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Participation of children with disabilities, Gerison Lansdown

FIFTH ANNIVERSARY OF THE INTERNATIONAL CONVENTION ON PERSONS WITH DISABILITIES, Madrid, 6/7 th May, 2013. Participation of children with disabilities, Gerison Lansdown. “ We need to believe in ourselves and challenge negative opinions by showing how able we are.”

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Participation of children with disabilities, Gerison Lansdown

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  1. FIFTH ANNIVERSARY OF THE INTERNATIONAL CONVENTION ON PERSONS WITH DISABILITIES, Madrid, 6/7th May, 2013 Participation of children with disabilities, Gerison Lansdown

  2. “We need to believe in ourselves and challenge negative opinions by showing how able we are.” “We need to be arguing for our own rights – not just rely on non-disabled adults to do this on our behalf.” “Disability is in the eyes of society. It is not in our eyes. If provided with opportunities, we can prove our worth.” (Quotes from children with disabilities in Nepal)

  3. Overview • Understanding CRC and CRPD on participation of children with disabilities • Participation in practice • Addressing the barriers • Benchmarks for measuring the realisation of participation rights for children with disabilities

  4. The context • Inadequate data but estimates of between 100-150 million children with disabilities aged 0-18 • Many in institutions - isolated and silenced • Out of school – where many opportunities for participation arise • Infantilised and excluded from participation because of assumptions of incompetence • Most initiatives exclude children with disabilities

  5. A virtuous circle Children with disabilities

  6. What participation rights do children with disabilities have?

  7. Right to participation

  8. Unpacking A12 CRC (A7 CRPD)

  9. Why does participation matter?

  10. Participation and the realisation of rights Participation

  11. Benefits of participation

  12. Participation in practice

  13. Approaches to participation Participation as an end or a means? Individual or group participation? Separate or inclusive participation?

  14. What level of participation?

  15. Where should participation take place? In courts In play and recreation At home In hospitals In international forums In conferences In school In local government In local communities In government policy In culture and the arts In other words, at all levels of society and in all settings

  16. Addressing the barriers

  17. What are the barriers facing children with disabilities? Lack of training and skills Attitudes and assumptions Lack of accessible transport Lack of funding Physical environment Failure to commit time Lack of confidence

  18. The invisibility of children with disabilities • Children with disabilities are often hidden from view • Necessary to reach out to find them: • Disabled People’s Organisations (DPOs) • Children’s organisations • Community mapping • Situation analyses, research and surveys • Community-based services and institutions

  19. Involving parents and caregivers

  20. Benchmarks for measuring the realisation of participation rights

  21. Moving towards entitlement Participation as a legal right; recognition of evolving capacities; complaints, remedies and redress Introducing a legal and policy framework Training on participation for all professionals working with children with disabilities , as well as sensitization for parents Raising adult awareness Creating opportunities for political engagement Opportunities to influence government policies at local and national levels Information on rights and how to access them, access to different sources of information Access to information Opportunities to influence matters in day to day life Involvement in family life, education, health care, community issues etc

  22. Conclusion The right to be heard extends to every child, including children with disabilities It will not happen unless explicit measures are taken to remove the barriers BUT It must be understood as an entitlement not a privilege All duty bearers must take action to ensure its full realisation THEREFORE Participation is fundamental to the dignity and humanity of every child with a disability Represents a WIN-WIN for each child and the society s/he lives in AND

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