Question: People with a Disabilityface Lots of Discrimination. Is Thistrue?

Topic: Disability Discrimination

Question: People with a disabilityface lots of discrimination. Is thistrue?

Format: A report

Abstract

This investigation explores whether people with a disability experience discrimination. Disability isthe "restriction or lack (resulting from an impairment) of ability to perform an activity in the manner considered normal". Research, including a survey of teenagers, an interview with a teacher who works with disabled students and an internet search, revealing statistics and case studies, provides evidence to support the conclusions. The likelihood of an Australian suffering from a disability is high. 19% of Australia’s population has a disability, often a consequence of aging. Data collected reveals that the attitudes of society, followed by access and mobility as the most significant factors relating to discrimination. Difficulties are encountered by most disabled people when seeking employment although they have positive attitudes and above-average safety and attendance records. When employed into mainstream employment the overall staff atmosphere is improved. Disabled children alsoexperience discrimination within schools. Society plays a major role in the way disabled people are treated because many people in the community are unaware of the disabilities of others therefore unknowingly discriminate against them. The report concludes that it is vital for everyone to understand the definition of a disability, know what constitutes as disability discrimination, and the effects of a disability on the individual.

Word count 200

1.0 Introduction

Many disabled people reside within society and lead everyday lives. Disabilities are sometimes noticeable, while other disabilities are unknown to others. Due to society's lack of disability awareness, many disabled people experience incidents of discrimination. It is crucial for society to understand what is defined as a disability and disability discrimination, who is affected; the barriers disabled people face, employment and education issues, as well as how society is helping.

2.0 Defining Disability and Discrimination

The term disability is commonly misused. There is a difference between impairment, disability and handicap. Impairment is "any loss or abnormality of psychological, physiological, or anatomical structure or function", such as vision or hearing. Disability is the "restriction or lack (resulting from an impairment) of ability to perform an activity in the manner considered normal". Examples of disabilities include difficulty in seeingand completing everyday activities such as eating. Handicap, is a "disadvantage …that limits … the fulfillment of a role normal for that individual", for instance people who are confined within the house, are unable to use public transport are socially isolated (United Nations 1999).

3.0 The Effects of Disability Discrimination

There are four categories of disability discrimination; direct and indirect discrimination, discriminatory questions and harassment result in a variety of effects.Direct discrimination is when a person is treated less favorably than others. Indirect discrimination is an unfair exclusion based on a condition a disabled person has. Another form of discrimination is harassment, which involves behaviour that offends, humiliates or intimidates. (A Guide to the Disability Discrimination Act 1997).

The likelihood of an Australian suffering from a disability is high. The Australian Bureau of Statistics revealed that 3.6 million Australians, 19% of the population had a disability. The main factor affecting the possibility of suffering from a disability is age. Older Australians are more at risk.(ABS 1999).

Experiencing discrimination has an effect on the individual and their family, financially, physically, psychologically, on self-esteem and in everyday life. There was one case of disability discrimination where a disabled boy who had Down syndrome was denied life insurance by AMP and his parents took action to Tasmania's Anti-Discrimination Commission. The case resulted in an apology from AMP, a confidential settlement and the family of the child suffering distress. (Whinnett 2003).

Some other effects of discrimination may include the failure to provide special assistance or equipment such as a lift in a building or refusal of service, for example not letting a guide dog into a restaurant with the owner. This type of discrimination is against the law but some other types of discrimination may be less obvious.

4.0 Barriers that Disabled People Face

Even though there are laws in place, people with disabilities face barriers.There was a National Hotline for disabled people to telephone and identify barriers. The data collected showed that 55% of callers specified their main barrier as the attitudes of society, followed by access and mobility. Other barriers included knowledge of where to obtain information about services (Evaluation of the Commonwealth Disability Strategy 1999). In the survey conducted on non-disabled high school students, the following graph represents their view on the barriers disabled people have.

The main issues disabled people have to overcome as
believed by senior high school students

The Office of Disability also identified people with disabilities having barriers such as limited awareness of the needs of disabled people; deficiency of funded services, physical access to buildings, services, transport, accommodation; fear and ignorance of the community; and overlooking talents of people with disabilities.. Through a survey of 32 senior high school students, 31% admitted to discriminating against a disabled person and 16% indicated they would be afraid if they saw a disabled person (survey).

5.0 Employment Issues

Most disabled people encounter difficulties when seeking employment. Disabled people have much to offer mainstream employment. There is a common misconception that disabled people complete the same task to a different standard. Disabled people are presented with limited opportunities. Solutions in preventing discrimination include raising employer awareness of the benefits disabled people offer. Disabled people in the workplace have positive attitudes, above-average safety and attendance records and when combined into mainstream employment, the overall staff atmosphere is improved (Rance 1998).

6.0 Education Issues

Disabled children may experience discrimination within schools. In Australia, schools are required to accept a child with a disability unless it can be proven that it would cause "unjustifiable hardship" for the school.A 1998 survey carried out by the National Children's Law Centre discovered that parents of disabled students and the disabled students were discriminated against, including refusals of enrolment, different conditions of enrolment, limited access to school facilities or bullying and harassment against disabled students.(Armitage & Hickey 1999).

According to a highly specialised and experienced Teacher of the Deaf, Ms Wong (interviewee) notices that the hearing impaired children in her class find it difficult to accept their culture and language, and to learn and communicate with others. Especially when environment is noisy, the child experiences difficulty when communicating with non-hearing impaired children. To overcome this class sizes are small, and the classrooms are acoustically treated. There is a Negotiated Education Plan to ensure the education needs are met, therefore Ms Wong uses oral and aural methods as well as signing in Auslan. Ms Wong teaches primary students in a composite reverse integration class, where there are a few Deaf students as well as several hearing students.

7.0 Society's Role in Disability Discrimination

Society plays a major role in the way disabled people are treated. Financially, the Australian Government provides support through payments (Year Book Australia 1999). Sporting organisations are designed for disabled people. Sport has advantages as it plays a part in physical and emotional rehabilitation and maintaining independence while gaining social interaction.

8.0 Conclusion

Disabled people suffer difficulties in life. Many people in the community are unaware of the disabilities of others therefore unknowingly discriminate against them. It is vital for everyone to understand the definition of a disability, know what constitutes as disability discrimination, and the effects of a disability on the individual. Disabled people face many barriers in life, specifically in employment and education.

Word count: 994

Page 1 of 6Stage 2 English as a Second Language Studies annotated student work for use in 2011

2elg20-at3-wsann01-B-v1.0 (revisedAugust 2010)

9.0 Reference List

Written Resources

ABS survey shows one Australian in five has a disability. 1999. Australian Bureau of Statistics, Commonwealth of Australia. 21 April.

Alexopoulos, P. 1998. A sporting chance. The Australian. 13 November, p.10.

Armitage, C. & Hickey, L. 1999. Doors wide shut. The Australian. 2 August, p.17.

Barriers still experience by people with disabilities. 1999. 1999 Evaluation of the Commonwealth

Disability Strategy, KPMG Consulting for Department of Family and Community Services. Bildstien, C. 2007. No money for disabled. The Advertiser, 28 March.

Disability Discrimination Act. 1999. Human Rights and Equal Opportunity Commission. Payments for people with disabilities. 1999. Year Book Australia, Australian Bureau of Statistics. Pirani, C. 2006. Disabled find GP services out of reach. The Australian. 1 July, p.26. Rance, C. 1998. Ready, willing and able, Sydney Morning Herald. 5 December, p.1.

What is a disability? 1999. United Nations, Division for Social Policy and Development. 3 August. What is disability discrimination? 1997. A User Guide to the Disability Discrimination Act,

Villamanta Publishing Service.

Whinnett, E. 2003. Disabled boy denied policy. Herald Sun. 4 April, p.31.

Spoken Resource

Ms Mei Wong (interviewee), 20 May 2007, Disability Discrimination in Schools.

Survey

Survey, 2007 May.

Page 1 of 6Stage 2 English as a Second Language Studies annotated student work for use in 2011

2elg20-at3-wsann01-B-v1.0 (revisedAugust 2010)

Performance Standards for Stage 2English as Second Language Studies

Knowledge and Understanding / Analysis / Application / Communication
A / Comprehensive knowledge and sophisticated understanding of the ideas, concepts, and issues in texts.
Comprehensive knowledge and understanding of the relationship between contexts and texts.
Thorough knowledge and understanding of the ways in which texts are composed for specific purposes and audiences.
Comprehensive knowledge and sophisticated understanding of context-specific or technical vocabulary. / Comprehensive analysis of the relationship between the purpose, structure, and language features of a range of texts.
Highly effective location, recording, analysis, synthesis, and evaluation of ideas, information, and opinions from a range of texts. / Comprehensive selection and use of information from a range of sources.
Complex meaning that is conveyed and exchanged appropriately in familiar and unfamiliar contexts.
Comprehensive use of text-appropriate language features to make meaning.
Adaptation and use of evidence from a range of sources to build logical and coherent texts or arguments. / Consistently clear and coherent writing and speaking, with a sophisticated vocabulary.
Evidence of sophisticated grammatical control and complexity.
Precise use of formal and objective language.
Fluent use of interpersonal language to sustain spoken interaction.
B / Well-considered knowledge and understanding of the ideas, concepts, and issues in texts.
Detailed knowledge and understanding of the relationship between contexts and texts.
Effective and considered knowledge and understanding of the ways in which texts are composed for specific purposes and audiences.
Effective and considered knowledge and understanding of context-specific or technical vocabulary. / Effective analysis of the relationship between the purpose, structure, and language features of a range of texts.
Effective and considered location, recording, analysis, synthesis, and evaluation of ideas, information, and opinions from a range of texts. / Effective and considered selection and use of information from a range of sources.
Meaning that is conveyed and exchanged appropriately in familiar and unfamiliar contexts.
Effective use of text-appropriate language features to make meaning.
Adaptation and use of evidence from a range of sources to build mostly logical and coherent texts or arguments. / Usually clear and coherent writing and speaking, with a sound vocabulary.
Evidence of sound grammatical control and complexity.
Proficient use of formal and objective language.
Effective use of interpersonal language to sustain spoken interaction.
C / Considered knowledge and understanding of the ideas, concepts, and issues in texts.
Appropriate knowledge and understanding of the relationship between contexts and texts.
Some considered knowledge and understanding of the ways in which texts are composed for specific purposes and audiences.
Some considered knowledge and understanding of context-specific or technical vocabulary. / Appropriate analysis of the relationship between the purpose, structure, and language features of a range of texts.
Appropriate location and recording, and some analysis, synthesis, and evaluation of ideas, information, and opinions from a range of texts. / Appropriate selection and use of information from a range of sources.
Simple meaning that is conveyed and exchanged appropriately in familiar and unfamiliar contexts.
Considered use of text-appropriate language features to make meaning.
Adaptation and use of evidence from a range of sources to build mostly logical texts or arguments. / Generally clear and coherent writing and speaking, with an appropriate vocabulary.
Evidence of appropriate grammatical control and complexity.
Appropriate use of formal and objective language.
Appropriate use of interpersonal language to sustain spoken interaction.
D / Some recognition and understanding of the ideas, concepts, and issues in texts.
Some recognition and understanding of the relationship between contexts and texts.
Some recognition and awareness of the ways in which texts are composed for specific purposes and audiences.
Some recognition and awareness of context-specific or technical vocabulary. / Partial recognition of the relationship between the purpose, structure, and language features of mainly familiar texts.
Some location, recording, and description of ideas, information, and/or opinions from a narrow range of texts. / Partially successful selection and use of information from a narrow range of sources.
Partial meaning that is conveyed and exchanged in a narrow range of familiar and unfamiliar contexts.
Partial use of text-appropriate language features to make meaning.
Adaptation and use of evidence from a range of sources to build partially logical texts or arguments. / Occasionally clear and coherent writing and speaking, with a restricted vocabulary.
Evidence of partial grammatical control and complexity.
Restricted use of formal and objective language.
Basic use of interpersonal language to sustain spoken interaction.
E / Limited recognition or awareness of the ideas, concepts, and issues in texts.
Limited awareness of the relationship between contexts and texts.
Limited recognition or awareness of the ways in which texts are composed for specific purposes and audiences.
Limited recognition or awareness of context-specific or technical vocabulary. / Limited analysis of the relationship between the purpose, structure, and language features of familiar texts.
Attempted location, recording, and recount of simple ideas, information, or opinions from a narrow range of texts. / Limited selection and use of information from a narrow range of sources.
Limited meaning that is conveyed and exchanged in a narrow range of familiar contexts.
Attempted use of text-appropriate language features to make meaning.
Attempted adaptation and use of evidence from a narrow range of sources to build a simple logical text or argument. / Limited clarity and coherence of writing and speaking, with a limited vocabulary.
Evidence of limited grammatical control and complexity.
Attempted use of formal and objective language.
Attempted use of interpersonal language to sustain spoken interaction.

Page 1 of 6Stage 2 English as a Second Language Studies annotated student work for use in 2011

2elg20-at3-wsann01-B-v0.2 (revised August 2010)