People with disabilities. This includes anyone with an ongoing disability who has an employment restriction due to their disability and:
1. is restricted in the type of work they can do, or needs modified hours of work (either a restriction in hours, different time schedules or flexible hours of attending); or
2. requires an employer to provide adaptive equipment, a modified work environment, extra time for mobility or to perform certain tasks, or to make other special work-related arrangements; or
3. needs to be given ongoing assistance or supervision to carry out their duties.
People with disabilities. The project will increase opportunities for people with disabilities by implementing the following measures: • Providing access to facilities for Applefields Special School and Hob Moor Oaks Special School during curriculum time. • Developing Study Support/out of school hours learning opportunities for special school students through the School Sports Partnership Programme. • Developing secondary school leadership programmes to provide assistance for disability sports activities. • Providing training and coach education to increase the number of volunteers, leaders and coaches supporting disability sport. • Consulting with the Sport & Active Leisure, local disability partners and the Yorkshire Federation for Disability Sports to plan appropriate programmes for people with disabilities and to promote opportunities to individuals and groups. • The facility will comply with all Sport England guidance notes regarding access by people with disabilities. • Build on the success of achieving the Inclusive Mark from IFI (Inclusive Fitness Initiative) and ensure the criteria is continually met for reassessments.
People with disabilities. According to the UN Convention on the Rights of People with Disabilities (UNCRPD), people with disabilities are the ones who have long-term physical, mental, intellectual or sensory impairments This project has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained which can result in various limitations or barriers for their active participation in society. In fact, 25% of the EU population over the age of 16 reported in 2017 long-standing disabilities. In other words, they felt some or severe limitations in their daily activities such as housekeeping, attending educational institutions, or spending some time on leisure activities or hobbies, for a six-month period or longer. In Cyprus, this percentage is lower, but it still stands at 20% (Eurostat, 2018). These limitations can have more severe consequences. In fact, people suffering from a disability are at a higher risk of poverty and social exclusion than people without any activity limitations. Based on the following chart, it is evident that the situation in each country is different, since the percentage in each country varies.
People with disabilities. According to the European Disability Strategy (2010-2020), people with disabilities should enjoy their full rights and benefit from their participation in society with no distinction from other people. The European Commission has identified eight main areas of action: Accessibility, Participation, Equality, Employment, Education and training, Social protection, Health and External Action. It has been well- known that people with disabilities, and especially children, need to be more integrated into the general education system. The EU recognizes the full responsibility that the Member States bear for the organization of their education systems, therefore, it supports the goal for inclusive education and its main aim is to raise awareness of opportunities for LLL that people with disabilities can participate (European Commission, 2010). This strategy’s ten-year evaluation showed that it has had a positive impact on EU and national policies, however, there is still room for improvement. People with disabilities still face challenges, like high rates of unemployment, poverty and social exclusion (European Commission - Employment, Social Affairs and Inclusion, 2020). In regards to Cyprus, in 2011 the government, and more specifically, the Committee on the Rights of Persons with Disabilities, have ratified the Convention on the Rights of Persons with Disabilities. This action was a milestone and only the beginning of further greater national actions on this issue. In fact, it led the island to two major innovations such as the establishment of the Department of Social Inclusion of Persons with Disabilities and the approval of the first National Disability Action Plan (2018-2028). This plan was adopted in order to respect the rights of this vulnerable group in all aspects of their lives (Department for social inclusion of people with disabilities, 2017). Moreover, it is based on the recommendations given in the UN Convention on the Rights of Persons with Disabilities as well as in EU Disability Strategy and in Disability Strategy (2017-2023) of the Council of Europe. However, the evaluation of the EU Disability Strategy has shown that the impact of the main area of action discussed in this report - Education and training - is not clearly measured in Member States (Department for social inclusion of people with disabilities, 2017). In fact, even if awareness concerning this vulnerable group has been raised, educational gaps between persons with disabilities and p...
People with disabilities. As mentioned before, the EU as well as Member States try to provide people with disabilities with basic knowledge and skills. However, the percentage of early school leavers with a disability (aged 18-24 years old) increased between 2010 and 2016 from 21.6% to 23.6%, with a decrease in 2018 to 19.9%. On the other hand, the percentage of early school leavers without any disability was continuously decreasing. In general, the gap between people with and without disabilities has slightly deteriorated over the ten-year period, reaching a percentage of 10% (European Commission, 2020). In addition, educational gaps continue to exist also for tertiary or equivalent education, at around 12% (European Commission, 2020). This shows that it is less likely for people with disabilities to continue their academic studies, if they, firstly, finish secondary education. This can result in fewer job opportunities for them, not only due to physical difficulties, but also to the lack of knowledge which can evolve into social exclusion, poverty, economic dependence etc. Therefore, the main need for people with disabilities is the acquisition of basic knowledge that they may have missed leaving school education, or more advanced competences that they may be interested to gain. This project has been funded with support from the European Commission. This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained University students would be able to provide people with disabilities this kind of knowledge, whether it is something they are currently learning in their field of expertise or even if it is something more simple that they learned at school. In addition, as mentors, they can provide assistance to these people in everyday needs such as use of digital devices.
People with disabilities. Many initiatives have been established in the island in order to help people with disabilities feel more included in the society and become more active. Centres for people with disabilities (Agios Stefanos) as well as NGOs (Cyprus Paraplegic Organisation) are there for these people and help them in any way possible: by providing access to health care, by supporting their education and personal development for entering the labour market, by promoting the need for support to the state authorities.
People with disabilities. 18.1 Any hirer with individuals with disabilities will fill out the Building Disabilities Register for disabled persons, located in the First Aid room, on every visit to the Hastings Sports Centre, as required by Fire & Safety Regulations.
18.2 Such hirers requiring the use of the lifts for people in their group with disabilities will ensure the lifts are only used by those who need to use them.
18.3 The hirer will be responsible for ensuring lift users know how to operate the lifts in case of emergency.
People with disabilities. According to statistical figures provided by the Directorate for the Protection of Persons with Disabilities,53 the number of people with disabilities in Romania was 689,156 as of 30 June 2012, with a ratio of 3.6 persons with disabilities per 100 inhabitants. Of these, 60,890 (8.8%) are children under 18 and 628,266 are adults (91.2%). Of all persons with disabilities, 97.5% are in the care of their families and/or are living an independent life. The rest of persons with disabilities, respectively
People with disabilities. One of the General Principles in the Ethical Principles is the Principle of Non-discrimination: “Measures to prevent, reduce and prepare for disasters and to distribute relief and promote recovery, and also the enjoyment of fundamental rights are secured and implemented without distinction on any ground such as gender, sexual orientation, race, colour, language, religion, political or other opinion, ethnic group, affiliation to a national minority, socioeconomic circumstances, birth, disability, age or other status.” People with disabilities are confronted with a number of difficulties regarding disaster risk reduction. They may experience difficulties in obtaining the correct information on prevention or even n receiving alerts in the case of emergency situations. There may be physical barriers to enter or leave a building (for instance lifts cannot be used in some circumstances) or emergency services may not be prepared to efficiently handle people with some disabilities. Public authorities have the duty to see that people with disabilities are not discriminated because of their disabilities in prevention, preparedness, during emergencies and in recovery. The work of the Agreement in this field may focus on two issues: ● participating (drafting a chapter on DRR and people with disabilities) in the revision of the Council of Europe Action Plan to promote the rights and participation of people with disabilities in societies (2006-2015). This plan is to be reviewed in 2013 and 2014. ● during 2012 a report could be prepared on the topic with precise proposals on the following issues (amongst others): - information and awareness on risks to people with disabilities - adapting alerts to people with disabilities - engaging people with disabilities to preparedness for emergencies (training, definition of needs) - engaging civil protection in disability inclusive disaster risk reduction - adapting buildings to emergencies and evacuation of people with disabilities (applying universal design for emergencies) - special needs of people with disabilities during emergencies (contingency plans). The objective of the report would be to prepare draft European Guidelines on Disability Inclusive Disaster Risk Reduction (DiDRR). In the first months of 2013 a working group could meet to examine draft guidelines and make proposals to the Committee of Permanent Correspondents.
People with disabilities. The College recognises that it is has a duty under the Equality Act 2010 to ensure equal opportunities for disabled people. The College will provide specific marketing, awareness raising, information giving and engagement with disabled groups and individuals within the county. The aim will be to ensure individuals affected by disabilities, together with their families and carers are given all the key information in an accessible and timely manner and thus are enabled to make a positive and informed decision about participating in Higher Education. The College will build on the work of the Disability Assessment team who provide a comprehensive internal capacity to assess and support students with SpLDs from pre enrolment until completion of studies. Once the individuals have applied and been accepted onto an HE programme, the College will use additional student fee income to offer bespoke pre enrolment and induction support to ensure these students- Are fully aware of the resources and support available to them Develop the skills, knowledge and confidence required to achieve on their HE programmes
