This document discusses social integration of people with disabilities in schools and communities. It notes that while steps have been taken to promote inclusion, more progress is still needed. Children with disabilities are still not receiving the same education as others. Canada ranks low compared to other countries in advocacy efforts by non-profits. Media has made efforts to include people with disabilities but progress remains slow. Overall, policies around the world are improving, but more changes are required to achieve equality.

1. Living with Disabilities: What is and isn’t Being Done to Properly
Socially Integrate those with Disabilities in School and the
Community
Executive Summary:
This paper examines what is and is not being done to integrate children with disabilities
into the school system, as well as what is and is not being done to integrate the remainder of
those with disabilities into society as a whole. Social inclusion is an issue that concerns many
minorities and has many dimensions, including race, gender, sexuality, and disabilities. Because
the issue is both complex and circumstantial, many factors need to be considered before deciding
what needs to be changed.
This report shows that children with disabilities are still not getting the same education as
those without one. Contrary to popular opinion, Canada has fewer NGOs involved in the
advocacy of social inclusion of people with disabilities. Indeed, Canada ranks at the bottom with
the UK, China, and the United States, while developing countries such as India trump the efforts
of countries that are far more advanced both socially and technologically.
For the most part, the media has made an honest effort to include people with disabilities
as well as disabled characters. However, despite such efforts, progress towards social inclusion
continues at a snail’s pace.
Overall, though, steps are being taken to improve social inclusion policies around the
world. Even so, many improvements still need to be made in order to achieve equality between
those with disabilities and those without.

2. Introduction:
It is inevitable that people living with disabilities will struggle to learn and do things the
way that people without disabilities do. More time and attention is required to educate them as
children to the best of their capabilities; but are schools and the rest of society still failing to
teach them the fundamental value of sociability by segregating them in order to give them such
time and attention? The answer is not concrete, as the value of social inclusion varies between
schools, communities, provinces, states, and countries. Disability is looked upon through
different lenses and eyes, in many different ways. Ultimately, children living with disabilities are
educated and included divergently throughout the globe, as well as in our own country.
Socialization is a key survival need in all humans. So many are blessed to go through life
with the ability to build friendships, gain experiences, and participate in activities. However,
when a someone is pulled away from such opportunities because of something that is already
setting them back educationally, it puts them behind that much more, as they lose the opportunity
to develop social skills that could propel them through everyday life and help them find
independence.
In a world where equality is just now starting to be valued through race, sexuality,
gender, and a balance is beginning to form, the issue of social inclusion should be reflected on.
Those living with disability should not only be included on the list above, but should also be
included in everyday social activities in schools and a community without conflicting judgments.
This report will look at three approaches to this issue. The first approach will look into
the history of disability, as well as the different policies in school systems to give substance to
the developing issue. The second will discover the role of NGOs, as well as how those of Canada
differentiate from and are similar to those of other countries, in order to see where society stands

3. what else they could be doing. The last approach will touch on media’s involvement to gain
awareness towards the issue and will look at success stories broadcasted through media to come
full circle in discovering what social inclusion really can do for those living with disabilities.
This report aims to examine the progression of better integrating children and adults living with
disabilities into schools and the community, and where there is room for improvement.
Background
History of Disability
Perception is the basis of everything. In the case of disability, there are no concrete
statistics on perception. Disability is looked at in many different ways–positive and negative–and
perception varies based on the demographics, particular communities, and individuals on each
end. Also, there is a significant difference in extreme perceptions, based on culture, religion, as
well as family life. "Among the Greeks, the sick were considered inferior (Barker 1953), and in
his Republic, Plato recommended that the deformed offspring of both the superior and inferior be
put away in some ‘mysterious unknown places’ (Goldberg & Lippman 1974). On the other hand,
‘Early Christian doctrine introduced the view that disease is neither a disgrace nor a punishment
for sin but, on the contrary, a means of purification and a way of grace,’ (Baker et al. 1953)”
(Munyi, Past and Present Perceptions Towards Disability: A Historical Perspective).
The basis if any perception towards disability lies with the past perceptions–one picks up
apprehension towards disability based on the perceptions or experiences of those around them.
Lukoff and Cohen note that some communities banish or ill-treat those with disabled vision,
whereas some grant them special privileges. Contrasting research shows that in Ghana, those

4. with mental disabilities are treated as a reincarnation of a deity. They are, in fact, looked at in
awe rather than with disgust.
Surprisingly, the perception of disability does not depend on sociological and
technological advancement. Many European countries–far less advanced sociologically and
technologically than the United States–are more accepting and inclusive of disability than the
States. As we shall see, inclusion and acceptance is growing internationally rather than declining
according to observational research. Yet there are still no statistics or charts to numerically
compare any recorded data.
“Thomas (1957) sees societal perceptions and treatments of persons with disabilities
within cross-cultural settings as a kaleidoscope of varying hues that reflect tolerance, hatred,
love, fear, awe, reverence and revulsion,” (Munyi, Past and Present Perceptions Towards
Disability: A Historical Perspective). Of course, there is always some reason as to why people
believe what they believe. Often, it directly relates to experience, which is then turned into a
negative or positive outlook and developed into a custom. A child who has a family member that
was a victim of someone with a disability is likely to view disability in a different way than
someone who grows up with a disabled family member. A kaleidoscope is and ideal image to
represent how interchanging global perspectives are; for even within a city there are thousands of
different viewpoints on disability.
More specifically, 10 to15 percent of the child population in Canada suffers from an
emotional or learning disorder. This percentage cannot be ignored and needs to be managed.
Approximately forty years ago, the One Million Children report was released. The report called
for Canadians to end the segregation of disabled children from schools and the community.

5. Instead, it recommended that teachers and professionals be trained to include these children in
regular curricula. The report examined the attitudes towards disability as well as how we as
Canadians should be changing them. The aim was to encourage Canadians to look at the disabled
as contributing human beings.
In addition, the government granted “the right to education of children with disabilities
[which] is protected by several pieces of international legislation: the International Covenant on
Economic, Social and Cultural Rights (1966), the Convention on the Rights of the Child (1989),
and the United Nations’ Declaration of the Rights of Persons with Disabilities (2006),” (Towle,
2015). This legislation meant Canada wanted to ensure that children with disabilities could get
an education; even so, it did not ensure they would receive the same schooling experience as a
student without a disability. Making the challenge even more difficult is the fact that children
with disabilities learn in a different way. They often need special assistance in a classroom
setting, which has the effect of segregating them from the normal education experience.
This consequence is at odds with “the Convention on the Rights of the Child, [which]
outlines the importance of social integration and its impact on the development of children with
disabilities,” (Towle, 2015). Indeed, this contradicts how many living with disabilities navigate
the schooling system. This is where community-based perception comes into play. Although it is
been legislated that children should be integrated socially, children still receive special
education, which removes them from a regular classroom scenario.
Disabilities vary in severity. Those with mild disabilities and purely physical disabilities
are going to fit into a classroom better than those suffering from more severe cases. This raises
an important point. Teachers, for the most part, are trained to educate students without
disabilities, whereas other teachers are trained specifically to educate those with disabilities.

6. However, not all school boards can afford, nor will they pay two teachers to teach in one
classroom to ensure all students–those without and those with disability–are learning together. In
fact, how a student learns in a school system depends on their particular school board, and the
federal government gives no guidance on classroom integration or inclusion policy besides the
basic legislation.
Canada Education Magazine notes that:
Settings that promote inclusion are more successful in achieving learning for all,
the ultimate goal of education. Despite research and provincial/territorial
legislation stating that inclusive education is the preferred system, a large
percentage of students with exceptionalities continue to be excluded from the
regular classroom. This exclusion can take the form of placement in a segregated
classroom, but it may also result from failing to address the academic and social
needs of students when they are placed in the regular classroom. All students need
to be provided with education that meets their learning needs, (Jaqueline Specht,
School Inclusion: Are we Doing It Right?).
In this article, Specht provides examples. It is Spcecht’s contention that the social aspect of a
classroom is just as important for a student’s needs as the academic learning does. This is
important. If the child cannot succeed academically, then at least there is a chance that he or she
succeeds through acquiring social strengths and experiences. This is another option.
Many factors shape the educational experience of a student–Catholic vs. public school
sector as well as elementary vs. secondary vs. university school levels. In 1996, students with
severe disabilities did not have access to public education anywhere in Alberta or Newfoundland
and Labrador, and Nova Scotia were in the midst of trying to exclude all disabled kids from the

7. mainstream education system. “In 2001[…], 176,359 students at the elementary level and
100,735 students at the secondary level received special education programs and/or services in
the publicly-funded school system [in Ontario,]” (Ontario Human Rights Commission, 2003).
That represents almost 300 thousand students–in only one province–that were put through the
education system and who were often removed from a regular classroom in order to receive
special education.
The segregation problem starts with the Ministry of Education, which is able to set its
own policies, which in some cases excludes and segregates children with disabilities. The
Ministry are legally bound to educate these children but aren’t obligated to it in any specific way.
Current legislation states all children with disabilities are entitled to education, but does not
specify how the special education should be implemented. Because every student learns
differently from the next, it is difficult to design an education policy that suits everyone in the
elementary and secondary education system.
It has been observed that catholic schools are more accommodating to those with
disabilities–even though there are still more children with disabilities attending public schools. Is
this because of religious practices and faith? Or is it due to numbers? All schools have special
education, but from school to school, the commitment to non-segregated education differs. Some
catholic schools will accommodate students up until they are twenty-one, by giving them an
extended education while also giving them in-class time with students. The effects this has on
these students is exponential and helps them transition into everyday life seamlessly. In 2002,
8,188 university students and 13,549 college students received accommodation for a disability.
The most common type of disability expressed by students at post-secondary institutions is a
learning disability. Following were physical impairments, and sensory impairments. A smaller

8. percentage claimed mental health disabilities. Accommodation of these students at the post-
secondary level is not subject to the same detailed legislative structures as at the primary and
secondary levels, due to the fact that they are paying for their education.
Post-secondary school differs from primary and secondary because the student attending
is funding their own education. This means they will be paying for the education they want and
need. However, when the government pays for school, the Ministry of Education can make the
rules to accommodate the budget, which, in the end, does a disservice to the students who are
trying to integrate themselves into a normal education.
Role of NGO’s/Comparing Those of Canada’s to Those of Other Countries
Canada is considered to be one of the most diverse and accepting countries in the world.
The nation’s values surround the principle of equality. This means that the government–at least–
makes honest efforts to treat and accommodate everyone fairly. The government grants
Canadians with disabilities–as well as their guardians–financial and medical care to help support
the struggles that come with disabilities. The Parliament of Canada released in a report that:
According to Statistics Canada, in 2006, an estimated 4.4 million Canadians – or
one out of every seven people – reported having a disability. This represented an
increase since 2001 when the last survey (Participation and Activity Limitation
Survey or PALS) was conducted by Statistics Canada. Thus, the number of people
reporting a disability increased by more than three-quarters of a million or by
21.2% over five years. Statistics Canada indicated that significant changes in way
that society perceives disability may have played a role making Canadians more
willing to report having a disability.303 While in 2001 12.4% of the population

9. reported a disability; by 2006 this rate had risen to 14.3%, (Parliament of Canada,
2013).
These discoveries show that Canada has developed a sense of acceptance for the disabled.
Payment plans, healthcare plans, and in some cases, living arrangements for those living with
disabilities have been put in place by the Canadian government, so that the financial burden
attached to disability doesn’t stop those living with one from living as comfortable as possible. In
addition to personal living conditions, public buildings are also becoming more accessible and
accommodating for those in wheelchairs and those with physical incapability.
In the work place, Canada’s budget has also included “the creation of a panel on the
labour market opportunities for persons with disabilities. The panel was given the task of
identifying successes and best practices achieved by private sector employers in facilitating the
participation of disabled Canadians. The panel’s report was reviewed by the Minister of Finance
and the Minister of Human Resources and Skills Development Canada by the end of 2012, and
released in January 2013,” (Parliament of Canada, 2013). This is a step in the right direction
towards achieving better social inclusion policy.
One would think that NGOs play a large role in countries all over the world. Each
organization has their own specific goals and aims, whether it be development in a community,
nature, or medical world–or advocating and doing research for a specific issue. That being said,
most NGOs rely on “third parties to provide resources and other technical expertise from outside
the local community [in order to] achieve development-oriented goals, irrespective of how
development theory and the resultant operational practices and roles are conceptualized. Fourth
generation NGOs fundamentally differ in this respect, for it is assumed that the requisite

10. knowledge and skills required to solve developmentally-orientated problems actually reside
within the local community,” (Lang, The Role of NGOs in the Process of Empowerment and
Social Transformation of People with Disabilities).
Although NGOs are provided with significant resources to help communities, they have
no idea where to start. Transforming society is impossible for these NGOs because they are each
so miniscule in comparison to the big picture. There has yet to be an NGO that leaves substantial
effect on Canadian society regarding the social inclusion of people living with disabilities.
Notably, NGOs in developing countries compete with those of Canada’s. With seven
NGOs contributing to making a difference through social inclusion, Kenya and Uganda
outnumber Canada. Canada has three NGOs that advocate for social inclusion of disability and
fifteen NGOs that make attempts at supporting those living with disability. Financial support and
moral support help, but do not compensate for a lack of social experiences and development.
It is not surprising that China does not have a single NGO advocating for social inclusion.
The closest thing they have are the three NGOs who dedicate time to rehabilitation to people left
with physical disabilities after an accident. However, have no Chinese NGOs help those born
with disabilities. In fact, children born with a disability in the past were executed almost
immediately. Although an estimated 83 million people in China live with a disability, the social
attitude towards disability still hasn’t reached that of the countries ruled by democracy.
In India, six NGOs dedicate their time to advocate and rehabilitate those living with
disability, thus showing–again–that sociological and technological advancement plays a
diminutive role in attitude towards disability. India, in fact, hosts the the world’s largest NGO
representing providers of work and employment services to the disabled. They promote the

11. benefits of persons with disability as well as advocate for equal opportunities all over the world–
including Canada and the United States.
In Europe, the United Kingdom has the most NGOs advocating for the social inclusion of
people with disabilities. Still, the UK only has three NGOs in this sector. Similar to Canada, the
UK is a developed country. Both countries, however, only have a portion of socially contributing
NGOs in comparison less developed countries. Is this because the UK and Canada rely on their
advancements to aid the disabled? Or is it simply because their priorities differ from those of
developing countries?
Lastly, the United States only has two NGOs that advocate for the disabled. One of these
NGOs is on an international level–the same that operates in India and Canada: Workability
International. As a county that is considered to be the leader of the world by some, one would
think they would set an example by supporting equality of all. However, the States continues to
fall short in every case when it comes to facing equality issues.
Media Coverage:
The only way the world receives information and entertainment is through the media.
With so many sources like television, books, newspapers, music, and the internet, one would
expect that globally, all issues would have been solved by now. The reach and audience that
media has as a whole is greater than any platform in the world. There are many stories that have
been included in the news, or that have been written in books or into television series, yet still the
audience has yet to respond in an overwhelmingly positive way. It is a slow process to achieve
global acceptance–only one step can be taken at a time.

12. The television series, “Glee,” set a standard for television when they included a female
with Down Syndrome as a character. Becky–the character on the show–makes an impact on
Glee’s audience with her wit and comedic relief. There’s layers to her character, which also
brings depth to more characters in the show when they interact with her. The show exhibits the
positive role disability has in everyday life while showing how someone living with a disability
can develop when being included into social activities in a school.
Glee also included Artie, a male character who is in a wheelchair after suffering paralysis
in a car crash. Artie’s character serves to show that even those with physical incapability are still
capable of doing things someone without a disability can do. Artie has strengths that others do
not, which is often the case in real-life scenarios. When someone is incapable of one thing, often
their strengths in other areas increase to compensate for what they are unable to do. The show
opened up minds to see past someone’s disability and allowed the audience to connect with each
character’s captivating personality–something everyone has.
Canadian news has also made an effort to include stories on disabilities:
DRPI data showed some variance in the amount of attention devoted to disability
topics within Canadian newspapers. The country's largest daily by circulation,
The Toronto Star, stood out in devoting the most news items to disability topics –
480 – over the 12-month sample period. It is surmised that The Toronto Star has
more disability coverage for several reasons. Since the mid-1990s, the newspaper
has published a bi-weekly disabilities column by Helen Henderson, a former
Living section reporter at The Star who has multiple sclerosis. The Star also has a
reporter with quadriplegia, Barbara Turnbull, who contributes both disability-
related stories and general Living section stories to the newspaper. This means

13. that the newspaper's editors possibly become aware of disability news and receive
story idea input through these disabled journalists, (Haller et al., The Place of
News Media Analysis within Canadian Disability Studies).
This is important. It should be noted that, because The Toronto Star has disabled
employees, their news is more well-rounded, which exhibits the positive effects inclusion
of people with disabilities has. Ultimately, the paper has more substance, caters to a larger
audience, and is viewed as a media source that advocates for equality.
Another media source that has contributed to success stories in Canada is CBC News.
Thirteen years ago, CBC featured the Paquin family’s struggle to integrate their daughter Nicole
into the same school their other daughter was attending. Nicole has Down Syndrome, but has
always been determined to live a normal life. Her parents have advocated for equal education, so
that their daughter would not miss out on the same things their other daughter experienced. CBC
featured their story in the news when the Paquins were fighting for their daughter’s freedom to
learn in the same class as her sister. This provided the family with community support and a
great response was the result. Eventually, the Paquins found a school that included both their
daughters equally, and because of CBC, the family’s community of supporters grew. CBC News
continued to keep in touch with the family, and in 2012, the Paquin’s wrote a book titled Teach
Me I Can Learn. The book uncovered the struggles Nicole faced when trying to receive a fair
education. The book received so much positivity that they sold the rights to make a movie of it.
If it weren’t for the news coverage, Nicole’s story would never have been heard.
Even major companies have become more aware of disability when advertising new
products. In October of 2015, Target released a flyer featuring their seasonal Halloween
costumes. Included as one of the models, a girl with leg braces and arm crutches wore a princess

14. dress. Someone on Facebook reached out to the company, thanking them for including someone
with a disability in their ad, which also generated a wave of positive feedback for the company.
All sources of media are truly working towards inclusion of people with disabilities.
When there is an opportunity, many media sources take it. They have yet to receive negative
feedback on their attempts at equality. However, it is up to society to make the final steps to fill
the voids where there is still a lack of social inclusion.
Conclusion
At one point in time, the world was a ruthless place to survive in for minorities. Society,
however, has evolved with time to gradually become more accepting. People, today, are more
open to change than our ancestors and descendants. However, there are still minorities,
particularly those living with disabilities, who live in fear of not being accepted or included.
This report has shown that those living with disabilities still struggle to live like the rest
of their peers. The level of inclusion depends on the severity of the disability. Despite some
advances, across the board more severe cases of disability result in a lower chance of integration
into schools and communities. The problem is that people lack patience, schools lack funding,
and society lacks guidance.
That being said, progress towards social inclusion is not stagnant; instead, it is a slow and
complicated process. The generation of an education inclusion policy that has everyone in its
best interest is difficult to achieve. The needs of students differ on the two different spectrums–
the non disabled and disabled. Finding a medium that caters to everyone on both spectrums takes
time, research, and money.

15. The media has become conscious of social inclusion for those with disabilities. This
provides some hope that the rest of society will soon catch on, unleashing a domino effect that
will move increasingly towards equality.
Resources:
Munyi, Chomba Wa. "Past and Present Perceptions Towards Disability: A Historical
Perspective." Disability Studies Quarterly 32.2 (2012): n. pag. Print. I will use this is to
open my body. This academic article looks at the perspectives of society towards
disability and to set the tone of my paper, I believe it is necessary to look at how
disability is perceived before getting into how it is integrated.
Towle, Helena. "Disability and Inclusion in Canadian Education: Policy, Procedure, and
Practice." Canadian Centre for Policy Alternatives (2015): 1-65. Print. I will use this to
further my background of how those with disability are included throughout Canada. This
article gives disability rates, education policies, as well as history and legal context of
inclusion.
Specht, Jacqueline. "School Inclusion | Canadian Education Association (CEA)." School
Inclusion | Canadian Education Association (CEA). Education Canada Magazine, 2014.
Web. 04 Feb. 2016. This website/Online magazine looks at inclusion in schools and how
it has transformed over the years. It touches on how the community relates to inclusion,
as well as it highlights the different types of learning paths for children with disabilities.
Doré, Robert, Serge Wagner, Jean-Pierre Brunet, and Nathalie Bélanger. "School
Integration of Children with a Disability in Provinces and Territories in Canada." (n.d.):
n. pag.
Http://www.cesc.ca/pceradocs/1999/99Dor%E9_Wagner_Brunet_B%E9langer_e.pdf.
Web. 4 Feb. 2016. This information is key for going over the history of integration in
Canada. It goes over provincial differences and similarities and how each one integrates
children with disabilities into the school systems. I will use this information to transition
to comparing types of schools.
Ontario Human Rights Commission. "Elementary and Secondary Education." Ontario
Human Rights Commission. Ontario Human Rights Commission, 2003. Web. 24 Jan.
2016. Explains the differences between schools in Ontario–which integrate children with
disabilities better than others (catholic vs. public and elementary vs. secondary) I hope to
give some background of how some schools are better than others and why that may be.

16. From comparing schools in Canada I will then transition to my second approach and
compare NGO's and countries.
Ogilvie, Kelvin K., and Art Eggleton. "In from the Margins, Part II: Reducing Barriers to
Social Inclusion and Social Cohesion." (2013): n. pag. Parliament Canada. Canada
Senate, June 2013. Web. 04 Feb. 2016. This is an article straight from the Senate of
Canada. It covers all aspects of social inclusion of all minorities, but I will be focusing on
chapter 7 which covers Canadians with disabilities. This will give me a good foundation
to build on comparing other countries to Canada.
Lang, Raymond. "The Role of NGOs in the Process of Empowerment and Social
Transformation of People with Disabilities." (n.d.): n. pag.
Http://english.aifo.it/disability/apdrj/selread100/full_document.pdf. Web. 04 Feb. 2016.
This academic article looks at the role of the NGO in developing those with disabilities in
the social world. It covers the medical and social model of disability, as well as
participation of NGOs. This piece critiques each aspect it touches on as well as provides
information. I plan to use this to look into what NGOs are and are not doing to help
develop children with disabilities to open my second approach.
UNICEF, comp. Promoting the Rights of Children with Disabilities. Florence, Italy:
UNICEF, Innocenti Research Centre, 2007. Unicef IRC. Unicef, Oct. 2007. Web. 04 Feb.
2016. Unicef is one of the biggest human rights organizations in the world. This e-book
covers all aspects of social integration and inclusion of children with disabilities. Unicef
uses this to advocate for those with disabilities. I will use this as a source to show there
are roles that NGOs as well as international organizations play in helping spread the
word.
Ingstad, Benedicte. "Disability in the Developing World." Disability in the Developing
World (n.d.): n. pag. Web. 23 Jan. 2016. An overview of how those with disabilities are
integrated in the developing countries. I will use this to compare to how Canada
integrates those with disabilities to how those countries who are less developed.
"UN Convention on the Rights of Persons with Disabilities." Article 33 of the UN
Convention on the Rights of Persons with Disabilities (n.d.): 213-45. UNHCR. UNIHCR,
Apr. 2008. Web. 23 Jan. 2016. Power point that covers European legislation around
disability and social inclusion.
Haller, Beth, Mihaela Dinca-Panaitescu, Marcia Rioux, Andrew Laing, Jessica
Vostermans, and Paula Hearn. "The Place of News Media Analysis within Canadian
Disability Studies | Haller | Canadian Journal of Disability Studies." The Place of News
Media Analysis within Canadian Disability Studies | Haller | Canadian Journal of
Disability Studies. Canadian Journal of Disability Studies, 2012. Web. 04 Feb. 2016. This
is an academic article that looks into the news media analysis of Canadian disability

17. studies. I will use this to source the overall role media has as well as how efficiently it is
doing its job to advocate for those with disabilities.
Ireton, Julie. "Family's Struggle to Integrate Child with Down Syndrome Could Be a
Film." CBCnews. CBC/Radio Canada, 21 Oct. 2014. Web. 23 Jan. 2016. Brief interview
with family of Nicole Paquin discussing their struggle with integrating Nicole (who has
down syndrome) in a normal school with her sister. They wrote a novel about her battle
with the school board, which will be cited next, and is being considered being made into
film. This will touch on how media is starting to cover more of this topic, but how it is
still a fight for parents and children with disabilities to be heard.
Martel, Alice. Teach Me I Can Learn. Ottawa: Baico Pub., 2012. Print. The novel written
about Nicole Paquin's experience and battle with integration into a normal school class
due to the fact she has down syndrome. I hope to find information about how the media
helped her get her to where she is today.
Osler, Jason. "Parents Praise Moves to Include Kids with Disabilities in Media."
CBCnews. CBC/Radio Canada, 28 Oct. 2015. Web. 04 Feb. 2016. This piece in CBC
covers a parent's win in trying to get disabilities included in media such as children's
shows, so that other children understand more. By increasing this awareness it can
change the way disabilities are eventually perceived. I plan to use this to show the
positivity behind media.
Employment and Social Development Canada. "A Way with Words and Images."
Government of Canada. Government of Canada, 05 Aug. 2013. Web. 04 Feb. 2016. The
government of Canada website has a section dedicated to discussing inclusion for those
with disabilities. A section of this touches on the media, what they are doing right, what
they are doing wrong, and how they can change it. I plan to use this as the basis of how to
develop the end of this approach by stating what needs to change and how that can be
made possible.