On Wednesday, March 20th, the Institute for Human Rights co-sponsored the UAB Lecture Series alongside Undergraduate Student Government, Graduate Student Government, Student Involvement & Leadership, and Leadership and Service Council to present political strategist and commentator Symone Sanders.
Sanders began by critiquing the cliché of how one would change the world if they had a magic wand. However, in this world, she insisted we’ll never have that opportunity because social change doesn’t operate through a blank slate. As a result, we must work with a system that doesn’t want to change which warrants radical revolutionary leadership in the spirit of community.
This evoked Sanders to propose her tenants for being a radical revolutionary:
First, you must be willing to buck the status quo and take a risk.
Second, you must be willing to feel uncomfortable and act.
Third, you must be willing to stand in the gap for other people.
Fourth, you must be willing to take on your adversaries as well as your allies.
Finally, you must pick an issue and care about it.
Sanders admitted these tenants were inspired by Dr. Martin Luther King, Jr.’s commitment to social change by claiming that immediately after his assassination, many Americans blamed him for his own demise because they believed he was doing too much. In contrast, Dr. King’s current legacy of racial and economic justice is well-respected. Sanders insisted Dr. King was often very uncomfortable when addressing injustice across the country and implored the audience to be more like him when it comes to strategic community building, namely when it comes to intersectional and intergenerational coalitions. As for challenging your allies, Sanders admitted that she recently had to condemn the sexual assault allegations against her friend and Virginia Lt. Governor Justin Fairfax because truth is truth and much like Dr. King, “…silence is betrayal”. She claimed radical revolutionaries are vigilant about what’s happening to marginalized communities across the country and allow themselves to hope, dream, and have an outline for social change.
Symone Sanders speaking to the audience. Source: UAB Institute for Human Rights
Amid political and social turmoil nationwide, Sanders’ lecture about becoming a radical revolutionary is timely as well as necessary. By modeling this approach from Dr. King’s legacy, Sanders has drafted a pragmatic, although challenging, formula that has and will continue to confront injustices that have outstayed their welcome in U.S. culture. Sanders largely addressed the challenges of race and sex-based discrimination, not only in the political area but in her personal life, who as a Black woman must constantly confront intersectioning prejudices that attempt, but fail, to undermine her Black womanhood.
Sanders said to the crowd, which was predominantly UAB students, there is no one more powerful in the world than young people in U.S. and that we must be willing to do things that have never been done before. This claim is particularly salient to a group of people that were likely ineligible to vote in the most recent U.S. presidential election. For this reason, these young, aspiring minds are capable of taking this narrative to their families, friends, classmates, and the voting polls which can embolden the revolutionary change our society needs and deserves.
Disability rights is an increasingly important issue in our society. According to the U.S. Census Bureau, one in four peoplein this country have a disability. With such a large segment of our population facing a type of disability, it is crucial for the expansion and protection of disability rights. One way in which support for people with disabilities (PwD) can be increased is through the sharing of personal narratives of the experiences and lives of individuals with a disability. Narratives help to educate the public and prevent unintentional bias or stereotypes from causing harm to this community. Giving an individual with a disability an opportunity to open up and share their stories will help empower many of our friends, families, and neighbors and show that every single member of society matters and is appreciated.
Personal narratives are a great way to bridge the gap and inform the general population about disability issues. Oftentimes what people know about disabilities stems from limited education in schools or medical commercials. These outlets tend to focus on statistics and don’t address the issue on a personal level because most of the times they are not consulting an individual with a disability. Even though one in 4 people in this country have a disability, people lack a personal connection that allows them to fully understand the discrimination and ignorance that a person with a disability faces. In fact, it is common for individuals with a disability to have stories where people have stared at them, gawked at them, pointed at them, laughed at them, or even flat out harassed them in public. In all of these cases, PwD are not treated like normal people and are often made to feel ostracized. This disconnect needs to change and this mistreatment of people with disabilities needs to end. If people hear these stories from the viewpoint of a disabled person, then a personal connection is far easier to establish.
A personal connection between both communities is crucial. Empathy and understanding are needed to end fear and uncomfortable feelings when engaging with people with disabilities. It is important for people to realize that disabilities aren’t diseases you can catch. In fact, PwD pose no risk whatsoever to those around them. Listening to PwD talk about their conditions, lives, and how they overcome their disabilities to live a fulfilling life dispels all rumors and falsehoods about disabilities. Stereotypes and prejudice disappear when people see that disabled people are just like them and that disabilities do not define an individual. Each PwD has their own unique identity that is not affected by their disability.
To combat the lack of understanding, misinformation, and stereotypes about PwD and diminish the gap that exists between both communities. It is important to create a safe place for this community. A safe place is an environment where PwD feel comfortable enough to express themselves and share their stories without any fear of judgment or repercussions. Such an environment would make them feel normal and not different from the people around them. It is high time that disabilities were normalized and that PwD are given the same treatment as anyone else. Creating a PwD inclusive space allows the PwD community to strengthen. The benefit of this is that it lets PwD not only advocate for themselves but also to advocate for other people in their community so they might not have to go through the same prejudices.
To create this safe place for PwD it is imperative to promote representation and educate people about individuals with disabilities so that disabilities are normalized in the public eye. Increasing the population’s amount of interaction with PwD is not difficult and is much needed. The earlier this takes place, the better. If society’s youth is brought up surrounded by their peers with disabilities, it would allow both communities to learn a lot from each other. Teaching younger generations how to interact with PwD is a good place to start. Treating these lessons like any other instance where you would educate a younger person about manners and social cues can prevent a lot of uncomfortable situations for people with disabilities. It can also prevent harmful biases from growing in a young child’s mind since their exposure and prior knowledge makes them understand that individuals with disabilities are humans too.
Often times, disability policies have typically been developed for people with disabilities without their direct participation. An element to creating a better environment for people with disabilities is to ensure that they are active in all sectors of the economy. It is a great thing that most public areas are now required to be accessible to PwD. The use of ramps, elevators, sloping curbs, lifts for public transportation, and other methods are required by law to ensure that PwD can navigate through their everyday lives regardless of movement impairments. However, even though these fixtures for creating a more accessible space is mandated by the law, there are many instances where there is only one wheelchair accessible table at a restaurant, or a ramp inconveniently located at the backside of an establishment. It is not only about making space accessible, it is also about how conveniently these resources are accessible to PwD. The reason that disability friendly spaces are sometimes difficult to come by is that people with disabilities are often not the ones designing these spaces. However, having a person with a disability as someone in charge or as a consultant for these issues can help the ball get rolling. So far society has expected people with disabilities to modify themselves to fit in, but having society bend the rules to accommodate people with disabilities can be beneficial to the growth of this community. Therefore, having people with disabilities in charge and active in leadership roles can spearhead this campaign.
Representation is incredibly important for people with disabilities. The marginalization and ostracism of people with disabilities severely hinder their representation in media and pop culture. People with disabilities are the largest minority group in the United States. Yet, the 2017-2018 GLAAD report(report that analyzes diversity in television) found that only 1.8% of characters have a disability making them the least represented minority group in the TV industry. Representation shows the disabled community that they are welcome and belong just as much as any other community. Representation is not only about quantity, but also about being represented accurately without perpetuating any negative stereotypes. More often than not, people with disabilities are depicted in TV shows and movies as these characters that are trying to overcome their disability. It would be more appropriate to show these characters embracing themselves and having a purpose bigger than overcoming their disability. This supports the argument for having more individuals with disabilities as writers, directors, producers, or media consultants. When someone without a disability creates media from the perspective of an individual with a disability, they struggle to paint a truthful picture. This may cause someone without a disability to make assumptions and maintain stereotypes. Having better quality and quantity of disability representation will expose the population to more realistic experiences of individuals with disabilities. This can help generate truthful interchange between communities.
A simple change in the public’s perception of disabled individuals would go a long way in accomplishing the goal of increasing rights and opportunities for PwD. If people can see past the disabilities and focus on the person, then most of the discrimination, awkward moments, and harmful stereotypes facing the disabled community can be resolved. Both communities advocating for change will allow greater access and accommodations for disabled individuals to pursue higher education, enter the workforce, and engage in public events and venues. People need to learn how to respect the rights of these individuals and help them when needed. It is essential to campaign and use powerful narratives to enact greater protections and rights to this community of people. Effectively normalizing disability by tackling these issues head-on can lead to widespread positive changes.
Keep up with the latest announcements related to the upcoming Symposium on Disability Rights by following the IHR on Facebook, Twitter, and Instagram!
The ability to be rewarded for making meaningful contributions to society and to choose our own private residence are two facets of life many of us often take for granted. However, many individuals with a form of disability often encounter barriers during their journey locating work and housing. These barriers can arise from social isolation, discriminatory and / or inadequate governmental policies, economic hardship, or simply a lack of awareness of resources designed to aid persons with disabilities to find employment and housing. These material and immaterial barriers fall under the broad umbrella ofableism, defined here as “the intentional or unintentional discrimination or oppression of individuals with disabilities”. The following post explores four case studies surrounding the themes of housing and employment and how various cultures have either failed to address these needs or offered innovative solutions to persons with disabilities. Finally, for the purpose of this blog,disability is defined, in accordance with the Washington Group (2018), as “problems, such as impairment, activity limitation or participation restrictions that include the negative aspects of functioning” in the following six domains: (a) walking; (b) seeing; (c) hearing; (d) cognition; (e) self-care; and (f) communication. This blog post offers an anthropologically-informed context for to upcoming panel ‘Disability Rights, Employment, and Housing in a Cross-Cultural Perspective’at the Institute for Human Right’s Symposium on Disability Rights.
Disability Rights & Employment: South Africa
South Africa’s government of apartheid came to power in 1948 and institutionalized a cultural and political zeitgeist of xenophobia, discrimination, and violence towards the Other. Throughout apartheid’s hold on South Africa, systems of cultural and structural violence were erected both within social life and in bureaucratic policy. Apartheid is most infamous for its impact on racially-motivated violence; however, other forms of discrimination were enabled by apartheid policy and philosophy as well. Engelbrecht (2006) notes that education systems institutionalized apartheid policies in curricula development and inclusivity within schools. This specifically barred children with disabilities from actively participating in the education system, from primary through tertiary levels. Englebrecht (2006) contends children with disabilities were actively excluded from South African governmentally-controlled education systems. This means children with disabilities during the apartheid regime did not receive adequate preparation for entering into the workforce, thus placing these individuals at a low ‘tract’ and preventing them from seeking or acquiring meaningful employment. Englebrecht (2006) emphasizes that discriminatory and / or prejudicial national policies focused on one marginalized population (e.g. apartheid) often seep into the experiences of other marginalized populations as well. In short, government-sanctioned racist policies immobilized the disability community. To repress one group is to repress all groups.
The South African Human Rights Commission (SAHRC) was inaugurated in October of 1995, as mandated by the South African Constitution’s Human Rights Commission of 1994. The SAHRC is charged with monitoring, preventing violations of, and educating the public about human rights within the South African context. A specific function of the SAHRC is to examine how apartheid-era policies impacted South African civil society and how to eliminate the vestiges of structural violence still propagated by the former apartheid regime. The SAHRC provides further evidence supporting Engelbrecht’s (2006) theory that the repression of children with disabilities would negatively impact South African workforce. The SAHRC (2017) summarizes trends of disability employment, demonstrating that workforce equity (equally considering and making efforts to hire marginalized populations, such as the disability community) is nowhere near the South African Department of Labor’s goal of 7% by the year 2030. In 2017, workplace equity was still under 2%, with 8 in 10 persons with disabilities unable to find employment (SAHRC, 2017). A variety of reasons are given for this abysmally low number, including: lack of reasonable accommodation, inequality and discrimination, and a persistent inability to obtain a quality education. The ghost of apartheid, it seems, haunts the disability community within South Africa, preventing a vast majority of persons with disabilities from obtaining education, training, and gainful employment.
“Dublin – The Big Snow of 2010 – Along the Liffey” by William Murphy, Creative Commons
Disability Rights & Employment: Ireland
In 2017, the British Conservative government announced plans to cut the Employment and Support Allowance for persons with disabilities who were deemed ‘capable of preparing to return to work’ by 30£ / week (~$40 / week). The British government implemented this policy as a ‘motivational tool’ for persons with disabilities and as an austerity measure, despite the fact that previous disability allowances (akin to welfare or social security measures in the United States) left 1/3 of allowance recipients struggling to afford food. However, the ministers of Ireland, taking cue from their outraged constituents, have chosen a different path to empower persons with disabilities to find employment. Instead of the ‘pull yourself up by the bootstraps’ strategy of British Conservative MPs, Irish Minister for Social Protection Regina Doherty and Minister of State for People with Disabilities Finian McGrath have chosen to listen to persons with disabilities themselves to assess the best way to promote gainful employment within the disability community. In response to a 2017 policy brief Make Work Pay, Doherty, McGrath, and other policy-makers are distributing questionnaires to adults with disabilities and parents of young children with disabilities to assess the employment needs of the disability community (Clougherty, 2017). This approach to governance, one defined by inclusivity and direct participation of the disability community, shows promise in exploring the complicated relationship between disability and employment.
Of particular importance in the employment-disability nexus is accounting for an individual’s preference for work and her or his form of disability. The Irish ministers understand that low-functioning persons with disabilities will, for the entirety of their life, be simply unable to work. These individuals require assistance from the government thereby ensuring these persons are included in society and are able to participate in decisions regarding their lives and livelihoods. On the other hand, some individuals are temporarily disabled and do not require the same social security from governments. By asking for input from persons with disabilities themselves, the Irish policy-makers are better equipped to make educated, inclusive, and effective policies and programs aimed at insuring equitable and equal employment within the disability community.
“Al-Saraya al-Hamra Fortress, Tripoli” by David Stanley, Creative Commons
Disability Rights & Housing: Libya
The State of Libya, located at the Northern-most tip of Africa and bordered by the Mediterranean Sea, is in the midst of rebuilding civil society following the catastrophic Libyan Civil War of 2011. For over forty years, Muammar Gaddafi ruled over Libya, attempting to introduce a socialist regime and command economy to the Libyan State. During his reign, Gaddafi allegedly sought to implement a political philosophy of jamahiriya(جماهيرية), meaning “state of the masses” in Arabic – akin to ‘direct democracy’. Through this system, Gaddafi created the national General People’s Congress, whose directives (including any form of a Libyan Constitution) could be superseded by the Basic People’s Congress, municipally-led executive and legislative bodies. Hypothetically, this system placed most political power at the local level; however, Gaddafi’s actual dictatorial rule inverted the political equation. In the past half century, this political system (again, on paper) aimed to enshrine the rights of persons with disabilities through the passage of the 1981 “Law on Disabled People”, arranging for “government provision of housing, home care, education, prosthetic limbs and rehabilitation for people with disability in Libya” (Hamed el-Sahly & Cusick, 2016, p. 12). In political practice, Libyan persons with disabilities suffered major human rights violations, including lack of housing and home care, due to insufficient mechanisms of care and cultural taboos.
Although political and economic recovery may well be on the horizon for post-conflict Libya, cultural barriers prevent many Libyans with disabilities from securing independent and safe housing. In a comparative study, many Libyans express unfavorable attitudes towards persons with disabilities along three dimensions: (1) lower ratings of willingness to empower the disability community; (2) higher ratings of exclusion; and (3) lower ratings of similarity between disabled and non-disabled people (Benomir, Nicholson & Beail, 2016). Most pertinent to issues related to housing, Libyan participants scored high on the ‘need to shelter’ persons with disabilities – meaning intentionally secluding these individuals from broader society for fear of communal judgement and the social stigma attached to disability. Furthermore, efforts to facilitate the transition from being ‘sheltered’ (living with a family member) to an autonomous home life is seen as a problem ‘for and by’ the disability community – i.e., it is the responsibility of the disability community alone to solve social issues related to their situation in life (Cusick & Hamed el-Sahly, 2018). This demonstrates that governmental policies intending to enshrine disability rights are insufficient – societies themselves must be willing to tackle these issues head on.
“Grand Canyon Hopi House 0073” by Grand Canyon National Park, Creative Commons
Disability Rights & Housing: Native Americans
Persons with disabilities with another form of marginalized identity (e.g. members of an indigenous group) are placed at a heightened risk for social isolation / exclusion, for physical and mental health concerns, and having disability-related needs go unmet (US Department of Health & Human Services, 2017). Within American Indian / Alaska Native (AIAN) communities, this translates specifically into housing issues, as AIAN reservations already suffer from a lack of resources and infrastructural investment to provide for non-disabled AIAN individuals (US Department of Health & Human Services, 2017). An estimated 21 – 69% of homes on reservations are overcrowded and have serious physical deficiencies compared with 5.9% of non-reservation US homes nationally (US National Council on Disability, 2003). To address these intersecting concerns, the AIAN community, in tandem with the US government, have prepared and started implementing policy prescriptions to provide affordable, safe, and dignified housing to AIAN with disabilities.
Of primary concern in planning homes for persons with disabilities is utilizing principles of universal design – “guidelines for housing construction that would create a livable, marketable environment for everyone regardless of ability, age, or size” (US National Council on Disability, 2003, p. 94). Currently, the American Indian Disability Technical Assistance Center provides assessments of universal design within reservations and makes design prescriptions if the home in question is not fully accessible. Implementation of these prescriptions may fall to the American Indian Disability Legislation Project (AIDLP), a culturally-informed taskforce mandated to draft and pass legislation standardizing disability-related care (including autonomous and accessible housing) on Indian reservations (US Department of Health & Human Services, 2017). The AIDLP, in addition to ensuring reservations adhere to the Americans with Disabilities Act, acts as a cultural liaison between the disability community and AIAN community to ensure disability concerns are handled in a culturally-appropriate manner. Finally, the AIDLP and other AIAN-affiliated, disability-related advocacy groups ground their research and implementation efforts by tackling both material (e.g. physical accessibility) and immaterial (e.g. cultural stigma) barriers (US Department of Health & Human Services, 2017).
Towards a Global Culture of Disability Empowerment
The preceding case studies illustrate that disability rights, especially related to employment and housing, are high complicated issues. Historical events, such as apartheid and civil war, interact with governmental policies, such as austerity measures and indigenous sovereignty. Underlying each of these examples is the ‘culture’ surrounding disability – how peoples across the world value or stigmatize the experiences and perspectives of the disability community. In some cases, such as South Africa, systems of discrimination have erected structural barriers holding back people with disabilities, even though disability-related stigma may have lost its potency. In other cases, such as American Indian / Alaska Native communities, an additional marginalized identity may facilitate an even greater emphasis on seeking justice and equity for persons with disabilities. As local, national, and global disability movements aim to eliminate social exclusion and promote equality in life and livelihood, the myriad cultures of disability must be unpacked and explained. This post argues that moving towards a global cultural of disability empowerment is indeed possible. Once this culture of empowerment has been adopted, disability-related concerns, such as employment and housing, will be addressed and rectified across the globe.
Keep up with the latest announcements related to the upcoming Symposium on Disability Rights by following the IHR on Facebook, Twitter, and Instagram. And don’t forget to tag your Symposium-related posts with our event hashtag: #DisabilityRightsBHM
References
Benomis, A. M., Nicolson, R. I. & Beail, N. (2016). Attitudes towards people with intellectual disability in the UK and Libya: A cross-cultural comparison. Research in Developmental Disabilities, 2016, 1-9.
Clougherty, T. (2017). Make Work Pay: A New Agenda for Fairer Taxes. Cork, Ireland: Center for Policy Studies.
Cusick, A. & Hamed el-Sahly, R. M. (2018). People with disability are a medicalized minority: Findings of a scoping review. Scandinavian Journal of Disability Research, 20(1), 182-196.
Engelbrecht, P. (2006). The implementation of inclusive education in South Africa after ten years of democracy. European Journal of Psychology of Education, 21(3), 253-264.
Hamed el-Sahly, R. M. & Cusick, A. (2016). Rehabilitation services in Benghazi, Libya: An organizational case study. Middle East Journal of Family Medicine, 14(9), 11-18.
South African Human Rights Commission (2017). Research Brief of Disability and Equality in South Africa. Braamfontein, South Africa: South African Human Rights Commission.
US Department of Health & Human Services (2017). Emerging LTSS Issues in Indian Country: Disability and Housing. Spokane, WA: Kauffman & Associates, Incorporated.
US National Council on Disability (2003). Understanding Disabilities in American Indian & Alaska Native Communities. Washington, DC: National Council on Disability.
Approximately one in five adults in the United States has some type of disability. There are numerous types of disabilities that impact people’s daily lives through sight, movement, learning, or communication, although there are many others. Furthermore, even if two people have the same disability that doesn’t mean they are impacted the same way. Thus, individuals who have a disability do not consist of one general population, but instead a diverse population with various needs. Now the focus is more on how the word disability refers to the three components mentioned in the next paragraph and how there are numerous factors that go into having a disability.
The World Health Organization created the International Classification of Functioning, Disability, and Health (ICF). The ICF introduces the word disability into three main categories that are impairment, activity limitation, and participation restrictions. The term disability and impairment do not mean the same thing. Before the 1970s, the common view was that a disability is measured by whether or not an individual has an impairment or a health condition. In the 1970s there was the disability rights movement, which geared people away from this medical view. However, many people still focus on the more traditional, medical model of disability.
Disability Rights. Flickr: Féin, Creative Commons.
The Stigma
While there are medical advances over the years in regards to individuals with disabilities, there is a stigma surrounding people with disabilities. They tend to be seen as individuals incapable of making decisions or helpless. There are implicit or even unconscious biases against individuals who have a disability. Furthermore, there are several articles on how the medical community treats those with disabilities as having less value than non-disabled people. The medical interpretation of a disability is viewed as a pathological disorder and so this perspective focuses on how one can treat or cure it, rather than a social problem. In contrast to the medical model, there is the social model of disability, which focuses on how disability is formed from a social situation or construct, rather than a person’s characteristics. This viewpoint focuses on dividing impairment from disability, rather than recognizing that one is a component of the other.
Another barrier is that people with disabilities tend to lack health insurance or adequate coverage for healthcare. The National Council on Disability conducted research and found that few health care training programs address disability issues in their curriculum and most federally funded health disparities research do not look at people with a disability as a disparity population. Furthermore, while Medicaid and Medicare cover some people with disabilities, these programs do not cover those who have private insurance. Private group plan insurances are usually given through employers; however, not all employers offer health insurance and not all people who have disabilities are working. Those who have private group plans through their employer are required to cover basic care for the average working population. Medical equipment such as wheelchairs, ventilators, and crutches are limited in terms of annual payments.
The three key elements of health care insurance are availability, affordability, and coverage for critical benefits. Important benefits can include long-term care, mental health, and medications. There have been national surveys that found people with disabilities have a hard time figuring out the insurance system, visiting specialists, and obtaining medical equipment that is durable. Additionally, numerous essential health care services can be out of their budget, meaning that they go without certain things because they simply cannot afford it.
Accessibility can be broken down into many different components. The two main sections to focus on are communication and physical access.
Physical barriers are objects that are either natural or manmade that hinder or block mobility or access. These barriers can include inadequate transportation, accessibility to the facility and offices, and lack of accessible exams. Something as simple as getting a mammogram exam can provide numerous difficulties because the mammogram machine cannot adjust for height or health professionals are not adequately trained for lifting assistance. Thus, some health professionals conduct exams while patients are in their wheelchairs, which can yield inaccurate results. Other physical barriers include parking at the medical facility, entering the building, and the bathroom facilities, making it more difficult for someone with a disability to receive proper care.
Proper communication and education are required to make a change. Individuals with disabilities should feel they can discuss their challenges without fearing discrimination, while, those in the healthcare field should appropriately discuss, support, and address the challenges people with disabilities face. Research shows there is a lack of awareness and inadequate instruction among health care providers. For example in Connecticut, “91% of primary care physicians said they had no training in intellectual and developmental disabilities.” Without proper training, people tend to make assumptions about people with disabilities and often times they are incorrect. Some stereotypes include thinking that those with developmental disabilities cannot feel pain so they do not need anesthesia, people who are deaf have problems with their cognitive functioning because they are not fluent in standard English, or women who have disabilities do not need reproductive care because they are assumed to be sexually inactive. Making assumptions is not only harmful to the health of the patient but also it undermines who they are as a person. This can lead to damaging the patient-provider trust and provoke people with disabilities to not even bother to seek care. Ultimately, having access to appropriate health care can prevent new health conditions and could possibly stop current health conditions to worsen. In order to be effective and efficient, health care must be inclusive and accessible.
Keep up with the latest announcements related to the upcoming Symposium on Disability Rights by following the IHR on Facebook, Twitter, and Instagram.
For most people, the importance of the right to an education is not unknown. It’s through education that people gain the skills that they need to be active in their communities, join the workforce, and live their daily lives. While there is certainly division in regard to people’s ideas of exactly how systems of education should work, there continues to be a shared understanding that these systems should exist in some capacity. The importance of the right to an education for people with disabilities is not well known or, at least, not as actively recognized, but it should be.
Background of Disability Rights and Education in the U.S.
The Individuals with Disabilities Education Act (IDEA) took effect as the Education for all Handicapped Children Act of 1975. It was meant to improve the access that children with disabilities have to “a free appropriate public education” and an environment that supports, rather than impedes, that education. Part of IDEA is a requirement that public schools develop an Individualized Education Program (IEP) for each student with a disability who is enrolled. IEPs are created and tailored specifically to the needs of each student, because even people who have been diagnosed with the same disability have differing experiences and face different circumstances. These programs are reviewed every year by the student’s teacher, parent(s), the child themself and a qualified agency representative related to special education. Other individuals can be brought in to review the program at the discretion of the parents or agency involved.
The Americans with Disabilities Act (ADA) was enacted in 1990 and prohibits “discrimination on the basis of disability in employment, State and local government, public accommodations, commercial facilities, transportation, and telecommunications.” Title II of the act requires state and local governments to make their services and resources equally available to people with disabilities. According to Title II, there are architectural standards that suggest buildings should be accessible to all people. Buildings constructed after the act passed are expected to meet these standards upon when they are built, while buildings that were constructed prior to the passing of the act are to be altered. Since the services/resources of state and local governments include public educational institutions, these institutions are expected to meet these standards, which helps to make education more accessible.
Acknowledgement Is Not Enough
Despite the American legislation put in place to ensure educational equality for students with disabilities, there is still a lot of work to be done. Laws have been created but are not always followed.
The Oregon Department of Education, for example, is being sued by Disability Rights Oregon (along with four other legal groups) due to its “lax oversight of special education programs . . . in small, rural communities.” Many schools in the state have been found to give students with learning or behavioral disabilities a shortened school day of only a few hours. The schools have given a range of explanations for shortening student’s school days, from saying that they were responding to inappropriate behavior (some of which is related to the symptoms of the students’ disabilities) to teachers saying they had a feeling that “it was going to be a bad day.” In many cases, the students would be able to get through a normal school day if they had the resources they need. They simply have not been given the opportunity to try. The lawyers involved in the lawsuit wrote, “Some children who are subjected to shortened school days due to their disability-related behaviors are eventually denied any instruction at all.” This is a denial of their right to an education and it cannot continue.
The seclusion and unfair treatment of students with disabilities in the U.S. is not limited to Oregon. According to the U.S. Department of Education Office for Civil Rights, more than 36,000 students were secluded during the 2015-2016 school year, and 66% of those students were students with disabilities, despite only making up 12% of all students enrolled. Students with disabilities also make up 26% of those who received out of school suspension and 24% of those who were expelled. Part of the problem is that the federal government does not currently have any actual regulations related to the seclusion of students with disabilities. It merely suggests that seclusion be used if a student is a physical threat to themselves or others and that the seclusion should end when the student is no longer a threat. Due to its impact on students’ access to their education, this issue needs to be dealt with as quickly as possible.
Library books. Source: CCAC North Library, Creative Commons
An International Problem
This problem can be found around the world. In Nepal, for example, children with disabilities are far from having their educational needs properly met. In 2011, Human Rights Watch (HRW) estimated that more than 207,000 of the country’s children have disabilities. In 2016, 30.6% of children with disabilities were not attending school. In some cases, the students with disabilities who are enrolled in school are kept in classes that are completely inappropriate for their age group. According to HRW report on the situation, one sixteen-year-old named Amman was placed in Class 2, where his classmates were between the ages of seven and ten years-old. His disabilities are physical, limiting his movement and speech but not his mental development. The school has steps at its entrance with no ramp available, forcing Amman to crawl to his classroom. He was not able to use the restroom during the six hours school was in session, so another student would have to go to his house and get his mother to come to the school and help. Not only is this an immense barrier to Amman’s access to his education, but it also an utterly dehumanizing way to treat someone.
The country is not ignorant of the fact that people with disabilities have a right to an education. In 2010, the country even ratified the United Nations’ (UN) Convention on the Rights of Persons with Disabilities, which aims to promote and improve the access to the rights of people with disabilities around the world.
In public conversations about human rights, people with disabilities are often left out or overlooked. It is important that we intentionally work towards being more inclusive.
Article 24 of the UN Convention on the Rights of Persons with Disabilities (which the United States has still not ratified) focuses on the right to education. According to the document, countries associated with the UN are expected to “ensure an inclusive education system at all levels and lifelong learning”. This involves making sure that people with disabilities are not kept separate from the rest of the education system and receive the support they need.
In addition to acknowledging the right to education for people with disabilities, Article 24 includes an explanation of why education is incredibly vital, both in general and specifically in the lives of people with disabilities. Education facilitates the development of one’s view of others and themselves, their personality, their creative talents, their mental and physical abilities, and their ability “to participate effectively in a free society.” These developments shape the role that each individual plays in the world, making education an absolutely priceless and fundamental human right.
Resources at UAB
Students at the University of Alabama at Birmingham can contact the campus’s Disability Support Services (DSS) to request accommodations through their website or at 205-934-4205. This process involves completing an online application, submitting documentation of their disability, and having an Accommodation Planning meeting. Accommodations that are often used include reduced distraction testing, extended time on exams, note-taking services, assistive technology, and captionists/interpreters.
Keep up with the latest announcements related to the upcoming Symposium on Disability Rights by following the IHR on Facebook, Twitter, and Instagram.
Kiribati 2009. Photo: Jodie Gatfield, AusAID. Source: Department of Foreign Affairs and Trade, Creative Commons.
When someone says the word intersectionality, do human rights come to mind? Maybe but probably not. For some people, intersectionality is a just buzzword used by protest movements or the liberal media, while for others is a means of social identification. It is okay if you have never heard of it or do not understand it or know how to define it, you are not alone. Although it is an identifier and has mainstream vernacular usage, scholars like sociologist Patricia Hill Collins acknowledge that intersectionality is challenging to define, and only slightly easier to identify when recognized. Hill Collins asserts that “scholars and practitioners think they know intersectionality when they see it. More importantly, they conceptualize intersectionality in dramatically different ways when they use it.” Thus, an essential aspect of societal understanding and identification of intersectionality is our knowledge of its dependent relationship to power and inequity. Intersectionality must have a subject (a person or group of people) that experiences inequality (subjugation/oppression) because of its/their relation to power (the dominant with the hierarchical structure).
Intersectionality relies heavily on social constructions like race or gender, but not as a singular point of inequality. The term “intersection” demands another point—an interlocking point–of inequality. For example, intersectionality must critically examine the subjugation experienced by a person with blindness who is a Hispanic trans woman as well as a teenage girl who is Arab and a wheelchair user, respectively. Both are members of marginalized populations: ethnicity – Hispanic and Arab, gender/sexuality – a trans woman and teenage girl, and disability – blindness and wheelchair user; therefore, the intersectional analysis must include at least two points of oppression. The andmakes the difference. For this to occur effectively, individuals must determine how they will employ intersectionality as a definition, in addition to a research tool.
In her essay, Hill Collins sheds light on three possible frameworks for intersectionality: a field of study that examines both content and themes that might be characteristic, an analytical strategy reliant upon intersectional frameworks to explain the social world, and a form of critical praxis connected to social justice practice via scholarship. Intersectionality has increased in popularity as society becomes more aware of the work of critical race theorist, Dr. Kimberlé Crenshaw, and with the rise of protest movements. Many people identify Crenshaw as the creator of the term intersectionality, but Black feminist scholars point to Anna Julia Cooper, Audre Lorde, and the Combahee River Collective, among others as describing the concept in their works years and centuries before Crenshaw.
First, as a field of study, intersectionality has positives and negatives. The positives lay in its complementary adaptability with other disciplines and areas of study, yet, it is here that many of the negatives exist as well. Citing Edward Said, Hill Collins notes that “theories can lose their originality and critical stance as they travel from one domain to another” (6). This travel can result in the misrepresentation of the original intent and the exclusion of some scholarship as has happened over time in fields of study like Black feminism.
Second, as an analytical framework, intersectionality must “rethink” constructs, not only as concepts of work and family but violence and identity, and in direct relation to “underutilized” categories of analysis like class and age. It is at this juncture that disability rights activists and scholars demand an increased inclusion. Using Stuart Hall’s theory of articulation, Hill Collins questions how it is possible for two sets of ideas, the expressed and unexpressed, to create the necessary knowledge needed for an intersectional canon (15). Hill Collins questioning aligns with Ellen Samuels’ assertion that disability remains underrecognized as a “legitimate or relevant position from which to address broad subjects” and Michael Berube’s pronouncement that disability must continually battle against gender, race, and sexuality in various areas. Historically, there has been an imbalanced pattern of research due to the heavy focus on the intersections of race and gender; yet, when considering that one in five human beings live with a disability, multiple constraints apply and extend beyond gender and race.
Lastly, as a praxis, intersectionality can contribute perspective by elucidating areas of social inequality as activists and scholars increase their political engagement. Sociologists Hae Yeon Choo and Myra Marx Ferree observe three ways that intersectionality is/can become practiced: group-centered, process-centered, and system-centered. They caution that even in practice, neglect occurs in facets of the intersectional analysis despite best efforts to adequately include, analyze, and identify because as Crenshaw notes, sometimes conflicting political agendas detract from the areas of oppression.
Soccer – Boys from one of Mumias’ schools for the physically handicapped. Source: Brenda, Creative Commons
The Intersection of Disability and Everything Else
In many societies today, disability, like most categories of marginalization, boxes members as differing from the norm or as the needy and helpless Other. In many ways, disability has become a fetishized difference and a source of ‘inspiration porn’ when foregrounded in the mainstream via social media, television, and movies. What if activists and scholars began to utilize the constellation of knowledge as outlined by Hill Collins and Choo and Ferree through the employment of an analysis of the intersection of disability and everything else? Persons with disabilities are the global majority when accounting for the entire spectrum of disability; thus, we as individuals who make up the collective, have a chance to bring those surviving on the margins into the center of analysis and discussion.
Humanity must begin to see the inclusion of disability as a prerequisite for the dismantling of structural violence and social injustice. Black feminist and lesbian Lorde, in her comments to a New York conference audience, protested that “survival is not an academic skill. It is learning how to stand alone, unpopular and sometimes reviled, and how to make common cause with those others identified as outside the structures in order to define and seek a world in which we can all flourish. It is learning how to take our differences and make them strengths. For the master’s tools will never dismantle the master’s house. Racism and homophobia are real conditions of all of our lives in this place and time. I urge each one of us here to reach down into that deep place of knowledge inside herself and touch that terror and loathing of any difference that lives there. See whose face it wears. Then the personal as the political can begin to illuminate all our choices” (112-3). If disability replaced either racism or homophobia in Lorde’s quote, how does the level of analysis and research begin to change the conversation surrounding our social understanding of these areas of oppression and subjugation? Intersectionality forces humanity to come to terms with the lack of knowledge about difference while confronting the terror and loathing of difference which lurks inside us as barriers and outside of us as social institutions and societal norms. In whatever form intersectionality finds usage, it is imperative that it remains a tool that dismantles injustice at the personal and political level.
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Laws and policies not only reflect policy-makers’ knowledge about cultural norms but laws and policies also actively shape our cultural norms as well (Benabou & Tirole, 2011). Inclusive laws and policies may negate the reinforcement of discrimination of marginalized groups by changing attitudes towards said groups over time. This is especially true of the disability community. Prior to the enactment of inclusive policies, persons with disabilities could be legally and explicitly discriminated against in the fields of education, medicine, and employment. Persons with disabilities still face discrimination, but the following laws make strides toward shaping the United States into a more inclusive for persons with disabilities, and these laws have played a key role in shaping cultural norms regarding these issues.
The Rehabilitation Act was the first piece of civil rights legislation to explicitly identify the rights of persons with disabilities and outlaws the discrimination on the basis of disability in Federally-funded programs. This includes barring programs conducted by Federal agencies, programs receiving Federal financial assistance, and Federal employment from discriminating against persons with disabilities.
The Rehabilitation Act also:
Defines persons with disabilities as those who have a physical or mental impairment that limits a major life activity, such as walking, seeing, hearing, speaking, learning, or working.
‘appropriate education’ is defined in this context as education that meets the unique educational needs of a student.
Requires parents must be notified if their children are tested for learning difficulties, are identified as having a disability, or placed into special education programs. Parents are also given the option to object to their child’s evaluation results through a formal, impartial hearing.
Mandates students with disabilities should be educated with their non-disabled peers when appropriate.
The Individuals with Disabilities Education Act (IDEA)
The IDEA requires children with disabilities receive a free and appropriate education in the least restrictive environment appropriate to their individual needs and provides financial incentives for public education institutions complying with federal disability laws. IDEA also requires the implementation of Individualized Education Programs (IEP’s) for each child. These programs are developed by a team of individuals knowledgeable about the child’s situation (typically the child’s teacher, the parents, the child, and oftentimes an agency representative who is qualified to provide special education) and are required to be reviewed annually.
The Individuals with Disabilities Education Act also:
Protects children (up to age 21) deemed eligible for special education services.
Allocates funds assisting states and other education agencies to meet special education requirements.
Requires children in special education programs have a written IEP.
Scales of Justice, Creative Commons
The Americans with Disabilities Act (ADA)
The ADA prohibits discrimination on the basis of disability in employment, state and local government, public accommodations, commercial facilities, transportation, and telecommunications and also applies to the United States Congress.
The Americans with Disabilities Act also:
Prohibits explicit discrimination in recruitment, hiring, promotions, training, pay, social activities, and other privileges of employment and restricts questions that can be asked about an applicant’s disability before a job offer is made for employers who possess more than 15 employees.
Requires employers “make reasonable accommodations to the known physical or mental limitations of otherwise qualified individuals with disabilities, unless it results in undue hardship”(29 CFR Parts 1630, 1602 (Title I, EEOC)).
Requires state and local governments follow specific architectural guidelines in the new construction and alteration of their buildings.
Provides a telephone hotline if disability-related complaints need to be filed. These complaints are filed with the Department of Justice, who may provide mediation programs if necessary.
Requires all public transportation services (such as city buses and public rail transit) are fully accessible.
Requires common carriers establish interstate and intrastate telecommunication relay services 24 hours a day, 7 days a week.
Requires closed captioning of federally-funded public service announcements.
The Convention on the Rights of Persons with Disabilities (CRPD)
The CRPD and its Optional Protocol were adopted by the United Nations in 2006. With 82 signatories to the Convention, 44 signatories to the Optional Protocol, and 1 ratification to the Convention, the CRPD has the highest number of signatories in history to a United Nations Convention. It is also the first legally binding, international treaty protecting the rights of persons with disabilities. The CRPD is the first human rights treaty of the 21st century and is the first to allow both regional economic integration organizations and civil society are parties to negotiations of a Convention. The UN defines the CRPD as “a human rights instrument with an explicit, social development“. This document reaffirms persons with disabilities (not restricted to physical and/or visible disabilities) must enjoy all fundamental freedoms and human rights.
The Convention on the Rights of Persons with Disabilities also:
Is the fastest growing treaty in the history of the UN.
Embraces a human rights-based approach (HRBA) of disability. HRBA shifted the approach to disability from “objects” of charity, social protection, and medical treatment towards a doctrine of human rights, envisioning persons with disabilities should make their own decisions about life, the future, and claim rights on their own behalf.
Defines disability as an evolving and open concept.
Encourages the participation of civil society, particularly persons with disabilities and their related organizations. This follows the Convention’s slogan, “Nothing about us without us.”
Protects persons with disabilities from direct and indirect discrimination and provides reporting mechanisms if a person’s rights are violated within the context of the CRPD.
There are more than 1 billion people in the world are currently living with a disability; about 59.7 million of them live within the United States. Batavia (2001) asserts civil rights legislation, such as those aforementioned, open doors for persons with disabilities that were otherwise sealed shut while also normalizing persons with disabilities in the workplace and beyond. It is apparent that such legislation has moved the United States and the world toward a more inclusive and accessible world, but there is still work to be done. Batavia (2001) points out less than 20% of complaints filed under the ADA end up ruling in favor of the defendant. This is the typical average for complaints filed under anti-discrimination laws in the United States; however, Batavia also argues the percentage for the ADA specifically should be much higher due to the uniqueness of each individual disability and necessary accommodations for them. Society oftentimes reinforces views of persons with disabilities as a ‘burden’ or ‘incapable’; one way to break these negative stigmatizations is via policy and respecting those policies as citizens.
If laws are changed, then public opinion toward a particular subject may change along with it. However, this change takes time; when sodomy was decriminalized in the United States in the 1950s, public opinion on same-sex and other queer couples began to shift. The shift over time pressured the Supreme Court to rule in favor of Queer Rights when same-sex couples gained the right to marry in 2015. The LGBTQ+ community still faces many obstacles today, but they are substantially less than those faced before favorable legislation was passed. Without a tireless effort, laws such as the ADA or the CRPD may have taken a much longer time to manifest. These efforts must continue in order to eradicate the stigma surrounding persons with disabilities.
References:
Batavia, Andrew I., and Kay Schriner. “The Americans with Disabilities Act as Engine of Social
Change: Models of Disability and the Potential of a Civil Rights Approach.” Policy
Studies Journal 29.4 (2001): 690-702.
Benabou, Roland, and Jean Tirole. Laws and Norms. No. w17579. National Bureau of
Economic Research, 2011.
Keep up with the latest announcements related to the upcoming Symposium on Disability Rights by following the IHR on Facebook, Twitter, and Instagram.
Many of those who engage with social networking platforms have heard of social media subcultures such as Asian-American Twitter, Black Twitter, and Feminist Twitter. These digital subcultures often address sociocultural issues related to their communities and galvanize captivating hashtags, like #BeingAsian, #BlackLivesMatter, and #MeToo, that take the mainstream media by storm. Among, and often intersecting with, these social causes is a growing phenomenon that could be referred to as Disability Twitter. Here, disabled activists share individual narratives coupled with hashtags, such as #AbledsAreExhausting, #DisabledAndCute, and #ThisIsAbleism, as well as address cultural, social, and political issues affecting the disability community through sentiments like #CripTheVote (accessible voting), #DisabilityTooWhite (limited representation of people of color with disabilities), and #SuckItAbleism (plastic straw ban). Such efforts have also been extended to social media platforms such as Facebook and Instagram, further capturing the attention of disability rights to internet users worldwide, generating dialogue and solutions that relate to accessibility.
smartphone. Source: pixabay.com, Creative Commons
With two-thirds of the globe connected by a mobile device, usage of phone apps has become the norm for many people. While many people use such apps for daily tasks and leisure, others utilize these platforms to amplify justice-related causes, namely access for people with disabilities. For example, Wheelmap is a service that allows users to locate and mark accessible places in seven languages. One does so by rating a respective space with a traffic light system that indicates green markings are wheelchair accessible, yellow markings have restricted wheelchair access, and red markings are not wheelchair accessible. Voice of Specially Abled People (VOSAP) is an India-based organization who created a phone app with the same name which crowdsources accessibility data so it can be used to inform community leaders and promote awareness. VOSAP also allows users to make an action pledge that supports people with disabilities so communities can correspond with allied parties. Parking Mobility is another phone app that offers a self-reporting mechanism, although this service allows users to report abuse of accessible parking spots. For partnering communities, such reports are forwarded to local law enforcement and citations are mailed to the registrant of the vehicle. Please contact Parking Mobility to inquire about getting your community involved in this program. There are also many other phone apps designed for personal assistive use such as Be My Eyes (navigation for blind and visually impaired), RogerVoice (subtitled phone calls), Miracle Modus (self-relief for Autistic persons), and Medication Reminder (people with Alzheimer’s and dementia). As a result of these diverse phone apps, there are multiple ways for people to self-advocate as well as spread information about accessibility.
As demonstrated, social media and digital technology have engendered revolutionary ways to address issues salient to the disability community, allowing self-advocates and allies to communicate about current challenges, successes, and resources. Therefore, simply opening your computer, tablet, or phone to navigate these issues, alongside other intersecting causes, shines a brighter light on the importance of disability rights, access, and representation in the 21st century.
Keep up with the latest announcements related to the upcoming Symposium on Disability Rights by following the IHR on Facebook, Twitter, and Instagram.
On Monday, November 12, the Institute for Human Rights co-sponsored an event with local education, faith-based, and law organizations at Birmingham-Southern College (BSC), titled Addressing the Global Refugee Crisis – Part 2: Focus on the United States. The panel discussion, moderated by Anne Ledvina ( Associate Director at BSC – Ellie and Herb Sklenar Center for International Programs), included Yanira Arias (Campaign Manager at Alianza Americas), April Jackson-McLennan (Attorney at The Law Office of John Charles Bell, L.L.C.), Sarai Portillo (Executive Director at Alabama Coalition for Immigrant Justice), Roshell Rosales (Member at Adelante Alabama Worker Center), and Jessica Vosburgh (Executive Director at Adelante Alabama Worker Center), addressing the Central American migrant caravan, definitions of immigration law, and Alabama’s role in the current refugee crisis.
From left to right: Anne Ledvina, Jessica Vosburgh, Roshell Rosales, and April Jackson-MacLennan pictured on the discussion panel. Source: UAB Institute for Human Rights
Arias and Portillo first addressed the audience by speaking about the recent events in Mexico City where many Central American caravan refugees were staying in a stadium serving as a makeshift camp. Here, many tenants camped on the field or slept on the bleachers, received medical attention and waited in line for basic resources, such as water, that had limited availability. Not only does Portillo assist migrants in her birthplace of Mexico but heads the Alabama Coalition for Immigrant Justice (ACIJ), a grassroots network of six non-profit organizations and various individuals dedicated to protecting and advancing immigrant rights by developing leadership, aligning with other justice causes, encouraging civil participation, and advocating for just policies. Arias’ organization, Alianza Americas, which is a national network serving Latino communities, is currently facilitating donations for Central American caravan refugees through the Refuge for Families Campaign.
Vosburgh then initiated discussion around the narrow qualifications for refugee status and mentioned the disproportionate effects of being an LGBTQ refugee such as allocation to immigration facilities based on birth-assigned gender and sexual exploitation. Additionally, Vosburgh insisted the United States plays a unique role in creating refugees, namely through the war on drugs and neoliberal economic policies which perpetuate destabilization in the Global South. Vosburgh heads Adelante Alabama Worker Center, a Hoover-based organization dedicated to uniting low-wage and immigrant workers as well as their families for defending and promoting human, namely labor, rights in vulnerable communities. Adelante offers a myriad of programs, including the Accompaniment Program, which matches volunteers with community members to assist with transportation to court hearings as well as probation appointments, as well as English classes and legal representation. Additionally, Roshell Rosales, an Adelante member and Montevallo University sophomore, spoke about her experiences as a Dreamer, including scrutiny from law enforcement and the opportunity to earn a scholarship through The Hispanic Interest Coalition of Alabama (¡HICA!).
If you’re interested in participating in the advancement of immigrant rights, both locally and globally, please mark your calendar for March 4, 2019 for the third installment of this series which will be held at Samford University and focus on a community action plan. Please stay tuned for more details.
On Tuesday, November 13, the Institute for Human Rights and Consulate General of Switzerland – Atlanta co-sponsored a showing Sonita, a film based on a 15-year-old girl from Afghanistan who immigrated to Iran in order to flee the Taliban. Over the course of the three years Sonita is filmed, she is able to receive assistance at a center for refugee children in Tehran, Iran where she works on her dream of becoming a rapper by performing for her classmates and pursuing a place to record her music.
What many people are unaware of is the Afghani tradition of forcing children into marriage, with Sonita’s family setting her price as $9,000. Without intervention from the filmmaker, Rokhsareh Ghaem Maghamim, who paid her family $2,000 to postpone her marriage, Sonita might have not made it to where she is now. To make matters worse, women are not allowed to sing in Iran. So, in order for Sonita to continue her dream of becoming a rapper, the shelter could no longer be affiliated with her. Maghami then managed to take Sonita to the United States, without her parent’s permission, to pursue a career in rap.
Maghami started filming this documentary to help her cousin who worked at the refugee center, while her cousin just wanted to help Sonita find some training for her music. However, these selfless acts dramatically changed a young woman’s entire life.
Sonita shares the story of one young woman’s strength, perseverance, and the ability to use music as a vehicle to confront social injustice. This film not only gives the audience an inside look to both a tradition and country many are unfamiliar with, but also provides Sonita with the voice she needs to have her story heard.
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