Human Rights for People with Intellectual Disabilities

Author(s):  
Ian Hall ◽  
Evan Yacoub
2020 ◽  
pp. 29-47
Author(s):  
Dmitry Lukash

This chapter attempts to give a brief overview of how the key legal acts and policies of the Norwegian state and the Church of Norway address religiosity and religious needs of people with intellectual disabilities. The main focus is on how those issues are connected to universal human rights and civil and political freedoms, as well as to national policy for combating all forms of discrimination, and on the extent to which people with intellectual disabilities are represented in such policy as religious subjects, and not merely objects of welfare. In discussing Norwegian public policy, I review international conventions such as the Convention on the Rights of Persons with Disabilities (CRPD), Norwegian laws and regulations such as the Human Rights Act (1999) and Norwegian Official Report NOU 2016: 17 “På lik linje”, relevant regulations and curricula for professional education and training. I also show how main policy documents of the Church of Norway address these issues. In this chapter I attempt to show that in contrast to the rather modest attention paid to the religiosity of people with intellectual disabilities by the official policy texts, the Church of Norway’s official policy appears to be one of significant engagement in advocacy for these people’s religious rights.


Author(s):  
Donato Tarulli ◽  
Christine Y. Tardif ◽  
Dorothy Griffiths ◽  
Frances Owen ◽  
Glenys McQueen-Fuentes ◽  
...  

Persons with intellectual disabilities are more likely to experience victimization and have their rights infringed upon than are people without such disabilities. While legislative and policy interventions have afforded a certain degree of protection against such rights violations, people with intellectual disabilities continue to experience restrictions of their basic human rights. This article describes the development of a Human Rights Project being developed in Canada and aimed at promoting human rights awareness in individuals with intellectual disabilities. Following a brief history of the project, we focus on its current phase: the development of a multimedia human rights training CD. We address the empirical and pedagogical foundations for the use of simulated instruction, aspects of the project that reflect its participative orientation, and the use of dramaturgical methods for training persons with intellectual disabilities to be actors in the video scenarios that appear on the training CD. We conclude by highlighting the importance of a systemic approach to human rights training, as well as the implications of such an approach for understanding the relationally and situationally emergent nature of human rights knowledge.


2009 ◽  
Author(s):  
Robyn Saaltink ◽  
Frances A. Owen ◽  
Donato Tarulli ◽  
Christine Y. Tardif-Williams

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