身体障がい者の権利

That is photography and visual hallucinations. What then of reconstructing the Dramatist and Playwright, the writer and novelist from auditory hallucinations? Musicians, composers, singers and lyric writers are also only a step away from the same level of creative attribute and giftedness.

The lesson from this is never to underestimate the extent to which we all have gifts to express and with the right opportunities, can re-emerge as part of our restitution after the excesses of ill-health have run their course.

1. Many such Differently Abled people who have discontinued their studies can pursue the same.
2. The tension and botheration of reaching the study centres or work will be easily avoided as they will be guided by the attender.
3.They will be relived of the tension and stress and save lot of time to concentrate on their studies.
4.The guardians or parents will not have he tension whether their
ward reached the destination safely or not.
5.As the trust is doing free service, they will save a lot of time and money on transportation.

This initiative will utilize Accion’s Roadmap to Inclusion which distills emerging best practices related to PWD economic empowerment into a pragmatic blueprint for action. The Roadmap categories are: 1) universal design and reasonable accommodation, 2) partnership with disability organizations, 3) human resources policy practices and disability inclusion training, 4) legal framework, 5) technology-enabled inclusion and 6) financial capability.

We will work with Fundación Paraguaya to implement the Roadmap, starting with a current capabilities assessment to determine where Fundación Paraguaya stands today and set goals for each Roadmap category. The assessment tool that is developed and tested will be shared with the microfinance industry.
Based on the findings of the assessment, the project team will develop a customized Disability Action Plan, highlighting and prioritizing inclusion capability gaps and fleshing out the steps that must be taken to address them. The team will also seek to develop two standardized disability inclusion tools to be shared with the global microfinance industry. In phase two of the project, Fundación Paraguaya will begin implementing their Disability Action Plan with the goal of addressing their highest priority inclusion gaps and doubling their clients with disabilities within 24 months.

TAPS Volunteer Disability Advocacy Project has made a significant difference in the lives of more than 3000 people. The project has significant benefits for both volunteers and clients. In effort to foster inclusion, persons with disabilities will be recruited as volunteers, and will gain extensive and significant career skills which foster strong employment and educational assets. Volunteer advocates participate in a comprehensive training regime that includes six hours of in-class instruction and three 'shadow' shifts where they observe more experienced volunteers. After the training is complete and the volunteer feels comfortable and competent, they begin assisting their own clients with the 23-page application for persons with disabilities benefits. Persons with disabilities are supported in successfully acquiring equitable benefits that contribute to better housing and health outcomes. This support is especially important for clients with low-literacy levels as without this support they will simply fall through the cracks. It is also vital for people with mental health, brain injury and/or addiction issues who would not otherwise be able to complete the application. Receiving persons with disabilities benefits greatly improves the quality of life for a person living with disabilities.

Model:
We are proposing
• To collect an inventory of all the good things about the Surrey and Delta communities using strategies such as, Roving Listener (PAR, Participatory Action Research), Photo-Visioning Mapping and Video-based Mapping.
• We aim to discover the reasons why people place value on the assets in these communities.
• Lead by Self Advocates who will collaborate and strategize with other like-minded citizens, families, municipalities, formal/informal groups, businesses and community leaders about how to build on local community assets in order to sustain and enhance them for the future.
• Ensure the community asset mapping tool is a participatory planning process that is lead by Self Advocates who will be supported to engage with a diverse amount of citizens in exploring the assets within the physical and social environments of their communities.
• Create a concrete output – a map, either in paper or web based format, which can be incorporated into formal and/or informal community planning processes.
• Ensure an “assets based” philosophy is utilized in all of the community mapping processes; rather than focus on problems or deficiencies, focus on identifying the community’s capacities and assets, including those of its residents, and then use these assets to build a long-term action plan.
• Use the mapping as an entry point for engaging citizens in different planning contexts such as, formal and informal groups, municipal planning and actions that individual citizens can engage in that contribute towards more inclusive Surrey/Delta community.

This proposed project would be two fold;

1) to provide assessment of the youth’s sexual health needs and ensure access to appropriate services that exist (genetic counselling, physical disability care, birth control), and


2) to provide direct counselling and education services for youth with disabilities, their families and healthcare providers in areas where services do not exist (but not limited to personal hygeine, menstrual management, boundaries, touching, sexual feelings,healthy sexuality, harm reduction and safety).

Project Activities:
As part of the DAHM, YHP at BCCH and in collaboration with the ON TRAC Transitional Health Initiative at BCCH, this project will be supported by the Department of Adolescent Health and Medicine medical staff, a Sexual Health for Disabilities Nurse Clinician/Educator, and an administrative support person. This project will serve as a clinical referral service for assessment, counselling and education, and an education resource for youth, young adults, family, educators and health care providers. It will set the example for other facilities and care providers province-wide. The project would include the following:
A. Direct Patient Counseling and Education
B. Providing Sexual Health Resources for Youth, Families and Caregivers
C. Development of a Sexual Health Referral Pathway
D. Evaluation

Through this project we can help deaf students and graduates develop their potential and obtain work experience while and after school. We can also directly develop/update higher education programs for the deaf as well as indirectly influence on Chinese government policies regarding the higher education system of the deaf. We do this by:
-Building partnerships with employers, universities and colleges.
-Designing work-related courses with employers, teachers and faculty members.
-Teaching work-related/specialised sign language courses to teachers.
-Providing work-related courses for deaf students. These may include courses in web design, graphic design, commercial design, among others.
-Organizing and arranging workshops with qualified experts/consultants to provide training on workplace etiquette skills, and interview skills.
-Inviting experts to provide mental health counseling in order to help deaf students deal with their physical and mental health problems and overcome their communication barriers.
-Contacting potential employers and explaining them about the abilities of deaf students through individual contact or workshops.

Experience teaches us that a strong movement of people living with HIV or AIDS that affords mutual support and a voice at local and national levels is particularly effective in tackling stigma. (UNAIDS) The idea of involving people living with HIV was formally adopted as a principle at the Paris AIDS Summit in 1994, where 42 countries declared the Greater Involvement of People Living with HIV and AIDS to be critical to ethical and effective national responses to the epidemic. The workshops in this training will help young leaders establish their roles as leaders and provide them with the tools needed to be effective leaders, within their school, community or the larger HIV, AIDS movement. We acknowledge that Positive Leaders experiences and perspectives are key to addressing the needs of our communities and are valuable tools to challenge public misconceptions about living with HIV today.

Our 7 day training, project and campaign will give the ambassadors the tools and support needed to affect how they see themselves, and the media campaign will affect how the country sees them—ultimately reducing stigma and helping to change the course of the HIV epidemic in Canada.

An example not mentioned in the Solution section above are the “Hearing Voices That Are Distressing” workshops that we offer regularly in Victoria and Nanaimo, and even in Vancouver. These four-hour workshops provide a simulated experience of the voice hearing experience and allow the participant to appreciate concretely the challenges presented by carrying out everyday tasks while experiencing this common phenomenon. Participants wear headphones that reproduce a recording of voices spoken by the authors of the workshop, all of whom are voice hearers themselves. City bus drivers, bank tellers, librarians, corrections officers, family members as well as nursing, criminology, and social work students, among others, populate these sessions.
The workshops are offered for a suggested $25 donation per participant; however, the donation is waived when requested. Two staff persons and two volunteers deliver each session. The outcomes achieved by these workshops are 1) a demystification of hearing voices, and 2) enhanced motivation and skills to engage productively with active voice hearers, and 3) intersectoral networking. Participants are invited to take advantage of other Columbian Centre public education offerings.

Using our social enterprise business model, here is an example of a solution making a difference:

A transitional, single mother arrives at a homeless shelter with no money and no employment prospects after being abused by her ex-spouse. She shows interest in receiving our training. She signs up for the next intake session where she shows aptitude and commitment. Once enrolled, she stays with our program for 1 year and during this time gains employment at a local eatery in a hotel contingent upon her completing her training with us. She has no money for training but is now earning a working wage while still learning. Upon graduation, she receives a promotion from the hotel restaurant. Opting for further training, she continues working and training at night in advanced pastry at one of our lab kitchens.

The lack of teaching materials that address both the need for blind children to learn the Braille system, such as play and have fun like other children, has meant that elements generally used for teaching braille and previous work is made with poor quality materials, and almost no interest to young children. Thus we find "toys" made of rough wood with no meaning for children, or home-made items that can not withstand prolonged use, and the active" touch from learners ...
The doll Braillin, I propose, can be used from an early age.
Use:
Improved sensory development through the manipulation of different textures contributes to dominating the body scheme
Contributes to acquire spatial concepts (up, down, left, right, etc.) prior to learning Braille and mathematics (numbers 1 to 6)
Facilitates the learning of Braille lettering.
Contributes to the development of language, expression and communication with their peers regardless of the visual, through symbolic play
Promotes the incorporation of playful situations in learning contexts
Strengthens the affection and esteem of children with visual disabilities
Promotes acceptance of diversity
Contributes to the formation of a spirit of cooperation and cooperative
Promotes knowledge of reading and writing system of Braille, among children with vision.

We have conducted workshops with the teachers from a private school in Bangalore and Chennai. The usual outcome of these workshops have been that most teachers are unaware of the fact that blind students are able to study and be part of a class. Teachers have been mostly apprehensive about their lack of understanding, and the perceived disability to teach and train a blind student. We had role models from society, who have studies and have achieved their goals in life come and speak in these workshops. Their presence, and example, has helped connect the teachers to the role models. We also bring experts to these workshops, who present the various technological devices that will help a blind student manage the classes, and learn in the inclusive environment. These activities have helped us focus on solutions # 1 & 2. We are working with mainstream schools in Bangalore & Chennai to induce them to admit more visually challenged students.

Most often when we enter a school building, there are clearly defined groups - those who fit and those who don’t. Our job is to gently illuminate entrenched beliefs about each group, and instead rebuild ideas about acceptance and inclusion by focusing on what makes us the same. By sharing their own life experiences, our team of self advocates reaches students on a whole new level, encouraging them to see how every person has the ability to achieve, and wants to belong just like them. Student leaders typically have little experience interacting with a student with disabilities. They often believe that students with disabilities aren’t capable of much, including living a full and productive life. Our team walks them through real life experiences, challenges the student leaders to think beyond what they know, to see other perspectives. At the end of our training, student leaders have had the chance to work with and learn from adults with disabilities who have attended college, have jobs, are married, own houses and have families of their own. The most common question we receive from student leaders who participate in our program is, “Why didn’t anyone teach me about people with disabilities before today?”