disability is rarely celebrated as an aspect of diversity and stereotyping is common impairment and disability are not automatic bedfellows The Equality Act 2010 framework for a fairer future ID: 654625
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Slide1
LSE disability identity conference
disability is rarely celebrated as an aspect of diversity and stereotyping is common
impairment and disability are not automatic bedfellowsSlide2
The Equality Act 2010
‘framework for a fairer future'
recognises multiple identity
including dual characteristicsincludes discrimination by association and perceptionstreamlines legislation
protected characteristics-race, genderdisability, age, sexual orientation, religion
and belief, gender reassignment,
pregnancy
and maternity, marriage and civil partnershipSlide3Slide4
majority world
600 million people disabled globally (1 in 10)
80% located in majority world countries mainly living
below the poverty line
conflict and poverty are major causes –(UNESCO)please refer to Emily Freeman’s slides in the pack
Slide5Slide6Slide7Slide8Slide9
UN convention
(article 1)
to
promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignitySlide10Slide11Slide12Slide13Slide14Slide15Slide16Slide17Slide18Slide19
'dominant groups in society reduce minority culture to discourse of the other' (Peeters 2000:588)
'the expression 'special needs' puts together two of the terms most commonly used in patronising euphemisms. Special segregates' (Valentine 2002:220)Slide20Slide21Slide22Slide23Slide24Slide25Slide26Slide27Slide28Slide29Slide30Slide31Slide32
Time to Change
http://time-to-change.org.uk/
Erik Baurdoux
e.j.baurdoux@lse.ac.uk
Lecturer in Statistics, LSESlide33
A social movement for mental health: individual support
50,000
+ Facebook fans
25,000 + supporters on our database14,000 + pledgesCelebrity supporters: Stephen Fry, Ruby Wax, Ulrika Jonsson, Alastair Campbell, Fiona Philips, Frank Bruno, Patsy Palmer…
I got involved last year “Don’t get me wrong” video on youtube, radio, newspaper etc.Slide34
2010: Introducing you to your prejudice
Getting people to recognise their part in the problemSlide35
Thank you
e.j.baurdoux@lse.ac.uk
http://time-to-change.org.uk/Slide36Slide37
Invisible / Visible Disability
Erin Pritchard, Newcastle UniversitySlide38
Disability and Stereotypes
Jade: … I had wheelchair user tell me off once for using a disabled toilet, because I wasn't in a wheelchair. I explained how I couldn't reach the sink, the lock, the dryer or see the mirror. She still didn't think that they were also for us, because that symbol seems to say that it is specifically for them. There are four groups of disabled people in this country, one you've got some sort of very obvious facial or physical impairment such as a limb missing. Then there are the people with learning disabilities, then the ones with sensory impairments and then the wheelchair users. We don't fit into any of those so we are not really disabled, yet we have the same barriers and attitudes but probably a bit worse in some ways...Yet, we are not considered disabled by the disabled community and by the wider community. It's not a case of degrees of disability and who is more disabled than others but people just don't get where we fit in.Slide39
Social Model
The social model does not deny the problem of disability but locates it squarely within society. It is not individual limitations, of whatever kind, which are the cause of the problem but society’s failure to provide appropriate services and adequately ensure the needs of disabled people are fully taken into account in its social organisation. (Oliver, 1996, p. 32) Slide40
Psycho-emotional Disability
Psycho-emotional dimensions of disabilism refer to barriers which affect who people can be; for example dealing with the thoughtless comments and stares of strangers which can leave people with impairments feeling psychologically and emotionally undermined (Reeve, 2006)Slide41
Dwarfism and misrepresentations
Dwarf humour is historically common with origins in the circus and is still evident in contemporary comedy in a way that racist humour probably isn’t (Martin, 2010).Slide42
Identifying themselves as disabled
Self-identity arises from social interaction with others – how we see ourselves is affected by how others perceive and react to us (Reeve 2006). The ways in which people with impairments see themselves as disabled or not is affected by interactions with other people (ibid).Slide43
The Normal Body
‘…the most spectacular form of visual novelty that can prompt stares are breaches of the common human scale and shape.’ (Garland-Thomson 2009: 161)Slide44
Conclusion
Dwarfs experience both physical and social barriers which disable themSociety needs to be more aware of the various disabilities that existSlide45
References
Deal, M. (2003) Disabled people’s attitudes towards other impairment groups: a hierarchy of impairments
Disability and Society 18 (7) 897-910
Garland-Thomson, R. (2009) Staring, Oxford University Press Grosz, E.(1991) Freaks Social Semiotics 1 (2) 22-38 Imrie, R. (1996)
Disability and the City Salisbury: The Baskerville Press Kruse, R. (2002) Social spaces of little people: the experiences of the Jamisons,
Social and Cultural Geography
3 (2) 175-191
Kruse, R. (2003) Narrating Intersections of gender and dwarfism in everyday spaces The Canadian Geographer 47 (4) 494-508 Martin, N. (2010) A preliminary study of some broad disability related themes within the Edinburgh fringe festival
Disability and Society 25 (5) 530-540Oliver, M. (1996)
Understanding disability: from theory to practice
Basingstoke, Palgrave Press
Reeve, D. (2006) '‘Am I a real disabled person or someone with a dodgy arm?’: A discussion of psycho-emotional disablism and its contribution to identity constructions', paper presented at
Disability Studies: Research and Learning
, Lancaster University, 18-20 September.
Shakespeare, T., Wright, M. and Thompson, S. (2007)
A Small Matter of Equality: Living with Restricted Growth
. Newcastle UniversitySlide46
The Holist Manifesto
Challenging the social construction of specific learning ‘difficulties’Slide47
Paradox
On the one hand, we are:
humiliated, categorised, mislabelled, psychologised, patronised, invalidated, bullied, medicated, outcast and imprisoned Disabled
On the other hand:
Expertise:
science, sport, ICT, mathematics, leadership, comedy, acting, creative arts and architectureSlide48
Paradigm shift
laterality
meaningSlide49
‘Working Memory Difficulties’
“I have a terrible memory-
….I get upstairs and can’t remember what I’m here for…”
….I can’t remember names, it’s embarrassing…”….I can’t remember my pin number, it’s so annoying….”Slide50
The Myth of ‘Working Memory Difficulties’
Information can be processed
Sequentially or Holistically
requires
Working memory Imagination Slide51
We have great Memories for
Meaningful information….
How things are structured….
How things feel….Slide52
The Bagatelle ModelSlide53
Identity is forged
…in the Bagatelle of life
…through the comments of significant others
…through self perception of strengths and difficultiesThis divides us into distinct categories when we have more in common that we have distinct.Slide54
Neurodiversity: ‘Overlapping conditions’Slide55
Slide56
Socio-economic underpinning
This disabling process is held in place by the primary social function of education:
…to fail a significant population and persuade them it’s their own fault.
Education is both a class allocatory device and designed to give the appearance that we live in a meritocracy….Slide57
Reproduction of social power relationships depends on:
schools determining :
What is to be learned (and what is not)
In what orderAt what time.And how it is ‘assessed’
“the imposition of cultural arbitraries” BourdieuSlide58
Reproduction of social power relationships depends on:
schools determining :
What is to be learned
In what orderAt what time.And how it is ‘assessed’
This enables sufficient failure, through controlling the rules of sequence and the boundaries we have to observe. It then leads to ‘neurocentrism’.Slide59
We are unintended casualties
It is time to change the social construction of specific learning ‘difficulties’!
No-one will do it but us….
(we have nothing to lose but our difficulties!)Slide60
The Holist Manifesto
Principles
DemandsVisionSlide61
Principles
We are all neurodiverse. ‘Neurotypical’ is a myth.
The dyslexic experience is but one experience among many that have the same underlying cause: a systemic intolerance to holistic thinking.
Without us there would be an impoverished world for allWe are entitled to be different and to learn and work differently.
All of us with specific learning differences are disabled by an intolerant world. Changing it requires solidarity among us all.
Changing it changes it for the better for all.Slide62
We Demand that:
There must be no policies about neurodiversity, except those developed by and with those people most affected by the policy implementation
There should be no teaching intervention without representation- we have had enough of the tyranny of ‘experts’.
There needs to be a zero tolerance to linear measures of humanity and the insistence on linear sequential teaching and communication strategiesSlide63
Our Vision
The future of the world depends on allowing us to be different and to learn and work differently. This involves:
High interest learning based on passionate interest, rather than an insistence on learning ‘the basics’.
Flexible teaching that values purpose and personalised timing, and ends the herding of children together by age to ‘learn’ a national ‘curriculum’Nurturing the free association of ideas
Encouraging problem solving, thinking outside the box, and the creation of solutions rather than limit academic study to the critique of others’ ideas. Slide64
The Holist Manifesto
Challenging the social construction of specific learning ‘difficulties’Slide65
Unseen Disabilities: How to Cope with Invisible Disabilities as an Undergraduate
Nathan Gyebi-AbabioSlide66
Presentation Summary
History of Medical Condition: 2008 - 2011
Impacts on Undergraduate Life at University
Impacts on Social Life at University
Coping Strategies: Managing Unseen Disabilities at UniversitySlide67
History of Medical Condition: 2007- 2011
Undergraduate Study Begins: October 2007
BSc Government: Very Interesting Course
Flu-Like Symptoms in December 2007
Severe ill health during Examination Period
Diagnosis: Lupus Nephritis (SLE)
Chronic and presently-incurable illness of the immune system
Commonly causes damage to the Skin, Joints and Kidneys
Can be fatal depending on the severity of the diagnosis
Medication RequirementsSlide68
History of Medical Condition: 2008 - 2011
Second Year: 2009
Completed
Three of the Four
1st
year Examinations
Failed
One – Carried over
Two units into 2nd
Year of Studies
Completed
Six
Examinations in 2008
Severe Flare Up (September 2009)
Final Year: 2011
Rehabilitation: One Year Suspension of Studies (2010)
Begin Final Year in October 2011Slide69
Impacts on Undergraduate Life at University
Explaining my Condition
Who do I tell?
How much do I disclose?
Does it matter if I struggle?
Adapting to the changes in Physical Health
Pains and aches
Extreme Fatigue
Insomnia
Lack of focus during Lectures and Studies
Medication Intake
Side EffectsSlide70
Impacts on Social Life at University
General Awkwardness
Struggled to adjust to medical condition
Lack of Self-Confidence
Anxiety in Social Environments
Difficulties in Communication
Incoherent Speech: Stuttering
Sentence Construction Deterioration
Short Attention Span: ForgetfulnessSlide71
HAP Coping Strategy: Managing Unseen Disabilities at University
Honesty
Be Realistic:
Accept what you can and cannot do
Be Helpful:
Ensure the people that matter know your situation
Be Pragmatic:
Approach work and assignments in sensible manner
Awareness
Anticipate what work you will get – Plan further ahead than other students
Give relevant members of staff
advanced notice
regarding extensions/difficulties
Always
keep evidence of
all
appointments/medical prescriptions
Patience
Never stress about a situation you cannot change (Missed Readings and Essays)
Understand the
nature
of your disability
Relax:
Members of Staff are always available at University to help
YOUSlide72
CONCLUSION
Just because it is
unseen
does not mean that it should go unheard.
H
onesty
Communicate honestly about your disability with your tutor, teachers and fellow undergraduates when necessary.
A
wareness
Be self-Aware; come to terms with your limitations and work beyond them.
P
atience
Understand that the more patience you have; the more productive your studies will become.Slide73
Disability History
Fast Facts
Modern Era and Disability Activism
K.S.Beninger. May 2011.Slide74
Victorian Era
Empire, eugenics and segregation
1859
Darwin's theories of evolution and the notion of the survival of the fittest through natural selection led to the widespread and apparently scientifically justified view of disabled people as inferior. This view fuelled the trend for segregation.
1883 Sir Francis Galton
introduced the notion of
eugenics.Slide75
Early 20th Century
Unions, organisation and the Great War
1907
The eugenics movement gains influence on popular opinion in the USA. Between 1907 and 1943, 30 states passed sterilization laws aimed at various “social misfits: the mentally retarded, criminals and the insane.”School medical inspections made compulsory.
1913 Mental Deficiency Act sets out to segregate people with 'mental handicap' and prevent procreation which would "repeat their type".
1914
The outbreak of war in Europe meant huge numbers of injured soldiers returning home requiring support and 'rehabilitation'.Slide76
The 1920s - 1930s
Protest, war veterans and the Final Solution
1920
A national protest march by blind workers against low wages and poor working conditions.
1935 The League of the Physically Handicapped
formed in New York City to protest discrimination
by the Works Progress Administration (WPA).
The league's 300 people -- most disabled by polio and cerebral palsy --all had been turned down for
WPA jobs. They eventually generated a couple of thousand jobs nationwide.1939 WWII. Approx. 140,000 disabled people were to be murdered by Germany's Third Reich, along with Jewish people and many other minority groups as part of Adolf Hitler's 'Final Solution‘.
The extermination of disabled children and adults in Nazi Germany became known as the T4 Project. Charitable Foundations in Germany helped to select candidates for 'euthanasia‘.Slide77
1932Slide78
The 1940s and 1950s
Charities, Beveridge and the Welfare State
1942
Beveridge Report published, calling for a new social insurance system which will conquer the "five giants" of Want, Ignorance, Squalor, Idleness and Disease.1944
The Disabled Persons (Employment) Act. The Act made provision for a disabled persons' employment register and the 3% disabled employee quota for companies employing more than 20 workers.The British Council for Rehabilitation of the Disabled is founded.
1948
The National Health Service Act and the National Assistance Act: the Labour government constructs the 'welfare state' with the introduction of the National Health Service and the National Insurance scheme.
1954 The Spastics Society is formed - continuing the trend for parent and carer-led charities.Slide79
The 1960s and 1970s
Roots of Empowerment and Self-Determination
1960
A national rights demo by the Physically Handicapped Association.The first Paralympic Games were held in Rome and have been held in every Olympic year since.
1961 American President Kennedy embraces a principle of normalization in his push for community
services to manage
“the problems of mental
retardation.” 1970
Independent Living Movement gains
momentum in
North America, led by
disabled persons.Slide80
1972
A disabled person, Paul Hunt, writes a letter to The Guardian newspaper calling for equality for disabled people. His letter inspires the start of a united struggle against discrimination.
E-mail is invented by a hearingimpaired person named Vinton Cerf.
1973 The Rehabilitation Act was the first attempt to introduce anti-discriminatory legislation in the USA.
1975 United Nations Declaration of the Rights of Disabled Persons, calls for full economic and social integration of disabled people.
The 1960s and 1970s
Roots of Empowerment and Self-DeterminationSlide81
DIRECT ACTION
mobilising disabled people to demonstrate against injustice
Collective mobilization amongst disabled persons led to the rise of political activism in the modern era.
Disabled People's Direct Action Network (DAN) is Britain's premier civil rights group and is changing the way disabled people in Britain are perceived by demanding civil rights, not charity or pity.
1970 USA advocacy organization ‘Disabled in Action’ (DIA) formed. March on Washington to protest for theamendments to the Vocational Rehabilitation Act, protests at inaccessible buildings, protest Jerry Lewis paternalistic, pity-oriented telethons
Cross-disability advocacy secured the
Americans with Disabilities Act (USA)Slide82
Abnormally Funny People
Direct Action
& AwarenessSlide83
International Disability
Rights Milestones
1990
Americans with Disabilities Act passed after concerted effort by a coalition of mental, physical and sensory disability rights groups 1994 UN adopts Standard Rules on the Equalization of Opportunities for Persons with Disabilities, setting international guidelines1995
Britain's’ Disability Discrimination Act enacted, mandating reasonable adjustments to policies and physical environments of employers with disabled employees2006
UN Convention on the Rights of Persons with Disabilities
‘disability is an
evolving concept…results from interaction
between persons with impairments and attitudinal /environmental barriers that hinder full effective participation in society on an equal basis with others’Other legislative activity promoting rights of disabled people: Australia, Germany, Austria, Finland, Brazil, S. Africa, Malawi, Uganda and Philippines. Slide84
LegislationSlide85
A map of the world showing coverage of the UN convention on disability. 147 signatories,99 ratifications. Slide86
Models of Disability in Transition
Medicalizes the experience of impairment. Searches for cures, means of reducing impairments, or assessments of clinical interventions.
Impairment is a physical fact but disability is a social construction.
Recognition of impairment as an ordinary, rather than an extra ordinary characteristic of human experience.