Human Rights and Equal Opportunities for People with Mental Handicap‐‐With Particular Reference to Down Syndrome

Stratford, Brian

doi:10.1080/0156655910380102

Cited by 4 publications

(1 citation statement)

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“…I t is well documented that people with intellectual disabilities are much more likely to experience victimization than are people without such disabilities (Davis, 2000;Mazzucchelli, 2001;Sobsey, 1994). Historically, services offered to people with intellectual disabilities have been characterized by serious human rights abuses, including incarceration, overmedication, mass sterilization of women and men (Radford & Park, 1999;Scheerenburger, 1983;Sobsey, 1994;Wolfensberger, 1972), euthanasia, and the eugenics movement (Sobsey, 1994;Stratford, 1991). Moreover, people with intellectual disabilities were often denied the right to live in the community, marry, procreate, work, receive an education, and in some cases have access to life-saving medical treatment (Griffiths et al, 2003).…”

Section: Introductionmentioning

confidence: 99%

Human Rights and Persons with Intellectual Disabilities: Historical, Pedagogical, and Philosophical Considerations

Tarulli

Tardif²,

Griffiths³

et al. 2008

EOE

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Persons with intellectual disabilities are more likely to experience victimization and have their rights infringed upon than are people without such disabilities. While legislative and policy interventions have afforded a certain degree of protection against such rights violations, people with intellectual disabilities continue to experience restrictions of their basic human rights. This article describes the development of a Human Rights Project being developed in Canada and aimed at promoting human rights awareness in individuals with intellectual disabilities. Following a brief history of the project, we focus on its current phase: the development of a multimedia human rights training CD. We address the empirical and pedagogical foundations for the use of simulated instruction, aspects of the project that reflect its participative orientation, and the use of dramaturgical methods for training persons with intellectual disabilities to be actors in the video scenarios that appear on the training CD. We conclude by highlighting the importance of a systemic approach to human rights training, as well as the implications of such an approach for understanding the relationally and situationally emergent nature of human rights knowledge.

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Section: Introductionmentioning

confidence: 99%