The Power of Language

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The Power of Language Applyng the use of empowering language. by Mole (Laura) Chapman

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The Power of Language

  1. 1. Welcome <ul><li>Task: how do you like your labels? </li></ul>
  2. 2. Housekeeping <ul><li>Fire exits </li></ul><ul><li>Comfort </li></ul><ul><li>Shared responsibility </li></ul>
  3. 3. Ground Rules What do you need to participate?
  4. 4. Aim To support KIDS trainers and staff in delivering consistent messages based on an informed approach to equality <ul><li>Learning Outcomes </li></ul><ul><li>By the end of the session, participants will have: </li></ul><ul><li>1. Explored the role of KIDS trainers and the impact of yo u r message </li></ul><ul><li>2. Acquired knowledge of language and disablism and demonstrated this through debate </li></ul><ul><li>3. Considered the power of individuality and the impact of language </li></ul><ul><li>4. Contributed to a debate around legislation and its role within training delivery and shown ability to clarify use of legislation in a training situation </li></ul><ul><li>5. Reviewed own understanding of the social model and how this affects training delivery </li></ul><ul><li>Demonstrate confidence in use of social model language within training delivery </li></ul><ul><li>7. Identified ways of implementing learning and monitoring consistency of approach and shown how they will justify issues within a training framework </li></ul>
  5. 5. Shared Outcomes: <ul><li>Hopes and fears: </li></ul>
  6. 6. Language of Respect. Task: identify the words we use to describe disabled people and the barriers they face. <ul><li>Positive </li></ul><ul><li>Negative </li></ul>
  7. 7. Stereotypes Impact on learning?
  8. 8. Behaviour <ul><li>Feeling </li></ul><ul><li>Action: </li></ul>
  9. 9. Impact on teaching What we say. What we do. Finding congruence
  10. 10. What is discrimination? <ul><li>Discrimination is the active unfair treatment of a person due to a perceived difference whether it be a person ’ s race, gender, sexuality, class, background, culture or ability . </li></ul>
  11. 11. From mindscapes to landscapes <ul><li>We would be foolish to assume that it’s easy to achieve a fairer society. </li></ul><ul><li>If it was easy we would have cracked it, and we would all live in an equitable world. </li></ul><ul><li>It is not. </li></ul><ul><li>We have not. </li></ul><ul><li>We do not. </li></ul>
  12. 12. Prejudice and Barriers
  13. 13. Equality : <ul><li>Equal treatment for all: The availability of the same rights, position, and status to all people, regardless of gender, sexual preference, age, race, ethnicity, ability or religion. </li></ul><ul><li>All individuals need to have equal choices and opportunities regardless of their ability. </li></ul>Diversity : <ul><li>Understanding that each individual is unique, 
and demonstrating an acceptance and respect of differences. 
 </li></ul><ul><li>Providing for the exploration 
of these differences in a safe, positive, and nurturing environment. 
 </li></ul>
  14. 14. Inclusive practice: <ul><li>Bradford Play Partnership Inclusion Statement: </li></ul><ul><li>&quot;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.” </li></ul><ul><li>(Play Partnership 2007) </li></ul><ul><li>“ Is an ongoing process of reviewing and developing practice in order to adjust and celebrate diversity. It is the journey not the destination!” </li></ul><ul><li>(EQuality Training 2006) </li></ul>
  15. 15. Building Capacity Minorities are deprived and have needs Communities have capacity, assets and power Fixed mindset Growth mindset A belief in fixed intelligence, ability as a narrow continuum and measured performance A belief in age not stage. Praise for effort, investment in development of strengths and skills
  16. 16. Growth and Capacity building
  17. 17. Respectful language <ul><li>Disability... the disadvantage or restriction of activity caused by contemporary social organisation which takes little or no account of people who have physical impairments and thus excludes them from the mainstream of social activities. </li></ul><ul><li>( the Union for of Physically Impaired Segregation 1976) </li></ul>
  18. 18. Respectful language <ul><li>Impairment , disabled people use this term to talk about their medical condition or diagnosis or description of their functioning—if there is nothing more formal. </li></ul>
  19. 19.   Examples of Impairment Quadriplegia Polio Cerebral palsy Blindness Deafness   Examples of Disability Buildings without ramps Poor health provision Bullying, name-calling Segregated education Workplaces without lifts
  20. 20. Respectful language <ul><li>The person —their name. </li></ul><ul><li> Impairment = Functioning </li></ul><ul><li> Disability = barriers in society </li></ul>
  21. 21. Respectful language <ul><li>Fred Brown (the person ) is a man with cerebral palsy (the impairment ). When the barriers and discrimination (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. </li></ul>
  22. 22. What is disability?
  23. 23. The Facts <ul><li>Visually impaired people are four times more likely to be verbally and physically abused than sighted people </li></ul><ul><li>People with mental health issues are 11 times more likely to be victimised </li></ul><ul><li>90% of adults with a learning difficulty report being 'bullied'. </li></ul>Scope 2008
  24. 24. Compared with non-disabled people, disabled people are: <ul><li>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; </li></ul><ul><li>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; </li></ul>
  25. 25. The Medical Model of disability <ul><li>Medical approach to the problem. </li></ul><ul><li>Defined by non-disabled professionals </li></ul><ul><li>Equated to illness in terms of research and findings. </li></ul><ul><li>Care and benefits have been awarded to compensate for personal tragedy. </li></ul>
  26. 26. Medical Model thinking Bad image No qualifications Expensive Nothing to bring Victims Only know about disability Networks Difficult behaviour The impairment is the focus The person is perceived as faulty
  27. 27. The Social Model of disability <ul><li>The problem owned by the whole community. </li></ul><ul><li>It defines disability in terms barriers, attitudinal, structural and systemic. </li></ul><ul><li>Acknowledges the oppression, and need for action. </li></ul><ul><li>It recognises disabled people’s leadership in finding a solution. </li></ul>
  28. 28. Social Model thinking Disabled people as active members of the community Great P.R expertise Challenges tolerance Diverse skills Social skills Does it differently Feelings Assessment panels
  29. 29. Social model thinking Attitudes, the environment & systems are a problem We participate in change for equality We have an individual & a collective responsibility we are allowed to do what is right for ourselves we have a positive image and are proud of who we are we have expertise and might wish to take risks we are all equal members of the community
  30. 30. Tackling social oppression <ul><li>Racism and sexism </li></ul><ul><li>Internalised oppression </li></ul><ul><li>Lack of participation </li></ul><ul><li>Individualism v individuality </li></ul><ul><li>Abuse and violence </li></ul>
  31. 31. <ul><li>Lunch & Networking </li></ul>
  32. 32. Group work <ul><li>Task: </li></ul><ul><li>Prepare a 7 min presentation on the importance of putting Social Model ideas into practice through language </li></ul>
  33. 33. Feedback <ul><li>Positive </li></ul><ul><li>Critical (possible) </li></ul><ul><li>Positive </li></ul>
  34. 34. Positive & Possible <ul><li>We can: </li></ul>
  35. 35. Closing Circle Good bye! See you again ….

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