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<h3>Hello and welcome to this module!</h3>
<p>Meet Michael Schwartz - a lawyer and a law professor, to tell you a personal story.</p>
<p><em>(Note: While playing the video you can turn subtitles off and on by clicking on the</em> <span class="fa fa-cc" fa-2x="" aria-hidden="true" title="CC"> </span> <em>icon</em>.)</p>
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<p>Hello, my name is Michael Schwartz.</p>
<p>I am deaf.</p>
<p>I am also a lawyer and a law professor at Syracuse University.</p>
<p>I have a story for you. So, when I graduated from New York University Law School in New York City in 1981, after I passed the bar after my first attempt, I got a job as a law clerk for a federal district judge in Manhattan. That was for one year, and after that, I worked as an assistant district attorney in 1988 for NY County Trial Attorney's office, and that for seven and a half years. </p>
<p>Then I moved over to the US Department of Justice in Washington as a trial attorney. I did that for a year. And then I practiced law on my own, for three years.</p>
<p>An impressive resume, isn't it?</p>
<p>And the reason that I am telling you this is because after three years of practicing on my own, I decided all of those jobs were in the public sector, meaning working for the Government and now after all of those jobs, and about 12 or 13 years later, I decided to apply to a job in the public sector, in general law firms.</p>
<p>I sent out 135 applications. One-third for big firms, one-third for medium firms, the last third for small firms. In my cover letter, I mentioned right in the middle of the page that I am deaf, but that I speak well and that I read lips well.</p>
<p>What happened from that?</p>
<p>The result was 135 rejections, even though my record of all these previous jobs was excellent, I got 135 rejections. I did not get even one invitation for an interview. So, I have a question for you: should I have gotten rid of the fact that I am deaf, or not?</p>
<p>What do you think?</p>
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<h3>Reflect and analyze</h3>
<p><img width="90%" src="//d24jp206mxeyfm.cloudfront.net/assets/courseware/v1/35e3fddcaecd0db1c41e4619312d6b26/asset-v1:OSCE+HD-RPD-EN+2021_09+type@asset+block/undraw_ideas_s70l.png" alt="Reflect and analize" /></p>
<p>Indeed, what do you think? Take some time to reflect and analyze Michael's situation.</p>
<p>You will meet Michael again at the end of this module to know how this story has ended!</p>
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<h4>Introduction</h4>
<p>It is estimated that around 15 percent of the global population - one billion people— live with disabilities. Around 80 per cent of them live in developing countries. Worldwide, a significant percentage are older persons. More than half of all persons with disabilities in Australia, China, the Republic of Korea and Viet Nam, for instance, are aged 60 or over, and nearly two-thirds of those in Japan are aged 65 or over. In addition, around 5 percent of all children worldwide (95 million children) live with a disability, with about 0.7 percent (13 million) experiencing severe disability.</p>
<p>Estimates of the prevalence of disability should, however, be interpreted with caution. Definitions of what constitutes a disability and the threshold above which a person is considered to live with a disability vary significantly between countries. Differences in the questions asked as well as in measurement hinder country comparisons. Measures of disability vary also depending on the source of data, data-collection methods and the aspects of disability examined.</p>
<p>But these are just numbers and statistics.</p>
<p>Disability is intersectional in that it crosses all categories of human organization: race, gender, sexual orientation, class, age, national origin, religion, the list goes on. A person with a disability could belong to a number of categories that weave together to invoke several layers of discrimination such as sexual orientation, race or ethnicity.</p>
<p>So, what comes to your mind when you think of the word 'disability'? Is it someone in a wheelchair, with a guide dog?</p>
<p>These images pop up because they are easily visible and often what's portrayed in the media.</p>
<p>However, many people with chronic medical conditions live with a condition that is invisible - they don't 'look' like they have a disability. An invisible disability is any long-term impairment, health condition or illness that isn't immediately visible in most everyday circumstances.</p>
<p>Negative myths, stereotypes, and attitudes about persons with disabilities pose significant difficulties for the disability community. Confronting and debunking them, however, has been a major challenge facing the community of persons with disabilities.</p>
<p>Education about disability and the interactions between disabled and non-disabled persons are important tools for combatting the mythology that surrounds disability.</p>
<p>This is why throughout this course, after covering the core principles and concepts reflected in disability rights, we will concentrate on examining broader issues and concepts and how they connect to the larger world of human rights.</p>
<p><img width="90%" src="//d24jp206mxeyfm.cloudfront.net/assets/courseware/v1/6490e026e866fe50f406ed9bf9ef15b8/asset-v1:OSCE+HD-RPD-EN+2021_09+type@asset+block/undraw_Faq_re_31cw.png" alt="Several slightly awkward questions you might have about disability" /></p>
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<h3><em>Several slightly awkward questions you might have about disability</em></h3>
<p>Imagine having a disability but being called a 'faker' or 'lazy' or 'weird' because people couldn't 'see' it. Curiosity is natural, and having questions about disability is also natural. But sometimes you might have questions that you're not really comfortable asking – and at times, it may not actually be appropriate to do so!</p>
<p><em>Select each tab to learn more.</em></p>
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<div class="accordion-title"><span>Can I ask someone with a disability "How did you get your disability?"</span></div>
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<p>"What's wrong with you?", "What happened to you?", "Were you born that way?"</p>
<p>No, it's not really OK to ask these questions when you are meeting someone for the first time! What you are saying to the person is the first thing you noticed was their disability. It's also really quite personal, and it would be similar to being asked about your own health or medical history right off the bat! When you get to know the person a bit better, you might ask them some more personal questions, but, everyone is different. Some people might be very comfortable talking about their disability, while others may not, so take cues from the person themselves.</p>
<p>Just remember there is nothing wrong with a person who has a disability so never ask "What's wrong with you?".</p>
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<div class="accordion-title"><span>How do I shake someone's hand if they only have one?</span></div>
<div class="accordion-content">If someone only has one hand, shake their hand! Simple! Even if they have limited use of their hand, or wear an artificial limb, it is respectful to offer a handshake. If someone is not able to shake hands, simply acknowledge them with a smile and a 'hello'!</div>
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<div class="accordion-title"><span>What do I do if I can't understand what someone is saying?</span></div>
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<p>Sometimes people can have more difficulty speaking.</p>
<p>If you are talking to someone with a disability but are not sure what they have said, don't be afraid to ask them to repeat themselves.</p>
<p>It is also completely fine to repeat what they have said back to them to make sure you have understood. It's best not to pretend to understand if you haven't, and don't just smile and nod.</p>
<p>Communication doesn't have to be speech either, try using a pen and paper, tablet, or phone to write things down.</p>
<p>The fact is, wheelchair users aren't bound to their chair; it's simply a device that lets them get from A to B. And when you think about it, using a wheelchair is actually quite the opposite of being bound – it is liberating and enabling for the person!</p>
<p>And remember, not all people need to use their chair at all times, so there is no need to be shocked or accuse wheelchair users of 'faking it' when they stand up.</p>
<p>The fact is there are many reasons someone may use a wheelchair periods of time only – many conditions for example can cause chronic pain, fatigue or restrict mobility. It could be that someone has Multiple Sclerosis (MS) for example, and some days they might choose to walk, but on their 'bad' days they might choose to use their chair.</p>
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<div class="accordion-title"><span>Should I push someone in a wheelchair?</span></div>
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<p>Generally no, you shouldn't push someone's wheelchair without the owner giving you the go ahead. Someone's wheelchair is actually an extension of their body or personal space – so you can see why this could be a bit uncomfortable!</p>
<p>Also don't assume someone in a wheelchair needs your help, but if you think they may, ask them! There is no need to try and be the hero, just be natural. There are also other ways you could help, maybe you could hold a door open, carry a package, or give some other helping hand.</p>
<p>But remember the person may be more than capable and comfortable on their own, so if they say no, respect their answer and don't push the subject.</p>
<p>And it goes without saying, if someone asks for help, then sure, help them out!</p>
<p>Often people's sentiment is in the right place when they jump to attention to help someone who uses a wheelchair – but we often see people going overboard to help someone when it's not actually needed.</p>
<p>The thing is, many people don't actually need help and are quite comfy going about their day to day.</p>
<p>But if you do see someone who you think could use a hand, the best thing to do is actually just ask them if they need some help! But if they say no, respect their answer and don't push the subject. Simple as that!</p>
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<div class="accordion-title"><span>Am I allowed to say someone with a disability is inspiring?</span></div>
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<p>This can be a difficult question to answer simply.</p>
<p>OK sure, if the person you're talking to has achieved something you think is pretty amazing, like set an ambitious goal and achieved it, then sure it's appropriate to say they're inspiring.</p>
<p>But in our view, if you are saying that someone is inspirational just because they have a disability – then no.</p>
<p>In their eyes, they're just living their life and probably going about their day-to-day which may mean going to work, cooking dinner, and then watching the Bachelor! A great life sure – but probably not actions they feel they need praise for.</p>
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<h3>Biases and myths</h3>
<p><strong>Is it human nature to have biases?</strong></p>
<p>Perhaps. Biases affect how we treat others and how we respond to situations. Biases not only include ethnicity and race but age, gender, gender identity, sexual orientation, physical disabilities, obesity, social groups, and religion, to name a few.</p>
<p><img width="90%" src="//d24jp206mxeyfm.cloudfront.net/assets/courseware/v1/4cc3bcda9a58f9ab7c06d1d724d9e70d/asset-v1:OSCE+HD-RPD-EN+2021_09+type@asset+block/undraw_unicorn_dp2f.png" alt="Biases and myths" /></p>
<p>These biases assume that persons with a disability:</p>
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<li>Are pitiable ("there, but for the grace of God, go I");</li>
<li>Are helpless, even childlike ("poor baby");</li>
<li>Are cursed and punished for having a disability;</li>
<li>Are bitter because of their condition;</li>
<li>Are better off living with their parents or in an institution;</li>
<li>Are asexual, oversexed, or undersexed;</li>
<li>Are unable to learn;</li>
<li>Cannot be self-sufficient and are excessively dependent on others for the essentials of an independent life;</li>
<li>Cannot work or hold down a job;</li>
<li>Cannot have a family of one's own/cannot provide good parenting;</li>
<li>Cannot be educated or require special education in separate programs;</li>
<li>Cannot be involved in the cultural and recreational activities of the community;</li>
<li>Have lives not worthy of life;</li>
<li>Need to be cured by medical professionals;</li>
<li>Resent the non-disabled world.</li>
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<p>Confronting and debunking them, however, has been a major challenge facing the community of persons with disabilities.</p>
<p></p>
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<h3>Myths and facts</h3>
<p>Did you know that some of the biggest stars that we all love and admire have invisible illnesses and disabilities?</p>
<p><img height="481" width="728" src="//d24jp206mxeyfm.cloudfront.net/assets/courseware/v1/ef016f4794230e5e2f3a7898016e3be6/asset-v1:OSCE+HD-RPD-EN+2021_09+type@asset+block/stars.jpg" alt="lena Gomez has Lupus, Jack Osbourne has MS, Demi Lovato has bipolar disorder, Little Wayne has epilepsy, Morgan Freeman has a chronic pain condition (fibromyalgia), Richard Gere and Ben Stiller have had Lyme Disease, Halle Berry has diabetes, and Amanda Seyfried has anxiety." /></p>
<p>Here are just a few examples: Selena Gomez has Lupus, Jack Osbourne has MS, Demi Lovato has bipolar disorder, Little Wayne has epilepsy, Morgan Freeman has a chronic pain condition (fibromyalgia), Richard Gere and Ben Stiller have had Lyme Disease, Halle Berry has diabetes, and Amanda Seyfried has anxiety.</p>
<p>One thing's for sure: this hasn't stopped any of these people from carving out a successful career in their chosen fields. The best bit: they have chosen to speak openly about their conditions, helping to raise awareness and combat stigma around invisible illness and disability.</p>
<p>Let's examine five common myths you may hear from skeptics and offer five practical ways of challenging your own biases.</p>
<p><i> Select each numbered chapter to see what you'll learn.</i></p>
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<h2 class="slide-title"><strong>Myth 1: Some people are just 'faking it'</strong></h2>
<h3 class="slide-text"><strong>Fact: </strong>This one's really important – because unfortunately, people with invisible disabilities are often accused of faking or imagining their symptoms – the phrases "but you don't look sick" or "you don't look like you have a disability" are said far too often!</h3>
<h3 class="slide-text">Imagine having a very real diagnosis and being unable to convince people that you're not just a 'hypochondriac', or 'being lazy'? And what makes this worse, is it also stops people from talking about their disability or downplaying their own experiences – which just perpetuates the invisibility and stigma even more! So while it can be very easy to think, 'I had something similar and I just got over it' or 'it can't be that bad', remember there can be a lot more to what's going on than meets the eye.</h3>
</div>
</li>
<li class="slide">
<div class="slide-content">
<h2 class="slide-title"><strong>Myth 2: Someone will always have to help them.</strong></h2>
<h3 class="slide-text"><strong>Fact: </strong>This is not the case with proper training. In most cases, individuals with disabilities have adjusted to their disability and does not affect their ability to work unaided.</h3>
</div>
</li>
<li class="slide">
<div class="slide-content">
<h2 class="slide-title"><strong>Myth 3: Workers with a disability are a bad influence on other workers</strong></h2>
<h3 class="slide-text"><strong>Fact: </strong>More often than not, the worker with a disability brings additional diversity into the workplace. For example: Someone who uses a wheelchair may point out ways to make physical access better for all by uncluttering walkways and offices. Someone who has a learning disability may develop a filing system based on colors in addition to words that increases efficiency and ease of use.</h3>
</div>
</li>
<li class="slide">
<div class="slide-content">
<h2 class="slide-title"><strong>Myth 4: Individuals with disabilities are more sensitive than other people, more courageous, kinder, more creative, more admirable or more conscientious.</strong></h2>
<h3 class="slide-text"><strong>Fact: </strong>Individuals with disabilities do not possess any special characteristics they are just like other persons you work with.</h3>
</div>
</li>
<li class="slide">
<div class="slide-content">
<h2 class="slide-title"><strong>Myth 5: Individuals with disabilities should be placed in jobs where they will not fail</strong></h2>
<h3 class="slide-text"><strong>Fact:</strong> Everyone has the right to fail as well as to succeed. Be careful not to hold someone back from a position or a promotion because you think there is a possibility that he or she might fail in the position. If this person is the best-qualified candidate, give them the same opportunity to try that you would give anyone else.</h3>
</div>
</li>
<li class="slide">
<div class="slide-content">
<h2 class="slide-title">6. Observation of certain military activities</h2>
<h3 class="slide-text">Description: The requirements for observation of certain military activities, and the conditions that have to be met.</h3>
<h3><a class="slide-link">Key focus: The different requirements for notification and observation.</a></h3>
</div>
</li>
<li class="slide">
<div class="slide-content">
<h2 class="slide-title">7. Annual calendars</h2>
<h3 class="slide-text">Description: The information on notifiable military activities and national holidays that must be provided to other participating States.</h3>
<h3><a class="slide-link">Key focus: The value of annual calendars as a planning tool for participating States.</a></h3>
</div>
</li>
<li class="slide">
<div class="slide-content">
<h2 class="slide-title">8. Constraining provisions</h2>
<h3 class="slide-text">Description: This chapter examines the additional constraints on the size and number of notifiable military activities that participating States are allowed to carry out.</h3>
<h3><a class="slide-link">Key focus: To illustrate how large some military exercises can be.</a></h3>
</div>
</li>
<li class="slide">
<div class="slide-content">
<h2 class="slide-title">9. Compliance and verification</h2>
<h3 class="slide-text">Description: Another important chapter of the Document; participating States take compliance with the Vienna Document very seriously. For confidence- and security-building measures to work, there must be ways that they can be verified. Therefore, provisions exist for inspections and evaluations, and the participating States use these to help ensure that others are complying with the agreements they have entered into.</h3>
<h3><a class="slide-link">Key focus: The key role that inspections and evaluations play in promoting transparency.</a></h3>
</div>
</li>
<li class="slide">
<div class="slide-content">
<h2 class="slide-title">10. Regional measures</h2>
<h3 class="slide-text">Description: Here we look at the additional voluntary regional measures that participating States are encouraged to take to increase transparency and confidence. These are in addition to the CSBMs outlined in the Vienna Document.</h3>
<h3><a class="slide-link">Key focus: Measures that can be taken, and examples of regional agreements.</a></h3>
</div>
</li>
<li class="slide">
<div class="slide-content">
<h2 class="slide-title">11. Annual implementation assessment meeting</h2>
<h3 class="slide-text">Description: This meeting of staff from the OSCE participating States’ national verification agencies discusses how well Vienna Document CSBMs are being implemented in practice, and looks for ways of improving their implementation in the future.</h3>
<h3><a class="slide-link">Key focus: The value of information exchanges in assessing CSBM implementation.</a></h3>
</div>
</li>
<li class="slide">
<div class="slide-content">
<h2 class="slide-title">12. Final provisions</h2>
<h3 class="slide-text">Description: This closing chapter looks at how the Vienna Document can be kept up to date and relevant.</h3>
<h3><a class="slide-link">Key focus: Ensuring that the Vienna Document is best able to promote stability and security in the context of the present day.</a></h3>
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<h3 class="hd hd-2">10 Myths about disability</h3>
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<h3>The International Classification of Functioning, Disability and Health (ICF)</h3>
<p>The International Classification of Functioning, Disability and Health, known more commonly as ICF, is a classification of health and health-related domains.</p>
<p>Disability is conceptualized as being a multidimensional experience for the person involved. There may be effects on organs or body parts, and there may be effects on a person's participation in areas of life. Correspondingly, three dimensions of disability are recognized in ICF:</p>
<ul>
<li>Body functions and structure.</li>
<li>Additional information on severity and environmental factors.</li>
<li>Activities (related to tasks and actions by an individual) and participation (involvement in a life situation).</li>
</ul>
<p>Disability can be broken down into a number of broad sub-categories, which include the following eight main types of disability.</p>
<ol>
<li>Mobility/Physical</li>
<li>Spinal Cord (SCI)</li>
<li>Head Injuries (TBI)</li>
<li>Vision</li>
<li>Hearing</li>
<li>Cognitive/Learning</li>
<li>Psychological</li>
<li>Invisible</li>
</ol>
<p><img width="90%" src="//d24jp206mxeyfm.cloudfront.net/assets/courseware/v1/93087157b57c678a91f4cce1b6d0d190/asset-v1:OSCE+HD-RPD-EN+2021_09+type@asset+block/undraw_doctors_hwty.png" alt="The International Classification of Functioning, Disability and Health" /></p>
<h4>Intellectual disabilities and Physical disabilities</h4>
<p>Intellectual Disabilities and Physical Disabilities, both fall under the umbrella term of Developmental Disabilities. These are chronic conditions that appear at birth or in childhood, but certainly before age 22, and sometimes, but not always, occur together.</p>
<p>Cerebral Palsy, for example, is a physical disability, which in and of itself does not affect intellectual functioning, though 20-30% of individuals with Cerebral Palsy also have a cognitive disability. On the other hand, Down syndrome is the most common cause of intellectual disability, though levels of impairment vary widely.</p>
<p>In order for someone to be diagnosed with an Intellectual Disability, the person must have a well below average IQ (70 points or lower) and have severe limitations on daily functioning skills, which include:</p>
<ul>
<li>Conceptual skills, such as language and literacy;</li>
<li>Social skills, such as social responsibility and problem solving; and</li>
<li>Practical skills, such as personal care, use of money, and occupational skills.</li>
</ul>
<h4>Mental illness</h4>
<p>Mental illness, also known as <em>mental health disorder</em> or <em>behavioral health disorder</em>, is not the same as Intellectual Disability.</p>
<p>Mental health disorders affect mood, thought processes or behavior and can manifest in anyone at any time in their life. Mental Illness does not directly impact cognitive abilities but can change a person's perceptions and thought processes and affect a person's everyday functioning and ability to relate to others. When mental illness and intellectual disability occur together, the descriptive term used is "dual diagnosis."</p>
<p>Although understanding classification and types of disability matter, throughout this course, we will concentrate on examining broader issues and concepts, covering the core principles and concepts reflected in disability rights and how they connect to the larger world of human rights.</p>
<p><span class="fa fa-globe fa-2x" aria-hidden="true" title="Website activity"> </span><span style="white-space: pre;"> <a href="https://www.who.int/standards/classifications/international-classification-of-functioning-disability-and-health" target="_blank"> International Classification of Functioning, Disability and Health (ICF)</a></span></p>
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<h3>Principles that underline disability studies</h3>
<p>The two principles are "<strong>Nothing About Us Without Us</strong>" and the "<strong>presumption of competence</strong>".</p>
<p>Two important principles underline disability studies, an academic endeavor that has exploded over the last three or four decades. The disability studies programme seeks to interrogate and critique, <em>among other things,</em> the human rights agenda for persons with disabilities.</p>
<p>The idea behind "nothing about us without us" is about empowerment; persons with disabilities have a seat at the table and a say in how their human rights are enforced.</p>
<p>The idea behind the "presumption of competence" is about presuming the person with a disability is competent and able to handle their own affairs and to enjoy the exercise of their human rights. All too often, States Parties, individuals, civil society organizations, and the private sector presume a person incompetent simply because they have a disability.</p>
<h4>How do you think people see you as someone with a disability?</h4>
<p>Social attitudes, perceptions, misunderstandings, and lack of awareness pose great challenges for persons with disabilities as they seek to enjoy and exercise their human rights. An employer who thinks persons with a disability are incapable of working is likely to violate the person's human rights by refusing to hire or firing the person from the job.</p>
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<h3 class="hd hd-2">Disability – How You See Me</h3>
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<h3>Different models of disability</h3>
<p>Several models of defining disability have been developed to try to address the many types of disabilities. </p>
<p>Models of disability provide a reference for society as programs and services, laws, regulations, and structures are developed, which affect the lives of people living with a disability. </p>
<p>The other models of disability used are Functional, Identity, Biomedical, Professional, Religious and many others.</p>
<p><img width="90%" src="//d24jp206mxeyfm.cloudfront.net/assets/courseware/v1/13b29705f1d6f45acb7491ad2c6553dc/asset-v1:OSCE+HD-RPD-EN+2021_09+type@asset+block/undraw_web_browsing_p77h.png" alt="Different models of disability" /></p>
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<h4>The Medical Model of disability</h4>
<p>The medical model describes disability as a consequence of a health condition, disease or caused by a trauma that can disrupt the functioning of a person in a physiological or cognitive way. The medical model of disability is all about what a person cannot do and cannot be.</p>
<p>The medical model of disability has been the dominant (and now considered outdated) with the view that any disability is in need of being fixed or cured.</p>
<p>Moreover, rather than focusing on the individuals needs it is purely focused on the impairment and the medical treatment of the impairment.</p>
<p>If a cure is deemed not achievable then the individual is taken away from society to an institution or a special school.</p>
<p></p>
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<h3 class="hd hd-2">The Medical Model of Disability</h3>
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<h4>The Charity Model of disability</h4>
<p>The Charity model is an offshoot of the Medical model because they both 'sees' people with disability as in need of 'help'. From the charity point of view, disability may be seen as a tragedy and people with disability may be pitied.</p>
<p>While many charities offer vital support, much traditional fundraising emphasized the helplessness of people with disability and risks undermining their autonomy, independence and rights. It is a model often adopted by mainstream media.</p>
<p>The media significantly contributes to the discrimination of disabled people through the reinforcement of impairment, the use of the medical model of disability, the creation and underpinning use of disabled stereotypes, the negative influence of organizations or employees, the use of images and terminology in a negative light and the under-representation of disabled people in the media.</p>
<p>In a 1991 study by Paul Hunt, 10 stereotypes were identified that the media used to portray disabled people. These included;</p>
<ol>
<li>The disabled person as pitiable or pathetic</li>
<li>An object of curiosity or violence</li>
<li>Sinister or evil</li>
<li>The Super cripple</li>
<li>As atmosphere</li>
<li>Laughable</li>
<li>His or her own worst enemy</li>
<li>As a burden</li>
<li>Non-sexual</li>
<li>Unable to participate in daily life</li>
</ol>
<p></p>
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<h3 class="hd hd-2">Disability in TV & Film</h3>
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<h4>The Social Model of disability</h4>
<p>According to the social model of disability, disability is socially constructed. The social model of disability contrasts with what is called the medical model of disability. According to the medical model of disability, disability is a health condition dealt with by the medical professionals. People with disability are thought to be different to what is normal or in other words, thought to be <strong>abnormal</strong>.</p>
<p>Disability is seen to be the problem of the individual and not the problem of society.</p>
<p>The social model sees disability is the result of interaction between people living with impairments and an environment filled with physical, attitudinal, communication and social barriers. It therefore carries the implication that the physical, attitudinal, communication and social environment must change to enable people living with impairments to participate in society or in the community on an equal basis with other people.</p>
<p>A social model perspective does not deny the reality of impairment nor its impact on the actual individual. However, it does challenge the physical, attitudinal, communication and social environment to accommodate impairment as an expected incident of human diversity.</p>
<p><img width="90%" src="//d24jp206mxeyfm.cloudfront.net/assets/courseware/v1/ec35ba42ecba1abb8a69dbbe35c95264/asset-v1:OSCE+HD-RPD-EN+2021_09+type@asset+block/undraw_share_link_qtxe.png" alt="The Social Model of disability" /></p>
<p>The social model seeks to change society in order to accommodate people living with impairment. It does not seek to change persons with impairment to accommodate the actual society. It supports the view that people with disability have a right to be fully participating citizens on an equal basis with everyone else. The social model of disability is now internationally recognized way to view and address disability.</p>
<p>The United Nations Convention on the Rights of Persons with Disabilities, or the UN CRPD, marks the official paradigm shift in attitudes toward people with disability and approaches to disability concerns and issues. People with disability are not objects of charity, medical treatment and social protection but are subjects with rights, capable of claiming those rights, able to make decisions for their own lives based on their free and informed consent and being active members of society.</p>
<p>In this context, impairment is a medical condition that leads to disability, while disability is the result of the interaction between people living with impairments and barriers that are in the physical, attitudinal, communication and social environment. For example, it's not the inability to walk that keeps a person from being able to enter a building by themselves but the fact that there might be stairs in front of the building that makes the building inaccessible for the wheelchair user to enter the building.</p>
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<h3 class="hd hd-2">The Social Model of Disability</h3>
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<h3>Disability rights as human rights</h3>
<p>The social model of disability set the stage for a human rights-based approach to disability and empowered disability rights advocacy.</p>
<p>A distinction exists between the social model and the human rights approach. The former shifts the focus away from the body as a locus of disability and toward social policies, practices and protocols that marginalize persons on the basis of disability.</p>
<p>The latter focuses on what can be summed up as an acronym, RIP:</p>
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<li><strong>R</strong>ecognizes and respects a person's disability as an element of human diversity and addresses prejudices, attitudes and other barriers to the enjoyment of human rights.</li>
<li><strong>I</strong>dentifies persons with disabilities as rights holders and subjects of human rights law on par with all other persons.</li>
<li><strong>P</strong>laces the responsibility on society and States Parties for ensuring the human rights of persons with disabilities.</li>
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<p>You will learn more about human rights-based approach to disability in the next module.</p>
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<h3>Case Study</h3>
<p>Mark is 32 and is employed as a computer programmer at a manufacturing company. He was involved in a car accident at 21 years of age that resulted in a lower limb amputation. He uses a motorized scooter to get around locally and drives an adapted van. He has a secondary health condition of Type 2 Diabetes. When visiting medical doctors, the care Mark receives is impacted by the way in which his disability is perceived.</p>
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<p>His endocrinologist sees Mark's physical disability as an illness or deficit that prevents him from living a healthy life (Medical Model of Disability) and does not recommend the same interventions that he would for a person without disabilities like a diet and exercise program.</p>
<p>His primary care doctor does not have an accessible examination table or wide enough aisles for his scooter and views his difficulty getting on the examination table as a functional limitation (Functional Model of Disability) Mark faces as the result of the disability.</p>
<p>His dietitian recommends a program of diet and exercise as an intervention for his diabetes, but his local gym is not accessible for people with mobility issues. This creates a barrier for him to exercise regularly (Social Model of Disability).</p>
<p></p>
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<p>Remember Michael Schwartz and his story about disclosing deafness to potential employers and being denied even an interview? </p>
<p>What happened next?</p>
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<p> </p>
<p>Hello!</p>
<p>So, you heard my previous story about disclosing my deafness to potential employers and being denied, without having an invitation for an interview.</p>
<p>After that happened, I worked for another year and a half, close to two years, within the New York State Department of Law, also known as the Attorney General’s Office. Then, I went back to school for my LLM, Masters of Law, and I saw an advertisement by a progressive law firm close to Manhattan.</p>
<p>That firm works with women and people of color, so it seemed progressive, my kind of firm. So, I sent them an application, same as before, listing all my accomplishments, and then I added that I was working at the Attorney General’s Office and that I got my LLM.</p>
<p>This time, I did not mention that I was deaf.</p>
<p>I listed all my accomplishments, and sure enough, I got an invitation to come in for an interview. So, I dressed up, business suit, tie, and a briefcase, I go in, the partner comes out, we shake hands, and I say to him: “I am deaf, I read lips, don’t worry”.</p>
<p>He was flabbergasted.</p>
<p>He did not know what to do, so I just smiled. We go into his office, we sit down, and he picks up his phone. I don’t know if he was receiving a call, or if he was making a call. He turned around with his back turned towards me, and he leaves me sitting there for twenty minutes.</p>
<p>After twenty minutes, he turns back around, hangs up, and says: “We don’t have a job opening but thank you for coming in”. He gets up, takes my hand, walks me out, and kicks me out. I am slow to anger, I get out on the street, and it started boiling up inside.</p>
<p>So, I wrote him a nice letter saying that he was a hypocrite, progressive for women and people of color but not so progressive for people who are deaf.</p>
<p>So, what is the moral of this story? I don’t know, I ask you. So, to disclose my identity as a deaf person and be denied 135 times or to no disclose it, get an invitation, and be turned down all the same?</p>
<p>So, what do you think I should have done?</p>
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text-transform: uppercase;
text-align: center;
padding: 1rem;
color: #ddd;
background: #1b8ffa;
cursor: pointer;
border-radius: 7px;
transition: all 0.25s ease-out;
}
.lbl-toggle:hover {
color: #fff;
}
.lbl-toggle::before {
content: " ";
display: inline-block;
border-top: 5px solid transparent;
border-bottom: 5px solid transparent;
border-left: 5px solid currentColor;
vertical-align: middle;
margin-right: 0.7rem;
transform: translateY(-2px);
transition: transform 0.2s ease-out;
}
.toggle:checked + .lbl-toggle::before {
transform: rotate(90deg) translateX(-3px);
}
.collapsible-content {
max-height: 0px;
overflow: hidden;
transition: max-height 0.25s ease-in-out;
}
.toggle:checked + .lbl-toggle + .collapsible-content {
max-height: 100%;
}
.toggle:checked + .lbl-toggle {
border-bottom-right-radius: 0;
border-bottom-left-radius: 0;
}
.collapsible-content .content-inner {
background: rgba(0, 105, 255, 0.2);
border-bottom: 1px solid rgba(0, 105, 255, 0.45);
border-bottom-left-radius: 7px;
border-bottom-right-radius: 7px;
padding: 0.5rem 1rem;
}
.collapsible-content p {
margin-bottom: 0;
}
--></style>
<p></p>
</div>
</div>
<div class="vert vert-3" data-id="block-v1:OSCE+HD-RPD-EN+2021_09+type@html+block@4e37c6a3531046138f0e9fe187b94543">
<div class="xblock xblock-public_view xblock-public_view-html xmodule_display xmodule_HtmlBlock" data-course-id="course-v1:OSCE+HD-RPD-EN+2021_09" data-init="XBlockToXModuleShim" data-runtime-class="LmsRuntime" data-runtime-version="1" data-block-type="html" data-usage-id="block-v1:OSCE+HD-RPD-EN+2021_09+type@html+block@4e37c6a3531046138f0e9fe187b94543" data-request-token="31131a3ed42f11ef8aed6e3481019b38" data-graded="False" data-has-score="False">
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<p></p>
<p>Well done, you have completed this module.</p>
<p>Let's check what you have learned so far.</p>
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<div class="vert vert-4" data-id="block-v1:OSCE+HD-RPD-EN+2021_09+type@problem+block@753c458cb0ba44b8ba497ac98ca65b6f">
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<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="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 2 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="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 3 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-7" data-id="block-v1:OSCE+HD-RPD-EN+2021_09+type@problem+block@1e3d3e4238b941e2a00a3ac3d5204ca9">
<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@1e3d3e4238b941e2a00a3ac3d5204ca9" data-request-token="31131a3ed42f11ef8aed6e3481019b38" data-graded="False" data-has-score="True">
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<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 5 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@ef236d02ecec436ba7d23ff6a67f345f">
<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@ef236d02ecec436ba7d23ff6a67f345f" data-request-token="31131a3ed42f11ef8aed6e3481019b38" 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 6 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="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@dfc080a589b14e2f87ef4528bd1aad4d" data-request-token="31131a3ed42f11ef8aed6e3481019b38" 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-11" data-id="block-v1:OSCE+HD-RPD-EN+2021_09+type@problem+block@765f76588d6c4835a085043289b58ea3">
<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@765f76588d6c4835a085043289b58ea3" data-request-token="31131a3ed42f11ef8aed6e3481019b38" data-graded="False" data-has-score="True">
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