tag:blogger.com,1999:blog-29727630877685340872024-02-20T00:51:08.292-08:00Inclusion and Equalities for UK UnitariansLouisehttp://www.blogger.com/profile/05271769998586735852noreply@blogger.comBlogger10125tag:blogger.com,1999:blog-2972763087768534087.post-27059700059758630982013-02-13T00:46:00.004-08:002013-02-13T00:46:38.819-08:00Sight impairment - emotional responses<span style="font-family: "Trebuchet MS",sans-serif;">There are many ways to react to sight impairment depending upon when the sight impairment happened, how it happened and the circumstances and personality of the person who has experienced or is experiencing it.</span><br />
<span style="font-family: "Trebuchet MS",sans-serif;"><br /></span>
<span style="font-family: "Trebuchet MS",sans-serif;">The <a href="http://www.rnib.org.uk/livingwithsightloss/copingwithsightloss/emotionalsupport/Pages/common_feelings.aspx" target="_blank">RNIB on its website</a> describes some of the potential feeling and emotions as being</span><br />
<ul>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Shock and denial</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Anger and questioning</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Helplessness, fear, anxiety</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Sadness and grief</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Depression</span></li>
</ul>
<span style="font-family: "Trebuchet MS",sans-serif;">Often people have less confidence and are anxious about their present and the future. Someone I know feels guilty because her husband has to do so much for her, which means that he has had to limit his life. She also feels frustrated. She misses reading a lot and can get a bit stir-crazy as she cannot now go out alone</span><br />
<br />
<span style="font-family: "Trebuchet MS",sans-serif;">Oliver Sachs has recently had his book, 'Hallucinations' published. In it he describes how older people who are losing their sight and/or hearing may experience hallucations. They often do not discuss this because they fear they will be judged as mad or demented. It is useful to know that this may be an issue. <a href="http://www.guardian.co.uk/books/2012/dec/02/oliver-sacks-hallucinations-review" target="_blank">See this Guardian review of the book.</a></span><br />
<br />
<span style="font-family: "Trebuchet MS",sans-serif;">Impairment and disability do not stand alone - they have huge impacts on a person, their daily living and their mood. It affects the people that they live with and their extended family and friends.</span><br />
<br />
<span style="font-family: "Trebuchet MS",sans-serif;">Sometimes we just need to find time to sit down and ask, 'How are you today?' Or be more up front and ask how their sight impairment affects them. And then look at what support the local congregation can offer.</span><br />
<span style="font-family: "Trebuchet MS",sans-serif;"><br /></span>
<span style="font-family: "Trebuchet MS",sans-serif;">In all our talk of social action we sometimes forget that there may be need right under our noses.</span><br />
<br />
<br />
Louisehttp://www.blogger.com/profile/05271769998586735852noreply@blogger.com0tag:blogger.com,1999:blog-2972763087768534087.post-81306724724657798382013-02-12T09:04:00.001-08:002013-02-12T09:04:07.791-08:00Sight impairment and disability<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">This post will focus on a specific impairment and associated disability rather than a broad issue like communication.</span></span><br />
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;"><br /></span></span>
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">First something about terminology</span></span><br />
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;"><br /></span></span>
<br />
<blockquote class="tr_bq">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;"><i>DISABILITY is the disadvantage or restriction of activity caused by a society which takes little or no account of people who have impairments and thus excludes them from mainstream activity. (Therefore disability, like racism or sexism, is discrimination and social oppression).</i> </span></span></blockquote>
<blockquote class="tr_bq">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;"><i>IMPAIRMENT is a characteristic, feature or attribute within an individual which is long term and may, or may not, be the result of disease, genetics or injury and may:</i> </span></span></blockquote>
<blockquote class="tr_bq">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;"><i>1. Affect that individual’s appearance in a way which is not acceptable to society,<br />And / or<br />2. Affect the function of that individual’s mind or body, either because of or regardless of society,<br />And / or<br />3. Cause pain, fatigue, affect communication and / reduce consciousness.</i> </span></span></blockquote>
<blockquote class="tr_bq">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;"><i>This covers people with learning difficulties, physical impairments, sensory impairments, facial disfigurement, speech impairment, mental illness, mental distress. <br /><br />Impairment neither causes, nor justifies disability; however only people with impairments are subject disability; they may also experience other forms of oppression simultaneously.</i></span></span></blockquote>
<br />
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;"><a href="http://www.leeds.ac.uk/disability-studies/archiveuk/thomas%20pam/Defining%20Impairment%20within%20the%20Social%20Model%20of%20Disability.pdf" target="_blank">http://www.leeds.ac.uk/disability-studies/archiveuk/thomas%20pam/Defining%20Impairment%20within%20the%20Social%20Model%20of%20Disability.pdf </a></span></span><br />
<span style="font-family: "Trebuchet MS",sans-serif;"><br /></span>
<span style="font-family: "Trebuchet MS",sans-serif;">It is important to understand the difference between impairment and disability. I believe that we all have a responsibility to support those with impairments by making changes to the way that we do things so that they are not disabled by the world that we all co-create.<u><br /></u></span><br />
<span style="font-family: "Trebuchet MS",sans-serif;"><u>Sight impairment</u></span><br />
<span style="font-family: "Trebuchet MS",sans-serif;"><br /></span>
<span style="font-family: "Trebuchet MS",sans-serif;">From the NHS <a href="http://www.nhs.uk/conditions/Visual-impairment/Pages/Introduction.aspx">http://www.nhs.uk/conditions/Visual-impairment/Pages/Introduction.aspx</a></span><br />
<blockquote class="tr_bq">
<span style="font-family: "Trebuchet MS",sans-serif;"><i>Visual impairment is when a person has sight loss that cannot be corrected using glasses or contact lenses.</i> </span></blockquote>
<blockquote class="tr_bq">
<span style="font-family: "Trebuchet MS",sans-serif;"><i>
</i></span><span style="font-family: "Trebuchet MS",sans-serif;"><i>There are two main categories of visual impairment:</i></span><br />
<span style="font-family: "Trebuchet MS",sans-serif;"><i>
</i></span>
<br />
<ul>
<li><span style="font-family: "Trebuchet MS",sans-serif;"><i>being partially sighted or sight impaired – where the level of sight loss is moderate </i></span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;"><i>severe sight impairment (blindness) – where the level of sight loss is so severe that activities that rely on eyesight become impossible </i></span></li>
</ul>
</blockquote>
<span style="font-family: "Trebuchet MS",sans-serif;">There are specific impairments and these include </span><br />
<ul>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Colour blindness - red-green impairment is the most common, affecting 5% of the male
population and 1% of the female. One in twelve people using the web are
colour blind.</span><span style="font-family: "Trebuchet MS",sans-serif;"> </span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Night-blindess - difficulty seeing in low light. People with diabetes may experience this.</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Cataracts - these are usually treatable. It is estimated that one third of people over 65 will develop cataracts. Again those with diabetes are more prone. Cataracts make it difficult to see in low light and very bright lights may cause glare.</span></li>
</ul>
<br />
<span style="font-family: "Trebuchet MS",sans-serif;"><u>Key Facts</u> </span><span style="font-family: "Trebuchet MS",sans-serif;"> </span><br />
<div class="htmlContentContainer" style="font-size: 13.6833px;">
<br />
<blockquote class="tr_bq">
<ul>
<li><i><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">There
are almost two million people in the UK living with sight loss. This
figure includes those that have uncorrected refractive error or cataract
that may be reversed. It also includes around 360,000 people registered
as blind or partially sighted in the UK, who have severe and
irreversible sight loss. </span></span></i></li>
<li><i><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">Sight
loss affects people of all ages but especially older people: 1 in 5
people aged 75 and 1 in 2 aged 90 and over are living with sight loss. </span></span></i></li>
<li><i><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">There
are almost 25,000 blind and partially sighted children in Britain. That
is equal to 2 in 1,000 children. As many as half of these children may
have other disabilities. </span></span></i></li>
<li><i><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">There is
a link between sight loss and reduced wellbeing. Over one third of
older people with sight loss are also living with depression. </span></span></i></li>
<li><i><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">Two thirds of registered blind and partially sighted people of working age are not in paid employment. </span></span></i></li>
<li><i><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">The
number of people in the UK with sight loss is set to increase in line
with population ageing: by 2050 the number of people with sight loss in
the UK could be nearly four million.</span></span></i></li>
</ul>
</blockquote>
<a href="http://www.pocklington-trust.org.uk/" target="_blank"><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">From the Thomas Poclington Trust</span></span></a><br />
<br />
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">Further information can<a href="http://www.actionforblindpeople.org.uk/about-us/media-centre/facts-and-figures-about-issues-around-sight-loss/" target="_blank"> be</a><span style="font-size: small;"><a href="http://www.actionforblindpeople.org.uk/about-us/media-centre/facts-and-figures-about-issues-around-sight-loss/" target="_blank"> found here</a>.</span></span></span></div>
<span style="font-family: "Trebuchet MS",sans-serif;"></span><br />
<span style="font-family: "Trebuchet MS",sans-serif;"><br /><u>The impact of visual impairments</u></span><br />
<br />
<span style="font-family: "Trebuchet MS",sans-serif;">The impacts of visual impairment are many and varied. If we think about our daily lives and the centrality of vision to much of what we do we can see that it affects</span><br />
<ul>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Carrying out daily living tasks - such as cooking, telling if food is passed its sell by date, putting together a colour co-ordinated outfit, cleaning, keeping track of the days and remembering things</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Self-care e.g. cutting nails</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Getting about within the home and garden</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Travelling (e.g. driving and night driving) and following directions</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">The ability to work </span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Receiving and giving information</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Communicating in person - much of our communication is visual with facial expressions and body language</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Telling the time </span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Shopping</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Meeting people</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Knowing who is talking in a gathering </span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Leisure pursuits - reading, watching the TV, crafts, participation in sports etc</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Going out in the evening</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Doing jobs around the home e.g. changing a plug or putting in a new light bulb</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Caring for family and pets</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Dealing with banks and public authorities</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Getting cash and paying bills</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">The list is almost endless.</span></li>
</ul>
<span style="font-family: "Trebuchet MS",sans-serif;">There is also the impact on confidence and mental health, sight loss can be extremely isolating. It can also make people feel unsafe and insecure. There are also issues associated with falls and bumps.</span><br />
<br />
<span style="font-family: "Trebuchet MS",sans-serif;"><u>Making changes</u></span><br />
<span style="font-family: "Trebuchet MS",sans-serif;"><br /></span>
<span style="font-family: "Trebuchet MS",sans-serif;">If we start with our own congregations and local communities then we need to know who has visual problems and what these may be. Things such as colour blindness are hidden from view but as it is so prevalent it is to be expected that in most of our communities there will be at least one person who is colour blind.<br /><br />We don't necessarily need to know what issues there are for individuals but we do need to be mindful that existing or future members may well have sight problems. </span><br />
<br />
<span style="font-family: "Trebuchet MS",sans-serif;"><b>Our buildings</b> </span><br />
<br />
<span style="font-family: "Trebuchet MS",sans-serif;">So first our buildings - here is some advice about living space for people with visual impairments from a local authority <a href="http://www.sunderland.gov.uk/CHttpHandler.ashx?id=11077&p=0">http://www.sunderland.gov.uk/CHttpHandler.ashx?id=11077&p=0</a> - page 70</span><br />
<span style="font-family: "Trebuchet MS",sans-serif;"></span><br />
<br />
<blockquote class="tr_bq">
<span style="font-family: "Trebuchet MS",sans-serif;"><i>Potential health and safety issues must be designed out e.g. preventing electric flexes from trailing the floor by providing ample electric sockets; providing rounded corners where walls meet or at door recesses.</i></span><br /><br /><span style="font-family: "Trebuchet MS",sans-serif;"><i>Lighting, colour schemes and tonal contrast, casting of shadows, audible signals and tactile information must also be taken into account. There should be a contrast between ironmongery, doors, door frames and walls to distinguish these clearly; the new Part M requirements of the Buildings Regulations should be considered. Defining walls and floors can be resolved by providing different textures. Different floor coverings can be used to help ‘way finding’ by producing different sounds. Additional lighting can help to identify the toilet and bathing area or work areas in the kitchen, while being careful not to introduce glare into the area.</i></span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: "Trebuchet MS",sans-serif;"><i>Avoid shiny surfaces, especially shiny floor surfaces. Non reflective materials, such as matt wall finish tiles and flooring, especially in bathrooms and kitchens, reduce glare. Highly patterned floor and worktop surfaces should be avoided as this makes objects set against them harder to distinguish.</i></span></blockquote>
<span style="font-family: "Trebuchet MS",sans-serif;">We need to make sure that our lighting is good enough when people are expected to read things or to walk about.</span><br />
<br />
<span style="font-family: "Trebuchet MS",sans-serif;"><a href="http://www.equalityhumanrights.com/uploaded_files/publications/sp5.pdf" target="_blank">This is a useful publication</a> which covers a range of disabilities but if you search on the word 'visual' it will take you to all the relevant sections. </span><br />
<span style="font-family: "Trebuchet MS",sans-serif;"><br /></span>
<b><span style="font-family: "Trebuchet MS",sans-serif;">Meeting people with visual impairments</span></b><br />
<br />
<span style="font-family: "Trebuchet MS",sans-serif;">Here is some information about etiquette - it come from an <a href="http://www.open.ac.uk/inclusiveteaching/pages/understanding-and-awareness/etiquette-communicating-with-visually-impaired-students.php" target="_blank">Open University (OU) page</a> which I think may be disappearing soon hence I have copied and pasted here. As it is about the OU it talks about students. </span><br />
<blockquote class="tr_bq">
<i><span style="font-family: "Trebuchet MS",sans-serif;">Many people are unsure of how to communicate naturally with a blind
person or how – or indeed, whether – to offer assistance. It helps if
you remember the following.</span></i><br />
<i><span style="font-family: "Trebuchet MS",sans-serif;">
</span></i><ul>
<li><i><span style="font-family: "Trebuchet MS",sans-serif;">When greeting a student who is visually impaired, say who you are when you start to speak.</span></i></li>
<li><i><span style="font-family: "Trebuchet MS",sans-serif;">To shake hands or not? Be guided by the actions of the visually
impaired person because they may not be able to see your proffered hand.</span></i></li>
<li><i><span style="font-family: "Trebuchet MS",sans-serif;">Speak naturally – do not avoid visually descriptive language or phrases such as ‘see you later’.</span></i></li>
<li><i><span style="font-family: "Trebuchet MS",sans-serif;">Indicate that a conversation has ended or that you are leaving in order to avoid the student speaking when no-one is there. </span></i></li>
<li><i><span style="font-family: "Trebuchet MS",sans-serif;">You may need to explain the reason for sudden loud noises or laughter.</span></i></li>
<li><i><span style="font-family: "Trebuchet MS",sans-serif;">Guide dogs are working dogs and must not be distracted or fussed
over. Unless you are involved in making an arrangement to accommodate
them, they should generally be ignored; eye contact is discouraged.</span></i></li>
<li><i><span style="font-family: "Trebuchet MS",sans-serif;">It can sometimes be helpful to give information about the physical environment. </span></i></li>
<li><i><span style="font-family: "Trebuchet MS",sans-serif;">A blind student may or may not use a white cane or stick. ‘Symbol
canes’ are usually just held, and their purpose is to advise that the
person has difficulties seeing. Long canes are used to check the ground
(e.g. for obstacles, steps, kerbs) for several paces ahead. A cane or
stick with a red band means the person also has a hearing impairment. Do
not move a blind person’s cane without their permission.</span></i></li>
<li><i><span style="font-family: "Trebuchet MS",sans-serif;">A blind person learns the location of things, do not move them around without letting the person know.</span></i></li>
</ul>
</blockquote>
<a href="http://www.afb.org/section.aspx?SectionID=36&TopicID=163&DocumentID=194" target="_blank"><span style="font-family: "Trebuchet MS",sans-serif;">And another short guide</span></a><b><span style="font-family: "Trebuchet MS",sans-serif;"> </span></b><br />
<br />
<b><span style="font-family: "Trebuchet MS",sans-serif;">Guiding people with visual impairments</span></b><br />
<span style="font-family: "Trebuchet MS",sans-serif;"><br /></span>
<a href="http://www.rnib.org.uk/livingwithsightloss/helpingpeople/meetgreet/Pages/howtoguide.aspx" target="_blank"><span style="font-family: "Trebuchet MS",sans-serif;">Here is some advice about guiding people with visual impairments</span></a><br />
<br />
<span style="font-family: "Trebuchet MS",sans-serif;"><b>Large print hymns</b></span><br />
<span style="font-family: "Trebuchet MS",sans-serif;"><br /></span>
<span style="font-family: "Trebuchet MS",sans-serif;">There should always be large print hymns available. Sing Your Faith - the Purple Book - can be bought as a large print edition. We have found that it is too big to hold and the individual hymns should be taken out for the person before the service starts. I cannot find the link but if you would like to buy a copy contact <a href="http://www.unitarian.org.uk/sendmes.php?To=Unitarian_Support&Title=Contact_Us" target="_blank">the General Assembly</a>.</span><br />
<span style="font-family: "Trebuchet MS",sans-serif;"><br /></span>
<span style="font-family: "Trebuchet MS",sans-serif;"><b>The provision of information </b></span><br />
<br />
<span style="font-family: "Trebuchet MS",sans-serif;">I have covered the <a href="http://inclusion4uku.blogspot.co.uk/2013/02/communication-and-access-to-information.html" target="_blank">provision of information in the previous posting</a>.</span><br />
<span style="font-family: "Trebuchet MS",sans-serif;"><br /></span>
<span style="font-family: "Trebuchet MS",sans-serif;"><b>Travel and times of meeting</b></span><br />
<br />
<span style="font-family: "Trebuchet MS",sans-serif;">If people stop coming or only come out during daylight hours it may be worth asking why and offering transport assistance. Meetings may be held in the evening and for most of the year this will mean travelling either both journeys or just the return journey in the dark. Certainly in places with a wide-spread congregation or in smaller towns and rural areas most of the travel will be by car and night-blindness may be an issue.</span><br />
<span style="font-family: "Trebuchet MS",sans-serif;"><b> </b></span><br />
<span style="font-family: "Trebuchet MS",sans-serif;"><u>Summary</u></span><br />
<br />
<span style="font-family: "Trebuchet MS",sans-serif;">Sight impairment is a vast subject. The most important thing is to expect this to be an issue for some of our local community and to be committed to making changes to improve their experience of their local faith community. Attitude is key.</span><br />
<span style="font-family: "Trebuchet MS",sans-serif;"><u> </u><b></b></span><br />
<span style="font-family: "Trebuchet MS",sans-serif;"><br /></span>
<span style="font-family: "Trebuchet MS",sans-serif;"><u>Further information</u></span><br />
<span style="font-family: "Trebuchet MS",sans-serif;"><br /></span>
<span style="font-family: "Trebuchet MS",sans-serif;">Information about eye conditions<a href="http://www.kent.gov.uk/adult_social_services/your_social_services/services_and_support/sensory_disabilities/deafblind_information/types_of_visual_impairment.aspx" target="_blank"> http://www.kent.gov.uk/adult_social_services/your_social_services/services_and_support/sensory_disabilities/deafblind_information/types_of_visual_impairment.aspx</a> </span><span style="font-family: "Trebuchet MS",sans-serif;"> </span><br />
<br />
<span style="font-family: "Trebuchet MS",sans-serif;">Information about creating accessible websites<a href="http://www.cardiff.ac.uk/accessibility/keyaccessibilityissues/visionimpairments/index.html" target="_blank"> http://www.cardiff.ac.uk/accessibility/keyaccessibilityissues/visionimpairments/index.html</a></span><br />
<br />
<span style="font-family: "Trebuchet MS",sans-serif;">Cataracts <a href="http://www.bbc.co.uk/health/physical_health/conditions/cataracts1.shtml" target="_blank">http://www.bbc.co.uk/health/physical_health/conditions/cataracts1.shtml </a></span><br />
<br />
<span style="font-family: "Trebuchet MS",sans-serif;">Information about churches and visually impaired people<a href="http://uk.life.crossmap.com/article/your.church.visually.impaired.people/81.htm" target="_blank"> http://uk.life.crossmap.com/article/your.church.visually.impaired.people/81.htm</a> - very small font </span><br />
<br />
<span style="font-family: "Trebuchet MS",sans-serif;">Guidance re websites <a href="http://www.churchedit.co.uk/website-tips/church-website-accessibility/" target="_blank">http://www.churchedit.co.uk/website-tips/church-website-accessibility/ </a></span><br />
<span style="font-family: "Trebuchet MS",sans-serif;"><br /></span>
<span style="font-family: "Trebuchet MS",sans-serif;">UUA guidance re people with visual impairments <a href="http://www.uua.org/accessibility/visual/index.shtml">http://www.uua.org/accessibility/visual/index.shtml</a></span><br />
<br />
<span style="font-family: "Trebuchet MS",sans-serif;">How to guide someone <a href="http://www.rnib.org.uk/livingwithsightloss/helpingpeople/meetgreet/Pages/howtoguide.aspx" target="_blank">http://www.rnib.org.uk/livingwithsightloss/helpingpeople/meetgreet/Pages/howtoguide.aspx </a></span><br />
<br />
<span style="font-family: "Trebuchet MS",sans-serif;">Design guidance for the built environment <a href="http://www.icipaints.co.uk/support/specifications/colour/accessibility/visual_impairment.jsp" target="_blank">http://www.icipaints.co.uk/support/specifications/colour/accessibility/visual_impairment.jsp </a>- small font</span><br />
<br />
<span style="font-family: "Trebuchet MS",sans-serif;">A long list of organisations involved in visual impairment issues <a href="http://www.vision2020uk.org.uk/links.asp?section=000100050013" target="_blank">http://www.vision2020uk.org.uk/links.asp?section=000100050013 </a></span><br />
<br />Louisehttp://www.blogger.com/profile/05271769998586735852noreply@blogger.com0tag:blogger.com,1999:blog-2972763087768534087.post-60734066996413790202013-02-11T10:17:00.002-08:002013-02-11T10:17:40.692-08:00Communication and access to information<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">For information to be useful it has to be</span></span><br />
<ul>
<li><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">Received by the person(s) that you want to communicate with;</span></span></li>
<li><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">In a medium that works for them; </span></span></li>
<li><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">In an accessible format; and</span></span></li>
<li><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">In a timely fashion.</span></span></li>
</ul>
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span lang="EN-US"><u>Finding out about Unitarianism and local congregations/communities </u></span></span></span></div>
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span lang="EN-US">We need to understand how people receive information if we are going to ensure that as many people as possible hear about us. People will find information at a variety of
places. The issue here for us is whether we decide to target our promotional material at specific groups. Having a website works well but what about those without access to the Internet? This may be older people or it may be people who have few resources or it may be people who do not like technology.</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span lang="EN-US">We can place posters at libraries but this again will only reach those people who go to those
places and will be unavailable to large numbers of other people. This is not to
say that information should not be at libraries but that it should be
available in </span><span lang="EN-US">other places and
in other formats as well as the written word. </span></span></span></div>
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><u><span lang="EN-US"><br /></span></u></span></span></div>
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span lang="EN-US">It might be useful to talk with your friends to find out how they find out about things and what works well and what might be a waste of time, effort and finance. </span></span></span></div>
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span lang="EN-US"><u>Who are you trying to communicate with</u></span></span></span></div>
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span lang="EN-US"><br /></span></span></span></div>
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span lang="EN-US">There are a group of people that you wish to communicate with - your congregation or a broader group of people who are somehow connected with your local community. Do we know how <span style="font-size: small;">everyone connected with our local community wishes<span style="font-size: small;"> </span></span>to receive information? Email works well for many of us but not all of us. Email works for some of us all the time but for others it may only work for monthly updates but urgent communication needs to be done via phone. Or perhaps newsletter<span style="color: #0000ee;"><span style="font-size: small;"><u>s</u></span></span> are preferred in paper format. </span></span></span></div>
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span lang="EN-US"><span style="font-size: small;">Is there</span> a list of everyone with their contact details and their preferred means of receiving information? The larger the group the more difficult this becomes. My main issue is with new email addresses when for some reason I cannot get <span style="font-size: small;">O</span>utlook to get rid of the old ones - so I have to keep a separate file which has all the email addresses identif<span style="font-size: small;">ying the<span style="font-size: small;"> </span></span>new email address<span style="font-size: small;"> </span>and when it was changed.</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span lang="EN-US"><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span lang="EN-US">Many of provide notices at the beginning of services. Are we sure that people remember th<span style="font-size: small;">ese? Do we also need to follow this up with written information - <span style="font-size: small;">email and <span style="font-size: small;">in paper for<span style="font-size: small;">mat?</span></span></span></span></span></span></span> </span></span></span></div>
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<br /></div>
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span lang="EN-US"></span></span></span></div>
<div class="Style4">
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span lang="EN-US"><u>Accessible written information </u></span></span></span></div>
<div class="Style4">
<br /></div>
<div class="Style4">
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span lang="EN-US">Once people have
access to information there is the issue of its accessibility. Up to 20% of the
population have literacy difficulties. The reasons for this range from having a
visual impairment, having a learning difficulty, having dyslexia, not having
English as a first language (this includes profoundly Deaf people whose first
language is British Sign Language) and not having learnt to read. It is not
possible to give simple guidelines here. The way that information is provided
will depend upon its purpose.</span></span></span></div>
<div class="Style2" style="margin: 0cm 0cm 0.0001pt;">
<br /></div>
<div class="Style4" style="margin-right: 0cm;">
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span lang="EN-US">However, there are some simple guidelines for written information which
can be adhered to. Key ideas are around avoiding the use
of jargon; language being simple, concise and clear; the size of font<span style="font-size: small;"> </span>being
large enough for the majority of people to read (14 recommended as a minimum); the avoidance of shiny paper (it reflects under light and people with sight difficulties often need a light to help with reading);
the use of certain colours - in particular having text and paper colour such that the text is easy to read; not having watermarks or images under text; and a clear lay-out. </span></span></span></div>
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<br /></div>
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span lang="EN-US">See the </span><span lang="EN-US">UK
Association for Accessible Formats for further information </span><a href="http://www.ukaaf.org/">http://www.ukaaf.org/</a></span></span> </div>
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">Also </span></span></div>
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<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;"><a href="http://www.dcalni.gov.uk/guidance_on_making_information_accessible.doc">www.dcalni.gov.uk/guidance_on_making_information_accessible.doc</a></span></span>
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span lang="EN-US">There are also standards for helping to make websites accessible - see </span></span></span><br /><a href="http://www.w3.org/WAI/"><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">http://www.w3.org/WAI/</span></span></a></div>
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><u><span lang="EN-US">Other <span style="font-size: small;">ways of communicating</span></span></u></span></span><br />
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span lang="EN-US"><span lang="EN-US"><span style="font-size: small;">The written word (on paper or electronic) works for many of us but not all the time. </span>Many local communities now do podcasts and the NUF sends out audio CDs of its publications. <span style="font-size: small;">Others produce audio versions of newsletters and some also create videos.</span></span></span></span></span><br />
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span lang="EN-US"><span lang="EN-US"><span style="font-size: small;"><br /></span></span></span></span></span>
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span lang="EN-US"><span lang="EN-US"><span style="font-size: small;">Many of us use social networking -<span style="font-size: small;"> Facebook and/or Twitter.</span></span></span></span></span></span><br />
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span lang="EN-US"><span lang="EN-US">The telephone works well - either texting o<span style="font-size: small;">r s<span style="font-size: small;">peech. If you want to communicate something urgently it is useful to have a phone tree - the first person rings <span style="font-size: small;">two or three people and then they do the same. This helps to take th<span style="font-size: small;">e pressure off one person.</span></span></span></span></span></span></span></span><br />
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><u>Su<span style="font-size: small;">mmary</span></u> </span></span><br />
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">Som<span style="font-size: small;">etimes we are trying to communicate with people that we know and sometimes it's with people that we hope we will know in the future.<span style="font-size: small;"> In our di<span style="font-size: small;">verse world there are many ways to communicate. To do this effectively we need to understand what suits people - it may be different for different occasions. We are usually fairly small groups with volunteers who do an awful lot. This is not about making life difficult for us all but about giving us pointers about the direction we could be moving in.</span></span></span></span> </span></span><br />
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">Further information can be found at</span></span><br />
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<a href="http://www.euroblind.org/resources/guidelines/nr/88"><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">http://www.euroblind.org/resources/guidelines/nr/88</span></span></a><br />
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"> </span></span>Louisehttp://www.blogger.com/profile/05271769998586735852noreply@blogger.com0tag:blogger.com,1999:blog-2972763087768534087.post-8809590115212655592013-02-08T02:25:00.003-08:002013-02-08T02:25:26.769-08:00Access to both worship and social space<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">Often people think that access issues are about how people who use wheelchairs can get into, out of and around buildings. But the vast majority of people with mobility issues do not use wheelchairs.<br /><br />Causes of mobility problems may be because of arthritic conditions e.g. of the hip; muscle weakness e.g. after a stroke or with Multiple Sclerosis; and loss of sensation e.g. with diabetes. Dizziness may also cause people to be tentative in walking - this can be caused by illness and sometimes medication. Poor sight also affects people's ability to walk. Then some illnesses such as heart disease and chronic anaemia may mean that people cannot walk too far without getting breathless.<br /><br />Depending on the reason for the mobility problem the solution may well be different. For example someone who uses a wheelchair will not necessarily need to park close to the venue but will need parking that is on the flat with space to get a wheeelchair out of the car. People with heart disease are likely to need to park close so that they do not have to walk too far.<br /><br />Many of our places of worship are very old, often listed, which limits what can be done to make places accessible. However there are some excellent examples of what can be done such as<a href="http://www.brookstreetchapel.org/" target="_blank"> Brook Street Chapel in Knutsford</a>. However solutions are often quite costly.</span></span><br />
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">Accessibility is not just about getting into the building, it's also about getting round the building - through doors and to different floors - or it should lead <span style="font-size: small;">us to </span>ask if we can have all our activities on the most accessible floor<span style="font-size: small;">?</span> We are currently writing<span style="font-size: small;"> a Listed Bu<span style="font-size: small;">ilding Permission document asking to remove our pews (not original) of our 1717 building. We have a monthly, shared lunch and other events i<span style="font-size: small;">n the </span>social room which is<span style="font-size: small;"> up two flights of stairs. R<span style="font-size: small;">e</span>moving the pews would enable our worship s<span style="font-size: small;">pace to also be used as a social space<span style="font-size: small;">.</span></span></span></span></span></span></span><br />
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">You need to consider the toilet provision and safety aspects of the internal areas. Although safety issues may not strictly fall into the topic of this blog it is worth noting that people may be more<span style="font-size: small;"> </span>encouraged to come to a venue if they think that their health and safety needs are being considered. Carpets are thought to be the safest floor covering as long as they are fitted, not frayed and have sufficient underlay. This may not be the case for stairs but this is another debate. Information can be found on the Internet about reducing falls at the RoSPA website, on their page<a href="http://www.rospa.com/homesafety/adviceandinformation/olderpeople/accidents.aspx" target="_blank"> Accidents to Older People</a>.<br /><br />Other issues are about making sure that walkways are clear and uncluttered with wires and cables kept<span style="font-size: small;"> </span>safely away from where people walk. Good lighting is also key to helping peop<span style="font-size: small;">le move around safely.</span><br /><br />English Heritage produced a guide in December 2012 called <a href="http://www.english-heritage.org.uk/publications/easy-access-to-historic-buildings/" target="_blank">Easy Access to Heritage Buildings</a> - they say this</span></span><br />
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><i>These guidelines focus on physical access issues because these often pose the greatest challenges as well as opportunities for historic buildings.<br /><br />Other issues such as lighting, tone, colour contrast and signing are touched upon, while acknowledging the excellent guidance on these aspects of good access design which exists elsewhere. </i></span></span><br />
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">I think that if you want to know more about access then this document is a good place to start. </span></span><br />
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">The American Uni<span style="font-size: small;">tarian Universalist Association also provide useful information - <a href="http://www.uua.org/documents/equualaccess/accessibility_guidelines.pdf" target="_blank">this is their access guide</a>.</span> </span></span><br />
<br />
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">As you can see this is a vast topic. T<span style="font-size: small;">o make sure that you get it right for the people who come to your place of worship take some time to talk with them</span></span>. This may be older people but it may not. Another group of people who often get overlooked are those with children in prams and buggies.<br /><br />And then as a community commit to making changes to create an inclusive community.</span></span><br />
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><br /></span></span>Louisehttp://www.blogger.com/profile/05271769998586735852noreply@blogger.com0tag:blogger.com,1999:blog-2972763087768534087.post-34543168598037412822013-02-07T08:31:00.002-08:002013-02-11T08:50:51.332-08:00Start where you are, with who you have<span style="font-family: "Trebuchet MS",sans-serif;">Within local faith communities it is probable that the most obvious issues are those associated with older people. These may include </span><br />
<br />
<ul>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Disability</span></li>
<ul>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Access - to both worship and social space; </span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Access to information - newsletter and general information;</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Sight - from seeing the surroundings e.g. where doors are or where there is a floor rug, to being able to read the hymns; and</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Hearing - the service leader, the music and other people attending.</span></li>
</ul>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Ill health</span></li>
<ul>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Continence; and</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-family: "Trebuchet MS",sans-serif;">Short-term memory loss. </span></span></li>
</ul>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Food issues </span></li>
<ul>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Chosen diets;</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Allergies and intolerances; </span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Diabetes; </span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Wearing dentures; and</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Difficulties with digesting some foods e.g. fats and hot spices.</span></li>
</ul>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Poverty leading to difficulties with</span></li>
<ul>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Transport;</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Being able to contribute e.g. buy flowers; and</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Going out on trips etc.</span></li>
</ul>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Lack of confidence</span></li>
<ul>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Some older people will struggle say with hymn books but may not have the confidence to say anything or feel that they should not complain; and </span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">If the weather is poor or in the evening when it is dark older people may be worried about going out</span>.</li>
</ul>
</ul>
<span style="font-family: "Trebuchet MS",sans-serif;">I will write separate posts for each section. </span><br />
<ul><ul>
</ul>
</ul>
Louisehttp://www.blogger.com/profile/05271769998586735852noreply@blogger.com0tag:blogger.com,1999:blog-2972763087768534087.post-26583861374279134512013-02-07T08:19:00.003-08:002013-02-07T08:19:33.562-08:00Discrimination and positive action<!--[if gte mso 9]><xml>
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<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;"><b> Discrimination </b><br /><br />In terms of equalities law this is where people are treated differently because of characteristics that they have which have nothing to do with the situation e.g. someone who is blind can be discriminated against if they applied for a driving job because they cannot see to drive but they cannot be discriminated against when seeking a job that requires a person to be able to travel independently e.g. a social worker, because there are ways for blind people to travel independently e.g. taking buses and taxis.<br /><br />Whilst discrimination can be both positive and negative it tends to be used in terms of being negatively discriminated against.<br /><br /><b>Direct Discrimination </b><br /><br />Where someone is treated less favourably because of their race, disability, sex (gender), age, marital status, religion, sexual orientation or gender reassignment etc.<br /><br /><b>Indirect Discrimination </b><br /><br />Indirect discrimination occurs where the effect of certain requirements, conditions or practices has an adverse impact disproportionately on one group or other. For example if there is a rule which only applies to part-time workers and the majority of part-time workers are women then this can be seen to indirectly discriminate against women.<br /><br /><b>Positive action and positive discrimination</b><br /><br />In limited circumstances, organisations can use ‘positive action’ to address inequalities. This can be used to make up for past discrimination and stereotyping. It may take the form of mentoring women in middle-management who feel that senior management is only for men. ‘Positive action’ is only allowed where the law expressly permits it, because it is indirect discrimination. Positive discrimination e.g. choosing one person over another in an interview because of certain characteristics rather than their ability to do the job is illegal.</span></span></div>
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<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">From April 2011 it became lawful to take positive action when recruiting but only in very specific circumstances. These circumstances are when employers are faced with two or more candidates with the same abilities and qualifications, they </span></span><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">can then choose to hire a candidate from
under-represented groups. </span></span><br />
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Louisehttp://www.blogger.com/profile/05271769998586735852noreply@blogger.com0tag:blogger.com,1999:blog-2972763087768534087.post-59069641519923342362013-02-07T07:26:00.001-08:002013-02-07T08:03:58.177-08:00Some definitions<!--[if gte mso 9]><xml>
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><b>Equality of opportunity and equality
of outcome</b></span></span></div>
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">
</span></span></div>
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">Equal opportunity describes the
intention to create a social environment in which people are not excluded from
the activities of society on the basis of physical characteristics e.g. sex or
cultural roles e.g. those assigned along gender lines. We can see how over time many activities have
become open to both men and women e.g. primary school teaching, engineering,
football and domestic chores. </span></span></div>
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">
</span></span></div>
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">It is difficult to measure the success
of equal opportunity policies. Opportunity itself is difficult to accurately
measure. In practice, equal opportunity is said to exist when people with
similar abilities reach similar results (equality of outcome) after doing a
similar amount of work. Equal opportunity and equality of outcome are therefore
seen as complementary. </span></span></div>
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<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><b><span style="font-family: "Trebuchet MS","sans-serif";">Inclusion</span></b></span></span></div>
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<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">Inclusion and exclusion (or social exclusion) were terms which became used in Government in the late 1990s. The Government defined social exclusion as </span></span></div>
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<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">‘<i>a shorthand term for
what can happen when people or areas suffer from a combination of linked
problems such as unemployment, poor skills, low incomes, poor housing, high
crime, bad health and family breakdown.’</i></span></span></div>
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</span></span><br />
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<i><span style="background: none repeat scroll 0% 0% yellow;"></span></i></div>
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</span></span><br />
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<br /></div>
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<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">However, this definition tells us more about how it has come
about rather than what it is.</span> <span style="font-size: small;">Another
definition provides further detail of what social exclusion actually is. </span></span></div>
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</span><br />
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<br /></div>
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</span><br />
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<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">“An inability (of individuals) to participate effectively
in economic, social, political and cultural life.”</span> </span><span style="background: none repeat scroll 0% 0% yellow;"></span></div>
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</span></span><br />
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<br /></div>
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<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">These four dimensions of exclusion can be further explained</span></span></div>
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<span style="font-size: small;">Economically – cannot afford a decent standard of living<span style="font-weight: normal;"><b>: </b>Unable to afford enough, or good enough quality, housing,
food, clothes, heating and other things that make up a decent standard of
living.</span></span></h1>
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<span style="font-size: small;">Socially – socially isolated, abused or live in fear: <span style="font-weight: normal;">Have few friends, family or neighbours that can be called
on for help, may be physically or sexually abused, harassed outside of the
home, live in fear of being burgled or their children getting involved with
drugs or crime.</span></span></h1>
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<span style="font-size: small;">Politically – cannot have their voice heard and lack influence: <span style="font-weight: normal;">Do not know how to get their voice heard, are not taken
seriously by political parties, powerful pressure groups or service
providers.</span></span></h1>
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<span style="font-size: small;">Culturally – are not valued: <span style="font-weight: normal;">Get discriminated against or harassed because of their
disability, race, religious beliefs, social customs, language, sexuality,
age, etc.</span></span></h1>
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</b></span></span></span><br />
<b><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;"><span style="font-size: small;">I<span style="font-size: small;">n</span>clusion in the world of special needs</span></span></span></span></b><br />
<br />
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;">I came across the term inclusion </span>in the early nineties when working in social care> I read about it in papers about people with learning disabilities<span style="font-size: small;"> and <span style="font-size: small;">their </span>education. </span>Incl<span style="font-size: small;">usion was described as being a comp<span style="font-size: small;">letely differen<span style="font-size: small;">t concept (and reality) than the term</span></span> integration.</span></span></span></span></span><br />
<br />
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;">Integration suggests that there is a no<span style="font-size: small;">rm and those who do not fit into this must in some way adapt. Inclusion suggests that it is the system which must adapt rat<span style="font-size: small;">her than the indivi<span style="font-size: small;">dual. One document puts it<span style="font-size: small;"> like this</span></span></span></span></span></span></span></span></span><br />
<br />
<div style="text-align: center;">
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<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial","sans-serif";">Integration vs
Inclusion</span></b><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"></span></b></div>
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<tr style="mso-yfti-irow: 1;">
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<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
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<tr style="mso-yfti-irow: 2;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 231.05pt;" valign="top" width="308">
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Arial","sans-serif";">Needs of
“special students” </span></div>
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<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Arial","sans-serif";">••••••••</span></div>
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<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Arial","sans-serif";">Rights of
ALL students</span></div>
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<span style="font-family: "Arial","sans-serif";">Changing/remedying
the subject </span></div>
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<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Arial","sans-serif";">••••••••</span></div>
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<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 187.35pt;" valign="top" width="250">
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Arial","sans-serif";">Changing the
school</span></div>
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<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Arial","sans-serif";">Benefits
to the student with “special needs” </span></div>
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<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 43.7pt;" valign="top" width="58">
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<span style="font-family: "Arial","sans-serif";">••••••••</span></div>
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<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 187.35pt;" valign="top" width="250">
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<span style="font-family: "Arial","sans-serif";">Benefits ALL
students</span></div>
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<span style="font-family: "Arial","sans-serif";">Professionals,
specialist expertise, and formal support </span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 43.7pt;" valign="top" width="58">
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Arial","sans-serif";">••••••••</span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 187.35pt;" valign="top" width="250">
<div class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Arial","sans-serif";">Informal
support and the expertise of mainstream teachers</span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 6; mso-yfti-lastrow: yes;">
<td colspan="3" style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt; width: 462.1pt;" valign="top" width="616">
<div align="center" class="MsoNormal" style="line-height: normal; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-align: center;">
<span style="font-family: "Arial","sans-serif";">Conclusion:
inclusion = good teaching for ALL</span></div>
</td>
</tr>
</tbody></table>
</span></span><b> </b></span></span></span></div>
<br />
<span style="font-size: small;"><a href="http://www.cdss.ca/images/pdf/general_information/integration_vs_inclusion.pdf" target="_blank"><span style="font-family: "Trebuchet MS",sans-serif;"> http://www.cdss.ca/images/pdf/general_information/integration_vs_inclusion.pdf</span></a></span><br />
<br />
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;"><b><span style="font-size: small;">Inclusive faith communities </span></b></span></span></span><br />
<br />
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;">Therefore inclusive faith communities strive to be the sum of the<span style="font-size: small;">i</span>r parts and then some. <span style="font-size: small;">But first we do have to have a sense of what those parts are. We have to udnerstand what stops people feeling fully included.</span></span></span></span></span></span><br />
<br />
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;"><span style="font-size: small;">This posting may <span style="font-size: small;">not have cast much light on the situation - my apologies - but equalities and inclusion are not easy con<span style="font-size: small;">cepts to fully understand. </span></span></span>Happy for others to add more clarity.</span></span></span></span></span></span><b><span style="font-size: small;"> </span></b><br />
<br />
<br />
<br />
<br />
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;"><b> </b></span> </span></span></div>
Louisehttp://www.blogger.com/profile/05271769998586735852noreply@blogger.com0tag:blogger.com,1999:blog-2972763087768534087.post-54138402758554147082013-02-07T03:28:00.002-08:002013-02-07T03:28:22.976-08:00Who are we talking about<!--[if !mso]>
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<![endif]--><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">The legislation only covers</span></span><br />
<ul>
<li>
<div class="normal">
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><i>age</i></span></span></div>
</li>
<li>
<div class="normal">
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><i>disability</i></span></span></div>
</li>
<li>
<div class="normal">
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><i>gender reassignment</i></span></span></div>
</li>
<li>
<div class="normal">
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><i>marriage and civil partnership</i></span></span></div>
</li>
<li>
<div class="normal">
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><i>pregnancy and maternity</i></span></span></div>
</li>
<li>
<div class="normal">
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><i>race</i></span></span></div>
</li>
<li>
<div class="normal">
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><i>religion or belief</i></span></span></div>
</li>
<li>
<div class="normal">
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><i>sex (gender)</i></span></span></div>
</li>
<li>
<div class="normal">
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;"><i>sexual orientation</i></span></span></div>
</li>
</ul>
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">But there are other categories of difference which may impact on how people may be treated </span></span><br />
<ul>
<li><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">People with long term illnesses (mental and physical) - this may in some instances be included in disability;</span></span></li>
<li><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">Carers;</span></span></li>
<li><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">Employed people on low wages;</span></span></li>
<li><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">Unemployed people; </span></span></li>
<li><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">Lone <span style="font-size: small;">p</span>arent Families;</span></span></li>
<li><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">Children in need and their families;</span></span></li>
<li><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">Young people;</span></span></li>
<li><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">People who live in rural areas;</span></span></li>
<li><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">People living in disadvantaged areas; </span></span></li>
<li><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">People who have been in contact with the criminal justice system and their families;</span></span></li>
<li><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">People with low levels of literacy and numeracy skills;</span></span></li>
<li><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">People with communication difficulties;</span></span></li>
<li><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">Homeless people;</span></span></li>
<li><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">People living in residential and nursing homes; and</span></span></li>
<li><span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">Refugees and asylum seekers.</span></span></li>
</ul>
<span style="font-size: small;"><span style="font-family: "Trebuchet MS",sans-serif;">This list is by no means complete. And of course in many instances people may fall into several categories - sometimes by chance and sometimes because there may be causal links e.g. people with disabilities are much more likely to either unemployed or on low wages than those without disabilities<span style="font-size: small;">.</span></span></span><br />
<span style="font-family: "Trebuchet MS",sans-serif;"><br /></span>
<span style="font-family: "Trebuchet MS",sans-serif;">Does this mean we have to completely understand the issues associated with all these groups or can we start with actually doing something?</span><br />
<span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 14.0pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;"></span>Louisehttp://www.blogger.com/profile/05271769998586735852noreply@blogger.com0tag:blogger.com,1999:blog-2972763087768534087.post-88225124480461931172013-02-07T02:55:00.000-08:002013-02-07T03:14:18.203-08:00The 2010 Equalities Act<div class="normal">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">The 2010 Equalities Act made understanding the law a bit easier as is replaced previous anti-discrimination laws. The aim was to make the law easier to understand and comply with. </span></span></div>
<div class="normal">
<br /></div>
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">
</span></span><br />
<div class="normal">
<i><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">The act covers nine protected characteristics,
which cannot be used as a reason to treat people unfairly. Every person
has one or more of the protected characteristics, so the act protects
everyone against unfair treatment. The protected characteristics are:</span></span></i></div>
<i><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">
</span></span></i><br />
<ul>
<li>
<div class="normal">
<i><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">age</span></span></i></div>
</li>
<li>
<div class="normal">
<i><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">disability</span></span></i></div>
</li>
<li>
<div class="normal">
<i><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">gender reassignment</span></span></i></div>
</li>
<li>
<div class="normal">
<i><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">marriage and civil partnership</span></span></i></div>
</li>
<li>
<div class="normal">
<i><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">pregnancy and maternity</span></span></i></div>
</li>
<li>
<div class="normal">
<i><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">race</span></span></i></div>
</li>
<li>
<div class="normal">
<i><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">religion or belief</span></span></i></div>
</li>
<li>
<div class="normal">
<i><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">sex (gender)</span></span></i></div>
</li>
<li>
<div class="normal">
<i><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">sexual orientation</span></span></i></div>
</li>
</ul>
<i><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">
</span></span></i><br />
<div class="normal">
<i><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">The Equality Act sets out the different ways
in which it is unlawful to treat someone, such as direct and indirect
discrimination, harassment, victimisation and failing to make a
reasonable adjustment for a disabled person.</span></span></i></div>
<i><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">
</span></span></i><br />
<div class="normal">
<br /></div>
<div class="normal">
<i><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">The act prohibits unfair treatment in the
workplace, when providing goods, facilities and services, when
exercising public functions, in the disposal and management of premises,
in education and</span></span><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;"> </span></span><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">by associations (such as private clubs)</span></span><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">.</span></span></i></div>
<div class="normal">
<br /></div>
<div class="normal">
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;">Most of the provisions of the <span style="font-size: small;">Act have now been implemented but </span></span></span><span style="font-family: "Trebuchet MS",sans-serif;">the government has decided not to take forward</span></div>
<span style="font-family: "Trebuchet MS",sans-serif;">
</span><br />
<ul>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Public sector duty regarding socio-economic inequalities;</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Gender pay gap information; and</span></li>
<li><span style="font-family: "Trebuchet MS",sans-serif;">Combined discrimination: dual characteristics.</span></li>
</ul>
<br />
<span style="font-family: "Trebuchet MS",sans-serif;">For more information <a href="http://homeoffice.gov.uk/equalities/equality-act/">http://homeoffice.gov.uk/equalities/equality-act/</a></span><br />
<br />
<span style="font-family: "Trebuchet MS",sans-serif;">Of course as Unitarians we are not interested in equalities because the Government tells us we should be, we are interested in equalities and committed to making a difference because of our values and our faith. </span><br />
<span style="font-family: "Trebuchet MS",sans-serif;"> </span><span style="font-family: "Trebuchet MS",sans-serif;"><br /></span><br />
<div class="normal">
<i><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: small;"> </span></span></i></div>
Louisehttp://www.blogger.com/profile/05271769998586735852noreply@blogger.com0tag:blogger.com,1999:blog-2972763087768534087.post-26630015807654536502013-01-29T01:13:00.001-08:002013-01-29T01:56:34.381-08:00Getting started<span style="font-family: Trebuchet MS, sans-serif;">I have been thinking for a bit about writing a blog on equalities and inclusion for local Unitarian communities. My two previous blogs on governance and developing spiritual community have come to a natural end or at least reached the time for an extended sabbatical. I have just written a piece for the NUF (National Unitarian Fellowship) Viewpoint about my volunteering at the Paralympics and this has spurred me on to get going with this blog.</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">Equalities and inclusion are big subjects so I may well ask for guest posters. My experience is based on work in the voluntary sector and social care; training as a social worker; planning social care services for people with a range needs; working in disadvantaged neighbourhoods; and writing equalities policies. My experience will be peculiar to me - my gender, my age and my life experience. Talking about equalities' issues to people whop have had little or no training can induce a level of anxiety because people fear that (a) they will use the wrong language; (b) they will be accused of having all sorts of prejudices; and (c) they think that they have no experience of working with diverse needs.</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">The first thing that can be asked of any of us is that we show respect to all people and that we commit to learning - from the written word and from direct experience i.e. talking with people. There is often no agreement about what is the best thing to do e.g. which font works best for those with sight impairments. But it is not about getting it right - it is about recognising that there is an issue and attempting to resolve it or at least make things a bit better. All surveys that I have done show that the one thing that makes a real difference is people's attitudes. A willingness to listen and a willingness to help.</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">My intention is to look at our own local communities and identify what the issues might be, how we can encourage inclusion and what resources there may be around to help with this.</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
<span style="font-family: Trebuchet MS, sans-serif;">P.S. I have used a picture of the 2012 Paralympic Sitting Volleyball contest - the woman wearing number 7 is <a href="http://en.wikipedia.org/wiki/Martine_Wright" target="_blank">Martine Wright</a> - she lost both her legs in the London 7/7 bombing and now plays for the GB sitting volleyball team.</span>Louisehttp://www.blogger.com/profile/05271769998586735852noreply@blogger.com0