Social Skills At The Centre Of Inclusion - From economic inclusion to social inclusion using social competences
As presented by Karel Van Isacker at the official launch of The International Inclusive Learning Network at Universidad Manuela Bertrán in Bogota, Columbia, on 17 June 2015. The University of Girona is one of its founding members along with Columbian universities Manuela Bertrán, Nacional de Colombia, Tecnológico Comfenalco and Córdoba and Brazilian university Feevale.
More information can be found at http://www.challenge-is-inclusion.org/.
Social Skills At The Centre Of Inclusion - From economic inclusion to social ...Karel Van Isacker
Social inclusion requires more than just economic inclusion or employment. True social inclusion means having equal access to community benefits and services, as well as opportunities for social and civic participation. However, people with disabilities still face significant barriers to social inclusion, including lack of necessary skills, segregation from community life, and negative attitudes. Overcoming these barriers requires addressing factors at the individual, community, and systemic levels. Developing social competencies, such as social skills, self-concept, and ability to interpret social cues, is important for enhancing social inclusion and reducing exclusion of people with disabilities.
Disability Studies takes a multidisciplinary approach to analyze the complex interactions between social, cultural, political, economic, and physiological factors that shape disability experiences and policies. It seeks to locate differences within the broader context of cultural influences, rather than solely through a medical lens. Disability Studies also aims to conduct rigorous research and analysis to inform efforts toward social change.
The document outlines The Disability Agenda, which aims to promote equality and human rights for disabled people in the UK. It identifies nine priorities for reform, including ending child poverty, increasing opportunities for education and employment, improving social care and health services, ensuring accessible housing, and building inclusive communities. The overall goal is for disabled people to have freedom, respect, dignity and opportunities to participate fully in social and economic life.
Individuals with disabilities have historically been treated as second class citizens in Canada. They were institutionalized and faced discrimination. Labels like "idiot" and "moron" were used to describe people with disabilities, influencing negative perceptions. While the Ontario Human Rights Code now prohibits disability discrimination, individuals with disabilities still face barriers to full inclusion and equality including higher rates of poverty, lack of support programs, and social stigma. Solutions include changing perceptions of disability, improving support systems, and promoting greater awareness and acceptance of individuals with disabilities.
Using the media to promote issues and change social norms related to disability Arletty Pinel
This document discusses disability, definitions of disability, conceptual models of disability, and inclusion of people with disabilities. It defines disability according to the World Health Organization as an interaction between a person's impairments and their environment. Approximately 650 million people, or 10% of the world's population, live with a disability. Most live in developing countries where they face higher risks of poverty. The document advocates for inclusive development and universal design to ensure full participation of people with disabilities in society. It also compares the medical and social models of conceptualizing disability.
With its focus on disability equality theory and the medical and social models of disability, this programme encourages participants to think about how they can tackle disability discrimination at work. It promotes an organisational response, helping teams to enable the fuller participation of disabled people. By removing physical, attitudinal and systemic barriers and fostering an understanding of disablism, participants are more able to address cultural change within their organisations. Furthermore, the approach to changing environment and culture is consistent with other current theories and guidance that are applied widely across our services.
A presentation created by the Miami University Students with Disabilities Advisory Council (SDAC) to build awareness of disability issues amongst our campus community
This document discusses the history of how disabilities have been viewed throughout time in a generally negative manner. It provides examples of how various ancient societies mistreated or saw the disabled as inhuman. It then discusses more modern views and laws from the 1960s onward that have promoted greater rights and protections for the disabled. The document advocates for acceptance and accommodation of people with disabilities in society.
Social Skills At The Centre Of Inclusion - From economic inclusion to social ...Karel Van Isacker
Social inclusion requires more than just economic inclusion or employment. True social inclusion means having equal access to community benefits and services, as well as opportunities for social and civic participation. However, people with disabilities still face significant barriers to social inclusion, including lack of necessary skills, segregation from community life, and negative attitudes. Overcoming these barriers requires addressing factors at the individual, community, and systemic levels. Developing social competencies, such as social skills, self-concept, and ability to interpret social cues, is important for enhancing social inclusion and reducing exclusion of people with disabilities.
Disability Studies takes a multidisciplinary approach to analyze the complex interactions between social, cultural, political, economic, and physiological factors that shape disability experiences and policies. It seeks to locate differences within the broader context of cultural influences, rather than solely through a medical lens. Disability Studies also aims to conduct rigorous research and analysis to inform efforts toward social change.
The document outlines The Disability Agenda, which aims to promote equality and human rights for disabled people in the UK. It identifies nine priorities for reform, including ending child poverty, increasing opportunities for education and employment, improving social care and health services, ensuring accessible housing, and building inclusive communities. The overall goal is for disabled people to have freedom, respect, dignity and opportunities to participate fully in social and economic life.
Individuals with disabilities have historically been treated as second class citizens in Canada. They were institutionalized and faced discrimination. Labels like "idiot" and "moron" were used to describe people with disabilities, influencing negative perceptions. While the Ontario Human Rights Code now prohibits disability discrimination, individuals with disabilities still face barriers to full inclusion and equality including higher rates of poverty, lack of support programs, and social stigma. Solutions include changing perceptions of disability, improving support systems, and promoting greater awareness and acceptance of individuals with disabilities.
Using the media to promote issues and change social norms related to disability Arletty Pinel
This document discusses disability, definitions of disability, conceptual models of disability, and inclusion of people with disabilities. It defines disability according to the World Health Organization as an interaction between a person's impairments and their environment. Approximately 650 million people, or 10% of the world's population, live with a disability. Most live in developing countries where they face higher risks of poverty. The document advocates for inclusive development and universal design to ensure full participation of people with disabilities in society. It also compares the medical and social models of conceptualizing disability.
With its focus on disability equality theory and the medical and social models of disability, this programme encourages participants to think about how they can tackle disability discrimination at work. It promotes an organisational response, helping teams to enable the fuller participation of disabled people. By removing physical, attitudinal and systemic barriers and fostering an understanding of disablism, participants are more able to address cultural change within their organisations. Furthermore, the approach to changing environment and culture is consistent with other current theories and guidance that are applied widely across our services.
A presentation created by the Miami University Students with Disabilities Advisory Council (SDAC) to build awareness of disability issues amongst our campus community
This document discusses the history of how disabilities have been viewed throughout time in a generally negative manner. It provides examples of how various ancient societies mistreated or saw the disabled as inhuman. It then discusses more modern views and laws from the 1960s onward that have promoted greater rights and protections for the disabled. The document advocates for acceptance and accommodation of people with disabilities in society.
SOCIAL EXCLUSION OF AGED - Dr.R.Dakshinamurthy, Bharathidasan University, Tir...dakshinamurthy59
THIS PPT SPEAKS ABOUT SOCIAL DISCRIMINATION OF AGED IN THE SOCIETY .ALSO IT SPEAKS ABOUT IMPACT OF SOCIAL DISCRIMINATION ON AGED AS WELL THE EFFORTS TO OVERWHELM IT .
1) The document discusses how people with disabilities are not disabled but differently abled, and challenges common misconceptions about disabilities.
2) It provides examples of famous figures like Albert Einstein, Marla Runyan, and Leonardo DiCaprio who achieved great things despite having learning disabilities or being blind/deaf.
3) The document advocates for an inclusive society that supports people with disabilities through encouragement, accommodations, and community programs.
Differently abled-challenges and issues SURESH MENON
1. The document discusses the challenges faced by differently-abled individuals in India including issues with educational rights, skill development, financial inclusion, and accessibility.
2. It notes that the population of disabled individuals in India increased 22.4% from 2001 to 2011, with more growth in urban areas. However, there are still major barriers to inclusion like a lack of teacher training and accessible infrastructure.
3. Initiatives are underway to promote the rights and development of differently-abled individuals, such as expanding educational programs, launching a national skill training plan, and increasing access to financial services and identification cards. However, more efforts are still needed to fully include this group.
Unit iv Inequality, Discrimination and Marginalisation in EducationThanavathi C
1) Education plays a critical role in reducing social inequalities by providing vocational training, developing skilled regional workers, and advancing research and partnerships. However, ensuring equal access to education remains a challenge.
2) Social inequalities exist in the form of gender, racial, ethnic, and caste-based discrimination. Caste systems in particular assign hereditary social statuses that determine life opportunities.
3) Marginalized groups face socioeconomic exclusion and lack access to resources and participation. Discrimination stems from a lack of appreciation for diversity and prejudice against perceived differences.
This document discusses different types of discrimination including gender, caste, and language discrimination. It explains that gender discrimination involves restricting one sex to inferior roles based on gender identity. Caste discrimination involves treating those from lower castes as untouchables or inferior. Language discrimination involves treating groups differently based on their preferred language. The document also discusses marginalization, which excludes groups from fully participating in society due to poverty. Marginalization can happen to individuals and communities. It particularly impacts women, minorities, Dalits, Adivasis, and children. Overcoming marginalization of minorities can help national development and inclusive growth by reducing poverty and inequality.
The document discusses equality, diversity, and inclusion. It summarizes the key points of the Equalities Act and outlines both the medical and social models of disability. The social model frames disability as caused by societal barriers rather than individual impairment. The document advocates for a culture of inclusion, equity, and commitment to reducing inequality through organizational change and strategic focus on equality in mission and practice.
This document discusses marginalization and factors that lead to it. Marginalization is the process of making groups or individuals less important and relegating them to secondary positions in society. It involves denying access to rights, opportunities, and resources normally available to others. Groups that often face marginalization include those defined by sex, age, disability, ethnicity, religion, caste, illness, occupation, or refugee/migrant status. Factors contributing to marginalization are poverty, lack of education, gender inequalities, discrimination, disability, family circumstances like single parenthood, and living in deprived areas or institutions. Teachers can play a key role in promoting social inclusion by implementing inclusive teaching strategies and recognizing individual differences.
This document discusses social work with people with disabilities. It begins by defining disability according to the World Health Organization and Australian Institute of Health and Welfare. It then summarizes key findings from the 2015 Survey of Disability, Ageing and Carers that found 18.3% of Australians live with a disability. The document outlines four main models of disability: the moral approach, individual/medical model, economic/policy model, and social/political model. For each model, it discusses the social worker's role and criticisms. It emphasizes that social workers must recognize influences of different models in policy and practice to effectively support people with disabilities. The document concludes by listing key practice issues for social work in this area.
The document discusses diversity and social justice issues in social work. It covers the Council on Social Work Education's core competencies and practice behaviors that students must master. It then examines various populations that experience oppression and discrimination such as women, racial and ethnic minorities, the LGBT community, and the economically disadvantaged. It also discusses the social work profession's commitment to promoting social justice and advocating for at-risk groups.
This presentation is part of a lesson on measuring disparities in wealth and development found at the following link : http://mcleankids.wetpaint.com/page/Measurements+of+Regional+and+Global+Disparities
This document provides information about a disability awareness course, including its aims, objectives, structure, and assessment methods. The course aims to develop knowledge of disability awareness and covers topics like the meaning of disability, attitudes and barriers faced, and the social model of disability. The qualification is awarded by Education Development International, comprises one unit, and involves flexible workshop and online sessions as well as a final multiple choice assessment.
This document is a submission of coursework for a Masters in Early Childhood at Swansea University. It discusses inequality and diversity in early childhood as it relates to disability. The 4,100 word essay focuses on three key areas: eugenics and the shift to genetics, labeling of disabilities, and the medical and social models of disability. It provides analysis of each area and considers their implications for children with disabilities.
Sociocultural context of health and health care deliveryChantal Settley
Student should be able to understand the rich diversity of cultures in a multicultural society such as South Africa and throughout the world.
Student should be able to apply the sociocultural knowledge in the different health care settings.
This document provides information and guidance on disability awareness training. It discusses why institutions should make themselves accessible to people with disabilities from institutional, economic, and legal perspectives. It defines disability from a social model perspective and discusses invisible disabilities. It also covers communication strategies, welcoming different groups with disabilities, accessibility design, accommodations, and the accessible web. The overall goal is to promote inclusion and equal opportunities for people with disabilities.
The document outlines the Pathways to Prosperity Program, which aims to help Native Americans transition from poverty to well-being. It was developed by United Indians of All Tribes Foundation and the Native American community of Seattle, with initial funding from the Northwest Area Foundation. The program takes a holistic approach, addressing nine areas like education, health, culture, community building, and economic development. It is a long-term, 10-20 year journey meant to transform the root causes of poverty into determinants of well-being for individuals, families, organizations, and the community.
Challenges facing people with disabilities and possible solutions in Alexander Decker
1. The document discusses the challenges facing people with disabilities in Tanzania. It notes that over 3 million people in Tanzania have a disability and face issues like lack of universal access to buildings, high rates of poverty, unemployment, and lack of access to education and healthcare.
2. People with disabilities in Tanzania experience mistreatment, abuse, and torture in some areas. They are often denied access to loans and have few opportunities for education or jobs. Only 16 special schools and 159 integrated units exist to serve people with disabilities.
3. Causes of disability in Tanzania include infectious diseases, accidents, congenital conditions, malnutrition, and chronic illnesses. Many disabilities could be prevented with improved prenatal and neonatal
good-big-society-brief What the Government should do for people with with l...Pete and Wendy Crane
This document discusses the need for governments to promote policies that support full citizenship and inclusion for people with learning disabilities. It finds that community networks are key to independence for these individuals. However, support is currently limited and many people remain institutionalized or isolated. The document argues for strengthening community support networks through circles of support, focusing on supported employment, and ensuring self-advocacy groups continue. Overall, governments must promote interdependence and challenge assumptions that people with learning disabilities are less than fully human or entitled to equal rights.
Bakar Fakih and Mwifadhi Mrisho (2016). Hear my voice: old age and disability...Sightsavers
This document summarizes the findings of a participatory research study conducted in Tanzania with persons with disabilities and older persons. The study aimed to understand their experiences of inclusion and exclusion from their own perspectives. Key findings included challenges with access to education, health services, poverty due to lack of income, negative attitudes towards those with albinism, relationship and marriage issues, and sexual and physical violence against women with disabilities. Based on these findings, the peer researchers recommended empowering families, implementing disability policies, making infrastructure accessible, educating communities, and legislating policies to protect the rights of older persons and those with disabilities. The document concludes that when given a voice, these marginalized groups can identify important policy issues to promote their inclusion and
SOCIAL EXCLUSION OF AGED - Dr.R.Dakshinamurthy, Bharathidasan University, Tir...dakshinamurthy59
THIS PPT SPEAKS ABOUT SOCIAL DISCRIMINATION OF AGED IN THE SOCIETY .ALSO IT SPEAKS ABOUT IMPACT OF SOCIAL DISCRIMINATION ON AGED AS WELL THE EFFORTS TO OVERWHELM IT .
1) The document discusses how people with disabilities are not disabled but differently abled, and challenges common misconceptions about disabilities.
2) It provides examples of famous figures like Albert Einstein, Marla Runyan, and Leonardo DiCaprio who achieved great things despite having learning disabilities or being blind/deaf.
3) The document advocates for an inclusive society that supports people with disabilities through encouragement, accommodations, and community programs.
Differently abled-challenges and issues SURESH MENON
1. The document discusses the challenges faced by differently-abled individuals in India including issues with educational rights, skill development, financial inclusion, and accessibility.
2. It notes that the population of disabled individuals in India increased 22.4% from 2001 to 2011, with more growth in urban areas. However, there are still major barriers to inclusion like a lack of teacher training and accessible infrastructure.
3. Initiatives are underway to promote the rights and development of differently-abled individuals, such as expanding educational programs, launching a national skill training plan, and increasing access to financial services and identification cards. However, more efforts are still needed to fully include this group.
Unit iv Inequality, Discrimination and Marginalisation in EducationThanavathi C
1) Education plays a critical role in reducing social inequalities by providing vocational training, developing skilled regional workers, and advancing research and partnerships. However, ensuring equal access to education remains a challenge.
2) Social inequalities exist in the form of gender, racial, ethnic, and caste-based discrimination. Caste systems in particular assign hereditary social statuses that determine life opportunities.
3) Marginalized groups face socioeconomic exclusion and lack access to resources and participation. Discrimination stems from a lack of appreciation for diversity and prejudice against perceived differences.
This document discusses different types of discrimination including gender, caste, and language discrimination. It explains that gender discrimination involves restricting one sex to inferior roles based on gender identity. Caste discrimination involves treating those from lower castes as untouchables or inferior. Language discrimination involves treating groups differently based on their preferred language. The document also discusses marginalization, which excludes groups from fully participating in society due to poverty. Marginalization can happen to individuals and communities. It particularly impacts women, minorities, Dalits, Adivasis, and children. Overcoming marginalization of minorities can help national development and inclusive growth by reducing poverty and inequality.
The document discusses equality, diversity, and inclusion. It summarizes the key points of the Equalities Act and outlines both the medical and social models of disability. The social model frames disability as caused by societal barriers rather than individual impairment. The document advocates for a culture of inclusion, equity, and commitment to reducing inequality through organizational change and strategic focus on equality in mission and practice.
This document discusses marginalization and factors that lead to it. Marginalization is the process of making groups or individuals less important and relegating them to secondary positions in society. It involves denying access to rights, opportunities, and resources normally available to others. Groups that often face marginalization include those defined by sex, age, disability, ethnicity, religion, caste, illness, occupation, or refugee/migrant status. Factors contributing to marginalization are poverty, lack of education, gender inequalities, discrimination, disability, family circumstances like single parenthood, and living in deprived areas or institutions. Teachers can play a key role in promoting social inclusion by implementing inclusive teaching strategies and recognizing individual differences.
This document discusses social work with people with disabilities. It begins by defining disability according to the World Health Organization and Australian Institute of Health and Welfare. It then summarizes key findings from the 2015 Survey of Disability, Ageing and Carers that found 18.3% of Australians live with a disability. The document outlines four main models of disability: the moral approach, individual/medical model, economic/policy model, and social/political model. For each model, it discusses the social worker's role and criticisms. It emphasizes that social workers must recognize influences of different models in policy and practice to effectively support people with disabilities. The document concludes by listing key practice issues for social work in this area.
The document discusses diversity and social justice issues in social work. It covers the Council on Social Work Education's core competencies and practice behaviors that students must master. It then examines various populations that experience oppression and discrimination such as women, racial and ethnic minorities, the LGBT community, and the economically disadvantaged. It also discusses the social work profession's commitment to promoting social justice and advocating for at-risk groups.
This presentation is part of a lesson on measuring disparities in wealth and development found at the following link : http://mcleankids.wetpaint.com/page/Measurements+of+Regional+and+Global+Disparities
This document provides information about a disability awareness course, including its aims, objectives, structure, and assessment methods. The course aims to develop knowledge of disability awareness and covers topics like the meaning of disability, attitudes and barriers faced, and the social model of disability. The qualification is awarded by Education Development International, comprises one unit, and involves flexible workshop and online sessions as well as a final multiple choice assessment.
This document is a submission of coursework for a Masters in Early Childhood at Swansea University. It discusses inequality and diversity in early childhood as it relates to disability. The 4,100 word essay focuses on three key areas: eugenics and the shift to genetics, labeling of disabilities, and the medical and social models of disability. It provides analysis of each area and considers their implications for children with disabilities.
Sociocultural context of health and health care deliveryChantal Settley
Student should be able to understand the rich diversity of cultures in a multicultural society such as South Africa and throughout the world.
Student should be able to apply the sociocultural knowledge in the different health care settings.
This document provides information and guidance on disability awareness training. It discusses why institutions should make themselves accessible to people with disabilities from institutional, economic, and legal perspectives. It defines disability from a social model perspective and discusses invisible disabilities. It also covers communication strategies, welcoming different groups with disabilities, accessibility design, accommodations, and the accessible web. The overall goal is to promote inclusion and equal opportunities for people with disabilities.
The document outlines the Pathways to Prosperity Program, which aims to help Native Americans transition from poverty to well-being. It was developed by United Indians of All Tribes Foundation and the Native American community of Seattle, with initial funding from the Northwest Area Foundation. The program takes a holistic approach, addressing nine areas like education, health, culture, community building, and economic development. It is a long-term, 10-20 year journey meant to transform the root causes of poverty into determinants of well-being for individuals, families, organizations, and the community.
Challenges facing people with disabilities and possible solutions in Alexander Decker
1. The document discusses the challenges facing people with disabilities in Tanzania. It notes that over 3 million people in Tanzania have a disability and face issues like lack of universal access to buildings, high rates of poverty, unemployment, and lack of access to education and healthcare.
2. People with disabilities in Tanzania experience mistreatment, abuse, and torture in some areas. They are often denied access to loans and have few opportunities for education or jobs. Only 16 special schools and 159 integrated units exist to serve people with disabilities.
3. Causes of disability in Tanzania include infectious diseases, accidents, congenital conditions, malnutrition, and chronic illnesses. Many disabilities could be prevented with improved prenatal and neonatal
good-big-society-brief What the Government should do for people with with l...Pete and Wendy Crane
This document discusses the need for governments to promote policies that support full citizenship and inclusion for people with learning disabilities. It finds that community networks are key to independence for these individuals. However, support is currently limited and many people remain institutionalized or isolated. The document argues for strengthening community support networks through circles of support, focusing on supported employment, and ensuring self-advocacy groups continue. Overall, governments must promote interdependence and challenge assumptions that people with learning disabilities are less than fully human or entitled to equal rights.
Bakar Fakih and Mwifadhi Mrisho (2016). Hear my voice: old age and disability...Sightsavers
This document summarizes the findings of a participatory research study conducted in Tanzania with persons with disabilities and older persons. The study aimed to understand their experiences of inclusion and exclusion from their own perspectives. Key findings included challenges with access to education, health services, poverty due to lack of income, negative attitudes towards those with albinism, relationship and marriage issues, and sexual and physical violence against women with disabilities. Based on these findings, the peer researchers recommended empowering families, implementing disability policies, making infrastructure accessible, educating communities, and legislating policies to protect the rights of older persons and those with disabilities. The document concludes that when given a voice, these marginalized groups can identify important policy issues to promote their inclusion and
Principles of CBR, Difference between IBR & CBRNischitaRao
The document provides an overview of community-based rehabilitation (CBR), including its definition, concepts, need, objectives, models, and principles. CBR is a strategy that aims to improve the lives of people with disabilities through community involvement and development. It is implemented through partnerships between people with disabilities, their families, communities, and support services. The goals of CBR are to maximize abilities and ensure inclusion of people with disabilities in all aspects of community life.
Disability is more common among women than men globally according to the WHO. Gender refers to socially constructed roles assigned to men and women in a society. Women experience higher disability rates than men due to factors like lack of access to healthcare, poor working conditions, and gender-based violence. While all people with disabilities face barriers, women with disabilities are almost half as likely to be employed as men with disabilities. Community-based rehabilitation aims to improve opportunities and inclusion for those with disabilities through activities like training, education assistance, job skills training, and income generation support. Policies in Nepal aim to uphold the rights of those with disabilities through quotas, accessibility requirements, and designation of disability identification cards.
The document discusses persons with disabilities and underprivileged sectors of society. It provides examples of prominent individuals with disabilities like Helen Keller and Nick Vujicic who achieved success despite their conditions. It defines underprivileged sectors as experiencing social deprivation like lack of access to education and healthcare. Women, children, the LGBTQ community and marginalized jobs like farmers often face issues like poverty, violence and discrimination. The document calls for protecting the rights of the underprivileged and promoting inclusiveness.
The document discusses guidelines for including persons with disabilities in humanitarian action. It outlines the four objectives of the IASC Guidelines on Inclusion of Persons with Disabilities in Humanitarian Action as promoting meaningful participation, removing barriers, empowering persons with disabilities, and disaggregating data for monitoring inclusion. The guidelines provide sector-specific guidance and recommendations on stakeholders' roles and responsibilities to mainstream disability inclusion across the humanitarian system.
1. Social inequality results from hierarchies that unequally distribute resources and rights based on class, race, and gender. The government addresses these inequalities through programs like conditional cash transfers and agrarian reform.
2. Minority groups experience disproportionately lower opportunities, including women, ethnic minorities, people with disabilities, and religious minorities. Laws like the Magna Carta of Women and Indigenous People's Rights Act support these groups.
3. Global inequality exists in the relationship between state and non-state actors in the international community. State actors implement government functions while non-state actors have significant economic, political, and social influence.
This document provides an overview of a course on community-based rehabilitation taught at Ambo University in Ethiopia. The course covers the relationship between disability, rehabilitation, and development. It discusses models of disability, the prevalence of disability, and how disability relates to poverty. The document examines cultural notions of disability, the disability rights movement, and rehabilitation as a human rights issue. It provides background on causes of disability and outlines objectives for students to understand key concepts.
This document discusses poverty in India. It begins by defining absolute and relative poverty. Absolute poverty refers to a lack of basic needs, while relative poverty is defined based on inequality within a society. The document then provides details on the types and measurement of poverty in India, including the methods used by the Indian government. It lists several causes of poverty such as population growth, lack of education and skills, conflicts, and gender discrimination. Finally, it discusses some ways to reduce poverty, including increasing access to education, health services, skills training, income redistribution, and expanding infrastructure to rural areas.
Community-based rehabilitation (CBR) is a strategy that aims to enhance the quality of life for people with disabilities through community-level rehabilitation and equal opportunities. It involves the combined efforts of people with disabilities, their families, organizations, and communities to address issues related to health, education, livelihood, socialization, and empowerment. CBR is delivered through collaborative and coordinated actions across different community sectors to improve access to services and promote the rights of people with disabilities.
This document discusses a community policing program for senior citizens. It aims to forge partnerships between police and senior citizens to solve problems and ensure their safety. The program would include check-ins on senior citizens through initiatives like "Are You Okay?", and establishing community liaison groups to address issues facing the elderly population. The rapidly growing number of senior citizens makes their protection and care a challenge, so this program seeks to empower them and provide guidance on emergency services.
Community efforts towards addressing the needs of persons with disabilities in Niger
The document summarizes community efforts in Niger to address the needs of persons with disabilities. It describes that individuals with disabilities are often shunned and unable to contribute to society. Several organizations work to provide education, healthcare, livelihood training, and advocate for policy changes to promote inclusion. However, cultural stigma remains a significant barrier. The local approach involves government policies and partnerships between international and local non-profits. While progress has been made, more trained personnel and culturally appropriate programs are still needed to improve support for persons with disabilities.
Gender Regression among differently abled women during Pandemic.pptxMelissaREMEDIOS3
This paper examines the disproportionate impact of the COVID-19 pandemic on women and girls with disabilities in India. It finds that existing inequalities faced by these groups have been exacerbated during the crisis. Women and girls with disabilities struggle with inaccessible health services, higher risk of domestic violence, unemployment, and an inability to meet basic needs. The pandemic has also worsened existing mental health issues and isolation for disabled people. While India has laws promoting disability rights, implementation remains a challenge. The paper calls for more inclusive pandemic recovery efforts that address the specific needs of women and girls with disabilities.
Go mena vss session 6_inclusion_ghada.yaser _social protectionBahi Shoukry
The document summarizes a session on the role of social protection systems in fostering social cohesion during the COVID-19 pandemic, with a focus on persons with disabilities. It discusses challenges faced by persons with disabilities in Palestine and Jordan during the pandemic due to lack of inclusive social protection. Recommendations are provided on ensuring disability inclusion in emergency response and building back better through accessible communication, participation of disability organizations, and establishing well-designed social protection systems that can help realize rights of persons with disabilities.
Dr Simon Duffy presented these slides to a meeting of the Socialist Health Association SHA) which was also joined by members of Disabled People Against the Cuts (DPAC) on 18th June 2016. He proposed that the whole social care system was flawed and based on old-fashioned institutional models that were dangerous and undermined people's citizenship. He proposed radical reform and the creation of an effective right for independent living.
The document provides information about definitions, types, and models of disability. It defines disability according to the UN and WHO as long-term physical, mental, or sensory impairments that interact with barriers in society. Types of disabilities discussed include physical, intellectual, sensory, and psychological. Models of disability explained are the medical model which views it as a disease, social model which sees it as socially constructed, and human rights model which frames it as a human rights issue. The preferred models for inclusive education are the social and human rights models.
This document discusses India's social welfare system and programs. It provides definitions of key terms like social welfare and social institutions. It outlines priority groups for welfare like children, women, the elderly, disabled people, and underprivileged sections of society. It then describes important welfare programs for different groups like the National Old Age Pension Scheme for the elderly, welfare schemes for women including One Stop Centers and STEP, and welfare for children, scheduled castes, and the disabled. It also discusses difficulties implementing welfare programs and potential solutions.
This document provides an overview of disability awareness training for cultural institutions. It discusses why institutions should make themselves accessible, including the institutional, economic, and legal perspectives. The economic perspective notes that about 19% of Americans have a disability, representing a large potential market. It also discusses how disability is defined, moving from a medical model to a social model focused on the interaction between individuals and their environment. The document outlines communication strategies for accessibility, including people-first language, and accommodations for different types of disabilities.
Synthesis Prince Mahidol Award Conference 2017Pattie Pattie
The document summarizes a conference on social inclusion. It provides information on the participants, sessions, and key recommendations. Over 800 participants from 72 countries attended, with sessions addressing vulnerable populations like refugees, migrants, persons with disabilities, ethnic minorities, and those affected by HIV/AIDS. Recommendations focused on the need for political commitment to inclusion, reducing stigma and discrimination, recognizing intersecting vulnerabilities, and the roles of health sectors, scientific communities, and civil society in promoting inclusion.
Tk how to activate european citizenshipViorel Muscas
The document discusses issues facing disadvantaged groups in Turkey, including children, disabled people, and women. It notes that 19% of Turkish children work, often in farming, and thousands live on the streets due to family violence. Many children face physical punishment. For disabled people, barriers include lack of accessible education, transportation, and employment opportunities. The document also discusses high rates of domestic violence against women in Turkey due to social and cultural pressures, as well as gender discrimination in education and the workplace. Strategies are proposed to address each issue through policies, programs, and raising awareness.
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Este documento proporciona instrucciones para usar la plataforma de aprendizaje en línea y las aplicaciones móviles del proyecto DIGITOUR para formadores. Explica cómo registrarse, acceder a los cursos y módulos, editar el contenido didáctico, gestionar las preguntas de autoevaluación, y utilizar las aplicaciones móviles compatibles con Android e iOS. Además, proporciona enlaces y contactos adicionales para obtener más información sobre el proyecto y recursos.
Este documento proporciona una visión general de la plataforma de aprendizaje en línea DIGITOUR, que incluye instrucciones para acceder a la plataforma en línea y a las aplicaciones móviles, registrarse y matricularse en módulos, y obtener acceso a material didáctico y preguntas de autoevaluación en varios idiomas. También proporciona enlaces a la página web del proyecto, la plataforma de enseñanza en línea y las aplicaciones móviles para Android e iOS.
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Social skills at the centre of inclusion: from economic inclusion to social inclusion using social competences
1. Social Skills At The Centre Of
Inclusion
Karel Van Isacker
Phoenixkm BVBA, Belgium,
karel@phoenixkm.eu
From economic inclusion to social inclusion using
social competences – a holistic view – a universal
concept
3. EU28 wasteland when it comes to the
employment of people with disabilities
• Estimated 80 million EU citizens have
a disability
▫ characterised by low employment shares
▫ relatively high unemployment or
inactivity shares
▫ inactivity status ranges from 21% in
Austria to 78% in the United Kingdom
4. Latin America & The Caribbean
• At least 50 million disabled people in Latin America & the
Caribbean (LAC) or approximately 10 percent of the region’s
population. (World Bank)
• Disability is an important cause and consequence of poverty.
About 82 percent of disabled people in LAC live in poverty,
which in most cases also affects family members.
• Disabled people tend to experience widespread exclusion
from the social, economic and political life of the community,
whether due to active stigmatization or to the neglect of their
needs in the design of policies, programs and facilities.
• Disability is especially high in post-conflict countries (e.g.
Colombia with its more than two decades of armed conflict)
and in areas of natural disasters.
5. Colombia
• Conflict lasting over 50 years, combined with drug-
trafficking and a soaring crime rate caused by the
country’s gaping social inequalities.
• Very high level of armed violence.
• Conflict zones are littered with mines.
• More than 10,000 people were killed or maimed by
anti-personnel mines and explosive remnants of war
between 1990 and March 2013 - the second highest
rate in the world. - More than 1,000 victims were
children.
• According to a Handicap International survey, 80% of
survivors of armed violence have a disability.
• According to Unesco, some 4.5 million disabled
people live in Colombia
▫ > 658,000 in the capital city, Bogota
▫ 10% are children aged 12-16
▫ only 26% of them have the chance of going to
school
6. Education
• Only about 20-30 percent of
children with disabilities are
attending school in the region.
• Poor attendance by disabled
children derives from severe lack
of adequate transportation,
teacher training, equipment,
furniture, learning materials, and
access to school infrastructure.
• In addition to these visible
barriers, impediments to quality
inclusive education also come
from attitudinal barriers.
7. Employment
• About 80-90 percent of disabled people in LAC are
unemployed or outside the work force. Most of
those who have jobs receive little or no monetary
remuneration.
▫ In Argentina, the unemployment rate of disabled
people is estimated to be close to 91%.
▫ In Mexico, 75% of the population with disabilities are
unemployed.
• Country data is based on the International Disability
Rights Monitor (IDRM) Regional Report of the
Americas 2004.
8. Health Services
• Most people with disabilities in Latin America and
the Caribbean lack access to health services and
even physical access to health buildings.
• Persons with disabilities are also more likely to be
rejected by health insurers.
• As a result, important services or devices to help
disabled people are not provided.
• In countries for which data is available, less than
20% of disabled people receive insurance benefits.
▫ In Ecuador, 84 percent of disabled people have no
insurance benefits.
9. But does employability define
inclusion?
• There are also the values of dignity, autonomy and equality
that accompany inclusion.
▫ Key EU principles
▫ Supported also by the UN’s human rights treaty, the UN
Convention on the Rights of Persons with Disabilities (UNCRPD)
to which the EU & Colombia is a signatory.
Colombia is the 100th country to ratify on May 10, 2011.
Ratification alone is not enough and should be accompanied by
domestic reform and implementation by enacting strong laws and
policies.
Colombia's Constitutional Court has explicitly recognized
government obligations to ensure the rights of people with
disabilities, including in current reparations plans and in enforcing
the right to free and informed consent in medical procedures.
▫ They provide the core concepts of self-determination,
participation and inclusion.
10. EU’s Charter of Fundamental Rights
• Prohibits the discrimination on the ground of
disability and recognises the right of disabled
people to integration and inclusion
• BUT:
▫ segregating disabled people from society still
occurs
▫ inclusion has mainly been an employability driven
policy: sheltered employment, regulation and
employment quota obligations, vocational training
and rehabilitation programmes as well as labour
market measures
11. Are people included because they are
employed?
• NO!
▫ They might still be below the poverty line.
▫ Associated impacts on health and social isolation
▫ Solutions tend to be primarily top-down, whereby
those who experience social exclusion have few
active roles in determining the solutions.
12. When is there true inclusion?
• When also social inclusion
is addressed.
• “Acceptance of the
dominant societal values
and lifestyle, leading to
moralistic judgements if
individuals reject the
dominant norms.”
BlueAssist initiative in
Flanders, Belgium
13. What does social exclusion stand for?
• In the past there was a massive denial of the
essential humanity of people with disabilities
• Six common constructions, or ways of
understanding and picturing disability.
▫ People with disabilities are different from fully human
people
▫ The successful "handicapped" person is superhuman
▫ The burden of disability is unending
▫ A disability is a sickness, something to be fixed
▫ People with disabilities are a menace to others
▫ People with disabilities, especially cognitive
impairments, are holy innocents
14.
15. Segregation
• A pervasive and entrenched segregation
of people with disabilities from
community life took place, resulting in a
profound social devaluation of people
with disabilities.
• Be a full and valued member of family
and society, have a full life in the
community with the best prospects in
life, at home, at school and at work.
Necessitates a different
way of thinking
16. Social inclusion
• Social inclusion is often seen as a remedy to
combat social exclusion, without defining social
inclusion as a term in its own right.
• “Social inclusion must come down to
somewhere to live, something to do, someone to
love”
▫ Social inclusion should be interpreted in terms of
social and civic participation, including
consumption, saving, production, political and
social activity
17. Social inclusion vs. Economic inclusion
• Social inclusion cannot be realised separately from
economic, social, political, neighbourhood and
spatial, individual and group factors.
• The notion of social capital contributes
considerably to social inclusion:
▫ human trust, mutuality and reciprocity and acting so
that people can benefit as individuals, groups and
members in society
▫ social networking (incl. interpersonal contacts) and the
opportunity to build up personal and social potential,
which are fundamentally important for both
employment and community participation
18. Social inclusion is at the same time
the “glue” and the end product
• Process of:
▫ ensuring people have equal access to the benefits
and services enjoyed by other members of the
community in order that they are not excluded;
▫ supporting people in accessing resources and
developing capacity building skills so they may
remain connected to the community in difficult times;
▫ developing people’s opportunities through their
experiences of family and community;
▫ ensuring individuals can identify their needs, give
feedback on their environment, and influence and
take charge of their futures.
19. Barriers to social inclusion
• Social inclusion and exclusion are often
measured by mixing indicators taken from
secondary data sources, such as the ones used
by the OECD in its report ”transforming disability
into ability”.
• Another approach could be to study them
through the lens and experiences of people with
disabilities, using qualitative user surveys.
• Very little research has been done.
20. Barriers to social inclusion
• From the perspective of people with intellectual
disabilities (UK study):
▫ lack of necessary knowledge and skills; role of support
staff and service mangers; location of house; and
community factors such as lack of amenities and
attitudes
▫ Participants were able to identify a range of solutions
for these barriers. Most of their proposals were in line
with the aims of current government policy and good
practice.
individuals could contribute to the planning of local
services for themselves and others.
21. Barriers to social inclusion
• UK survey of the stigma, taboos and discrimination
experienced by people with mental health problems:
▫ (69%) of people had been put off applying for jobs for fear of
unfair treatment;
▫ half (50%) of people felt unfairly treated by general health care
services;
▫ almost half (47%) of the people had been abused or harassed in
public, and some (14%) had been physically attacked;
▫ almost half (45%) of people thought that discrimination had
increased in the last 5 years compared with 18% who thought it
had decreased;
▫ a third of people (34%) said they had been dismissed or forced to
resign from jobs;
▫ a third (33%) complained that their general practitioner had
treated them unfairly;
▫ …
22. Barriers to social inclusion
• A recent study found that 9 out of 10 people in
Britain have never had a disabled person in
their house for a social occasion!
23. Barriers to social inclusion
• Social inclusion means to people with a learning
disability:
▫ talking to people, being and feeling accepted,
involvement in the community, and being able to grasp
offered opportunities are commented on and
assessed.
▫ Main barriers:
abilities and skills e.g. poor knowledge of the area;
staff and management e.g. not allowed to go out alone;
the community e.g. name calling and bullying;
the home / scheme e.g. few community facilities nearby.
24. Overcoming barriers to social inclusion
• Suggested solutions for persons with a learning
disability
▫ Personal Ability and Skills
Access to appropriate skills training (literacy
/numeracy/ budgeting/ independent travel).
Getting to know the neighbourhood.
Encouragement from staff to socialise.
Information, access and encouragement towards a
healthy lifestyle.
25. Overcoming barriers to social inclusion
• Suggested solutions for persons with a learning
disability
▫ The community
Education of the community – schools etc.
Accessible information provided on activities / events
Make links with community through Open Days in
services
More advocates and volunteers to accompany individuals
Increased use of existing (mainstream) facilities and
activities
26. Social competences
• A prerequisite to be able to function in society
and take up the social inclusion at its full extent.
▫ “Complex, multidimensional concept consisting of
social, emotional, cognitive, and behavioural
skills, as well as motivational and expectancy sets
needed for successful social adaptation. Social
competence also reflects having an ability to take
another's perspective concerning a situation, learn
from past experiences, and apply that learning to
the changes in social interactions.”
27.
28. Social competences deficits
• Social competence deficits have become a defining
characteristic of individuals with specific learning
disability that create a barrier towards their social
inclusion.
▫ skill deficit (refers to those instances when an individual
has never learned the required social or cognitive skill to
use in a particular social situation)
▫ performance deficit ( refers to those instances when an
individual has learned a social skill but fails to perform in
the appropriate situation)
▫ self-control deficit (refers to those instances when an
individual’s lack of self-control results in negative
behaviours, which interfere with both acquiring and
performing appropriate social skills).
29. Acquiring social competences
• SGSCC - Serious Games for Social & Creativity Competence
(http://games4competence.eu/)
• Addresses an array of aspects of social competence that support
social inclusion
▫ Skill to build up peer relations;
▫ The concept of the “self” whereby the individual supported in having
similar levels of self-concept, or feelings of self-worth and -esteem in
different areas (work, social life);
▫ The social skills that include the skills to interact with others such as
outgoing, initiating, and cooperating behaviour;
▫ The social perceptions whereby social cues from others are correctly
interpreted to avoid the display of inappropriate or unexpected
behaviour; and finally the attributions that refer to the individual's ideas
concerning the cause of events ( their successes and failures may be
attributed to factors such as luck or others' efforts rather than to their
own efforts (e.g. working hard).
30. But it goes further...
Our approach
• Ear for needs people with disabilities
• Cooperation across borders with NSWE countries in Europe
▫ Also first steps in preparing cooperation with Latin America (e.g.
Erasmus+ programme)
• Partners
▫ Education (academic, VET), end-users, technology providers from
partner countries
• Set up
▫ User requirements collection, developing training material and
tools, evaluate through pilots, disseminate/market it
• Our social goals:
▫ Inclusion and improved quality of life
▫ Free training courses (OER) and supporting tools in various
domains
▫ Beneficiaries: people with disabilities
31. Projects contribute to this
Employment
ICT (AT)
competences
Social
competences
Efficient Caregiver
support
Empowerment
32. Overview
Projects GOAL.NET ViPi SGSCC ATLEC MCARE
Skills basic
vocational
skills such
as travel
training,
communicati
on support,
work
experience,
etc.
Basic ICT
skills on 3
different
levels
Social
competence
and
creativity
skills
Basic ICT
based
Assistive
Technology
knowledge
Personal
Caregiving
Desktop x x x x x
Mobile x x x x x
Training
manual and
handbook
x x x x
Cost? FREE FREE FREE FREE FREE
In BG? x x (x ==> ) x
34. Ecosystem based on person led process of personal
development in case of disability
Education
Vocational
training
Employment
Life long learning +
career
Schools
Vocational
training
centres
Carers
Policy makers
Employers +
self
employment
AT/ICT/... training / Support needed
35. Exploitation of Free Educational
Resources
Stakeholders and gatekeepers
Education Disability
Employment Skills
Inclusion
THEIR OBJECTIVES &
NEEDS
Strategies to facilitate uptake of
project outputs:
Appropriate communication with
target groups
Aim at usability in different
contexts (education, employment,
etc.)
Flexibility and adaptability (cc)
36. Forthcoming events with focus on
disability/inclusion
• 22-23 October 2015: ITAG 2015 in Nottingham, UK
▫ Interactive Technologies and Games Conference
▫ Aim of the conference is to bring together academics
and practitioners working with interactive technologies
to explore and innovate within the areas of Education,
Health and Disability
▫ Presentation of games
• 1 December 2015: M-CARE event in Brussels,
Belgium
▫ Focus on personal caregiving in a wide perspective
(mobile and online training)
37. Project details
• ICT/AT training
▫ www.vipi-project.eu
▫ www.atlec-project.eu
• Social competences
▫ www.games4competence.eu
• Employment
▫ www.dice-project.eu
▫ www.tourism4all.eu
• Personal care giver
▫ www.mcare-project.eu
38. Thank you.
PhoenixKM BVBA
Mr. Karel Van Isacker
Projects & Business Developer
Amersveldestraat 189
8610 Kortemark
BELGIUM
Mobile: (B) +32 496 334056
E-Mail: karel@phoenixkm.eu
Skype: karel.phoenixkm
URL: www.phoenixkm.eu