Download - Barnwood disability equality training
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A Different Perspective on Disability
Laura (Mole) Chapman
Barnwood Trust
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Welcome“paid pests.” These are the scholars “whose function it is to disrupt and intervene in conversations in ways that are disturbing and force people to ask why they frame the questions in the way they do or why they make the analysis they do. ”
Marshall, C. et al 2006, P.21
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Ground Rules
What do you need to participate?
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Shared Outcomes:
• Why is inclusive practice important development to you?
• What do you want to learn?
• What are your hopes and fears?
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Respectful Language?
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Political correctness made
us change the words but not the
conversation.
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Although I loathe the notion of good manners, I do like the
notion of courtesy, and therefore for me respect is
expressed through courtesy… avoiding the assumptions about another person and keeping a certain distance
professionally
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Dialogue • Personal: inner, reflective, analytical, synthesizing. The way issues
are internalized. A process that makes sense. [Private voice]• Social: family and friends, deep, open, direct, love and unconditional
acceptance. [Personal voice]• Professional dialogue: a closed ‘expert’ language - ‘jargon’ to the
outsider. The writer, the journalist and the professional communicator… the questioning of technique and practice. [Public voice]
• Learning dialogue: process of mentoring, coaching, and tutoring. Enquiry, discovery, questioning, affirming. [Expert voice]
• Community dialogue: process of debate and shared decision taking. Trust, convention, shared understanding and protocol. [Shared voice]
West-Burnham, J. 2009, pg 122
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Disabilism
The disadvantage or restriction of activity caused by contemporary social organisation which takes little or no account of people who have impairments and thus excludes them from the mainstream of social activities.
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Articulating Disablism
Fred Brown (the person) is a man with cerebral palsy (the impairment). When the barriers and disablism (the oppression) that restrict Fred have been removed from society, Fred will no longer be disabled, but he will still have cerebral palsy and be called Fred.
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Disabling Assumptions
The characteristics of disablism
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Stereotypes of Disabled people
Myths and assumptions Professional reaction
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I feel I act
Community Reaction
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What do I need to belong?[not fit in]
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The Facts
• Visually impaired people are four times more likely to be verbally and physically abused than sighted people
• People with mental health issues are 11 times more likely to be victimised
• 90% of adults with a learning difficulty report being 'bullied'.
Scope 2008
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Compared with non-disabled people, disabled people are:
• more likely to be economically inactive – only one in two disabled people of working age are currently in employment, compared with four out of five non-disabled people;
• more likely to experience problems with hate crime or harassment – a quarter of all disabled people say that they have experienced hate crime or harassment, and this number rises to 47% of people with mental health conditions;
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I think professionals working with disabled
people should be recognising why it’s
important that they listen to what we’re asking...
that’s for me where I think you start sharing power.
I think professionals working with disabled
people should be recognising why it’s
important that they listen to what we’re asking...
that’s for me where I think you start sharing power.
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Visibility
on the experience of disability, history is largely silent, and when it is discussed at all, it is within the context of the history of medical advances. Just as women and black people have discovered that they must write their own histories, so too with disabled people.
Oliver and Campbell 1996
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The Medical Model of disabilitythe personal domain
• Medical approach to the problem.
• Defined by non-disabled professionals
• Equated to illness in terms of research and findings.
• Care and benefits have been awarded to compensate for personal tragedy.
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COMMUNITIES OF BELONGING
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COMMUNITIES OF BELONGING
Locality
Disabled people
Schools
Toddler groups
Outsiders
Insiders
Hard to reach
Polish people
Pockets of deprivation
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23
Personal
Social
Professional
Community
Circles of friends / dialogue
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Meaningful relationships
Our judgments about almost all social interactions, organisations and communities depend upon our perceptions of the relationships involved.
(Gelsthorpe & West-Burnham, 2003)
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There is a community aspect of saying “you are
in my community, you may be quite distant, but how can I involve you?
What can I do?”
There is a community aspect of saying “you are
in my community, you may be quite distant, but how can I involve you?
What can I do?”
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The Social Model of Disabilitythe public domain
• The problem owned by the whole community. • It defines the problem in terms barriers:
attitudinal, structural and systemic.• Acknowledges the oppression and a requirement for action.• It recognises disabled people’s voice in
distributed or shared leadership.
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Critique of the Social Model • No real argument to Medical Model/Social
Model distinction• Non-disabled / disabled division is divisive• Denies the experience of those
marginalised; those with learning difficulties, mental health problems and severe or acute pain.
Shakespeare, 2006, p. 77.28
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Inclusive practice:
"Inclusion is a process of identifying and breaking down barriers which can be environmental, attitudinal and institutional. This process eliminates discrimination thus providing all children and young people with equal access to play.”
“Is an ongoing process of reviewing and developing practice in order to adjust and celebrate diversity. It is the journey not the destination!”
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Principles of Inclusive Practice
• Equality • Diversity• Balance• Fluidity• Ethical Commitment
A Different Perspective on Equality pg 20
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Personalisation
6 things that I value and take for granted in my life?
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Important
To me? For me?
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Culture Change
WelcomeToleranceSingle /otherDeficitBarriers Rigid rulesComplianceImprovement
InvitationAcceptanceDiverse Assets BoundariesFlexible ValuesCommitmentTransformation
Chapman, L, 2010, pg. 26
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Positive and Possible• Everyone can do something to contribute towards
greater fairness, while not everyone will do the same thing in the same way.
• The challenge then is to accept that the change is possible if people are able to appreciate a whole diversity of positive actions.
• Rather than a step-by-step approach or a scale of difficulty, an acceptance of diverse routes to a more human experience.
Chapman, L. 2011 pg. 35
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Co-ProductionOn a societal level, Co-Production entails a simple but profound shift in relationships... Co-Production may mean the active process of remedying or preventing whatever would violate our sense of social justice. A social justice perspective elevates the principle to an Imperative’
Cahn, 2000, p 34-35
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Social Justice As stated by Prof. West-Burnham:
The principle of equality has to be reinforced and extended by the practice of equity.
Equality: every human being has an absolute and equal right to common dignity and parity of esteem and entitlement to access the benefits of society on equal terms.
Equity: every human being has a right to benefit from the outcomes of society on the basis of fairness and according to need.
Social justice: justice requires deliberate and specific intervention to secure equality and equity.
Chapman, L. and West-Burnham, J. 2010, pg.26
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Whose slice?Inequality is best explained as a powerful social force that generates community divisions and oppression.
Inequality weakens community life, reduces trust and increases violence across populations.
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Language & Dialogue• A bridge between people.
• Words can hinder or empower.
• Links professional, personal, and private
conversations.
• Avoid ‘them’ and ‘us’.
• Validates experience: active and engaged participants.
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Growth and Capacity building
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Learning and Development
We must put into practice our socially just ideologies.
We must move from passive discourse and involvement to conscious deliberate, and proactive practice in educational leadership that will produce socially just outcomes for all.
Marshall, C. et al, 2006, P.27
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Good bye!
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For free materials:www.equalitytraining.co.uk