DiverseAbilityPromote the Inclusion of Young People with and without Disabilities

“Recognising and respecting differences in others, and treating everyone like you want them to treat you, will help make

our world a better place for everyone. You don’t have to be disabled to be different.

Everyone is different!” Kim Peek, inspiration for the film Rainman

From 1st January 2007 the Youth Council for Northern Ireland, when carrying out it’s functions, must pay due regard to:

Promoting positive attitudes towards disabled people; and

Encouraging participation by disabled people in public life (‘the disability duties’).

When thinking about the implications of this important legislation on our work the Youth Council for Northern Ireland, as part of its Disability Action Plan, recognises the importance of the need to raise awareness of these duties with our funded groups and with youth work agencies generally.

DiVerSeAbiLitY aims to assist you to think about the ways in which positive attitudes towards disabled people can be promoted and to assist in thinking how you can better facilitate the participation of young people with disabilities in particular.

It provides tips and ideas on working inclusively which we hope you find useful in your work with young people. Practice examples have been gathered through discrete research led by YCNI and provide case-study material to encourage genuine reflection. Names and other details have been omitted to protect the identity of individuals involved.

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Have you noticed…

disability legislation in Northern Ireland has changed?

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As youth workers we should be mindful of the words and terminology we use. The way we say something and how we say it can strongly influence young people’s perceptions in either a positive OR a negative way.

The language and terminology used for disability and to describe disability and/or disabled people has often communicated a negative message. It is important that we communicate positive attitudes and avoid terms that may cause offence or inaccurately portray diversity.

Preferred language Language to avoid

Disabled Person/People The Disabled; Handicapped; Invalid

Non Disabled Person Able Bodied/Normal

Impairments Disabilities

Blind PersonPerson with a visual impairment

The Blind

Deaf PersonPerson with a hearing impairment

The Deaf

Person who has/Person with Suffers from; is a victim of; is crippled by

Person with Cerebral Palsy Spastic

Person with Epilepsy Epileptic

Wheelchair User Wheelchair bound

These are only a few of the language issues to be aware of. See our signposting details at the back for further information.

What’s in a word?

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“The difference between the right word and the almost-right word is the difference between lightning and a lightning bug.”

- Mark Twain

Changing Attitudes

Is the perception that young people with disabilities are a problem valid; and how has

this arisen?

What can be done to ensure young people with disabilities

feel included?

“I Keep Waiting…”There are good examples of youth clubs and youth organisations who make excellent provision for young people with disabilities and who ensure that all young people are included.

Despite this, there is ongoing anecdotal evidence to suggest that some young people with disabilities feel that youth service and other service providers view them as a ‘problem’. This may well be the perception of many young people with disabilities.

A young person with a disability contacted their local youth club on a few occasions to enquire about attending. Each time he was told that a worker would be in touch with more details.

“The Youth Service is like a wall of silence. I keep waiting but hear nothing. I can’t be bothered any

more to keep calling them.” (Young person, 17)

?One young person’s experience:

Disabled people argue that if attitudes were to change, alongside practical changes to the way physical environments are designed and the way in which society is organised, then the effect of their impairments would be reduced, and would ensure disabled people have a fairer chance of participating in public life.

so, what needs to change and how do we make these changes meaningful?

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The most disabling barriers are often not physical –but are the negative attitudes expressed by others. Stereotyping, discrimination and prejudice can have the most long-term and damaging effects.

Access to information: We rely on written material extensively in our day-to-day lives - everything from information on what time the buses/trains are running to how our mobile phones and MP3 Players operate. It is important however when disseminating information that we consider carefully how we present it –the following pointers may offer some guidance:

Plain Englishlarge print and BrailleAudio Cassette or via a speech synthesizer.Sign language interpreter or subtitles

It is also vital to make sure young people are aware of your work, and the best way of doing this is ensuring your information is reaching them. Building new relationships with others and forging new creative partnerships can strengthen your opportunity to do this.

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“Anything worth having is worth working for.”-Andrew Carnegie

Working inclusively is not always easy – it may present challenges for the practitioner and for youth service generally – however it is important to honestly reflect on current approaches and consider where improvements are needed as well as devise creative strategies to overcome barriers.

Case-StudyThe important point to note is that small steps are still steps forward – when some disabled young people who do not participate in mainstream youth provision, were asked why this is, a few responded simply:

“Because I’ve never been asked.”

Is your youth Organisation pro-active in exploring the inclusion of young People?

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Attitudinal barriers: Many people have pre-conceived prejudices about disabled people. This could be due to having limited contact with disabled people in the past. Misconceptions of others can lead to negative perceptions or intolerance. For example some automatically adopt a discriminatory attitude by making an incorrect assumption that a disabled person would not be as capable as a non-disabled person.

“Prejudice is a burden that confuses the past, threatens the future and renders the present

inaccessible.”-Maya Angelou

Case-Study

Some disabled young people who have had negative experiences of youth service provision have felt:

They had been treated in a patronising mannerThat they were a burden, and ‘in the way’There is a lack of disability awareness

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If young people don’t feel welcome, or if they feel that they are a burden, they are much less

likely to engage, and therefore risk being further marginalised.”

Support Worker

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Engagement with all young people should be meaningful and demonstrate an approach that is committed to promoting full participation where their voices and opinions are valued and considered.

“When I was in my early years learning disabilities were an unknown

entity. Those of us that had these problems were simply viewed as

unintelligent, and from my perspective the greatest sadness was that we viewed

ourselves the same way.”

Dr. Epstein (pioneer in paediatric neurosurgery)

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Congratulations to Kelly Knox (top right) and Sophie Morgan1 – their celebrated glamour and beauty has gone a long way towards challenging our attitudes to disability. Of course, it is also important to be aware of that other notion of model and disability – by which we mean the methodology applied to inform practice. Two of the most frequently referred to models are the ‘medical model’ and the ‘social model’ of disability.

The Medical Model of Disability places the problem with the individual that only a cure will solve. It denies the individual their value, worth and individuality as they do not meet the accepted ‘norms’ of our society. This model is also known as the tragedy or charity model and worryingly perpetuates how disabled people are often viewed in society.

Medical labels are often misleading as no two people are the same. Medical labels tend to reinforce stereotypes of disabled people as patients who are ill, powerless and wholly dependent on the medical profession.

The Social Model of Disability challenges this ‘medical model’ approach. The Social Model locates barriers firmly within the way society is constructed. Individual limitations, of whatever kind, are perceived as only one factor. Far more important is society’s failure to ensure that the needs of disabled people are fully taken into account in its social organisation. Therefore, according to the Social Model, disability is a social state and not a medical condition.

1 Kelly Knox and Sophie Morgan were both participants on the BBC Series ‘Britain’s Missing Top Model 2008’

Models of Disability

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All Service providers have a legal duty to anticipate that disabled people will want to use their services and therefore service providers should plan to make changes so that they are able to do so.

The law

So what are the duties…?

1. A duty not to treat disabled people less favourably than people who are not disabled

2. A duty to make reasonable adjustments

3. A duty to make reasonable adjustments in relation to physical features or premises.

Equality legislation is also an important lever in redressing discriminatory practice and ensuring we all enjoy protection. However, just as important is raising awareness, challenging stereotypes and building relationships on the grounds of respect and fairness.

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Promote Positive Attitudes and Encourage Participation

Organise Disability Awareness Training for Young People, Volunteers and Staff alongside sessions exploring good relations.

Sign Language Classes.

Recruit volunteers and staff that provide positive role models and whom are reflective of the diversity in Northern Ireland.

Get creative– try out new games e.g. Par Ball, Boccia, and other inclusive activities.

Provide information in different formats including Braille.

Ensure that when organising events you consider access and that you advertise this.

Ensure your facilities are accessible and advertise this.

1. Approximately how many young people in Northern Ireland have a disability?

A) 5,600 B) 9,600 C) 14,600 D) 23,600

2. Approximately how many disabled people are wheelchair users?

A) 5% B) 12% C) 25% D) 56%

3. How many disabled people acquire a disability after they are born?

A) 22% B) 47% C) 75% D) 97%

4. Approximately how many people use sign language in Northern Ireland?

A)1000 B)2500 C)5000 D)10,000

5. Approximately how many people in Northern Ireland will experience mental ill health?

A) 1 in 5 B)1in 15 C)1in 50 D) 1in 1000

let’s get Quizzical…..

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Myth Disability is a devastating personal tragedy

Truth The lives of disabled people are not tragic. What often disables people is the attitudes they encounter and the environment in which they live and work.

Myth Disabled people are unable to have relationships

Truth Many disabled people, like non-disabled people, make choices about marriage, long-term relationships and having children.

Myth Disabled people are dependent on others

Truth Some people may need help with some things – too often because of an inadequately designed environment. Nonetheless, like non-disabled people, most disabled people strive to be independent.

Myth Blind people have a sixth sense Truth Some people use and refine their other senses to compensate.

Myth Disabled people are courageous Truth Disabled people, like non-disabled people, approach life in individual ways.

Can you spot the difference?

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“We, the ones who are challenged, need to be heard. To be seen not as a disability, but as a person who has, and will continue

to bloom. To be seen not as a handicap, but as a well intact human being.”

Robert M. Hensel

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“Never forget that you are one of a kind. Never forget that if there weren’t any need for you

in all your uniqueness to be on this earth, you wouldn’t be here in the first place.”

Richard Buckminster Fuller

Disabled People are not one homogenous group. Two young people with cerebral palsy will not be the same – their outlooks, and

experiences will be unique to them. We are all unique and individual – we should celebrate this!

Put the Young Person first – NOT their disability.

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Blaine Harrison, 21, lead vocalist in

‘The Mystery Jets’.

Sophie Morgan, 23, is an art student, and has showcased her work in Notting Hill, London where she has sold some of her paintings. Sophie was a runner-up in the BBC Series, Britain’s Missing Top Model, and has trekked across Nicaraguia with the BBC Documentary, ‘Beyond Boundaries’.

Focus on abilities, not limitationsfor example a young person is not

confined to a wheelchair but uses it for mobility.

Be creative in your engagement with young people

even if a young person has a particular disability, this does not mean that they are

unable to do all activities.

Avoid labelling young people by their disability

Ade Adepitan, TV Presenter; bronze

medallist in British Wheelchair

Basketball Paralympics Team in

Athens 2004.

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The following tips offer simple guidance to working with a young person with a disability:

If you feel a young person needs assistance, ask them. Disabled people have the right to say no. Do not assume you know the best way of helping – listen to any instruction given. If a young person wants assistance, ask them what they want you to do.

When another person is accompanying a young person with a disability, speak directly to the young person.

Do not lean on a person’s wheelchair. The chair is part of the personal space of the person who uses it. When talking to a wheelchair user, position yourself at eye level, if possible.

Do not be embarrassed about using common expressions such as “see you later” or “I’ll be running along then”, which may relate to an impairment.

When planning an event, ask advice from disabled people and advertise accessibility. If access and facilities are not clearly described, disabled people may not risk coming because of previous difficulties.

Do not make assumptions about the existence or absence of disabilities. Some people have hidden disabilities, such as diabetes or mental health difficulties.

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Guide for working with young people with a disability

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Meeting people who are deaf

Do not make assumptions about a person’s ability to communicate or the ways in which they do it. Always ask the person to tell you.

Remember that those deaf people who use sign language find this the easiest method of communication. If an interpreter is present, speak to the person you are meeting rather than to the interpreter.

Shouting to a person who is deaf does not help. You may want to use written notes.

Facial expressions and gestures help deaf people understand you. Do not hide your mouth with your hands, cigarette or food. Do not wear sunglasses. Do not use exaggerated movements of the mouth.

Face the person you are talking to, and speak slowly and clearly.

If necessary, attract the person’s attention with a light touch on their shoulder, or a wave of the hand.

If you are with a deaf person where an audible signal is given (e.g. fire bell) make sure the person understands what is happening.

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Meeting people with speech difficulties

Give the person your whole attention. Be patient. Do not correct or speak for the person. Wait quietly while the person talks, and resist the temptation to finish sentences.

Where possible, ask questions that require short answers or a nod or shake of the head.

If you have difficulty understanding, don’t pretend. Repeat what you do understand, and the person’s reactions will guide you.

Meeting people who are blind

When talking to a blind person, always introduce yourself and the people with you, indicating their relative position to you.

Advise a blind person when you are leaving, as they may not be aware and may continue talking. This is especially important in noisy environments.

When offering assistance, ask the person directly what you need to do. As a rule, allow the person to take your arm – you should guide rather than lead or propel the person. Advise on steps or other obstacles as they occur.

When welcoming a blind person to a room they do not know, give a brief description of the room layout. To help a blind person sit down, place the person’s hand on the back of the chair, and say that it is on the back of the chair.

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“Knowing is not enough; we must apply!”

Goethe

Answers to Quiz (Page 10)

1. 14,600

2. 5%

3. 97%

4. 5000

5. 1 in 5

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some other useful Contacts

Cedar Foundation Northern Irelandwww.cedar-foundation.org

Children’s Law Centrewww.childrenslawcentre.org

Disability Action www.disabilityaction.org

Equality Commission for Northern Irelandwww.equalityni.org

Face Inclusion Matters www.faceim.org.uk

Human Rights Consortiumwww.billofrightsni.org

JEDI www.jedini.com

MENCAP Northern Irelandwww.mencap.org.uk

NICCYwww.niccy.org

Physical & Sensory Disability Transition TeamNorthern Health & Social Services Trust:Tel: 028 9442 6034

RNIB NIwww.rnib.org.uk

RNID NIwww.rnid.org

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youth Council for Northern IrelandForestview, Purdy’s laneBElFAsT, BT8 7AR

T: +44 (0) 28 90643882

F: +44 (0) 28 90643874 Textphone: 028 90644801

www.ycni.org

The Youth Council for Northern Ireland wish to thank the Physical and Sensory Disability Transition Team of the Northern Health and Social Services Trust and Face Inclusion Matters for their assistance in the development and launch of this resource.