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The Unmet Legal, Social and Cultural Needs of Māori with DisabilitiesHickey, Susan Jane January 2008 (has links)
There is little work done in the area of indigenous disability identity issues and how they are recognised in domestic and international human rights laws. The discourse of disability has always been based on social constructionism and without it, there is no identity. I discuss its relevance to indigenous (Māori) with disabilities and how the multiplicitous nature of the identity of other has a particular impact when indigenous, gender and disability are all identified from marginalised groups. I also explore the impact of westernised thinking around impairment, in particular the models of disabilities on indigenous well-being. The issues of family (whānau), whakawhanaungatanga (family relationships), interdependence (community) and collectivity identities central to indigenous thinking are largely ignored by law and policy, yet central to indigenous identity. This ignorance in policy has led to the disparities that continue to remain for indigenous persons with disabilities, particularly those from within thematic identity groups.
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The explicit attitudes of genetic counselors towards individuals with disabilities: A surveyUgas, Abigail, B.S. 15 June 2020 (has links)
No description available.
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AIDS and the Politics of Disability in the 1980sNancy E Brown (7012733) 16 October 2019 (has links)
<p>This dissertation
examines the political response of gay and lesbian organizations to the
HIV/AIDS crisis through the lens of disability. When the National Gay Task
Force (NGTF) formed in the 1970s, their early political efforts confronted the
stigma and exclusion associated with the American Psychiatric Association’s
disabling label. In the 1980s, gay and lesbian organizations faced a deadly
epidemic—AIDS. The high cost of medical care left people with AIDS destitute.
NGTF pressed the Social Security Administration to modify their disability
criteria to recognize AIDS and ARC as qualifying disabilities. Fear and
homophobia left people with AIDS vulnerable to employment, housing and medical
discrimination as well as social ostracism. Gay Men’s Health Crisis and Lambda Legal
Defense and Education Fund countered AIDS discrimination in New York through
collaborative efforts with city and state agencies. Disability rights codes and
laws offered people with AIDS some protection against discrimination. The Task
Force, the Gay Rights National Lobby and the Disability Rights Defense &
Education Fund joined the Leadership Conference on Civil Rights in 1982. While
the Conference did not engage in the campaign for gay and lesbian rights in the
1980s, their extended legislative crusade for the Civil Rights Restoration Act
would bring AIDS onto the battlefield. This study finds these various
antecedents came into play during the Americans with Disabilities Act (ADA) to
the extent that gay and lesbian organizations could describe the ADA as an
“AIDS bill” in terms of both their political participation and the text
protecting people with contagious diseases who were not a threat.<br></p>
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Die verpligting van die staat met betrekking tot gestremde leerders se reg op basiese onderwys / Lizelle Juané van Dalen.Van Dalen, Lizelle Juané January 2012 (has links)
Section 29(1) of the Constitution of the Republic of South Africa, 1996 states that everyone has the right to basic education. ―Everyone‖ includes disabled learners. The purpose of this study is to determine to what extent the state complies with its constitutional and international obligations to realise disabled learners‘ right to basic education.
To reach the purpose firstly it has to be ascertained which legislation apply to disabled learners (whether direct or indirect) and how this legislation define disability (Chapter 2). Secondly the relevant constitutional sections have to be investigated. Sections 9, 28, 29 and 36 of the Constitution will be examined in particular. The purpose of the investigation of the constitutional sections is to determine what basic education entails and if there is a uniform definition thereof. Paired with the right to education, the meaning of inclusive education has to be determined and to what extent the state realises this (Chapter 3). A further purpose with the investigation of the constitutional provisions is to determine whether there is an infringement of disabled learners‘ right to equality and whether the possible infringements of the right to education and equality can be justified by the state (Chapter 4).
Thirdly, the state‘s international obligations with regard to disabled learners‘ right to education and equality has to be investigated (Chapter 5) before reaching a conclusion as to what extent the state complies with its constitutional and international obligations to realize disabled children‘s right to basic education (Chapter 6). Disabled children‘s need for basic education has led to the research question. quality, process quality, manufacturing process flow, principles of quality, factor analysis, multiple regression. / Thesis (LLM)--North-West University, Potchefstroom Campus, 2013.
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Die verpligting van die staat met betrekking tot gestremde leerders se reg op basiese onderwys / Lizelle Juané van Dalen.Van Dalen, Lizelle Juané January 2012 (has links)
Section 29(1) of the Constitution of the Republic of South Africa, 1996 states that everyone has the right to basic education. ―Everyone‖ includes disabled learners. The purpose of this study is to determine to what extent the state complies with its constitutional and international obligations to realise disabled learners‘ right to basic education.
To reach the purpose firstly it has to be ascertained which legislation apply to disabled learners (whether direct or indirect) and how this legislation define disability (Chapter 2). Secondly the relevant constitutional sections have to be investigated. Sections 9, 28, 29 and 36 of the Constitution will be examined in particular. The purpose of the investigation of the constitutional sections is to determine what basic education entails and if there is a uniform definition thereof. Paired with the right to education, the meaning of inclusive education has to be determined and to what extent the state realises this (Chapter 3). A further purpose with the investigation of the constitutional provisions is to determine whether there is an infringement of disabled learners‘ right to equality and whether the possible infringements of the right to education and equality can be justified by the state (Chapter 4).
Thirdly, the state‘s international obligations with regard to disabled learners‘ right to education and equality has to be investigated (Chapter 5) before reaching a conclusion as to what extent the state complies with its constitutional and international obligations to realize disabled children‘s right to basic education (Chapter 6). Disabled children‘s need for basic education has led to the research question. quality, process quality, manufacturing process flow, principles of quality, factor analysis, multiple regression. / Thesis (LLM)--North-West University, Potchefstroom Campus, 2013.
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