People with disabilities Clause Samples

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 out of school hours learning opportunities for special school students through the School Sport Co-Ordinator 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 • Working with the Sport & Active Leisure Inclusion Officer, 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

People with disabilities. ◘ Owner agrees that the following number of units in the Project will be set aside and rented to households with a disability for the term of the ▇▇▇▇. The units are restricted to households with incomes at or below 30% MTSP income limits, are not restricted to persons of a particular age group, and must be provided in integrated settings. Owner agrees that if units set aside for People with Disabilities are occupied by households without rental assistance the gross rents, including an allowance for tenant-paid utilities, cannot exceed the greater of 30% of the household’s monthly income or the most current Supportive Housing Standard for the unit size, as published annually by Minnesota Housing. Owner must establish and implement policies and procedures to specify the calculation method used to determine the appropriate rent amount and periodic income recertification to adjust rents. Number of units 5 The units are set aside and rented to persons with any of the following disabilities: a. A serious and persistent mental illness as defined in MN Statutes Section 245.462, Subdivision 20, Paragraph (c ); or b. A developmental disability as defined in United States Code, Title 42, Section 6001, Paragraph (5), as amended; or c. Assessed as drug dependent persons as defined in MN Statute Section 254A.02, Subdivision 5, and are receiving or will receive care and, treatment services provided by an approved treatment program as defined in MN Statute Section 254A.02, Subdivision 2; or d. A brain injury as defined in MN Statute Section 256B.093, Subdivision 4, paragraph (a); or e. Permanent physical disabilities that substantially limit major life activities, if at least 50% of the units in the Project are accessible as provided under Minnesota Rules Chapter 1341.

People with disabilities. We welcome people with disabilities to the Hay Barn. The Hay Barn has been designed to fully comply with accessibility requirements as of the reconstruction design phase in 2014. If the event holder or any guests have any additional specific access needs, please communicate those needs to the CfA representative as soon as you know of them, so that we can make accommodations. Bicycles, unicycles, skates, skateboards, drones and hover boards are not allowed in the Hay Barn for any reason. Violation will result in a $500 fine and individual banned from accessing the Hay Barn at future events. The Hay Barn will have at least one CfA representative available in person for the first 120 minutes of the setup time for your event. This person will then be available by telephone for other questions that come up during the rental period (including set up, duration, and clean up of event). In the case of an issue with the building or facility and the staff member cannot be reached, please call Campus Dispatch at 831/▇▇▇-▇▇▇▇ ▇▇. The Hay Barn is building #7113. Upon arrival and departure, check in with the CfA representative on duty is required. Our rental charges are as follows: ● 12- hour weekend rental (Saturday or Sunday) with a 11:00 pm mandatory end time. ● 4-hour weekday rental (Monday- Thursday) ● Additional hours are billed at the Hourly Rate ● Overtime hours: Any occupancy over the contracted start and end time will be billed at 1.5 times the hourly rate. The fee will be deducted from the security deposit. ● Any time needed for setup and cleanup must be included in your rental period Rental fees do not include insurance, food or beverage service, facility setup, equipment rental (including AV equipment), decorations, transportation, security, or entertainment. ● Payments can be made by cash or check. Checks are made payable to UC REGENTS or via our online portal. ● A non-refundable Holding Deposit of $500 4 is required to reserve the Hay Barn and will be applied to the overall event fees. Full site rental fees must be received no later than 120 days prior to the event. Failure to remit payment may result in loss of reservation and forfeiture of fees paid to date. ● A Security Deposit of $1000 is required as part of the rental and will be refunded post-event if no damage to site or premises has occurred. ● If full payment is not received by the deadline stated on the invoice, CfA may consider the event canceled and rent the space to another entity.

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

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. This includes anyone with an ongoing disability who has an employment restriction due to their disability and: • 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 • 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 • needs to be given ongoing assistance or supervision to carry out their duties 5.11.4.4 Women 5.11.4.5 Youth A person who is aged 17 to 25 years 5.12 ANTI-DISCRIMINATION 5.12.1 It is the intention of the parties bound by this Agreement to seek to achieve the object in section 3(f) of the Industrial Relations ▇▇▇ ▇▇▇▇ to prevent and eliminate discrimination in the workplace. This includes discrimination on the grounds of race, sex, marital status, disability, homosexuality, transgender identity, age and responsibilities as a carer. 5.12.2 It follows that in fulfilling their obligations under the dispute resolution procedure prescribed by this Agreement the parties have obligations to take all reasonable steps to ensure that the operation of the provisions of this Agreement are not directly or indirectly discriminatory in their effects. It will be consistent with the fulfilment of these obligations for the parties to make application to vary any provision of the Agreement which, by its terms or operation, has a direct or indirect discriminatory effect. 5.12.3 Under the Anti-Discrimination ▇▇▇ ▇▇▇▇ (NSW), it is unlawful to victimise an employee because the employee has made or may make or has been involved in a complaint of unlawful discrimination or harassment. 5.12.4 Nothing in this clause is to be taken to affect: 5.12.4.1 any conduct or act which is specifically exempted from anti-discrimination legislation; 5.12.4.2 offering or providing junior rates of pay to persons under 21 years of age; 5.12.4.3 any act or practice of a body established to propagate religion which is exempted under section 56(d) of the Anti-Discrimination ▇▇▇ ▇▇▇▇ (NSW); 5.12.4.4 a party to this Agreement from pursuing matters of unlawful discrimination in any State or federal jurisdiction. 5.12.5 This clause does not create legal rights or obligations in addition to those imposed upon the parties by the legislation referred to in this clause.

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. 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. It is important that people with disabilities are included in the design of, and benefit from, the RSH. People with disabilities are at increased risk of sexual abuse and exploitation in many countries where they are more likely to be poorer, less educated and have greater societal disadvantages than non-disabled peers. Women and girls with disabilities are at least twice as likely as non-disabled women and girls to be victims of rape and sexual abuse3. A DFID survey of external partners in 2018 moreover highlighted that 76% singled out people with disabilities as a particular group that the RSH should pay particular attention to, especially in ensuring accessibility.4