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Знаменательная дата s
3 December
International Day of Disabled Persons |
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49 практических упражнений и методик для обучения правам человека > Увидеть свои возможности! |
Увидеть свои возможности!
See the ability - not the disability!
Темы |
Дискриминация и ксенофобия,
Социальные права, Спорт |
Сложность |
Уровень 3 |
Количество участников |
6 - 36 |
Время |
120 минут |
Обзор |
A practical activity to encourage empathy with people with
disabilities. Among the issues addressed are:
- The obstacles disabled people face in integrating into
society
- Perceptions of the rights of the disabled as basic
human rights
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Соответствующие права |
- The right not to be discriminated against
- Equality in dignity and rights
- The right to social security
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Задачи |
- To raise awareness about some of the everyday problems
faced by disabled people
- To develop insights into, and skills to respond to,
the needs of disabled people
- To promote empathy and solidarity
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Материалы |
For the introduction:
- A sheet of paper and a pen per participant
For part 2, per pair:
- A plastic bag containing a cabbage or lettuce leaf,
a pencil, a stick of chalk, a leaf (from any tree), a
coloured sheet of paper and a bottle or can of any soft
drink
- A blindfold
- A sheet of paper and a pen
For part 3, per pair:
- 1 role card
- One sheet of paper and a pen
For part 4:
- Wheelchairs, one between eight people
- Space for creating an obstacle course. (A second room
would be preferable, but not absolutely necessary.) Alternatively,
access to outdoors would present a further option)
- Obstacles, for example, tables and chairs, planks of
wood, piles of old newspapers, etc.
- One large sheet of paper or board and markers
- A watch or timer
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Подготовка |
- Make the role cards. Either choose one of the situations
suggested with this activity or develop your own.
- If possible, have a second room that you can prepare
in advance for the obstacle race, or better still go outdoors
where you will be able to make the obstacle track over
more challenging terrain. If you are setting it up indoors,
then use tables and chairs to make narrow passages and
planks of wood or old newspapers on the floor to substitute
for naturally difficult terrain.
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Инструкции
This activity is organised in four parts: part 1, the introduction,
part 2, the blindfold walk, part 3, signing, and part 4, the wheelchair
race.
Part 1. Introduction (10 минут)
- Explain that the activity focuses on three particular disabilities:
blindness, deafness and muteness, and paralysis.
- Invite the participants to think for a few минутabout
how they would like - and how they would not like - to be treated
if they were disabled. Let them write down a few key words.
- Now ask participants to write down what they would be most
afraid of, if they were disabled.
- When this has been done, ask the participants to turn over
their papers and to get ready to "step into reality".
Part 2. The blindfold walk
- Ask people to get into pairs. Hand out the blindfolds. One
person from each pair is to be the disabled person and the other
is their guide. It is the guide's responsibility to ensure the
safety of their partner at all times. They may only answer simple
questions related to safety with a "yes" or a "no"
answer.
- Ask the guides to take their partners for a 5-minute walk
around and about, including up or down stairs or outside if
possible.
- On returning to the room let the guides lead their partners
to their chairs. But there is a surprise on the chair! A bag!
What is in it?
- The blind players have to identify the contents. The guides'
job is to write down their guesses.
- Then let the "blind" people take off the blindfolds
and see the objects. Invite the partners to briefly review their
experiences and surprises with each other.
- Give people a few минутto come out of their roles and
then move on to part 3.
Part 3. Signing
- Tell the pairs that they are to swap over; the guides are
now to be the disabled, this time people who are mute (can't
speak), and the partners are the able-bodied helpers.
- Hand out one of the situation cards to each disabled player.
They must not show the cards to their partners. Give a piece
of paper and pen to the helpers.
- Explain that the mute players have to convey their problem
to their helper. They may not speak, write or draw. The helpers
must write down what they understand the message to be about.
- When the "mute" player has communicated as much
as they can, s/he should reveal the role card to their helper.
Invite the pairs to briefly review their intentions, problems
and frustrations.
Part 4. The wheelchair obstacle race
- Point out the obstacle course to the participants. Explain
that the winner is the person who gets round in the fastest
time. There are penalties for crashing into the obstacles on
the way.
- Record the results on the large piece of paper.
- When all who wish to have had a turn, take a short break
and then go on to the Анализ и оценка.
Анализ и оценка.
Take this in plenary. Start with a review of parts 2, 3 and
4 of the activity and then go on to reflect on what people knew
at the beginning and about what they learned as a result of their
experiences.
1. Start with the blindfold walk. Ask both those who were blindfolded
and those who were the helpers to share their reactions:
- How did each of them feel during the exercise?
- What was most difficult? What was funny? What was scary?
- How hard was it to trust and to be trustworthy?
- How successful were people at identifying the objects in
the bag? Which senses did they use? How many people dared to
open the bottle/can to try the drink?
2. Then go on to review part 2, the signing:
- How did each of them feel during the exercise?
- What was most difficult? What was funny? What was scary?
- Was it frustrating to sign and not to be understood?
- Was it frustrating or embarrassing not to understand?
3. Next review the wheelchair obstacle race:
- How did people feel not being so mobile?
- What was most difficult? What was funny? What was scary?
4. Now review the fears and expectations people expressed at
the beginning of the exercise. Ask people to look at the key words
they wrote down:
- Were some of their fears confirmed during the activity?
- How did people try to help their partner?
- How was the help received?
- How easy is it to assess how much help to give?
5. What did people fear about being disabled? What did they
base their fears on? Have people ever been afraid of becoming
disabled as a result of an accident or illness?
6. What was the most surprising thing people learnt through
the activity?
7. Do people know anyone who is either blind, mute or confined
to a wheelchair? What is their social life like? How do other
people react to them?
8. Look at the Окружающа среда in the buildings and in the streets
nearby, how "disability friendly" are they?
9. What can and should be done to ensure the equality and dignity
of people who are disabled?
10. Are disability rights also a matter of human rights? Which
rights in the UDHR are particularly relevant?
11. What can your school, association or local youth group do
to promote the equality and dignity of people with disabilities?
Советы ведущим |
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Do not make the obstacle course
for part 4 too long. 2-3 минутis sufficient, especially if
you only have two or three wheelchairs, because people will have
to wait and they may get bored. You can try to borrow wheelchairs
from a local hospital or organisation providing support for people
temporarily in need of wheelchairs. Alternatively, you will have
to improvise to give the participants physical disabilities. For
example, by making people wear enormous rubber boots on the wrong
feet!
How you run this activity will depend very much on the group.
Make sure that everyone realises that they are going to go through
different "simulations of reality" during which they
will have the opportunity to experiment with their feelings and
reactions to what it is like to be disabled. Explain that the
purpose is not to make fun of anyone, or to cause undue stress
or embarrassment. They should act "naturally", and not
overdo things. Reassure people that at certain moments they may
feel awkward and insecure, but that nothing harmful or dangerous
will happen to them.
If you do not have time to do all the "simulations of reality",
then do one or two. The experience of being blindfolded is perhaps
the most personally challenging and touching of the experiences
presented in this activity. Therefore, if you have to choose one
part, it is recommended that you choose this one. Let the participants
swap over so that both have the experience of disability. Remember,
in this case to create a second set of objects for identification.
This activity is serious, but you should expect many funny situations.
Let it be so. Feel compelled to intervene or comment only if people
are doing something unsafe or making comments which ridicule people
with disabilities. You may also wish to address this in the evaluation
and debriefing with questions such as: when do people make fun
of those with disabilities? Who does it and why? When is it all
right to make jokes about people's disabilities? How does one
judge the borderline between good humour and offence?
Варианты
You may simulate many other kinds of disabilities, including
less visible ones, such as learning disabilities or language difficulties,
according to what is closest to your group's reality. One possibility
is to simulate situations of disability due to age; this may contribute
to raising young people's awareness towards older people and the
(lack of) conditions for a life in dignity. Suggestions for follow
up
If you are working with Дети, you may like to look at Article
23 of the CRC, which states that disabled Дети have the right
to special care, Образование and training that will help them to
enjoy a full and decent life. You could ask the groups to find
out about people in their own social Окружающа среда (including family)
who suffer from some kind of disability. They could further investigate
what services and provisions those people have access to. Are
there any Дети with disabilities in the youth group or association
or in school? Can they do the same as everyone else? If not, why
not?
If the group would like to look at how to respond to "everyday"
problems of discrimination of another form - discrimination on
the grounds of race, they could do the activity "Отпор расизму".
Идеи для действий
The group may wish to identify a vulnerable group and decide
what they can/should do to support them. Consult the section of
the manual on "taking action" for guidance and ideas.
It is important to work together with organisations that work
with the disabled and to start from the needs of the disabled,
as defined and identified by the disabled themselves.
Дополнительная информация
The Уровень of care and safeguarding of rights of the disabled
varies greatly from country to country, ostensibly for economic
reasons but in reality for reasons that have probably more to
do with taking equality and social solidarity seriously than with
anything else. For example, hearing aids may or may not be paid
for by social security. There may or may not be special provisions
for extra telecommunications equipment for deaf people and if
someone needs an electric wheelchair, then sometimes the community
or the state pays for it.
Information about discrimination against people with disabilities
can be found in the background
information on Дискриминация и ксенофобия. Information
about the Paralympic Games can be found in the background
information on Спорт and human rights.
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