Diversity, Equity and Inclusion – Glossary of Terms Ableism
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Transcript for Visitability: Building Today's Housing for Tomorrow
February 23, 2021 TXGCPD. ****************DISCLAIMER!!!**************** THE FOLLOWING IS AN UNEDITED ROUGH DRAFT TRANSLATION FROM THE CART PROVIDER'S OUTPUT FILE. THIS TRANSCRIPT IS NOT VERBATIM AND HAS NOT BEEN PROOFREAD. THIS IS NOT A LEGAL DOCUMENT. THIS FILE MAY CONTAIN ERRORS. THIS TRANSCRIPT MAY NOT BE COPIED OR DISSEMINATED TO ANYONE UNLESS PERMISSION IS OBTAINED FROM THE HIRING PARTY. SOME INFORMATION CONTAINED HEREIN MAY BE WORK PRODUCT OF THE SPEAKERS AND/OR PRIVATE CONVERSATIONS AMONG PARTICIPANTS. HIRING PARTY ASSUMES ALL RESPONSIBILITY FOR SECURING PERMISSION FOR DISSEMINATION OF THIS TRANSCRIPT AND HOLDS HARMLESS TEXAS CLOSED CAPTIONING FOR ANY ERRORS IN THE TRANSCRIPT AND ANY RELEASE OF INFORMATION CONTAINED HEREIN. ***********DISCLAIMER!!!************ >> Turner: Good afternoon, everyone and welcome to the Accessibility and Disability Policy Webinar series. My name is Randi Turner and I'm the accessibility and disability rights coordinator with the Governor's Committee on People with Disabilities. Today's focus is visitability, building today's housing for tomorrow. Participants' microphones will be turned off during the session so please make note of the webinar tool bar where you will see the Q&A icon. This is where you will submit questions. Questions will be answered during the session and Susan is going to have to leave us when her piece is done so to make sure she's going to start us out so make sure you submit questions for Susan as they come up during the session and she will answer them when her piece is complete. If there is information to share with the audience, we will use the chatbox, but please don't respond in the chatbox because that makes it difficult to monitor -- monitor a couple of different areas. -
Beyond Diversity and Inclusion: Understanding and Addressing Ableism, Heterosexism, and Transmisia in the Legal Profession: Comm
American Journal of Law & Medicine, 47 (2021): 76-87 © 2021 The Author(s) DOI: 10.1017/amj.2021.3 Beyond Diversity and Inclusion: Understanding and Addressing Ableism, Heterosexism, and Transmisia in the Legal Profession: Comment on Blanck, Hyseni, and Altunkol Wise’s National Study of the Legal Profession Shain A. M. Neumeier† and Lydia X. Z. Brown†† I. INTRODUCTION Far too many—if not most—of us in the legal profession who belong to both the disability and LGBTQþ communities have known informally, through our own experi- ences and those of others like us, that workplace bias and discrimination on the basis of disability, sexuality, and gender identity is still widespread. The new study by Blanck et al. on diversity and inclusion in the U.S. legal profession provides empirical proof of this phenomenon, which might otherwise be dismissed as being based on anecdotal evidence.1 Its findings lend credibility to our position that the legal profession must make systemic changes to address workplace ableism, heterosexism, and transmisia.2 They also suggest †Committee for Public Counsel Services, Mental Health Litigation Division. (The contents of this article are published in the author’s personal capacity.) ††Georgetown University, Disability Studies Program, [email protected]. With thanks to Sara M. Acevedo Espinal, Jennifer Scuro, and Jess L. Cowing for support. 1Peter Blanck, Fitore Hyseni & Fatma Artunkol Wise, Diversity and Inclusion in the American Legal Profession: Discrimination and Bias Reported by Lawyers with Disabilities and Lawyers Who Identify as LGBTQþ,47Am. J.L. & Med. 9, 9 (2021) [hereinafter Blanck, et al., Discrimination and Bias]. -
Guidelines for Inclusion: Ensuring Access to Education for All Acknowledgments
Guidelines for Inclusion: Ensuring Access to Education for All Acknowledgments In UNESCO’s efforts to assist countries in making National Plans for Education more inclusive, we recognised the lack of guidelines to assist in this important process. As such, the Inclusive Education Team, began an exercise to develop these much needed tools. The elaboration of this manual has been a learning experience in itself. A dialogue with stakeholders was initiated in the early stages of elaboration of this document. “Guidelines for Inclusion: Ensuring Access to Education for All”, therefore, is the result of constructive and valuable feedback as well as critical insight from the following individuals: Anupam Ahuja, Mel Ainscow, Alphonsine Bouya-Aka Blet, Marlene Cruz, Kenneth Eklindh, Windyz Ferreira, Richard Halperin, Henricus Heijnen, Ngo Thu Huong, Hassan Keynan, Sohae Lee, Chu Shiu-Kee, Ragnhild Meisfjord, Darlene Perner, Abby Riddell, Sheldon Shaeffer, Noala Skinner, Sandy Taut, Jill Van den Brule-Balescut, Roselyn Wabuge Mwangi, Jamie Williams, Siri Wormnæs and Penelope Price. Published in 2005 by the United Nations Educational, Scientifi c and Cultural Organization 7, place de Fontenoy, 75352 PARIS 07 SP Composed and printed in the workshops of UNESCO © UNESCO 2005 Printed in France (ED-2004/WS/39 cld 17402) Foreward his report has gone through an external and internal peer review process, which targeted a broad range of stakeholders including within the Education Sector at UNESCO headquarters and in the fi eld, Internal Oversight Service (IOS) and Bu- Treau of Strategic Planning (BSP). These guidelines were also piloted at a Regional Work- shop on Inclusive Education in Bangkok. -
Scaffolding Inquiry-Based Science and Chemistry Education in Inclusive Classrooms
In: New Developments in Science Education Research ISBN: 978-1-63463-914-9 Editor: Nathan L. Yates © 2015 Nova Science Publishers, Inc. Chapter 5 SCAFFOLDING INQUIRY-BASED SCIENCE AND CHEMISTRY EDUCATION IN INCLUSIVE CLASSROOMS Simone Abels University of Vienna, Austrian Educational Competence Centre Chemistry, Vienna, Austria ABSTRACT Since the ratification of the UN Convention on Rights of Persons with Disabilities inclusion is on the agenda. In science education inquiry-based learning is, among others, recommended to deal with the diversity of students in a classroom. However, teachers struggle with the implementation of inquiry-based science education and view heterogeneity rather as a burden than an asset. Therefore, this research project is dedicated to the teachers‘ scaffolding teaching science in inclusive classes. Specifically, within the framework of a qualitative case study, the focus lies upon inquiry-based learning environments with different levels of openness and structuring and how they can be orchestrated to deal with diverse learning needs of all students in one classroom. The research study is conducted in cooperation with an inclusive urban middle school (grade 5 to 8), where students with and without special educational needs learn together. Initially, the article introduces the inclusive school with its specific way and challenges – not only the science classes – as inclusion is holistic school development. Subsequently, two science formats are particularly focused and contrasted: guided inquiry-based chemistry lessons as well as the format Lernwerkstatt (German for workshop center), an open inquiry setting. The aim of the Lernwerkstatt is that students work self-dependently on their own scientific questions innervated by carefully arranged phenomena and materials. -
Ableism [ Ey-Buh-Liz-Uhm ]
ableism [ ey-buh-liz-uhm ] noun 1 discrimination against disabled people: laws to prevent ableism, racism, and sexism in the workplace. 2 the tendency to regard people with a disability as incomplete, diminished, or damaged, and to measure the quality of life with a disability against a non-disabled standard: Ableism reinforces the idea that disability is a personal tragedy. Think about it like this: Racism Sexism Ableism What does ableism look like? Some examples: Institutional (Noticeable Ableism) Public buildings without These are the types of things you may already be ramps or elevators aware of because this kind of ableism is often built Refusing reasonable into how our communities are structured. accommodations Institutional ableism can be found in areas such as Inaccessible playgrounds policy, education, employment, and social norms. Wage gaps Lack of representation in Social (Subtle Ableism) the media These types of behaviors may take longer to see Calling people with because people do them without thinking. This form disabilities an inspiration of ableism takes awareness and practice to change, just for being disabled but once you get it, your inclusive behaviors and Slow/baby talk actions will be second nature to you! Unsolicited touch Is ableism really an issue? What can you do? Yes, it is. Ableism is the root of disability inequality. Talk to the experts! People with disabilities It limits access to important things in people’s lives are the best resource to learn about how to like education, employment, healthcare, and voting. treat people with disabilities and what you It also causes people with disabilities to be socially can do to help advocate for change. -
JDAIM Lesson Plans 2019
Rabbi Philip Warmflash, Chief Executive Officer Walter Ferst, President The Jewish Special Needs/Disability Inclusion Consortium of Greater Philadelphia Presents Jewish Disability Awareness & Inclusion Month (JDAIM) Lesson Plans Jewish Learning Venture innovates programs that help people live connected Jewish lives. 1 261 Old York Road, Suite 720 / Jenkintown, PA 19046 / 215.320.0360 / jewishlearningventure.org Partners with Jewish Federation of Greater Philadelphia Rabbi Philip Warmflash, Chief Executive Officer Walter Ferst, President INTRODUCTION Jewish Disability Awareness, Acceptance & Inclusion Month (JDAIM) is a unified national initiative during the month of February that aims to raise disability awareness and foster inclusion in Jewish communities worldwide. In the Philadelphia area, the Jewish Special Needs/Disability Inclusion Consortium works to expand opportunities for families of students with disabilities. The Consortium is excited to share these comprehensive lesson plans with schools, youth groups, and early childhood centers in our area. We hope that the children in our classrooms and youth groups will eventually become Jewish leaders and we hope that thinking about disability awareness and inclusion will become a natural part of their Jewish experience. We appreciate you making time for teachers to use these lessons during February—or whenever it’s convenient for you. For additional resources, please email me at gkaplan- [email protected] or call me at 215-320-0376. Thank you to Rabbi Michelle Greenfield for her hard work on this project and to Alanna Raffel for help with editing. Sincerely, Gabrielle Kaplan-Mayer, Director, Whole Community Inclusion NOTES FOR EDUCATORS · We hope that you can make these lessons as inclusive as possible for all kinds of learners and for students with different kinds of disabilities. -
DISABLED WOMEN and REPRODUCTIVE JUSTICE Issues
Home » Get the Facts » Reproductive Justice Issues » Reproductive Justice in Our ... Reproductive Justice DISABLED WOMEN AND REPRODUCTIVE JUSTICE Issues by Mia Mingus, Georgians for Choice What is Reproductive Justice? Reproductive Justice in In the United States, a culture of ableism, which maintains that ablebodied Our Communities people are superior and most valuable, prevails. In this culture, disability is Parenting and Giving feared, hated, and typically regarded as a condition that reduces the value of Birth disabled people. The reproductive justice framework helps us understand how eugenic "science" is still a vibrant part of U.S. culture that interacts with and Abortion and Birth Control shapes the reproductive lives of disabled women in many ways. Sex Education Right to Parent Access to Reproductive Health Care Women with disabilities (WWD) have a long history of forced sterilization, are often seen as "unfit" mothers and are discouraged from having children, or not Reproductive allowed to adopt children. Authorities press disabled women to feel guilty for Technologies their decisions to be parents, pointing out that their decision will take a "toll" on Spirituality and ON OUR TERMS their children, families, communities and on themselves. Reproductive Justice THE RISE INITIATIVE Sexuality Sexual Health, Anatomy, and STD's BUILDING THE Society typically defines disabled women as asexual and as dependent on able MOVEMENT bodied people, undermining these women's access to reproductive health. In This Section Disabled women and girls often do not receive sex and reproductive health VOLUNTEER Are We Next? Immigrant education. Health care providers may fail to ask WWD about their sexual lives, Rights and Access to AD CAMPAIGNS conduct full pelvic exams or screen WWD for STD/HIV, because it is assumed Health Care that these women do not have sex, or that they should not have sex. -
Monitoring of the Living Conditions of People with Disabilities in Ukraine Under the Conditions of the Covid-19 Pandemic (On
Occasional Papers on Religion in Eastern Europe Volume 41 Issue 4 Ukrainian Protestants Article 12 5-2021 Monitoring of the Living Conditions of People with Disabilities in Ukraine under the Conditions of the Covid-19 Pandemic (On the Example of Evangelical Christian Baptists) Olga Polumysna V. N. Karazin Kharkiv National University Follow this and additional works at: https://digitalcommons.georgefox.edu/ree Part of the Christianity Commons, and the Eastern European Studies Commons Recommended Citation Polumysna, Olga (2021) "Monitoring of the Living Conditions of People with Disabilities in Ukraine under the Conditions of the Covid-19 Pandemic (On the Example of Evangelical Christian Baptists)," Occasional Papers on Religion in Eastern Europe: Vol. 41 : Iss. 4 , Article 12. Available at: https://digitalcommons.georgefox.edu/ree/vol41/iss4/12 This Article, Exploration, or Report is brought to you for free and open access by Digital Commons @ George Fox University. It has been accepted for inclusion in Occasional Papers on Religion in Eastern Europe by an authorized editor of Digital Commons @ George Fox University. For more information, please contact [email protected]. MONITORING OF THE LIVING CONDITIONS OF PEOPLE WITH DISABILITIES IN UKRAINE UNDER THE CONDITIONS OF THE COVID-19 PANDEMIC (on the example of Evangelical Christian Baptists) By Olga Polumysna Olga Polumysna is a doctoral student at the Institute of Journalism of the Taras Shevchenko National University of Kyiv, a Candidate of Philological Sciences, and an Associate Professor of the Department of Journalism at the V. N. Karazin Kharkiv National University. Research interests: mass media, people with disabilities, religion. E-mail: [email protected] Orcid: https://orcid.org/0000-0002-4289-0588. -
Being an Ally for Lesbian, Gay, Bisexual, and T Ransgender People
Being an Ally for Lesbian, Gay, Bisexual, and Transgender People 1919 University Avenue West, Suite 400, St. Paul, MN 55104 Tel. 651-645-2948 or 888-NAMIHELPS www.namihelps.org Here are some guidelines for people wanting to be allies for LGBT people around them. In today’s world, LGBT issues are being discussed more than ever before…in the media, in community programs, in schools, churches, offices, in the streets, and in people’s homes. These discussions are often emotionally charged as this can be a threatening topic for many people, and clear information is often difficult to find. Being an ally is important, but it is challenging as well as exciting. This list is not exhaustive, but provides some starting points. Add your own ideas and suggestions! Don’t assume heterosexuality. We tend to assume that everyone we meet is heterosexual even though we know this is not true. Often people hide that they are LGBT until they know it is safe to “come out” in a given situation. Use neutral language when first working with students/clients/customers until you know for certain what the person prefers (for example, the gender of their significant other). Educate yourself about lesbian, gay, bi, and transgender issues. There are many resources, reading lists, and organizations available for information. Don’t be afraid to ask questions. Explore ways to creatively integrate LGBT issues in your work. Doing so can be a valuable process for everyone, regardless of their sexual orientation or gender identity. Integrating LGBT people and issues instead of separating them out as a “special topic” is an important strategy for conveying and creating respect and acceptance. -
Antisemitism
ANTISEMITISM ― OVERVIEW OF ANTISEMITIC INCIDENTS RECORDED IN THE EUROPEAN UNION 2009–2019 ANNUAL UPDATE ANNUAL © European Union Agency for Fundamental Rights, 2020 Reproduction is authorised provided the source is acknowledged. For any use or reproduction of photos or other material that is not under the European Union Agency for Fundamental Rights' copyright, permission must be sought directly from the copyright holders. Neither the European Union Agency for Fundamental Rights nor any person acting on behalf of the Agency is responsible for the use that might be made of the following information. Luxembourg: Publications Office of the European Union, 2020 Print ISBN 978-92-9474-993-2 doi:10.2811/475402 TK-03-20-477-EN-C PDF ISBN 978-92-9474-992-5 doi:10.2811/110266 TK-03-20-477-EN-N Photo credits: Cover and Page 67: © Gérard Bottino (AdobeStock) Page 3: © boris_sh (AdobeStock) Page 12: © AndriiKoval (AdobeStock) Page 17: © Mikhail Markovskiy (AdobeStock) Page 24: © Jon Anders Wiken (AdobeStock) Page 42: © PackShot (AdobeStock) Page 50: © quasarphotos (AdobeStock) Page 58: © Igor (AdobeStock) Page 75: © Anze (AdobeStock) Page 80: © katrin100 (AdobeStock) Page 92: © Yehuda (AdobeStock) Contents INTRODUCTION � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 3 DATA COLLECTION ON ANTISEMITISM � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 4 LEGAL FRAMEWORK � � � � � � � � � � � � � � � � � � -
A/69/261 General Assembly
United Nations A/69/261 General Assembly Distr.: General 5 August 2014 Original: English Sixty-ninth session Item 69 (b) of the provisional agenda* Promotion and protection of human rights: human rights questions, including alternative approaches for improving the effective enjoyment of human rights and fundamental freedoms Elimination of all forms of religious intolerance Note by the Secretary-General The Secretary-General has the honour to transmit to the members of the General Assembly the interim report of the Special Rapporteur on freedom of religion or belief, Heiner Bielefeldt, submitted in accordance with General Assembly resolution 68/170. * A/69/150. 14-58756 (E) 250814 *1458756* A/69/261 Interim report of the Special Rapporteur on freedom of religion or belief Summary In the present report, the Special Rapporteur on freedom of religion or belief, Heiner Bielefeldt, provides an overview of his mandate activities since the submission of the previous report to the General Assembly (A/68/290), including his reports to the Human Rights Council and on country visits, as well as communications and highlights of presentations and consultations. The Special Rapporteur then focuses on means to eliminate religious intolerance and discrimination in the workplace, a theme which he thinks warrants more systematic attention. The sources of religious intolerance and discrimination in the workplace can be manifold and include prejudices existing among employers, employees or customers, restrictive interpretations of corporate identity or a general fear of religious diversity. After clarifying that the human right to freedom of thought, conscience, religion or belief also relates to manifestations of religious diversity in the workplace, the Special Rapporteur particularly deals with measures of “reasonable accommodation” that may be needed to overcome discrimination. -
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COPAS—Current Objectives of Postgraduate American Studies 18.2 (2017) Scars for Life(s) Jessica Suzanne Stokes ABSTRACT: This essay considers the relationship between performance, disability, and the ephemera of wounding experiences by using bodily scars as method for multi-temporal and multi-spatial reflection. Thinking through the “Freak Show” season of the television series American Horror Story, this essay locates coalitional potential in scars as they offer sites from which to create new stories of the past. KEYWORDS: Disability; Scar; Performance; Culture Operation Ephemera Some people take first day of school pictures to document the passage of time. Instead, I have x-rays, photos of blue hairnets that barely cover my head, and more photos of my feet right after the cast is sawed away, right before the stitches or staples come out because the surgeries I had were my father’s surgeries, and my brother’s surgeries and… These photos don’t document time linearly. They aren’t displayed in an album in a particular order. They all sit in one shoe box. Each merges with the next: purple cast fragments, screws lodged in bone, staples in a row, beforeafter while afterbefore, white walls, blue hairnets, hospital blankets, IV drips, purple cast fragments. The scars are reopened by new operations. I’ve lost track of the number of surgeries. I certainly don’t remember the dates (see figure 1). Figure 1. Jessica Stokes’ Foot X-ray, Grand Rapids. Figure 2. Matthew Stokes’ Foot X-ray, Grand Personal x-ray of author. Date unknown. Rapids. Courtesy of owner. Date unknown.