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Exercise: How do we apply a rights-based approach?
The following exercise is intended to help get you thinking in terms
of a rights-based approach to disability. In Section 2’s discussion
of rights-based approaches we give the example of education for youth
with disabilities and some of the other human rights that can influence
enjoyment of the right to education. Using the CRPD as your guide:
1) Discuss what additional human rights you think are relevant to
the enjoyment of the right to education by children and youth with
disabilities.
2) In your discussions for 1), who did you identify as the rights-holders,
and who did you identify as the duty-holders? What responsibilities
did the duty-holders have to protect (not violate) and promote (act
to ensure enjoyment of) the right to education?
3) Rights-based approaches call for the full and meaningful participation
of all stakeholders. In thinking about your discussions for 1) and
2), what do you think would need to happen in order for persons with
disabilities and their representative organizations to be able to participate
meaningfully in some of the activities you identified?
4) In your discussions for 1) and 2), are there specific sub-groups
of persons with disabilities that you think may be subject to additional
discrimination in their enjoyment of the right to education?* What
specific steps do you think would need to be taken to ensure that these
people are also able to fully enjoy their human right to education?
*Hint, try to think in terms of groups that are cross-disability,
and span different types of impairments. For example, women and girls
with disabilities, people with disabilities living in rural or remote
areas, indigenous people with disabilities, etc.
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