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<p><img width="70%" src="//d24jp206mxeyfm.cloudfront.net/assets/courseware/v1/7a5386fc1dfb75e8c95502503cc26265/asset-v1:OSCE+HD-RPD-EN+2021_09+type@asset+block/undraw_connected_world_wuay.png" alt="World" /></p>
<p>In this module you will become familiar with and work towards the following learning objectives:</p>
<ul>
<li>Understanding the obligations established by the UN CRPD to provide disability-inclusive policing.</li>
<li>Identifying why inclusive and quality police services for persons with disabilities is essential to the work done by the OSCE.</li>
<li>Reflecting on how current policing processes and procedures could be made more inclusive of persons with disabilities.</li>
</ul>
<p></p>
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<h3>Introduction</h3>
<p>Persons with disabilities make up at least 15% of any given population, and in situations of emergency and armed conflict, that percentage rises significantly.</p>
<p>Research shows that persons with disabilities are much more likely to come into contact with police officers than the general population. This higher frequency of interaction with law enforcement has many reasons but is generally due to stigma, negative attitudes, and stereotypes, as well as social and physical barriers that place persons with disabilities in vulnerable situations.</p>
<p>It has also been shown that persons with disabilities are substantially more likely to be victims of crime, violence, and human trafficking than the general population.</p>
<p>Additionally, women and girls with disabilities are “triply vulnerable to many human rights violations” including human trafficking due to the intersection of gender inequalities and stigma related to disability—this is especially true during natural disasters, humanitarian emergencies, and armed conflict.</p>
<p>Although there is a higher frequency of contact with persons with disabilities, police officers have limited knowledge, training, and information on how to appropriately interact with persons with disabilities. This gap poses a significant challenge for modern policing, because without proper disability-sensitive training and procedures, police officers may collect incomplete information from the persons with disabilities who are victims of crimes, and in turn compromise the arrest and prosecution of the perpetrators.</p>
<p>In addition, without training on and programming to address the specific human trafficking risks faced by persons with disabilities—and particularly women and girls with disabilities—persons with disabilities will continue to become victims of trafficking at a higher rate. Lack of proper disability-inclusive training can also cause police officers to rely on biases, stereotypes, and incorrect information when interacting with persons with disabilities and potentially violating that individual’s human rights. This is most vividly seen when police officers come into contact with persons with intellectual, developmental, and psycho-social disabilities, as without proper knowledge and training the actions of a person with a disability could be perceived as threatening.</p>
<p>Whether police officers interact with persons with disabilities who are victims of crime, suspected perpetrators, or innocent bystanders, it is essential that law-enforcement officials are trained on how to properly interact and communicate to ensure respect of the human rights and dignity of individuals with disabilities, and ensure justice is achieved.</p>
<p><em>Let's watch the "Pathways to Justice" video.</em></p>
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<h3> Rights under the UN Convention on the Rights of Persons with Disability</h3>
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<h3>Article 12 - Equal Recognition before the Law</h3>
<p>Article 12 of the CRPD provides that persons with disabilities shall enjoy equal recognition before the law.</p>
<p>Importantly, Article 12 provides that all measures shall be taken to ensure that persons with disabilities have the full ability to exercise their legal capacity. This is not the creation of additional rights for persons with disabilities, but instead a recognition of the civil rights and areas within society that persons with disabilities have traditionally been denied the right to access.</p>
<p>In practical terms, Article 12 requires States to respect the inherent dignity, individual autonomy, independence, and ability of persons with disabilities to make their own choices. This means that no area of the law can deny persons with disabilities the right to legal capacity, whether through substituted decision-making regimes like guardianship, conservatorship, or mental health laws that permit forced treatment.</p>
<p>This means that persons with disabilities are both holders of rights and actors under the law, and are entitled to the full protection of their rights by the legal system. Therefore, when police officers interact with persons with disabilities, they must treat those individuals with respect, dignity, and as people who have the right to access the legal system.</p>
<p><em>Let's learn more about Article 12 and its legal capacity.</em></p>
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<h3 class="hd hd-2">UNCRPD: What is Article 12 and Legal Capacity?</h3>
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<h3>Article 13 - Access to Justice</h3>
<p>Article 13 of the CRPD requires that States ensure that persons with disabilities have access to justice and justice mechanisms on an equal basis with others.</p>
<p>This requirement is a natural extension of the right to legal capacity and equal recognition under the law mentioned above. In practical terms, Article 13 is the enforcement of the right to equal recognition under the law by requiring that States provide effective access to justice for persons with disabilities and requires States to promote appropriate training for those working in the field of administration of justice, including police and prison staff. This means that first responders, like police officers, must be trained to recognize persons with disabilities as equal persons before the law and must afford the same weight to their criminal complaints and statements.</p>
<p>Therefore, it is essential to train police officers, as well as other first responders, in a disability-sensitive and inclusive manner for them to understand the rights of persons with disabilities and to ensure they have equal access to justice.</p>
<p></p>
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<h3 class="hd hd-2"> Training for Police-Mental Health Collaboration</h3>
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<h3>Article 14 - Liberty and Security of Person</h3>
<p>Article 14 of the CRPD requires that States ensure persons with disabilities enjoy the right to liberty and security of a person on an equal basis with others. Additionally, States must ensure that persons with disabilities are not deprived of liberty unlawfully or arbitrarily and when deprived of their liberty that it is done in conformity with the law, recognizing that the existence of a disability is not justification for the deprivation of liberty.</p>
<p>This means in practical terms that all social and physical barriers must be removed to allow persons with disabilities to access the police procedures to ensure they can report crimes, which would include providing accommodations to allow them to effectively communicate with police officers.</p>
<p>It also means that persons with disabilities cannot be detained simply on the basis of their actual or perceived disability, even if there are additional factors used to justify their deprivation of liberty.</p>
<p>Therefore, police officers cannot discriminate against claims made by persons with disabilities, cannot detain a person with a disability simply because of an actual or perceived disability, and police procedures must be accessible and inclusive of persons with disabilities to ensure their equal access to liberty and security.</p>
<p>Let's watch a video that puts a spotlight on a number of individuals defying these invalid opinions every day – asking the viewer to confront their own beliefs and misconceptions that might be inadvertently contributing to millions of individuals worldwide, being held back in the world of work.</p>
<p></p>
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<h3 class="hd hd-2">When it Comes to Disability, Everyone has an Opinion</h3>
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<p><img height="705" width="940" src="//d24jp206mxeyfm.cloudfront.net/assets/courseware/v1/4745878403b5d32bc1437c53c17c8fe5/asset-v1:OSCE+HD-RPD-EN+2021_09+type@asset+block/170256.jpg" alt="Official Ceremony of Taking Oath and the Launch of the New Police Patrol Service, Kyiv, 4 July 2015." /></p>
<p>Police-related activities are a vital part of the OSCE’s work in conflict prevention, crisis management, and post-conflict rehabilitation. As discussed in the previous module, the use of a human rights-based approach to disability inclusion is not only essential to conflict prevention, crisis management, and post-conflict rehabilitation, but also required by the UN CRPD. Consequently, disability-inclusive policing is an essential tool that should be part of the police-related work done by the OSCE.</p>
<p>There are two main categories of OSCE police-related work:</p>
<ol>
<li>Police development and reform within the principles of democratic policing, a special focus on community policing and police-public partnership, training initiatives, and promoting the protection of victims and vulnerable persons;</li>
<li>Building capacities of law enforcement agencies of OSCE participating States and Partners for Co-operation to be able to effectively counter transnational organized crime, terrorism, trafficking in illicit drugs, trafficking in human beings and cybercrime.</li>
</ol>
<p>This recognition of the importance of disability-inclusive policing can be seen in the first category of police-related work: special focus as part of police development and reform will focus on the protection of victims and vulnerable persons.</p>
<p>Additionally, the OSCE Guidelines on Human Rights and Education for Law Enforcement Officials (OSCE Guidelines on Human Rights) states that the UN CRPD—along with a number of other human rights treaties—is an essential human rights treaty that must be part of the training for law enforcement officers to raise their awareness to appropriately serve and protect persons with disabilities.</p>
<p><span class="fa fa-file-pdf-o fa-2x" aria-hidden="true" title="Reading activity"> </span><span style="white-space: pre;"> <a href="https://www.osce.org/odihr/93968" target="_blank"> OSCE Guidelines on Human Rights and Education for Law Enforcement Officials</a></span></p>
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<h3>The OSCE Guidelines on Human Rights and Education for Law Enforcement Officials</h3>
<p><img height="705" width="940" src="//d24jp206mxeyfm.cloudfront.net/assets/courseware/v1/e797d4b1b9923d0457a0f63753702b7a/asset-v1:OSCE+HD-RPD-EN+2021_09+type@asset+block/439112.jpg" alt="Aim of the OSCE Guidelines on Human Rights and Education for Law Enforcement Officials" /></p>
<blockquote>
<p><em>“Support systemic and effective human rights education for police and other law enforcement personnel . . . [and] presents approaches to be adopted when planning or implementing human rights education for law enforcement personnel related to six key structural areas: the human rights-based approach to human rights education; core competencies; curricula; training and learning processes; evaluation; and professional development and support of educational personnel.”</em></p>
</blockquote>
<p>Additionally, the OSCE Guidelines on Human Rights require that the training curriculum for police officers must take into account the “diversity of cadets and all other officials and is accessible to all learners, especially women and individuals who belong to minority groups or who have disabilities.” Importantly, the Guidelines acknowledge the fact that persons with disabilities can be and are police officers and law enforcement officials. </p>
<p>The OSCE Guidelines on Human Rights are a proper step towards mainstreaming disability. This is accomplished by stating that the human rights standards found in the UN CRPD must be taught and understood by all law enforcement, not just police officers but also high-level law enforcement officials who develop procedures and policies. By mainstreaming disability, stereotypes are broken down and biases challenged, thereby allowing police officers and law enforcement officials to better serve and protect persons with disabilities and their human rights.</p>
<p>Therefore, the numerous OSCE field operations that use police advisors to provide advice and assistance to police agencies across the OSCE region should, and are indeed required to, provide disability mainstreaming into their advice and assistance programming in order to help States develop accountable police services that serve and protect their citizens.</p>
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<h3>OSCE Guidelines on Human Rights and Education for Law Enforcement Officials</h3>
<p>The framework for providing disability-inclusive policing already exists within the OSCE, as found in the OSCE Guidelines on Human Rights and Education for Law Enforcement Officials and the study on Applying Gender-Sensitive Approaches in Combating Trafficking in Human Beings.</p>
<p>By including a human rights-based approach to disability inclusion that uses the twin-track approach in training, developing programs, procedures, policies, and working with persons with disabilities and their representative organizations, the goal of achieving disability-inclusive policing can be achieved.</p>
<p><span class="fa fa-file-pdf-o fa-2x" aria-hidden="true" title="Reading activity"> </span><span style="white-space: pre;"> <a href="https://www.un.org/development/desa/disabilities/resources/special-envoy-of-the-secretary-general-on-disability-and-accessibility.html" target="_blank"> Inclusive Quality Police Services for Persons with Disabilities, Special Envoy UN-SG Disability and Accessibility (June 2021)</a></span></p>
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<h3>OSCE Policing field operations</h3>
<p><img height="627" width="940" src="//d24jp206mxeyfm.cloudfront.net/assets/courseware/v1/9da5ee41640c8f5e8fa0caffa8b0bc8a/asset-v1:OSCE+HD-RPD-EN+2021_09+type@asset+block/10_policing.jpg" alt="OSCE Policing Field Operations" /></p>
<ul>
<li>Building capacities of the law enforcement to address transnational threats;</li>
<li>Developing and organizing sustainable police education programs;</li>
<li>Organizing leadership and management training for law enforcement and government officials, judges and prosecutors;</li>
<li>Strengthening investigative and analytical skills;</li>
<li>Enhancing competencies in conducting financial investigations, in addressing money laundering and in seizing criminal assets;</li>
<li>Developing community policing initiatives and police-public partnership;</li>
<li>Addressing domestic violence;</li>
<li>Assisting in strategic planning and threat assessments;</li>
<li>Supporting information exchange amongst border officials;</li>
<li>Facilitating information sharing and the exchange of best practices;</li>
<li>Analysing and assessing lessons learned to develop guidance;</li>
<li>Advising on legislation reform and institution-building;</li>
<li>Promoting intelligence-led policing;</li>
<li>Monitoring police work for compliance with international human rights standards; and</li>
<li>Supporting regional and international police co-operation.</li>
</ul>
<p><span class="fa fa-file-pdf-o fa-2x" aria-hidden="true" title="Reading activity"> </span><span style="white-space: pre;"> <a href="https://www.osce.org/policing" target="_blank"> The OSCE’s police-related activities </a></span></p>
<p></p>
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<h1><img width="90%" src="//d24jp206mxeyfm.cloudfront.net/assets/courseware/v1/2ee63f9294db4b00a2f0e6d318b90545/asset-v1:OSCE+HD-RPD-EN+2021_09+type@asset+block/Human_trafficking.jpg" alt="Human trafficking" /></h1>
<p>As previously stated, persons with disabilities and particularly women and girls with disabilities are at a heightened risk of being victims of trafficking.</p>
<p>In May 2021, the OSCE launched a breakthrough "Applying Gender-Sensitive Approaches to Combating Trafficking in Human Beings" study, which identified the distinct reasons why boys, girls, men, and women become vulnerable to human trafficking. </p>
<p>The study took a holistic approach and importantly noted that gender alone does not determine the risk or susceptibility of an individual to human trafficking. Instead, intersecting factors like disability, age, ethnicity, sexual orientation, and race play a role in the risk or susceptibility to victimization through human trafficking.</p>
<p>Additionally, the study found discrimination and stereotypes regarding things like disability are likely to prevent the delivery of assistance and justice, thereby double victimizing the individual. Therefore, the OSCE study finds that effectively combatting human trafficking in a holistic manner requires the design of assistance programming that is based on the actual needs of victims, that eliminates stereotypes and bias, and that takes into account multiple factors like a disability that are impacting the individual's wellbeing.</p>
<p>Below are recommendations from the OSCE report on needs-based interventions for underserved populations, which includes persons with disabilities:</p>
<ul>
<li>Develop interventions to offer prevention and protection services adapted to the needs of all victims, in particular those who are less likely to come forward. Tailored assistance should take into account victims’ gender-specific needs according to the type of harm and exploitation to which they were subjected;</li>
<li>Consider conducting multi-agency mapping of high-risk sectors to better tailor interventions to the needs of victims;</li>
<li>Review national legislation and policies to ensure that they cover the protection needs of all victims;</li>
<li>Promote the use of an intersectionality lens, taking into consideration the different contributing factors in order to develop holistic and effective prevention and protection strategies, including through the use of National Referral Mechanisms;</li>
<li>Address the risk of double victimization by designing rights-based prevention and assistance programs that are based on the individual vulnerabilities and needs of victims or potential victims.</li>
</ul>
<p><span class="fa fa-file-pdf-o fa-2x" aria-hidden="true" title="Reading activity"> </span><span style="white-space: pre;"> <a href="https://www.osce.org/cthb/486700" target="_blank"> Study: Applying Gender-Sensitive Approaches to Combating Trafficking in Human Beings</a></span></p>
<p><em>Let's watch a video about combating technology-facilitated trafficking in human beings in Central Asia.</em></p>
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<h3 class="hd hd-2">Combating technology-facilitated trafficking in human beings in Central Asia</h3>
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<p>While mainstreaming disability is essential, it is just one aspect of the twin-track approach necessary actually to achieve disability-inclusive police services. The second track is the creation of targeted programming, policies, and procedures that specifically address the needs of persons with disabilities.</p>
<p><img height="471" width="614" src="//d24jp206mxeyfm.cloudfront.net/assets/courseware/v1/682b2026c0844ba051d5e1affedbdf8a/asset-v1:OSCE+HD-RPD-EN+2021_09+type@asset+block/twin-track_approach_.png" alt="The twin-track approach necessary to actually achieve disability-inclusive police services. " /></p>
<p>This twin-track approach is needed because many barriers prevent persons with disabilities from accessing justice, information, public services, and having the full legal capacity to make independent decisions. </p>
<p>Examples of such barriers include lack of physical access to police stations, lack of transportation to and from such facilities, and negative or paternalistic attitudes that question the abilities of persons with disabilities to participate in all aspects of the administration of justice. These social and environmental barriers lead to the denial of fundamental freedoms like the right to remain silent and the presumption of innocence. </p>
<p>Through the application of both mainstreaming and targeting, these barriers can begin to be dismantled and the full rights of persons with disabilities can be protected.</p>
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<h3>Practical Suggestions</h3>
<p>Recently, the Special Envoy of the Secretary-General on Disability and Accessibility published a report specifically addressing disability-inclusive police services. </p>
<p>In her report, she identified <strong>10 key areas</strong> of action that will allow for inclusive quality police services for persons with disabilities while also providing guidelines for each area of action to be accomplished:</p>
<ol>
<li>Awareness raising</li>
<li>Access to information and communication</li>
<li>Free access to police premises</li>
<li>Interaction between persons with disabilities and police officers in the city or other human settlements</li>
<li>Crisis situations of persons with disabilities</li>
<li>Emergency situations</li>
<li>Law enforcement situations</li>
<li>Crimes</li>
<li>Border patrol services</li>
<li>The educational role of the police within the institution and community</li>
</ol>
<p></p>
<p><span class="fa fa-file-pdf-o fa-2x" aria-hidden="true" title="Reading activity"> </span><span style="white-space: pre;"> <a href="https://www.un.org/development/desa/disabilities/resources/special-envoy-of-the-secretary-general-on-disability-and-accessibility.html" target="_blank"> Inclusive Quality Police Services for Persons with Disabilities, Special Envoy UN-SG Disability and Accessibility</a></span></p>
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<h3>Steps to raise awareness to identify the barriers</h3>
<p>Underpinning all of the suggested guidelines is the need to provide reasonable accommodations to all persons with disabilities to access, interact with, and benefit from law enforcement services.</p>
<p>Providing reasonable accommodations requires awareness of the barriers faced by persons with disabilities when they interact or attempt to interact with law enforcement services.</p>
<p><img width="90%" src="//d24jp206mxeyfm.cloudfront.net/assets/courseware/v1/984fa38fbecf5ddad5d3eaebdb5cf7ce/asset-v1:OSCE+HD-RPD-EN+2021_09+type@asset+block/undraw_teaching_f1cm.png" alt="Steps to raise awareness to identify the barriers" /></p>
<p>Additionally, there need to be both general and specific guidelines on how law enforcement should interact with persons with disabilities. In other words, the twin-track approach must be used to both mainstream disability and provide targeted interventions for persons with disabilities when interacting with police. </p>
<p>Below are suggested general and disability-specific guidelines suggested by the Special Envoy of the Secretary-General on Disability and Accessibility in her report. </p>
<p><em>Select each tab to reveal more.</em></p>
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<p>Some steps to raise awareness to identify the barriers include:</p>
<ol>
<li>Raise awareness in society, including at the family level, about persons with disabilities, promoting respect for their rights and inherent dignity.</li>
<li>Adopt immediate, effective and relevant measures with the purpose of combating the ableism, which is discrimination or prejudice against persons with disabilities, conformed by stereotypes, prejudices and behaviors that promote barriers.</li>
<li>Recognize that disability is a part of diversity and the human condition.</li>
<li>Promote recognition of the capacities, merits and abilities of persons with disabilities, enhancing the positive perception and greater social awareness to break down barriers caused by stereotypes, prejudices and harmful practices.</li>
<li>Encourage, both within and outside the police institution, access by persons with disabilities to forms of human or animal assistance and intermediaries, including guides, readers and professional sign language interpreters.</li>
<li>Ensure universal access to physical environments, transportation, information and communications, including information and communications technologies and systems, and to other facilities and services, both in urban and in rural areas, and ensure all forms of accessibility within the police institution.</li>
<li>Take all appropriate measures to ensure that reasonable accommodation is provided during the execution of police services, namely the necessary and appropriate modifications and adjustments that do not impose a disproportionate or undue burden, when required in a particular case of police procedure. Consider that the denial of reasonable accommodation is understood as a discrimination on the basis of disability.</li>
<li>Include close consultation with representative organizations of persons with disabilities as an ongoing collaboration with the community.</li>
</ol>
<p></p>
</div>
<div id="content2"><ol>
<li>Recognize the diversity of persons with disabilities by ensuring the knowledge, promotion and protection of the full enjoyment of their human rights and fundamental freedoms by police officers, developing strategies of adaptation and flexibility in relation to this diversity.</li>
<li>Promote and strengthen cooperation among police officers with the objective of interacting correctly with the person with disabilities, recognizing his or her abilities and merits, in order to eradicate value judgments that can lead to discrimination.</li>
<li>Guarantee the protection of the life and property of persons with disabilities, with special consideration given to technical aids such as wheelchairs, orthopedic canes, guide canes for blind persons and hearing aids or telephones that facilitate communication for deaf persons and persons with aphasia. Police officers should not remove or confiscate technical aids from the person using them.</li>
<li>Ensure the exercise of legal capacity and full respect for the autonomy of persons with disabilities on an equal basis with others.</li>
<li>Promote good service towards persons with disabilities who go to police stations, ensuring a welcoming and empathetic treatment.</li>
<li>Recognize that persons with disabilities may be exposed to situations that violate their rights or subject them to abuse, so preferential treatment should always be given, considering their disability.</li>
<li>Strengthen and facilitate communication channels in cases where persons with disabilities report a crime.</li>
<li>Ensure that persons with disabilities can freely express themselves in a safe environment.</li>
<li>Require the police officer to introduce himself or herself and identify themselves to the person with a disability, giving his/her name and rank, in a friendly manner.</li>
<li>Ensure that the police officers make direct contact with persons with disabilities. This means addressing the person with a disability directly and not the person accompanying them or the interpreter, if any.</li>
<li>Encourage active listening by police officers.</li>
<li>Explain to the person with a disability the situation they are in and the procedure to be adopted.</li>
<li>Confirm in the police procedure that the person with a disability has understood the information, expressed in an accessible manner by the police officers.</li>
<li>Allocate adequate time for interaction between persons with different disabilities and police personnel. Adequate time is defined as the time required or needed by the person with a disability to carry out their procedures before the police.</li>
<li>Promote good treatment of persons with disabilities, even if they have committed offenses.</li>
<li>Consult the person with a disability if they wish to contact a family member or acquaintance to inform them of the situation affecting them.</li>
<li>Encourage patrols and interaction of police officers with persons with disabilities in nearby and remote areas of the city, where persons with disabilities who require assistance or support from police officers could be found.</li>
<li>Enhance the development of situations of interaction between staff and persons with different types of disabilities in order to strengthen their knowledge about diversity.</li>
<li>Know the organizations and institutions of persons with disabilities in the territory in which they perform their functions, in order to carry out collaborative work in networks and specific referrals.</li>
</ol>
<p></p>
</div>
<div id="content3"><ol>
<li>Recognize that persons with disabilities who are assisted by guide dogs, canes, wheelchairs or other technical aids should not be separated from them, either in the vehicle or at the police station.</li>
<li>Ensure correct treatment of persons with intellectual disabilities, considering the entirety of their statement.</li>
<li>Recognize that persons with intellectual disabilities or psychosocial disabilities are not “dangerous.” In cases where a person with an intellectual disability or psychosocial disability manifests anger or discomfort, it may be caused by various factors, such as frustration or some negative stimulus and not by an inherent characteristic of the disability. Anyone can express their displeasure in a situation they find uncomfortable, so misconceptions, prejudices and stereotypes regarding certain types of disabilities must be broken down. The police officer must always provide peace of mind and security to the affected person.</li>
<li>Police shall treat persons with disabilities always protecting and promoting their inherent dignity, human rights and fundamental freedoms. Good treatment should be applied to persons with psychosocial or intellectual disabilities, as with any other person.</li>
<li>Ask the visually impaired person if he or she requires guidance or assistance in moving around so that the officer is not invasive or bothers the person. If a blind person is going to cross a street, the police officer should ask him/her if he/she requires help and the manner in which they want to receive it.</li>
<li>Verbally alert and guide the visually impaired person when climbing or descending stairs, steps or ramps. Remember to always ask the blind person if they need help. Do not grab or hold the hand in which the blind person is carrying their cane, as it is their tool for safe navigation. In the case of escalators or conveyors, the police officer should ask the blind person if they can hold their hand, and whether they prefer to grab onto the handrail with their right or left hand, to place it there. In addition, the officer must indicate whether the escalator goes up or down. After the blind person grabs the handrail, they can step onto a moving step or escalator. When the escalator is reaching its end, the officer should let the person know that they are almost at the end of the escalator.</li>
<li>Let the visually impaired person know when they will need use an elevator, always communicating verbally and announcing when the door is open in order to get on. If the elevator has Braille numbers, the police officer should announce this to the person for their knowledge and possible use.</li>
<li>Recognize the right of persons with psychosocial disabilities to make complaints on an equal basis with others, without discrediting their story, which can lead to inappropriate procedures and mistreatment by police personnel.</li>
<li>Implement specific telephone numbers in cellular devices, to provide assistance by video calls for deaf persons in different regions of the country, so that they are answered promptly by police officers, activating the corresponding procedures.</li>
</ol>
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<p>Let's watch a video about Inclusive and quality Police Service: for Persons with Disabilities.</p>
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<p style="text-rendering: optimizelegibility; margin-right: 0px; margin-left: 0px; padding: 0px; border: 0px; outline: 0px; font-variant-numeric: inherit; font-variant-east-asian: inherit; font-stretch: inherit; font-family: 'Open Sans', 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; vertical-align: baseline; color: #313131;">Well done, you have completed this module. You should be now familiar with and work towards the following learning objectives:</p>
<ul style="text-rendering: optimizelegibility; border: 0px; outline: 0px; font-variant-numeric: inherit; font-variant-east-asian: inherit; font-stretch: inherit; line-height: 1.4em; font-family: 'Open Sans', 'Helvetica Neue', Helvetica, Arial, sans-serif; vertical-align: baseline; color: #313131;">
<li style="text-rendering: optimizelegibility; margin-top: 0px; margin-right: 0px; margin-left: 0px; padding: 0px; border: 0px; outline: 0px; font-style: inherit; font-variant: inherit; font-weight: inherit; font-stretch: inherit; line-height: 1.4em; font-family: inherit; vertical-align: baseline;">Understanding the obligations established by the UN CRPD to provide disability-inclusive policing.</li>
<li style="text-rendering: optimizelegibility; margin-top: 0px; margin-right: 0px; margin-left: 0px; padding: 0px; border: 0px; outline: 0px; font-style: inherit; font-variant: inherit; font-weight: inherit; font-stretch: inherit; line-height: 1.4em; font-family: inherit; vertical-align: baseline;">Identifying why inclusive and quality police services for persons with disabilities is essential to the work done by the OSCE. </li>
<li style="text-rendering: optimizelegibility; margin-top: 0px; margin-right: 0px; margin-left: 0px; padding: 0px; border: 0px; outline: 0px; font-style: inherit; font-variant: inherit; font-weight: inherit; font-stretch: inherit; line-height: 1.4em; font-family: inherit; vertical-align: baseline;">Reflecting on how current policing processes and procedures could be made more inclusive of persons with disabilities.</li>
</ul>
<p style="text-rendering: optimizelegibility; margin-right: 0px; margin-left: 0px; padding: 0px; border: 0px; outline: 0px; font-variant-numeric: inherit; font-variant-east-asian: inherit; font-stretch: inherit; font-family: 'Open Sans', 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 16px; vertical-align: baseline; color: #313131;">Let's check what you have learned so far.</p>
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<div class="vert vert-1" data-id="block-v1:OSCE+HD-RPD-EN+2021_09+type@problem+block@9325dbcabf2e482889730633cf758638">
<div class="xblock xblock-public_view xblock-public_view-problem xmodule_display xmodule_ProblemBlock" data-course-id="course-v1:OSCE+HD-RPD-EN+2021_09" data-block-type="problem" data-usage-id="block-v1:OSCE+HD-RPD-EN+2021_09+type@problem+block@9325dbcabf2e482889730633cf758638" data-request-token="c194b35286c711efaed8b671366e4fb3" data-graded="False" data-has-score="True">
<div class="page-banner"><div class="alert alert-warning"><span class="icon icon-alert fa fa fa-warning" aria-hidden="true"></span><div class="message-content">Question 1 is only accessible to enrolled learners. Sign in or register, and enroll in this course to view it.</div></div></div>
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<div class="vert vert-2" data-id="block-v1:OSCE+HD-RPD-EN+2021_09+type@problem+block@7e5039ceb8264d0aaa33759724194934">
<div class="xblock xblock-public_view xblock-public_view-problem xmodule_display xmodule_ProblemBlock" data-course-id="course-v1:OSCE+HD-RPD-EN+2021_09" data-block-type="problem" data-usage-id="block-v1:OSCE+HD-RPD-EN+2021_09+type@problem+block@7e5039ceb8264d0aaa33759724194934" data-request-token="c194b35286c711efaed8b671366e4fb3" data-graded="False" data-has-score="True">
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<div class="vert vert-3" data-id="block-v1:OSCE+HD-RPD-EN+2021_09+type@problem+block@8d6fc7ca5847499e837eb4e8f477ddbf">
<div class="xblock xblock-public_view xblock-public_view-problem xmodule_display xmodule_ProblemBlock" data-course-id="course-v1:OSCE+HD-RPD-EN+2021_09" data-block-type="problem" data-usage-id="block-v1:OSCE+HD-RPD-EN+2021_09+type@problem+block@8d6fc7ca5847499e837eb4e8f477ddbf" data-request-token="c194b35286c711efaed8b671366e4fb3" data-graded="False" data-has-score="True">
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<div class="vert vert-4" data-id="block-v1:OSCE+HD-RPD-EN+2021_09+type@problem+block@60d4aaaee80547e4943ab06922f7b48e">
<div class="xblock xblock-public_view xblock-public_view-problem xmodule_display xmodule_ProblemBlock" data-course-id="course-v1:OSCE+HD-RPD-EN+2021_09" data-block-type="problem" data-usage-id="block-v1:OSCE+HD-RPD-EN+2021_09+type@problem+block@60d4aaaee80547e4943ab06922f7b48e" data-request-token="c194b35286c711efaed8b671366e4fb3" data-graded="False" data-has-score="True">
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<div class="vert vert-5" data-id="block-v1:OSCE+HD-RPD-EN+2021_09+type@problem+block@c83d8b9f040241adbb69a010c82a9fa8">
<div class="xblock xblock-public_view xblock-public_view-problem xmodule_display xmodule_ProblemBlock" data-course-id="course-v1:OSCE+HD-RPD-EN+2021_09" data-block-type="problem" data-usage-id="block-v1:OSCE+HD-RPD-EN+2021_09+type@problem+block@c83d8b9f040241adbb69a010c82a9fa8" data-request-token="c194b35286c711efaed8b671366e4fb3" data-graded="False" data-has-score="True">
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<div class="vert vert-6" data-id="block-v1:OSCE+HD-RPD-EN+2021_09+type@problem+block@e6386c82e3e54111a6da11efa84a9800">
<div class="xblock xblock-public_view xblock-public_view-problem xmodule_display xmodule_ProblemBlock" data-course-id="course-v1:OSCE+HD-RPD-EN+2021_09" data-block-type="problem" data-usage-id="block-v1:OSCE+HD-RPD-EN+2021_09+type@problem+block@e6386c82e3e54111a6da11efa84a9800" data-request-token="c194b35286c711efaed8b671366e4fb3" data-graded="False" data-has-score="True">
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<div class="vert vert-7" data-id="block-v1:OSCE+HD-RPD-EN+2021_09+type@problem+block@bf8ae5fc5cd94fceb2e92eb7eee62bcb">
<div class="xblock xblock-public_view xblock-public_view-problem xmodule_display xmodule_ProblemBlock" data-course-id="course-v1:OSCE+HD-RPD-EN+2021_09" data-block-type="problem" data-usage-id="block-v1:OSCE+HD-RPD-EN+2021_09+type@problem+block@bf8ae5fc5cd94fceb2e92eb7eee62bcb" data-request-token="c194b35286c711efaed8b671366e4fb3" data-graded="False" data-has-score="True">
<div class="page-banner"><div class="alert alert-warning"><span class="icon icon-alert fa fa fa-warning" aria-hidden="true"></span><div class="message-content">Question 7 is only accessible to enrolled learners. Sign in or register, and enroll in this course to view it.</div></div></div>
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<div class="vert vert-8" data-id="block-v1:OSCE+HD-RPD-EN+2021_09+type@problem+block@42ab178b40d8491fa736af0a4c709871">
<div class="xblock xblock-public_view xblock-public_view-problem xmodule_display xmodule_ProblemBlock" data-course-id="course-v1:OSCE+HD-RPD-EN+2021_09" data-block-type="problem" data-usage-id="block-v1:OSCE+HD-RPD-EN+2021_09+type@problem+block@42ab178b40d8491fa736af0a4c709871" data-request-token="c194b35286c711efaed8b671366e4fb3" data-graded="False" data-has-score="True">
<div class="page-banner"><div class="alert alert-warning"><span class="icon icon-alert fa fa fa-warning" aria-hidden="true"></span><div class="message-content">Question 8 is only accessible to enrolled learners. Sign in or register, and enroll in this course to view it.</div></div></div>
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<div class="vert vert-9" data-id="block-v1:OSCE+HD-RPD-EN+2021_09+type@problem+block@5a8569dacb054a42ad73bac0b1f5e880">
<div class="xblock xblock-public_view xblock-public_view-problem xmodule_display xmodule_ProblemBlock" data-course-id="course-v1:OSCE+HD-RPD-EN+2021_09" data-block-type="problem" data-usage-id="block-v1:OSCE+HD-RPD-EN+2021_09+type@problem+block@5a8569dacb054a42ad73bac0b1f5e880" data-request-token="c194b35286c711efaed8b671366e4fb3" data-graded="False" data-has-score="True">
<div class="page-banner"><div class="alert alert-warning"><span class="icon icon-alert fa fa fa-warning" aria-hidden="true"></span><div class="message-content">Question 9 is only accessible to enrolled learners. Sign in or register, and enroll in this course to view it.</div></div></div>
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