Training Outline

Getting Started: Introduction (35 minutes)

• Start the session by introducing yourself and providing a general welcome. Explain to participants where lavatories and break areas are located. If you are conducting the training in a “smoke-free” environment, explain to participants where smoking areas are located.
• Before beginning the lecture, take a moment to review the general learning objectives for the course. Ask participants to introduce themselves by stating their name; organization or affiliation; a brief one sentence summary of what they do; and, a specific learning objective they have for the seminar. As participants state their individualized learning objectives, write them on the poster/flipchart paper titled “Learning Objectives” for reference throughout the seminar. It is important that when a course participant identifies a specific learning objective that is not consistent with the course objectives to state that objective will not be covered in this programme. You may want to tell the person that you would be more than happy during a break or after the first session to provide them a referral as to perhaps a more appropriate place or event where that objective can be met.
• Following introductions, take some time to establish some ground rules for the learning environment. Using the flip chart page titled “Ground Rules” write some basic well-known ground rules: Confidentiality – what is said in the room, stays in the room; Respect – everyone is entitled to his/her own opinions and viewpoints; and Challenge – it is acceptable to ask questions of things stated that are contrary to personal beliefs for the purpose of discussion, not argument. Provide participants an opportunity to list additional ground rules that they feel are important for establishing a safe learning environment.
• Explain to participants that questions may often arise during the seminar which may or may not be relevant to the topic being covered at that particular time; however, that does not minimize their importance. Present the “Parking Lot” flip chart page and explain that as ideas or questions come up that cannot be currently addressed they will be written on that page. At the conclusion of the seminar, if the issue or question was not covered, strategies will be discussed for how to resolve them and/or referrals provided as to a more appropriate venue for meeting said objectives.

• To set context for the class, mention that for a long time it was assumed that unemployment and underemployment of people with disabilities were closely interrelated to, and, in fact, the unavoidable consequence of the physical and mental impairments of the persons concerned. Explain that it is now recognized that many of the disadvantages individuals with disabilities face, and their exclusion from society, are not due to individual impairments, but rather are the result of the reaction of society to that impairment. Laws and policies are part of this reaction.

  Disability issues are now increasingly viewed as issues of human rights. The basic idea of human rights law, centered on the concept of human dignity, is that all people have equal rights, notably the right to live a full and decent life. This reflects the simple, and at the same time, crucially important notion, that everyone is a human being. Corresponding to the rights of individuals, States have the duty to protect, respect and fulfill human rights. This reappraisal is prompting major shifts in international and national law. It is now widely accepted that the human rights of persons with disabilities must be protected and promoted through general, as well as specially-designed laws, policies, and programmes. National Governments can ensure this protection through their legislation.

  Explain to participants that Achieving Equal Employment Opportunities for People with Disabilities through Legislation: Guidelines were developed by the International Labour Office to reflect the reappraisal of disability as a human rights issue. These guidelines are intended for policy-makers and drafters of legislation and have been developed with a view to assisting in improving the effectiveness of national laws concerning training and employment of disabled persons. They have been drafted with reference to ILO labour standards in this area, the existing ILO Labour Legislation guidelines and other relevant international labour and human rights instruments. They can be used as a tool to evaluate elements of a national equal opportunity strategy and for further discussion and debate at the national level. They can also serve as a baseline for measuring how well distinct national laws, and the policy measures to implement these laws, comply with international human rights and labour law.

  Section 2 of the guidelines covers the guiding principles and concepts underlying legislation along with key terminology. Sections 3 and 4 examine the main types of law and policy used to promote employment of people with disabilities in the open employment market, while Section 5 focuses on implementation measures. Section 6 addresses the consultation process that should precede the adoption or revision of legislation and policies seeking to promote equal employment opportunities for people with disabilities. Section 7 analyses the enforcement of laws promoting equal employment opportunity for people with disabilities. A summary of the main points is presented in Section 8.

  The guidelines accompany this Education and Training Guide as supplementary material for trainers and participants.