The View from Where I Sit

Tag: advocacy

  • Braille vs Morse Code


    Braille is a tactile reading and writing system for the visually impaired, while Morse Code is a signaling system using dots and dashes for transmitting messages over distances.


    Origins and Purpose
    Braille was developed by Louis Braille in the early 19th century to enable blind individuals to read and write through touch. It converts letters, numbers, and symbols into patterns of raised dots arranged in a 3×2 grid, allowing tactile recognition and literacy for the visually impaired.


    Morse Code, created by Samuel Morse and Alfred Vail in the 1830s, is a method of transmitting text using sequences of short and long signals (dots and dashes) via sound, light, or clicks. It was designed for rapid long-distance communication, particularly over telegraph lines.

    Mechanisms
    Braille: Each character is represented by a combination of raised dots within a six-dot cell, allowing 64 possible permutations. Advanced systems use contractions to increase reading speed and efficiency.


    Morse Code: Each letter, number, or punctuation mark is represented by a unique sequence of dots (short signals) and dashes (long signals). Timing between signals distinguishes letters, words, and sentences.


    Sensory Modality
    Braille is primarily tactile, read by fingertips, making it ideal for blind or low-vision individuals.

    Morse Code is auditory or visual, transmitted via sound, light, or mechanical signals, and can be used by both sighted and hearing individuals for long-distance communication.


    Applications
    Braille: Reading books, writing, mathematics, labeling, and everyday literacy for the visually impaired.


    Morse Code: Telegraphy, radio communication, maritime signaling, emergency communication, and amateur radio.

    Summary
    While both Braille and Morse Code are coding systems, they serve distinct purposes. Braille provides a tactile literacy system for the blind, enabling reading, writing, and education. Morse Code is a signaling system optimized for transmitting messages over distances, historically crucial for telegraphy and radio communication. Each system reflects the needs of its users and the technological context of its invention.

    For millions of people who are Blind or have Low Vision, braille is one of those tools.

    Even in a digital age, Braille remains essential for building literacy, opening doors to education, and creating lifelong opportunities. Here’s how it works:

    Braille is read by gliding your fingertips over embossed dots.
    It’s a code, not a language. Each letter, number, or symbol has its own braille character.


    People can also write in braille using tools like the Perkins Brailler.

  • The Social and Medical Models of Disability both matter!

    Balancing the social model (which addresses societal barriers) and the medical model (which focuses on clinical diagnoses and treatments) provides the most holistic view. Many advocates and healthcare systems recognize that while removing environmental barriers is essential, acknowledging and managing the physical or mental impairment itself is equally crucial for an individual’s well-being.

    The Social Model: Removing Barriers

    The social model states that a person is disabled by societal and environmental barriers, not by their specific impairment. For example, a wheelchair user is not necessarily disabled by their inability to walk, but rather by a lack of accessible ramps or lifts in a building. This model demands equal rights, systemic inclusion, and the removal of physical, attitudinal, and organizational barriers. In the UK, this perspective is widely championed by disability charities such as Scope and Disability Rights UK.

    The Medical Model: Treating Impairment

    The medical model views disability as a feature of the individual’s body or mind. It focuses on diagnosing, curing, managing, or alleviating the impairment itself. This model is vital for ensuring access to necessary surgeries, therapies, medication, and pain management, which directly enhance an individual’s daily quality of life.

    The Biopsychosocial Approach

    Integrating both models—often referred to as the biopsychosocial model—is the standard used by the World Health Organization. It allows society to champion human rights and accessible infrastructure while ensuring individuals still receive the health care and personal support they need to thrive.

  • Inclusion of Sign Language in Star Trek’s Narrative

    Star Trek has made significant strides in representing Deaf culture and sign language, enhancing accessibility and inclusion in sci-fi. The show has featured Deaf characters and sign language in various episodes, such as the Betazoid episode in Starfleet Academy, which got everything about them wrong, and the character Riva in Star Trek: The Next Generation, who communicates through a three-person chorus and later learns a sign language created by Brent Spiner. These instances highlight the importance of sign language representation in the Star Trek universe and the ongoing efforts to include Deaf characters and their sign language in the narrative.


    The Vulcan salute symbolizes peace, unity, and the wish to “live long and prosper,” inspired by both Star Trek lore and Jewish tradition.


    The Vulcan salute, made by raising the hand with the palm forward, thumb extended, and fingers parted between the middle and ring fingers, was popularized by Leonard Nimoy in the 1960s Star Trek series as a greeting among the Vulcan species, often accompanied by the phrase “Live long and prosper”.

    It represents a wish for a long, fulfilling life and embodies the Vulcan values of logic, reason, and harmony.

    Origins and Cultural Significance
    Leonard Nimoy, who portrayed Spock, based the gesture on a Jewish priestly blessing performed by the Cohanim, descendants of Aaron, the first High Priest. During this blessing, the hands are raised and fingers spread to form the Hebrew letter shin (ש), symbolizing Shaddai (Almighty God) and Shalom (peace).


    The three upward strokes of the letter mirror the three-part structure of the Priestly Blessing in Numbers 6:24–26: “May the Lord bless you and protect you”. Nimoy adapted this sacred gesture into a secular, science-fiction context, giving it a universal message of goodwill.

    Symbolism in Star Trek
    Within Star Trek, the salute is more than a greeting; it reflects the Vulcan philosophy of coexistence, understanding, and rationality.

    Saying “Live long and prosper” while performing the gesture conveys a sincere wish for health, longevity, and harmony. Over time, it has become a cultural icon, embraced by fans worldwide as a symbol of hope, unity, and the pursuit of knowledge.

    Modern Usage
    Today, the Vulcan salute is widely recognized beyond Star Trek, appearing in media, public events, and fan conventions. It serves as a gesture of connection and shared values, reminding people of the importance of peace, mutual respect, and the enduring influence of storytelling on culture.

  • Nothing about us, without us!

    People with disabilities deserve the freedom to determine our own lives and our own futures. Too often and for too long, we’ve been denied that essential right.

    This Disability Pride month and every other month of the year, we’re fighting for a world where we can exist on our own terms.

  • Not in my job description?

    When your manager asks you to do something that seems to be beyond your usual responsibilities, it is not advisable to respond with the phrase, “That’s not in my job description”.

    Job descriptions are not legally binding contracts, but they can be used as evidence in legal proceedings if there are questions or conflicts about the job. While they provide guidelines for employee roles, inconsistencies between a job description and actual responsibilities can lead to legal disputes.

    Most people carry this non-chalant attitude because they don’t want to be held responsible if anything bad happens to the people under their care. They do it to protect themselves against liability reasons. The problem is that they have a duty of care.

    Because “I don’t get paid enough to do that” apparently needs a corporate-approved translation too.

    What should I professionally translate next?

    Job descriptions aren’t comprehensive, and most people end up doing work that doesn’t align within their job description. Refusing to do a particular task because it’s not in your job description is a good way to lose the support of your boss. Instead, focus on your situation and your capabilities to take on additional work.

    Some job descriptions will have sections which express qualifications and or attributes which are required for the role. It could be easy to unintentionally fall foul of a protected characteristic here and discriminate due to some poorly chosen wording. The law doesn’t offer a definitive guide on what should or shouldn’t be included, but uses a test of what might ‘reasonably be understood as indicating an intention to discriminate’ and whether if the “ordinary” person looked at it, whether they would consider it discriminatory.

    A legal framework is provided in the Equality Act 2010 to tackle disadvantage and discrimination, and this framework applies to job descriptions too. The Act details 9 protected characteristics which individuals cannot be treated unfairly as a result of. These are age, disability, gender reassignment, marriage or civil partnership, pregnancy and maternity, race, religion or belief, gender or sexual orientation.

    The Disability Discrimination Act 1995 defined disability as physical or mental impairment which has a substantial and long-term adverse effect on a person’s ability to carry out normal day-to-day activities. The act provided protection against discrimination in several areas, including:

    • Employment and occupation
    • Education
    • Transport

    This made it illegal for employers and service providers such as shops and restaurants to discriminate against someone because they were disabled. The legislation bans employers discriminating against jobseekers and employees with disabilities. And it also bans service providers from discriminating against service-users with disabilities. It places a duty on employers and service providers to make reasonable adjustments for people with disabilities.

    And that is the View from Where I Sit!!!

    https://www.hcrlaw.com/blog/its-not-in-my-job-description/#What%20Are%20The%20Legal%20Aspects%20to%20Be%20Aware%20of?

    Protection against disability discrimination | nidirect

    https://www.bbc.co.uk/news/explainers-54823810

    https://uk.indeed.com/career-advice/career-development/that-is-not-my-job

    https://www.mindtools.com/a2h3mte/thats-not-my-job https://www.calltherightattorney.com/blog/2022/11/can-i-be-fired-for-refusing-to-do-work-outside-my-job-description/#:~:text=Can%20I%20be%20legally%20fire,dictated%20at%20the%20times%20required

    https://caul-cbua.pressbooks.pub/aep/chapter/rights-and-privileges/ https://www.differencebetween.com/difference-between-rights-and-vs-obligation/

  • Differences between Disabled from birth vs those who acquire Disability

    People born Disabled often experience ableism at home.

    Families are our first socialization force. Ableism is widespread. Our families teach us it. We internalize their ableism.

    Young disabled people experience trouble transitioning into adulthood. More resources and services are devoted to kids.

    Those born Disabled have an advantage because we develop Disability awareness through our lifetime, helping us move into disability acceptance.

    Born Disabled could be paid peer educators for newly Disabled people.

    Disabled people have wisdom that can guide parents and newly Disabled people.

  • Is education a privilege or a right?

    Education is widely recognized as a fundamental human right, yet access to it can often be perceived as a privilege due to socioeconomic disparities.


    Education as a Right
    Universal Declaration of Human Rights:     Education is enshrined as a human right in Article 26 of the Universal Declaration of Human Rights, which states that “everyone has the right to education.” This legal framework emphasizes that education should be accessible to all individuals, regardless of their background or circumstances.

    International Treaties: Various international treaties, such as the International Covenant on Economic, Social and Cultural Rights, further reinforce the obligation of states to provide education without discrimination.

    Organizations like UNICEF advocate for education as a right, urging governments to ensure that all children receive quality education.

    Social and Economic Benefits: Access to education is crucial for combating poverty, reducing inequalities, and empowering individuals. It is seen as a pathway to better economic opportunities and social mobility, making it essential for personal and societal development.

    Education as a Privilege
    Socioeconomic Barriers: Despite being recognized as a right, access to education can be limited by socioeconomic factors. In many regions, particularly in less industrialized countries, financial constraints prevent families from affording education, leading to the perception that education is a privilege reserved for the wealthy.

    Inequality in Education Systems: In the United States, for example, the lack of a constitutional guarantee for education has resulted in significant disparities in educational quality based on geographic and economic factors. Wealthier areas often have better-funded schools, while poorer districts struggle to provide adequate education, reinforcing the idea that education is a privilege rather than a universal right.

    Cultural and Political Contexts: In some societies, education may be viewed as a privilege due to cultural norms or political decisions that limit access to certain groups, further complicating the notion of education as a universally guaranteed right.

    Conclusion
    While education is fundamentally a right recognized by international law, the reality of access often reflects privilege due to various barriers. The ongoing challenge is to ensure that this right is upheld for all individuals, regardless of their socioeconomic status, and to address the systemic inequalities that hinder access to quality education. The debate continues, highlighting the need for concerted efforts to make education truly accessible to everyone.

    https://thepacepress.org/12371/opinion/education-is-a-privilege-not-a-right/
    https://gijn.org.

    https://www.dubaicares.ae.

    https://www.theguardian.com.

    https://www.varsitytutors.com.

    https://yidanprize.org.

    https://www.right-to-education.org

    https://exposure.org.uk

  • The 10 Principles of Disability Justice

    Disabiity Justice is an intersectional social justice movement that seeks to dismantle systemic oppression affecting people with disabilities, centering those most marginalized.

    We need our principles of disability justice now more than ever. In both the original version and the Plain Language version, our principles give us power and political clarity. They reflect the wisdom of our survival: that disabled people are whole, that we depend on one another, and that no one, absolutely no one, should be left behind!

    The 10 Principles at a Glance:
    1. Intersectionality: We are many things at once.
    2. Leadership of the Most Impacted: We are leaders.
    3. Anti-Capitalism: Our Existence is Resistance
    4. Cross-Movement Organizing: We support each other.
    5. Wholeness: We love ourselves exactly as we are.
    6. Sustainability: We want a future.
    7. Cross-Disability Solidarity: We are a community.
    8. Interdependence: We depend on each other.
    9. Collective Access: We meet each other’s needs.
    10. Collective Liberation: We make the world better, together.

  • Types, Frameworks and Meanings of Disability!

    Disability can be viewed through various models, each offering a different take on its causes, impact on society, and ways to respond—ranging from medical and social to moral, economic, and identity-focused perspectives.


    Medical Model
    The medical model views disability as a problem inherent in the individual, caused by disease, injury, or impairment, and emphasizes treatment, rehabilitation, or cure. It assumes the responsibility lies primarily with the person to adapt, and professionals are considered the experts in managing the condition. While it recognizes the need for medical care, it often overlooks societal barriers and can be disempowering for disabled individuals.

    Social Model
    The social model shifts the focus from the individual to society, arguing that disability arises from environmental, attitudinal, and structural barriers. Accessibility issues, discrimination, and exclusion are seen as the primary causes of disablement. This model promotes removing barriers and fostering inclusion, emphasizing that society must adapt rather than the individual.

    Biopsychosocial Model
    The biopsychosocial model integrates medical and social perspectives, recognizing that disability results from a combination of biological, psychological, and social factors. It is widely used by the World Health Organization and supports a holistic approach to care, policy, and accessibility planning.

    Moral Model
    The moral model interprets disability as a reflection of personal or familial character, karma, or divine will. It can lead to stigma, shame, or reverence depending on cultural or religious beliefs. This model is prevalent in many societies and often influences media portrayals and social attitudes.

    Economic Model
    The economic model frames disability in terms of productivity and financial impact. It emphasizes the costs associated with disability and the economic benefits of inclusion, often influencing policy and workplace accommodations.

    Charity and Tragedy Models
    The charity model views disabled people as objects of pity requiring care, while the tragedy model frames disability as a personal misfortune. Both models can reinforce ableist attitudes and justify paternalistic interventions.

    Identity and Affirmation Models
    The identity or affirmation model treats disability as a positive aspect of social identity, celebrating diversity and promoting empowerment. It contrasts sharply with deficit-focused models like the medical or tragedy models, emphasizing pride, community, and advocacy.

    Expert or Professional Model
    This model positions professionals as the authority in defining and managing disability, often creating a power imbalance where disabled individuals have limited autonomy over their care or daily life.

    Practical Implications
    The model adopted by institutions, policymakers, or society directly affects access, rights, inclusion, and quality of life for disabled people. For example, a medical-model approach may prioritize treatment and rehabilitation, whereas a social-model approach emphasizes barrier removal and accessibility design. Understanding these models is crucial for creating inclusive policies, educational programs, workplace accommodations, and digital accessibility solutions.

    Models of Disability

  • The Black Panther Party and the ADA

    As we recognize Disability Pride Month, we’re looking back at one of the most important moments in disability rights history and the coalition that helped make it possible.

    In 1977, disabled activists occupied a federal building in San Francisco, demanding the government finally enforce Section 504 of the Rehabilitation Act of 1973, the nation’s first major disability civil rights law. The law had already passed, but without federal regulations, it couldn’t be enforced.

    The occupation became the longest nonviolent occupation of a federal building in U.S. history.

    Officials tried to force the protesters out. Phone lines were cut. Utilities were shut off. Food became harder to get. Early donations from companies like McDonald’s and Safeway stopped once it became clear this wasn’t charity. It was civil disobedience.

    That’s when the Black Panther Party stepped in.

    Through Brad Lomax, a Black Panther living with multiple sclerosis who was inside the occupation, the Party organized daily hot meals for the protesters. When officials tried to restrict deliveries, they kept showing up.

    The Panthers explained it simply: “We support you because you’re asking America to change, to treat you like human beings, like you belong. We always support people fighting for their rights.”

    For nearly a month, they helped make sure more than 100 occupiers had food. Disability rights activist Corbett O’Toole later said that without those meals, the occupation might not have lasted.

    On April 28, 1977, the government signed the Section 504 regulations, finally making the law enforceable. Those regulations laid the foundation for later disability rights protections, including the Americans with Disabilities Act.

    This victory wasn’t won by one movement alone. Disabled organizers, labor unions, churches, community members, and the Black Panther Party all played a role.

    That’s an important reminder during Disability Pride Month. Progress doesn’t happen because people care quietly. It happens because people organize, build coalitions, and show up for each other in real, tangible ways.