the power of language
DESCRIPTION
The Power of Language Applyng the use of empowering language. by Mole (Laura) ChapmanTRANSCRIPT
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Welcome
Task: how do you like your labels?
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Housekeeping• Fire exits• Comfort• Shared responsibility
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Ground RulesWhat do you need to participate?
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AimTo support KIDS trainers and staff in delivering consistent messages based on
an informed approach to equality
Learning OutcomesBy the end of the session, participants will have:1. Explored the role of KIDS trainers and the impact of your message2. Acquired knowledge of language and disablism and demonstrated this through
debate3. Considered the power of individuality and the impact of language4. Contributed to a debate around legislation and its role within training delivery
and shown ability to clarify use of legislation in a training situation5. Reviewed own understanding of the social model and how this affects training
delivery6. Demonstrate confidence in use of social model language within training
delivery7. Identified ways of implementing learning and monitoring consistency of
approach and shown how they will justify issues within a training framework
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Shared Outcomes:
• Hopes and fears:
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Language of Respect.
Task: identify the words we use to describe disabled people and the barriers they face.
• Positive • Negative
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Stereotypes Impact on learning?
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Behaviour
Feeling Action:
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Impact on teaching
What we say.What we do.
Finding congruence
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What is discrimination?
Discrimination is the active unfair treatment of a person due to a perceived difference whether it be a person’s race, gender, sexuality, class, background, culture or ability.
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From mindscapes to landscapes
We would be foolish to assume that it’s easy to achieve a fairer society.
If it was easy we would have cracked it, and we would all live in an equitable world.
• It is not.• We have not.• We do not.
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Prejudice and Barriers
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Equality:• Equal treatment for all: The availability of the
same rights, position, and status to all people, regardless of gender, sexual preference, age, race, ethnicity, ability or religion.
• All individuals need to have equal choices and opportunities regardless of their ability.
Diversity:• Understanding that each individual is unique, and
demonstrating an acceptance and respect of differences.
• Providing for the exploration of these differences in a safe, positive, and nurturing environment.
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Inclusive practice:
Bradford Play Partnership Inclusion Statement:"Inclusion is a process of identifying and breaking down barriers
which can be environmental, attitudinal and institutional. This process eliminates discrimination thus providing all children and young people with equal access to play.”
(Play Partnership 2007)
“Is an ongoing process of reviewing and developing practice in order to adjust and celebrate diversity. It is the journey not the destination!”
(EQuality Training 2006)
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Building Capacity
Minorities are deprived and have needs
Communities have capacity, assets and power
Fixed mindset
Growth mindset
A belief in fixed intelligence, ability as a narrow continuum and measured performance
A belief in age not stage. Praise for effort, investment in development of strengths and skills
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Growth and Capacity building
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Respectful language Disability... the disadvantage or restriction
of activity caused by contemporary social organisation which takes little or no account of people who have physical impairments and thus excludes them from the mainstream of social activities.
(the Union for of Physically Impaired Segregation1976)
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Respectful language
Impairment, disabled people use this term to talk about their medical condition or diagnosis or description of their functioning—if there is nothing more formal.
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Examples of Impairment
QuadriplegiaPolioCerebral palsyBlindnessDeafness
Examples of
Disability
Buildings without rampsPoor health provisionBullying, name-callingSegregated educationWorkplaces without lifts
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Respectful language
• The person—their name.• Impairment = Functioning• Disability = barriers in society
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Respectful languageFred Brown (the person) is a man with
cerebral palsy (the impairment). When the barriers and discrimination (the oppression) that restrict Fred have been removed from society, Fred will no longer be disabled, but he will still have cerebral palsy and be called Fred.
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What is disability?
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The Facts• Visually impaired people are four times more likely to be
verbally and physically abused than sighted people
• People with mental health issues are 11 times more likely to be victimised
• 90% of adults with a learning difficulty report being 'bullied'.
Scope 2008
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Compared with non-disabled people, disabled people are:
• more likely to be economically inactive – only one in two disabled people of working age are currently in employment, compared with four out of five non-disabled people;
• more likely to experience problems with hate crime or harassment – a quarter of all disabled people say that they have experienced hate crime or harassment, and this number rises to 47% of people with mental health conditions;
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The Medical Model of disability
• Medical approach to the problem. • Defined by non-disabled professionals• Equated to illness in terms of research and
findings. • Care and benefits have been awarded to
compensate for personal tragedy.
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Medical Model thinking
Badimage
No qualificat
ions
Expensive
Nothing to bring
Victims
Only know about
disability
Networks
Difficult behaviour
The impairment is
the focusThe person is perceived as faulty
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The Social Model of disability
• The problem owned by the whole community.
• It defines disability in terms barriers, attitudinal, structural and systemic.
• Acknowledges the oppression, and need for action.
• It recognises disabled people’s leadership in finding a solution.
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Disabled people as active members of the community
Great P.R
expertise
Challenges
tolerance
Diverse skills
Social skills
Does it different
ly
Feelings
Assessment panels
Social Model thinking
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Social model thinkingAttitudes, the environment & systems are a
problem
We participate in change
for equality
We have an individual &a collective responsibility
we are allowed to
do what is right for ourselves
we have a positive image and are proud of who we
are
we have expertise
and might wish to
take risks
we are all equal members of the
community
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Tackling social oppression
• Racism and sexism • Internalised oppression• Lack of participation• Individualism v individuality• Abuse and violence
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Lunch & Networking
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Group workTask:Prepare a 7 min presentation on the
importance of putting Social Model ideas into practice through language
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Feedback• Positive
• Critical (possible)
• Positive
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Positive & Possible
We can:
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Closing Circle
Good bye!See you again ….
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