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

Abstract

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.

Treat me Right, Treat me Equal: Using National Policy and Legislation to Create Positive Changes in Local Health Services for People with Intellectual Disabilities

“…• empowers service users, • ensures accountability, • enables meaningful involvement and participation of all key people and • attends to the needs and wishes of groups of people, such as those with intellectual disabilities, amongst others, who are vulnerable to abuses of their human rights. Applying the HRBA for people with intellectual disabilities requires an attempt both to strengthen the voices of service users themselves and to achieve systems change (Tarulli et al 2004). Within mental health services, the approach underpins challenges to the accessibility of 'mainstream' services; for specialist services, it strengthens the tradition of person-centred practice, adding much needed legal weight (Mansell & Beadle-Brown 2005).…”

Evaluating ‘FREDA Challenge’: A Coproduced Human Rights Board Game in Services for People With Intellectual Disabilities

“…HR principles are particularly relevant to service delivery for people with intellectual disabilities (PWID) who have historically, and recently, experienced extreme abuse at the hands of institutions and care systems (Tarulli et al . ; Owen & Griffiths ). PWID often have difficulties accessing their HR (Degener ; UN General Assembly ; Quinn ; Dimopoulos ), remaining invisible from education and social planning (Owen et al .…”

“…Where attitudes are negative and reinforced by toxic organizational cultures, they may lead to malpractice, abuse and breach of HR (Tarulli et al . ; Mencap ). Evidence suggests that training can positively shift staff attitudes to HR and PWID (Rose & Holmes ; Kinderman ; Kinderman & Butler ; Redman et al .…”

“…), promote positive practice and client‐centred planning (Tarulli et al . ; Doody ) and may be most effective when PWID are active coproducers (Boyle & Harris ), engaged in more reciprocal and equal partnerships with healthcare professionals to design and deliver services (Roberts et al . ).…”

“…HR educators recommend that all service‐users, carers and professionals receive accessible and interactive education and training on the nature of HR (Tarulli et al . ; Carlson & Kittay ), and on identifying and addressing breaches (Owen et al . ).…”