

Intellectual curiosity, risk taking, self-awareness, grace and character, being proactive and responsible, are the qualities that Sarah Houbolt, of Auckland, admires most about leaders.

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co-ordinator for Auckland City Council. This year she has had a principle role in a feature film, featured extras work on a Cirque Du Soleil film and on Shortland Street, and a documentary was made on her for Attitude TV. She says landing the stage role of Hairy Maclary is a dream come true. ”It’s a testament

to how unique people can achieve significant roles in the arts through determination and perseverance. I want to encourage other unique people to turn a blind eye to the low expectations held by others, and to have the courage to swim upstream, in order to be who you want to be in this lifetime.”

Taking part in the Be. Leadership programme has been a stimulating journey, an opportunity to meet some amazing people and reflect on leadership qualities. “I admire people who stay true to themselves at the same time as being encouraging of others reaching their full potential. I admire people who persevere.”

Rena Hinehou-Savage

“Everyone has their place and role on a marae, those who are in the kitchen preparing food or those who are cleaning the ablution blocks are displaying leadership no less than those who are in the forefront.”

“For me, the key contributing factors are dependent on the circumstances that surround the leadership being displayed.”

As the eldest of six children growing up in the Bay of Plenty, Rena was raised with an expectation of leadership.

“As the mātāmua (eldest

born) of my whānau I am expected to fulfil my role – that of leadership, responsibility and nurturing of my younger siblings.”

For Rena, her parents are her most important role-models. ” They made a choice…the choice that my brothers, sisters and I would not grow up where the gang lifestyle would be the ‘norm’. So I am very proud to say that more than 30 years on, my parents are true examples of the old adage, no matter what life throws at you, you just keep going, and that is exactly what they have done.”

Rena’s parents fought to have her mainstreamed (Rena uses a power-chair) into the local schools, without the availability of funding for teacher aides. ” I became known as somewhat of a pioneer, later in life going on to accomplish what many people had already deemed impossible for someone with my disability to achieve.”

In 2001 she graduated at the top of her year with a Diploma

of Māori Studies. Now she is a member of the Western Bay of Plenty Local Working Group who are assisting in the development of the new model for the delivery and implementation of disability support services. It is a Ministry of Health led initiative that she hopes will give people living with

disabilities and their whānau/families, more choice, purpose, control and support in their lives.

Rena knows a lot about the accessibility struggles that disabled people face. In recent years she had to relocate from Whakatane, where her immediate whānau live, to Tauranga so she could access

the necessary personal care support. She says the sacrifice has been immense. “While I remain in close contact with

my whānau there remains an element of disconnection and isolation. The lack of appropriate transport as well as funding for support staff to accompany me to and from

whānau gathering has been frustrating and disheartening.”

Rena believes that not all disabled people make great leaders but those who are great leaders, disabled or not, are those who have the passion and drive to succeed – even in the face of adversity.

As one of the leaders in the Be. Leadership programme, Rena says it has been a great opportunity to view the world through other peoples’ lenses, giving everyone some insight into how other people learn, cope, strategize and interact as individuals and within the collective. “Plenty of fun, sharing and togetherness has been had over the last nine months. Memories that will last a lifetime.”

Rena-Hinehou-Savage of Ngati Awa, Te Whanau a Apanui and Ngai Tuhoe decent says that leadership is not always obvious, instead it can be subtle, until someone brings it to your attention.

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Keke Brown


Keke is a graduate from the Be. Leadership Programme, an initiative launched this year by the Be. Institute to foster leaders in the accessibility sector. “At the end of this course I am not afraid to speak up,” says Keke.

Despite being a shy person underneath Keke says she has always ended up in some kind of leadership role, perhaps because she was brought up with a sense of duty and responsibility.

As a half Samoan, half European Aucklander, Keke’s most influential role model has been her grandmother, Dorothy Brown, who raised her from the age of eight. Described by Keke as a woman with strong morals and strong ethics, Dorothy was a founder and chair of the Peace and Conflict Centre Trust with the centre based at the University of Otago. “My grandmother has done many things in her life but the thing that most impresses me is her clarity of vision and that she has started something without compromising her ethical beliefs.”

Keke herself is a founding member of New Zealand’s first disabled and non-disabled dance company, Touch Compass Dance Trust. Performing as a child she learned the discipline of a good work ethic and the joys of creativity.

In 2005 she attended the Global Young Leaders Conference in Eastern Europe with four hundred teenagers from all over the world and spoke on behalf of her country group, Sierra Leone, at the global summit.

Last year Keke graduated from the University of Auckland with a Bachelor of Arts in English and Pacific Studies. She also received the Vice Chancellor’s Award for Top Maori and Pacific Scholar at the university. Keke now works for the Ministry of Social Development as a case-worker.

“Having a mixed cultural background has meant that I can see more than one perspective and my Samoan culture is very important.” Gaining a high school education at Selwyn College in Auckland

helped Keke to extend her appreciation for a wide variety of cultures and ethnicities. “This has meant that the qualities I offer are listening, understanding and accepting people of all cultures.

Keke believes everyone has the potential to be a great leader and the Be. Leadership Programme has helped her realize that she could be one too.

“You cannot be publically mute and privately outraged.” - This statement, made by Pat Sneddon, Treaty of Waitangi negotiator and owner of publishing companies, has really struck a chord with Keke Brown.

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Peter Taylor


For 24 years he travelled the world as an equestrian rider, coach and team manager. In 1991 Pete coached Canadian, Nick Holmes Smith, to win the gold medal at the Pan American Games in preparation for the Barcelona Olympics in 1992. Prior to his equestrian career Pete ran a successful restaurant in Chancery St, Auckland and in more recent years owned and ran the iconic ‘Surrender Dorothy’ bar in Ponsonby Rd.

Now working as a thought leader, key-note speaker, mentor and author Pete likes to promote his elite winning strategy honed through his years of experience – “skills are necessary, belief is vital, belief plus action equals victory.” Pete is a living example of his own strategy. The Barcelona Olympics, a career highlight, was also a turning point in Pete’s life. He was bitten by a parasite after patting a dog and the subsequent infection destroyed his bone marrow and attacked his internal organs. He has been told he would die four times and needs continual treatments of chemotherapy to manage the chronic illness. So

far he has received 863 doses of chemotherapy over the past fifteen years. He is also the only person in the world to have lived this long with this particular parasitic infection, visceral leishmaniasis donavanni.

For Pete, managing his health has been his greatest test in life. “Seeking a future during times of poor health is a perspective of discipline, understanding mortality and strategic planning to avoid becoming overwhelmed. My greatest challenge after losing my sight overnight was to manage profound deafness, becoming deaf was the greatest isolation.” Pete has subsequently had cochlear implants to restore some hearing but he says adapting to sight and hearing loss requires a multi-layered approach to avoid the emotional devastation of lost communication. He sees communication as the heart of relationships. “ In reality it’s pulling out your power of one, your self-belief.”

The Be. Leadership programme, launched by the Be. Institute this year, has been an ideal

opportunity to reflect on his journey as a leader. “Often we stand up or are placed in a leadership role due to circumstances. It may be because I was the most experienced person on the spot, as an owner of my business, or because I was on a team in a role of significance. Leadership is taken, not always given, and one steps into the space according to the environment and the confidence of the group one is with.”

Pete believes that disabled people make great leaders because they can empathize with those who are marginalized in society. He says disabled people learn to negotiate obstacles and have the tenacity to seek positive outcomes. “One develops resilience in many walks of life. Being disabled invites a short fired track to learning these values and the determination to reach goals.”

Having lived an extraordinary life captured in his book “Don’t Postpone Joy”, Pete has the qualities of someone who

Ex-international equestrian, Pete Taylor is no stranger to challenges and crises that have thrust him into the leadership role.

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has walked the talk, survived unimaginable challenges, and is always hungry for more. “ I offer authenticity, honesty, and a disciplined work ethic. By living my example of self belief, I inspire others to have confidence to accept what they can’t change but to change their attitude and overcome the challenges to reach a victory.”

He says if he could change one thing in the world it would be self awareness. “My self-awareness is the most powerful tool to change using ones purpose and passion as the driver. I can’t change the world, but I can change my world.”

belief, I inspire others to have confidence to accept what they can’t change but to change their attitude and

overcome the challenges to reach a victory.”

He says if he could change one thing in the world it would be self awareness. “My self-awareness is the most powerful tool to change using ones purpose and passion as the driver. I can’t change the world, but I can change my world.”

Harriet Kay

When she was eight years old she desperately wanted a dog but her parents were not convinced so she wrote a business plan, provided solutions to the foreseen problems and saved enough money to buy the dog. One day she arrived home and slapped her bank-book on the kitchen table to prove she had reached her goal. She got the dog. That determination and ability to strategize has served Harriet well in life and led her to develop the instinct for being a role model and a leader in her community.

“What I want to offer my community is good, strong leadership. I want to voice their thoughts and concerns on their behalf, while bringing to the table things that they may not have thought of, or felt comfortable discussing.”

Harriet is a budding playwright and wants to make it known to the theatre community how important accessible theatre is. “ I am incredibly passionate about theatre in general, but my passion has been heightened since I’ve become disabled.

I’ve come to learn that there are many ways in which theatre companies can make theatre more accessible, and I’m determined to help make it happen.”

“ I want there to be more action. I know action is often heavily connected to funding, but I also think in many circumstances it is used as an excuse and a way for people to not put themselves in more challenging and or demanding situations.”

Harriet wants to write plays featuring lead actors who have a disability. She says it would be refreshing to have a character that the disabled audience can connect with. “A lot of the problems disabled people live with is ignorance and fear and I think if disability was shown in different lights, it could have a real impact on our society.”

Harriet is also a dog trainer and a dog behaviourist. Before she became ill with a Thiamine deficiency she was in big demand as a full-time dog trainer. After spending a year in hospital because her condition was misdiagnosed Harriet came home in a wheelchair,

unable to walk and legally blind. Her dog, Huxley, proved invaluable. “He just threw himself at me, irrespective that I was now in a wheelchair and that I could only walk small distances with a walking frame. To be accepted so fully still brings tears to my eyes.”

Harriet decided to train Huxley and pretty soon had him fetching items such as towels, bags, pillows, and blankets. “He gave me a taste of independence that I craved so much and with him giving me that it made me see that there was a life beyond my disability.”

A large part of independence is the ability to be heard but what Harriet has learned in the Be. Leadership programme is that you don’t need to be the loudest person in the room. “Sometimes your best method of conveying your stance is by being the quietest person in the conversation. Eventually the group will get to you, and after they’ve said what they feel needs to be said, they will then have more time and patience to calmly listen to your thoughts.”

Harriet Kay was born a leader and a problem-solver.

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She has also learned that being a leader means often putting yourself in uncomfortable situations, and that you need to understand that, in order to think beyond yourself.

“Disabled people are problem solvers. Not just about general

accessibility problems, or about accessing materials that enable you or disenable you. A lot of it is about interacting with people.”

“In an ideal world it’d be that we all cared and valued one another. I’m not saying it is

impossible but it certainly will be a huge challenge.” Harriet thinks that this is the underlying mission of the Be. Leadership programme: to encourage a more inclusive society and to be the change.

Erin Gough


“Being from a place like South Africa where there is so much history involving discrimination has helped to fuel my desire to advocate for equal rights.”

Erin says that from a young age she had a sense she must do all she could to work towards a more just and equal world. Her personal challenges with accessibility, as a wheelchair-user, helped to ripen that desire.

As a second year law student at the University of Canterbury, Erin has had a challenging year, surviving two major earthquakes in Christchurch. She says that her preferred style of leadership is one of service to others through a sense of compassion and selflessness. “I guess the contributing factors to me standing out as a leader is that I’ve always gained the most satisfaction for myself through helping others and have always maintained a strong sense that everyone should be equal in how they choose to manage themselves, rather than being managed by someone else. To me leadership is all about

respecting people and their abilities. It is about blending in and helping other people discover their true potential – and I guess that is what I have tried to do throughout my life.”

Her leadership role model, not surprisingly, is Nelson Mandela. He epitomizes what it is to be a good leader – headstrong, courageous, non-violent, just and fair, but most of all, human. “He accepted that every one of us is flawed, that being courageous did not mean fearless; it means triumphing over fear, that it is important to both lead from the front and from the back, the importance of keeping one’s rivals close and how one can use that to their advantage”. Erin says the idea of quitting is leading too, knowing when to abandon a failed idea, step down and let others take over. That in itself is a form of leadership.

Her approach to leadership has grown from her own struggles with the image of having a visible disability. “I guess the biggest challenge I have faced is really coming to terms with

the fact that being disabled isn’t “bad” and that it is okay to feel good about myself as a disabled person and to embrace it instead of being ashamed of it.”

For Erin her teenage years were the most worrisome as she struggled with being different to her peers. Nowadays she says her attitude has matured into one of more acceptance and the attitudes of those around her seem to have also matured.

The inevitable challenges of immigrating to New Zealand, having no extended family and having to make new friends, has given her an empathy for cultural differences. Her recent trip to India to an International Youth Conference was an opportunity to enjoy the richness of those differences. “ I am really proud that I was able to achieve my goal of going to India without any (physical) support. For me it was a time of great personal growth and overcoming a lot of my fears, so actually doing it has done a lot for my confidence and it wasn’t only about going there without any support, it was about having

Erin Gough is a leader with a strong sense of equality. Growing up in the transition of South Africa from a system of apartheid to a multi-racial democracy has been a defining experience in her life.


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a great time with other young people from all over the world; some who were similar to me and some who were very different.” Erin’s goal is to be accepting and respectful of people no matter how different their views, their culture, or their way of life. She values open-mindedness and her ability to work hard which has allowed her to achieve great results at university. “I am proud that I have the courage to try new things even when I have doubts about them.”

As a young woman (19 years old) Erin sees her youth as an

advantage because she is still exploring the world, open to new ideas and not afraid to challenge traditional ways of doing things. “The fact that I have such lived experience of disability gives me valuable insight most of my peers do not have as I see the world in a different, more inclusive and practical way and problem-solving is a part of my every day life as a disabled person.” As her community in Christchurch faces major change and is on the verge of a complete redesign in some areas she hopes she can offer her

insight.” It’s not every day that a city is rebuilt and it may as well be rebuilt to its full, 100% accessible potential, so any input I can make sure it is, I will give.”

The Be. Leadership programme has been a wonderful opportunity to be exposed to the extraordinary insights shared by leaders who have contributed to the series. These insights will shape her own journey as she follows her dream of travelling the world and developing an exciting career.

Anna Nelson


As a spokesperson for accessibility awareness, Anna has addressed government departments, been interviewed on Radio NZ and contributed articles to the NZ Health Research Council. In her Be. Leadership training this year, Anna has discovered that good leadership needs followship and how important it is to connect, communicate with, and consider your community of followers. “Being a leader is never going to be an easy journey, but it will be full of challenge, anticipation and results. “

When Anna was growing up in Auckland and in Whangaparaoa she repeatedly confounded the opinions and expectations of doctors and family as a child with cerebral palsy.

“I lived when my parents were told I would not. I walked, when my parents were told I would not. I went to a mainstream primary and secondary school when it was advised that I should not. I showed my family and friends I could, when they thought I could not. Determination from birth helped me get through, and be me!”

Now as an adult working for Auckland’s AUT University as a disability advisor and a peer support co-ordinator for Diversityworks (which promotes diversity and creativity through education and social change), Anna is well into her leadership journey of representing the accessibility community and changing attitudes in mainstream society.

“I have learned that speaking up for myself and others is important and even if at times it may have come across as defensive, aggressive or out of turn, it was probably better than knocking someone’s lights out. I am recognised for my voice, not just my physical appearance.”

Her journey of dealing with difference has equipped her with essential life-skills. “Becoming an adult and dealing with reality – in a time where I was changing from a child into an adult and I thought everyone’s opinion about me mattered, I found myself slipping into a deep dark hole of uncertainty, low self esteem, frustration at my own physical function, and there

was very little light for a long time. The only way to come out and emotionally recover was to realize I still had my determination, but now I also had the added strength and wisdom of someone who was moving into adulthood.”

That same tenacity has led to her work with students with disabilities for the last eleven years. As well as being an access adviser she has worked in Disability Law and in 2008 co-organising the first Disability Pride Festival. “It was a huge role, time consuming and exhausting and completely voluntary, but so rewarding and exciting”.

Anna believes that disabled people make great leaders because they know what determination and hard work is and that it’s worth the rewards. They know when to seek support, and how to do this effectively.

I would recommend the Be. Leadership programme to others because it gives a ground up perspective of true leadership and the reality of being a disabled leader.”

Anna Nelson is a determined leader who doesn’t stay quiet too long.

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Ursula Thynne


Her passion is working with young Deaf and Hearing Impaired individuals as the National Youth Coordinator at Deaf Aotearoa.

”I enjoy young people and their energy. I also like to be able to help young people realise their true potential and believe in themselves.” She says they can achieve anything they want if they set their minds to it.

“Through my work I would like to be able to support our young Deaf to embrace their difference and see it as part of their identity rather than a disability. We are part of a cultural minority who are the creators of the most beautiful expressive languages – Sign Language.”

Ursula sees herself as an excellent walking talking/signing example of how a Deaf person can contribute in a positive way to society.

“It has not been an easy road – my life has been full of lots of interesting challenges personally and professionally. I have a strong belief that if

something is not working for you, change it so it does.”

Ursula lives in Auckland with her daughter Poppy, aged seven and hearing dog Casper.

She has worked in science laboratory research, as a teacher of both science and special education and in her current role at Deaf Aoteoroa is involved in both teaching and youth work.

Ursula says the people who believe in her have helped her to stand out as a leader.

She says her mother, Moi, has had a great impact on her life, both personally and professionally. “She has done an amazing job as a hard-working solo mother with three children. I see her as an amazing leader in her field and I look up to her as a hero of mine.

“One of things that I am most proud of is being a mother to Poppy. She taught me how to love unconditionally and how to be grateful for what I have in my life. She has also taught me to think outside of myself and give and love to those around me,”

she says.

Ursula would like to see more broadcasting of New Zealand Sign Language. “The more you see NZSL, the more you create opportunity for people to embrace the third official language of New Zealand and learn it.

Ursula wants to contribute to society her knowledge of Deaf culture, language and history. “I see myself often as one kind of bridge between the two worlds. Although I have the capacity to communicate orally in the hearing world I behave and think like a Deaf person. I see myself as someone privileged to feel a sense of belonging in both worlds and have the capacity through my work to be able to teach and share that knowledge easily.”

Ursula Thynne is ready to lead the young Deaf community to be aware of its own potential.

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Matt Frost


Matt is a 31-year-old research and policy analyst with Autism New Zealand in Wellington. He has Asperger Syndrome, a form of Autism.

“When I was three, my parents started to notice that I had unusual strengths. I could read texts which were five or six years beyond my reading level (while not always understanding their context) and I could list things like New Zealand’s Prime Ministers in order,” he says.

“There were some things I struggled with – such as using a fork and tying my shoes. I found interacting with my peers challenging.”

Matt challenges some of the accepted views about what makes a leader. “Traditionally, leaders are required to have a deep sense of ‘what makes people tick’ and our traditional view of people with ASD is that we don’t have this sense. That hasn’t been my experience of people with ASD.

“A fantastic part of my leadership journey has been seeing people with Autism

challenging the myths about us which are so common in the community. I’ve slowly come to realise that actually people like me ‘for me’ and how I interact and work with them. I have to say this hasn’t come naturally – I’ve had to learn those social interaction skills.”

Matt says he meets people who want to know what ‘makes him tick’ as someone with Autism. “This has led to some amazing two-way interactions with people in positions of great responsibility from the Prime Minister down.”

One role model for Matt has been Helen Suzman who, for 11 years in the 1960s, was the only member of the Progressive Party in the South African Parliament. He says her party consistently opposed apartheid in South Africa and she used the parliamentary system “to achieve incredible social change”.

“But what I like most about Helen Suzman was the way she did it – a mix of passion and quiet advocacy with

important people. This included some people who were her opponents. This approach to politics and life works for me – because it’s important not just to talk to those with whom you agree but those with whom you don’t,” he says.

“We are in an election campaign for Members of Parliament at the moment and we are having a referendum on our voting system. But statistics tell us that lots of people aren’t enrolled to vote. I think this says something about civic engagement which deeply worries me – that there are many people who don’t feel that their voice and opinions count. Having been to countries where I was told I wouldn’t be allowed to vote because of my impairment, I want to do things to change this.”

Matt Frost is a leader who is challenging community attitudes to autism.

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Loren Glenn


She says she just wants to lead a life like everyone else but things like education, work and marriage can often be beyond reach for people with disabilities.

She says what she is most proud of is being married for 10 years to her husband Rob. “I always had the dream of being married, just like my brothers.” She says Rob has been a real support, helping her to put things in perspective.

“Being able to get into work and training courses has been a challenge – and how I was treated at school.” To overcome the setbacks she says she just keeps trying to improve her knowledge and to learn new things.

Her goal? “Just to have a normal life, and do everything like everyone else is – like my art, my soccer, my swimming,” she says.

Life began to change for Loren when she participated in two disability awareness projects. She appeared in a health and disability DVD, showing the right way and wrong way

of approaching people with disabilities. “If I wasn’t involved, I wouldn’t be where I am now.”

She was also interviewed for the Step Up Auckland research project, where she discussed what Auckland needed to do to make life better for people with learning disabilities. The study undertaken by the Auckland City Council, Auckland District Health Board, Waitakere City Council and AUT University Local Government Centre, in 2009, provided a snapshot of life for disabled Aucklanders.

“Being part of these films has empowered me and given me confidence.” Loren was on film again earlier this year, as an extra on Shortland Street. She says that helped to raise awareness about disabilities.

“I want to go back and teach everything I’ve learned in the leadership course, and train people in schools to know how to deal with people who have disabilities.”

She says she found it good to be working as a team – “because we all need to be on the same page, as we’re

all trying to make attitudes change in the community and Government around disability.

“We can teach people a lot – like that they have a voice. Disabled people get knocked back and don’t always get the chance to do things like able-bodied people. So they have to work harder to learn the skills, and to keep trying, to push past challenges.

If Loren was able to change things, she says she would like to see the community and the Government on the side of people with disabilities – “So we can be like everyone else.”

Loren Glenn is a leader with a passion for educating society about disability and accessibility.

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Ezekiel Robson


As a leader and graduate of the Be. Leadership programme, he is committed to empowering people from all walks of life.

Ezekiel, who is vision impaired, manages the Auckland office of the Kidpower Trust, which provides personal safety and confidence training for people of all abilities, and he has been a Youthline volunteer for 15 years.

“I am passionate about empowering kids, teens and adults with simple and effective strategies to deal with many forms of bullying, violence and abuse. Everyone deserves the right to be safe and to enjoy life,” he says. “It is fun coaching people to successfully practice self-protection skills and to discover their own personal power.”

Ezekiel is determined to improve the dignity and inclusion of disabled people in the community. “I promote employment rights for workers with intellectual disabilities or learning impairments who are subject to minimum wage exemption permits.”

He also wants people with disabilities to have a voice on issues that affect them.

“I advocate on health and disability support service issues as a member of the Counties Manukau District Health Board Disability Support Advisory Committee.” He says to work for fairness and social justice, the views of disabled people must be heard at the decision-making level.

Ezekiel knows that inaccessible information and poor social attitudes are common barriers for people with disabilities, but he tackles them head-on. “Vision impairment is an obstacle and an opportunity for great strength of character. I choose to take a positive focus on what I can do, and apply strategic, innovative thinking to address any challenges. My impairment adds an additional dimension and strength to my knowledge and experience.”

He believes he can provide a supportive and experienced perspective from within the disability sector on issues relevant to youth development, disability empowerment and effective community and social services.

In 2009, Ezekiel was one of twelve young people selected

to represent New Zealand on the 21st Ship for World Youth, an international youth development programme hosted by the Japanese Government. A total of 240 participants came from 13 countries for this two-month leadership and cultural exchange.

“Everyone is capable of leadership. Not everyone needs to be ‘the leader’, as each team member makes valuable contribution towards achieving group goals. Leadership is simply applying your knowledge and past experience in a given subject or skill area,” he says.

Ezekiel’s valuable contribution to the community was acknowledged at the November 2011 Manurewa Youth Workers Network Awards, where he was presented with two awards for his support of local youth and work in human rights advocacy.

“The support of my family, peers and community has been crucial to my emergence as a leader. Learning to develop my ability to motivate and inspire others has led me to take up opportunities to influence social change.”

Ezekiel Robson works in violence prevention and in community and youth development.

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David Hughes


David is a skilled self-advocate who represents people with disabilities on the boards of organisations including Disability Law, and Citizen Advocacy Auckland. He is the Northern Regional Chairperson for People First – a self-advocacy service for people with intellectual disabilities.

“I have learnt that, even in your darkest hour, you have to have belief. It’s important to remember that there are always other ways to achieve your goals,” he says.

He wishes that people would show more regard for people with disabilities and be ready to help them wherever possible. If he had his way everyone would be open to looking out for everyone else.

“The biggest challenges I’ve faced are not being listened to; it is often quite frustrating. I’ve also found it hard trying to figure people out. You don’t always get to know everybody very easily and sometimes I wish I had done things differently to get to know them

more.

“I’ve also found it quite difficult when people don’t want to listen when I put a point of view across. To deal with this, I just have to keep telling myself to persevere and keep finding new ways to get through to others.”

David’s proudest moment was when he completed his College of Education course. “I did this course with a class of able-bodied people, which was quite challenging as the work was quite difficult. But I am proud that I completed it well.”

David is keen to continue working in the accessibility sector and to do some public speaking. He has made friends and developed networks throughout the disability area. He says it’s wonderful to get to know these great people and delve into their worlds. And, in turn, “it’s nice to have people acknowledge the good qualities in you and help you to grow even more in terms of your leadership skills,” he says.

“The key to being a good leader is believing in yourself. My

experiences have taught me that you’re not going to please everybody all the time; so you just have to stick by your principles and be yourself.

He says disabled people make great leaders because they know already about the challenges and roadblocks in life. “They’ve lived a life which is full of challenges, so they are always ready to tackle big problems and make situations work.”

David Hughes has polished his leadership skills through contacts with other leaders and as a Be. Leadership graduate hopes to create a more accessible community.

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Alisha McLennan


When dancer Alisha McLennan needs someone to believe in her, she says they just seem to appear, offering encouragement.

Alisha has been involved in the integrated dance company Touch Compass for the past 14 years and says that experience has played a big part in helping her to be the best she can be.

Now her ambition is to be not just a dancer who is highly skilled in integrated and aerial dance, but a leader who challenges society’s views about disability and dance.

Alisha wants to be a source of belief and encouragement for other people with disabilities who want to dance. She plans to advocate, encourage and work with New Zealand’s dance community to ensure dance classes are accessible to anyone.

Alisha chooses to believe that she can achieve. “The most consistent- challenge I face is people’s assumptions that I cannot do all that I do. I choose to rise above and, where possible, learn from these situations.

She says what she is most proud of is her independence, her ability to live life to the full, and to go where she chooses when she chooses.

“The people who believe and encourage me to do anything seem to appear exactly when I need reminding.”

She says because of this she has been able to pursue her goals, push her boundaries and live beyond her expectations, “because I’ve been surrounded by the notion that I can, rather than I can’t”.

She says people with disabilities can make great leaders because are able to see value in every contribution.

“I think people with disabilities have faced challenges on a variety of levels – that means they have the ability to find a way to achieve what they set their hearts and minds to.

“There any many different roles that come under the umbrella of leadership. Each person has different qualities, which means they can excel in one role and step back and support when someone else may be better suited.”

The qualities she values in a leader include integrity, self-belief, being proactive and respectful, showing accountability, having strong values and using initiative.

If she could, Alisha would change the way people see difference as negative. “There is so much value that an alternate perspective can offer.”

Alisha McLennan is a leader because people believed she could be.

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Shaun McKinney


Growing up as a wheelchair user, Shaun could choose to see his difference from his peers as a hindrance, or to embrace it as a leadership opportunity. He chose the latter, and this decision has shaped his journey to becoming the optimistic leader he is today.

Growing up and living in Auckland, Shaun lives his life with eyes wide open, always ready to seize the opportunities before him. One of his greatest achievements has been graduating with a Bachelor of Business Studies from Massey University in Auckland, and this has extended his interest in economics and politics. “I’m really interested in economic growth and how this can help to move New Zealand in a positive direction in the future.”

Shaun has met life’s challenges with wisdom. He has an innate ability to see the upside of a situation while taking the opportunity to learn from it. He says when he was at school being the only wheelchair user was both challenging and good. “It was challenging because I stuck out from the other kids,

but good because I was always amongst my peers, rather than being separated because of my wheelchair.”

More recently, Shaun has faced a major health challenge. He describes it as his most difficult experience yet but somehow he has managed to meet it with calm optimism. He said it was an opportunity to reflect on things, and once again, look at his life through a broader lens. “I started to think about all the things I wanted to achieve when I got out of hospital and I think that got me through it. I’m quite a resilient person and I managed to spend my time thinking about how I would go after my dreams, rather than spiralling into a negative space.”

“In any challenge, I always try to be calm and figure out how I can get out of that challenge, rather than getting stuck in it.”

Shaun’s wisdom is his greatest strength, and he says he has his mother and family to thank for that. They have played a huge role in shaping the positive and persistent person he is today by always being supportive and encouraging him to be

the best person he could be. Being surrounded by women (his mum and two sisters) has contributed to his sense of compassion and patience with people.

Shaun’s sincerity and concern for others is what makes him stand out as a leader. “When I go out to different events in the community, I think just by being there, people respond to my optimism and positivity.”

Ultimately. Shaun wants to use his leadership skills to create a better world where respect of all people is the norm. “I believe everyone is born with the right to be respected, and that right is ours to be lost, not earned.” He hopes that in the future he can help to teach people to be more compassionate and caring, especially in business and politics.

On the practical side he would like to see better housing for people with disabilities. “I think this could be done really well in the private sector by companies who could go around refitting houses and apartments so that they are

Shaun McKinney is a compassionate leader who has the ability to see the bigger picture.

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more accessible, or rental companies that specialise in housing for people with disabilities.” Shaun believes that his creative approach to business is a strength of leaders with disabilities as they have to develop creativity to

obtain the essentials in life.

Graduating from the 2011 Be. Leadership programme, Shaun has reflected on the benefits of collaboration. “My greatest insight would probably be in realising and understanding the

strength of working together. We had twenty different people, all with different skills, and I really felt the power of a community. I’ve learnt that it is in communities that we can make the biggest impact. “


Katherine Rees


“As a 14-year-old I recognised that my high school – a place that was known for ‘inclusive education’ – was incredibly segregated and devalued disabled students in their learning community. The school didn’t deserve the reputation they had and needed to take a long hard look at what kind of school they were and who they wanted to be.”

So Katherine tackled senior staff and the Board of Trustees. “They agreed that there were serious issues, but didn’t see what could be done. I faced massive skepticism from parents, staff and students as to whether I was fighting a worthwhile battle,” she says.

Now a student at the University of Auckland she is studying towards a BA in Education and Political Studies with the ambition of increasing accountability in schools so that schooling can be enjoyable for diverse learners. Katherine is also a graduate of the Be. Leadership programme.

She is proud of her ability to

hold onto what she believes in. “I’ve had to be incredibly resilient in my leadership journey and, while I’ve gotten things done, it hasn’t come easy.”

Katherine acknowledges she can get angry and she is more than ready to fight for what she believes in.

“While I use my anger to get things done in the worst of times, I really value the stories and experience of others when considering what kind of world I want to live in.” She says her role model is Dixie Chicks vocalist Natalie Maines who caused an uproar by opposing the Iraq war. The band stuck to their guns despite enormous pressure in the United States.

“Providing a voice for children is something that is too often overlooked and I hope to facilitate communities where the voices of the silenced are upheld and respected alongside those in power.

“While disability is a huge part of my life, my purpose is to work in the mainstream community

and raise awareness of challenges faced by children and children who experience disabilities.”

Katherine says disabled people make great leaders because they are adaptable. “Daily we face a world that often doesn’t meet our needs, or struggles to understand our perspective. Instead of walking away, countless disabled people have engaged in conversation to improve the world we live in not only for ourselves but also for other communities.”

Katherine Rees is a leader with a passion for a more inclusive education system in New Zealand.

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3. History of Disability Perspectives


We encourage the media and the wider community to understand these developments in order to see where we have come from, so that our ambitions for the future are well informed. See Appendix 1 for an explanation of each of the lenses that have developed throughout history.

Today, we are in the middle of another shift in thinking; the way we perceive peoples’ abilities to access the world around them is changing once again.

Be.’s new lens is one of ACCESSIBILITY.

This changes the current emphasis on barriers and exclusion and fosters a sense of engagement and generosity from every member of society. By working together in a creative and imaginative way, all in society can celebrate

the opportunity accessibility offers. When we see the world through the Be. lens, we are brave enough to see the magic in possibility yet grounded enough to lead with authenticity and reality. This lens allows humanity to find new common ground between people and encourages a community where everyone takes responsibility for creating the best and most accessible world imaginable, individually and collectively.

The language that reflects this new lens is about “accessibility” rather than “disability”, about possibility rather than limitation, about innovation rather than the status quo. We talk about access citizens, access customers, the access economy and accessible people!

Throughout history, perceptions of disability and accessibility have changed dramatically.

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4. Be. Accessible Goals


To do this, we need to:

• PromotetheBe.Accessiblelens and vision to create an accessible world and what that means for all of us!

• EducateNewZealandersabout accessibility so that it becomes a genuine consideration in our physical and social environments.

• Promotepositiveandinclusive attitudes towards people needing accessibility.

• Portraypeoplewithdisabilities in the media respectfully as valuable contributing members of society, avoiding old frames and the stereotypes of victims, charity recipients and being known as the “other”

• Createanunderstandingthat we will all benefit from improved access as we age or become parents and require push chairs to get around with children.

Together, we have the power to shift changes in thinking in society towards accessibility.

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5. Key Messages


The Accessibility Lens changes the emphasis from barriers and exclusion to a sense of engagement and generosity from every member of society. By working together in a creative and imaginative way, all in society can celebrate the opportunity accessibility offers.

This lens allows us to see the magic in possibility while also keeping us grounded and genuine. It allows people to find new common ground with each other and it encourages a community where we all take responsibility for creating the best and most accessible world imaginable, individually and collectively.

When using the Accessibility Lens in stories, we use the new language which is about “accessibility” rather than “disability”; about possibility rather than limitation; about innovation rather than the status quo. We talk about access citizens, access customers, the access economy and accessible people.

By doing this, we can shape the perceptions of the world around us, towards understanding accessibility as an optimistic and inclusive concept. By using this angle in stories, we can push the boundaries of how society conceives of accessibility, so that they embrace the joy and creativity that accessibility brings to the world.

The Accessibility Lens

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At any given time, there are about 850,000 Kiwis (1 in 5) that are living with a disability. Add to this fact that all of us are likely to develop a disability as we grow older. And, when we have children, getting around can be difficult if we choose to use a pushchair making good access an important part of our lives.

This customer group is one of the largest, so businesses and communities that embrace the accessibility vision will directly benefit by being able to tap into as well as generate more opportunities from the access economy.

Some key facts about accessibility:

• 1 in 5 New Zealanders live with a disability of some kind.

• 45% of people over 65 will have at least one impairment and this number will grow over the next decade.

• 1 in 20 children have special education needs.

All people in this world have the right to participate in and contribute to society to the greatest extent possible. However, the Disability Survey 2006 showed that disabled people face significant barriers to make a meaningful and valuable contribution to society. For example, they have:

• Less educational qualifications

• Less employment opportunities

• Lower personal incomes

• Less likelihood of having the support of a partner or spouse

New Zealand has been a leader on the world’s stage of accessibility rights by being a key driver of the Convention on the Rights of Persons with Disabilities, which was adopted on 13 December 2006. Our stories and communications should therefore promote the inherent rights that all people have to be respected and portrayed with dignity.


We will all have accessibility needs at some point in our lives

Human Rights

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6. The Be. Way


“- Are you disabled?

- No, I’m Emily.”

It is inherent to being human that we all live with a range of abilities and disabilities. Stories written from the accessibility perspective should therefore embrace this focus on the essence of the person who is central to the story. This new lens focuses firstly and primarily on the person, not their disability, allowing the

audience to connect on a human level with the person and hear about their opinions and ideas.

It is easy for us to do things the way they have always been done, such as taking a person’s impairment as the main focus of the story because it is an ‘easy’ point of focus. However where it is not necessarily relevant to the story, we should have the courage to

choose to focus on the person, rather than their disability. For example, a teacher who has achieved something remarkable with their students does not need to be referred to as a ‘teacher with muscular dystrophy’ unless it is actually relevant to the story.

The “Be. Way” encompasses a number of ways in which we can all tell positive stories of accessibility.

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Be. Human


The accessibility lens focuses hugely on positivity and seeing the possibility in everything. Therefore, in stories where a person’s disability is a central feature of the story, using the accessibility perspective allows us to focus on the positive.

The goal is to create stories that focus on who the person really

is and what their opinions and ideas are. This can be done by using positive language and avoiding the use of the person’s disability for dramatic effect.

It’s a simple matter of reframing; for example, rather than saying “the boy who is confined to a wheelchair”, say “the boy who uses a

wheelchair.” The latter phrase empowers the person, rather than limits them, and portrays the message that the person has made an autonomous choice to use the wheelchair as a mode of transport, rather than it being imposed on them.

Be. Positive

The new accessibility lens views all people as equal and worthy of respect and dignity. All people can, and do, contribute in huge ways to the community, so stories should communicate the value that they bring as respected members of society.

Older models viewed people

with disabilities through a charitable lens, however we are moving away from this sense of pity and towards an attitude of celebration and appreciation for all people.

Certain types of disabilities may require particular conduct when a person is being

interviewed, for example using hand gestures as well as moving your mouth, when speaking to a deaf person. Specific etiquette for different types of disabilities are outlined in section 7 of this book.

Be. Respectful

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If you know that your story is focusing on a particular disability, there are plenty of organisations in New Zealand that are more than happy to provide you with some background information.

We also recommend that you treat Be. Accessible as a useful resource. Be. Accessible will be able to refer you to specialist disability service providers and disability organisations.

You are welcome to call the office anytime on 0800 Be. in touch (0800 234 686).

Be. Informed

Every person has a different approach and experience when being interviewed for a news story. It’s important to remember that people with disabilities are just the same; take each story as it comes with

an open mind. For example, some people with a disability may prefer to answer their questions through a personal advocate, while others wish to be spoken to directly.

The best approach is to be honest. If you feel unsure about the disability being discussed, don’t be afraid to ask for more information or clarify certain information with your interview subject.

Be. Honest

The accessibility lens focuses on celebrating the lives of all people and their contributions to society.

Stereotypes are often a difficult thing to break down, and the one surrounding people with disabilities is no different. Often in the past, people with disabilities were portrayed as ‘victims’ who had ‘overcome’ difficulties to get to where they are, or achieved success ‘despite’ their disability.

However, as with any stereotype, this does not

encompass the reality of each individual, so we should approach stories with an open mind, and always give the person the opportunity to tell their story in the way they wish to.

The general rule to remember here is that a person living with a disability is the same as any person. Their successes are as valuable and hard-earned as any other human; and many of their challenges are applicable to both disabled, and non-disabled, people. For example,

a successful entrepreneur who happens to live with a disability, will have faced challenges in growing their business which would be exactly the same as an entrepreneur without a disability.

It is also important to be careful not to put labels onto people - no one disability is the same, and there are varying degrees of each one, so we should avoid lumping everyone in the same basket i.e. “the Deaf”.

Be. Authentic

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7. Be. Guided

This guide is designed to give you a helping hand when talking about accessibility through the new Be. lens.

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Throughout this document, we’ve used different phrases to describe persons with disabilities as ‘disabled people’, ‘a person with disability’, and ‘a person with access needs’. These three ways of describing people each have their value and there is no absolute consensus about their use at this point in time. However, we would increasingly encouraging people to use the access frame.


Avoid UseThe handicapped / physically handicapped Physically Disabled

Normal athletes Able-bodied athletes

A paraplegic or quadriplegic A person with paraplegia or quadriplegia

The blind Blind person or person with a visual impairment

Deaf dumb / Deaf muteDeaf person or person with a hearing

impairment

A retard/the retarded A person with an intellectual disability

SpasticThis term is sometimes used derogatorily

towards people with a motor neurone condition because they often have difficulty with speech

or motor skills

A person with ... (the motor neuron condition)

Abnormal, subnormal, defective, deformed

These are negative terms which imply failure to reach personal perfection

Specify the disability

Afflicted withSay the person has …

(the disability)

Confined to a wheelchair

A wheelchair provides mobility and is not confining

Say uses a wheelchair

Cripple or crippled Say with a physical impairment

Disease (when used as equal to disability)

Many disabilities, such as cerebral palsy and spinal injuries, are not caused by any illness or

disease

Say disability

Stumps

This has the connotations that the person’s limbs were cut off like a tree

Say amputation

Suffers from, sufferer / victim

People with a disability are not necessarily suffering or victims and usually prefer not to be

perceived as such

Say is/has … (the disability)

LanguageLanguage is a powerful and influential tool. Here are some useful tips on the type of language that is most effective to use and what to avoid. This language guide was created by the Paralympics NZ and the International Paralympic Committees.

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To begin with, here are a few general tips on etiquette for interviewing someone with a disability.

• Allow the interviewee to choose the location of the interview – this will ensure they are in a comfortable environment, which is accessible for them.

• When speaking to a person who has a disability talk directly to them and not through a companion or interpreter.

• Do not demean your interviewee by speaking in a loud, slow manner. Just because someone may have a physical impairment does not mean that they are hard of hearing.

• Sit at the same level as your interviewee.

• Act naturally – don’t be embarrassed about using common expressions like “see you later” to someone with a visual impairment.

• Always ask before rushing in to assist your interviewee.

• When greeting a person, shake their hand, even if the person has limited use of his/ her hand. The person will let you know if the action is appropriate or not.

We also asked the participants of the 2011 Be. Leadership Programme (a one-year programme which develops leaders from the access community) to tell us some of the best and worst questions and stories that they had encountered in their experience with the media.

We hope that these questions may provide a real insight into how we can all improve our interviewing skills when engaging with someone from the access community.

The best media questions were mostly open ones that allowed for genuine conversation and expansion of answers, such as:

• Why do you keep advocating?

• What do you think about…?

• What are you getting out of …?

• Why do you think you’ve achieved so much?

• What has been your greatest success to date?

The questions that the Be. Leaders felt could have been framed better, generally focused on the negative aspects of living with a disability, such as:

• What’s it like to live with your disability?

• Do you really think that you can make a difference?

• Is that your only disability?

• Can you actually hear?

• How long have you been in a chair?

They also noted that there was often a lack of questions about everyday life i.e relationships, love, family and lifestyle.

As an audience, the Be. Leaders were most inspired and encouraged by holistic stories that focused on the personality and successes of the person, rather than simply their disability. A good example of this was the general coverage of the Paralympics which they believed was a successful and respectful discussion about accessibility issues.

From their perspective, the worst stories that they had seen were largely focused on a comparison with ‘being normal’, and also used the typical disability stereotype of being ‘broken’ and getting fixed. This is a significant part of the new lens through which the media should portray disability; all human beings have a range of access needs, so to portray someone as ‘broken’ because of a disability such as being vision impaired, is discriminatory and degrading.

Interviewing etiquette


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• They say an image paints a thousand words, so when photographing people with a disability it is important that you show them as empowered, unique and active members of society.

• A common mistake is to deliberately make the subject ‘look’ disabled. So rather than focusing on the impairment, photographs should capture the person in their everyday environment, talking about and doing the activities that they love.

• Again it comes back to putting the person first, not the disability.• Some great examples of photographs of people with disabilities living active and engaging

lives can be found here: www.realisticreflections.com.

Photography etiquette

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8. Portraying People Well

This is often referred to as ‘Autism Spectrum Disorder’ because of the differing degrees of severity and a variety of manifestations. It includes Asperger syndrome, a form of autism at the higher functioning end of the spectrum.

Media should refer to ‘a person with autism’ rather than an ‘autistic person’. This avoids

the stereotype of defining a person entirely by their disability.

Social interactions, communication and imagination are difficult for people with autism, as they tend to take a very literal view of the world, however they are often extremely talented in a particular area such as music, mathematics or technology.

When interviewing someone with autism, it is important to ask clear questions that do not use too much figurative language. Try not to get frustrated with the person if they display a lot of repetitive behaviour; just be patient and try to make them feel as comfortable as possible.

There are times when it is appropriate to give detail about someone’s impairment. We’ve created some helpful hints to guide you in these situations.

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Information kindly provided by Autism nZ

Autism




The Royal New Zealand Foundation of the Blind (RNZFB) believes that vision loss should be portrayed as a challenge where learning new skills can lead to independence.

If you wish to convey a depiction of blindness to your audience, it must be done in a way which conveys a realistic understanding of the challenges of blindness and the techniques and ‘enablers’ that can be used to meet those challenges.

When photographing a person with a vision impairment, always obtain permission and give them an audible cue as to where to look.

When interviewing someone who is blind, make sure you introduce yourself immediately; even though they may have met you before, they may not recognise your voice. Tell them when you are entering or leaving the room, so that they are not left in mid-conversation. Always face the person when speaking to them, and direct questions to them, not the person they are with. There is no need to talk especially loud

to someone who is blind; just talk clearly. You may use words like ‘see’ and ‘look’ when talking, and always face the person when you are talking to them.

When guiding someone who is blind, give them specific directions like ‘behind you, on your left’, or ‘I’m putting the cup by your right hand.’ Avoid general comments such as ‘over here’ or ‘it’s there’. If you are going to touch or guide someone, let them know what you are doing before you do it. Say: “I’m just going to take your right arm.”

Guide dog puppies and guide dogs in trainingAlways greet the owner before you greet a guide dog, and ask the owner if you wish to pat the dog. Owners and their guide dogs should always be photographed together as they are considered a ‘team’.

Guide dog puppies may only be filmed or photographed for public/promotional purposes if they are wearing their red coats (or brown training harnesses for guide dogs in training). They should never be depicted in

‘costume’, unless it is a photo of a puppy participating in the “guide dog puppy fun day fancy dress competition”.

A Guide Dog Services staff member must be present for any events involving a puppy younger than 12 weeks old, and they cannot be asked to complete a task that is normally ‘illegal’ for it to do, e.g. getting up on furniture, or tasks that they have not yet been taught.

Continued repetition of a task is not appropriate for the purposes of obtaining a particular photograph/filming sequence. The dog shall not be made uncomfortable by placing it in an inappropriate position i.e. making it stand for too long, or lie down on a rough surface, and appropriate shelter, water, and relieving opportunities should be available.

The dog’s level of anxiety and apprehension towards the environment (camera equipment, location, different people) should always be considered, and adjustments to the session made accordingly.

Information kindly provided by the Royal new Zealand foundation of the Blind

Blindness and Vision Loss

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Deaf refers to a degree of hearing loss which affects peoples’ ability to understand speech through their ears. Appropriate terms to use are hearing impaired, hearing loss, hard of hearing, or person who is Deaf.

A capital ‘D’ is used in Deaf when referring to the Deaf community who choose to use sign language and identify with that community. A small ‘d’ is used when referring to hearing-loss or a large group of people who are deaf or hearing-impaired, many of whom do not use sign language or identify with the Deaf community.

New Zealand Sign Language (NZSL) is the third official language in NZ along with Te reo and English.

You can communicate with Deaf people in several ways – including NZSL, spoken English or a mixture of both. Not all Deaf people can lip read – it is estimated that 70 percent of lip reading is guesswork, even if the speaker articulates clearly.

Where possible, book an NZSL interpreter (for more info, visit www.deaf.org.nz). If time does not allow you to book an interpreter, use these following tips:

• Face the Deaf person and gain their attention before speaking. Eye contact is very important so try to maintain it and don’t turn away when the Deaf person is signing.

• Deaf people ask for attention by waving, stamping, touching or tapping one another, or switching lights on and off.

• If you didn’t understand what a person signed to you, ask them to sign it again. It’s ok to check, clarify, or tell them to slow down.

• If the Deaf person did not understand you, rephrase your words in a different way, and add body language and facial expressions. Speak slowly and clearly.

• Keep your lips and face clear of obstruction (hands, cups, chewing gum, large moustaches).

• Deaf people need sufficient personal space for arm movements.

• Deaf people can’t interrupt conversations the way hearing people can. They need to see what is being said, so can only pay attention to one person at a time. Deaf people wait until the person signing stops,

before they start signing.

• To talk in a group situation, signers usually have eye contact with all ‘listeners’, then wait for others to stop signing, then move hand/s slowly to start signing, and lift a finger or wave a hand (in a meeting this means ‘I want to talk’).

• Dim light makes it hard to see facial expressions and NZSL; try not to stand in front of a window.

• Avoid background noise when communicating with someone who has a hearing aid.

• Use simple gestures, write information and point to indicate subjects or objects.

• At meetings, sit in a semi-circle or circle so everyone can see each other.

• Eye contact is extremely important for deaf people; it is frustrating for them when the person they are signing to looks away.

• It is helpful to recognise that NZSL is the first language of many deaf people, and so it is inappropriate to assume that they are fluent in written and oral English.

Information kindly provided by Deaf Aotearoa

Deafness and Hearing Loss

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Older people may have many disabilities as a result of their age. It is acceptable to refer to someone as an older person, or elderly, however it would be appropriate to ask them about this first – as they say, you’re only as old as you feel!

older persons

There are thousands of intellectual disabilities, and it’s not appropriate to ask a person what their disability is. The most common are conditions such as Down syndrome, Williams Syndrome and Prada Willi, but there are many others. The best term to use is person with intellectual disability.

When interviewing a person with an intellectual disability it may be necessary for a support person, family member or interpreter to attend. Give the person plenty of time to answer your questions.

Intellectual disabilities

Learning disabilities, such as dyslexia and ADHD are quite common, and often not immediately visible. A learning disability affects the way an individual takes in, retains and expresses information. The correct way to refer to it in a story is to say ‘person with a learning disability’, rather than ‘slow learner’, or ‘retarded’.

Learning disabilities

There are many different types of physical disabilities, some of which people live with since birth, or others which have developed or occurred during their lifetime. It is always important to clarify with the person how they would like their physical disability to be referred to in their story. If the person uses a wheelchair, you can empower them by calling them a ‘wheelchair user’ rather than a ‘person confined to a wheelchair’; the former reference illustrates that the wheelchair is a mode of transport chosen by the person, rather than it being that has been imposed on them.

Physical disabilities

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Information kindly provided by IHC new Zealand


A person should only be described as having a psychiatric disability such as psychosis or schizophrenia in a proper medical context. It is inappropriate to use descriptions such as crazy, maniac, lunatic, schizo and psycho for people with psychiatric or mental disabilities.

The best term to use is person with experience of mental illness.

For more information about mental illness, contact the Mental Health Foundation.

www.mentalhealth.org.nz

Mental Illness

There are hundreds if not thousands of other impairments and this media list has only addressed language in relation to a few of the most well known as a start. For any assistance with other impairment groups feel free to contact us directly on 0800 Be. in touch.

other Impairments


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9. Accessible Publishing

font• Print material would ideally be a sans serif font in 16 point (absolute minimum 12 point).

• Use a text colour that easily contrasts with the background, e.g. black on white.

• Use extra styling on font sparingly, e.g. underlining and italics.

• People with vision impairments prefer text to be aligned to the left rather than justified, as it gives them a better sense of the shape of sentences and paragraphs.

As leaders of accessibility, the media have the opportunity to produce stories in accessible formats as many people with access needs struggle to read and hear standard publishing. As a result of inaccessible formats, many of us can become disconnected from wider world issues.

Here are some quick tips to do so:

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online• People with vision impairments usually have screen readers, so if your content is available in an

online format, this is ideal for them.

• Online content is also helpful for those who may have a physical impairment making it difficult to travel to shops to buy hard copies.

• PDFs cannot be read by all screen readers, so either provide the content in Word, or as an RTF file.

• Further advice is available at www.w3.org/WAI.

• When using photos, provide a tag that describes the picture to someone using a screen reader.

CaptioningFilms, video and television programming should be captioned for those who are unable to hear.

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10. Contact Details

The Be. Institute is always more than happy to talk to you about your stories, and refer you on to other specialist disability organisations and providers for more information.


Be. Institute0800 Be. In Touch

(0800 234 686)

[email protected]

PO Box 5614, Wellesley StAuckland 1141


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12. Last Word

Remember, social change takes time to introduce new frames, lenses and language.

Thank you for coming on this journey with us and being open to learning new ways and to hearing new ideas.

As we mentioned in the beginning of this support pack, this is a living document and will continue to evolve.

We would love to hear from you and welcome your input into how we can continue to improve the way we frame accessibility.

It is important that we are all heading in the same direction, towards greater accessibility for all people.

Let’s all Be. Accessible.

Thank you for the time and interest you’ve invested in reading this accessibility pack.


“If we get the world right for disabled people, we

get it right for everybody.” – Minnie Baragwanath


Appendix 1:

History of Disability PerspectivesWhile the following lenses are captured sequentially over time, they actually overlap and exist as layers that make up our prevailing world view of disability, disabled people and accessibility today. Our view of disabled people has been directly shaped by key environmental, social, legal and political influences throughout our history. Until we understand these and their impact we will struggle to truly shift the position of people with accessibility needs who make up at least 20% of our society today.

Appendix

1

The Darwinian Lens: From the 1800s up until the early 20th Century, Social Darwinism dominated the perspective of disability issues; it emphasised survival of the fittest in the social and political realm, pushing people with disabilities to the outside of society. Especially in New Zealand, where the ability to work the land and be productive and physically strong, was revered, people with physical disabilities were largely marginalised. This was further expanded by Darwin’s cousin, Galton, who coined the term ‘eugenics’ and suggested that the species could be developed by ‘rational selection’ of humans.

The Institutional Lens: During the late 19th and early 20th Centuries, society began to separate people with disabilities from those without, and enacted things such as the 1868 Lunatic Act, and separate schooling for disabled children. The emphasis during this period was on isolating disabled people into a separate group, which reinforced a sense of ‘otherness’ for them in society.

The War Hero / Charity Lens: After WWI, a new perspective on disability developed. Soldiers who returned home with wounds and newfound disabilities were treated as heroes, and society developed a charity lens through which they viewed people with disabilities, and regarded them as people who had overcome hardships and tragedy.

1700 1800 1868 1918

Timeline



The Medical Lens: By the end of WWII, a more welfare-focused society embraced returned soldiers with disabilities, however a separatist attitude still pervaded peoples’ attitudes. At this time, there were also medical developments that focused on ‘fixing’ people with disabilities. The focus here was on what was ‘wrong’ with the individual; it did not consider the attitudes or social constructs of society around the people with disabilities. Nor did it include disabled people in a time of growth, when there could have been several opportunities for the employment of disabled people.

The Rights Based Lens: Largely catalysed by 1960’s civil rights movement the disability rights movement also started to take hold in NZ. Then in the 1980s and 1990s, political and economic changes brought about a neo-liberal focus in society. The impact of this on disability issues was that welfare benefits became more stringent, often excluding people with disabilities. However, at the same time, the disability community began gaining a voice to advocate for their rights. 1981 was the United Nations International Year of the Disabled Person, which highlighted disability issues in New Zealand and saw the birth of the Disabled Persons Assembly DPA. Interestingly however, disabled New Zealanders were only included in the Human Rights Act as recently as 1993 in New Zealand!

The Social Lens: “Disability is in society, not in me.” - Consultation Documents for the New Zealand Disability Strategy written in 2001.

In the past decade, society has been dominated by the ‘social model’ which dictates that disability is created by society, whose responsibility it is to ‘fix’. At this time there was also a significant shift in language from “people with disability” to “disabled people”, emphasising the fact that people have impairments and are only disabled by their environment.

1945 1960 2011 2012

Be.’s Accessibility

Lens



Appendix

1