"VAN" (Europe Bureau - Aleksey Vesyoliy - 29.01.2023) :: Youth with disabilities are among the most marginalized and poorest of the world’s youth population and are more likely to face severe social, economic, and civic disparities as compared with those without disabilities, even in developed countries. For many young people with disabilities, exclusion, isolation, and abuse as well as lack of educational and economic opportunities are daily experiences. The Convention on the Rights of Persons with Disabilities and with the 2030 Agenda for Sustainable Development are making strides towards the greater inclusion of youth with disabilities in society and development, as well as toward the realization of their human rights. As countries continue their efforts toward poverty reduction and equitable development, it is crucial that all youth are offered equal opportunities to participate in and contribute to society at all levels, which includes youth with disabilities.
Global data shows that around 15% of global population has some form of disability, of whom nearly 200 million experience considerable difficulties in functioning. According to the recent Eurostat data, approximately 100 million people in European Union live with a disability and their wellbeing is affected by the existence of systemic barriers limiting their mobility, access to services, participation in education, the labour market and leisure activities as well as their overall social inclusion and economic independence. In the years ahead, disability will be an even greater concern because its prevalence is on the rise. Youth with disabilities face the same issues and concerns as those without disabilities, but societal prejudices, barriers, and ignorance can complicate and intensify these concerns. To date, most societies have not fully integrated youth with disabilities, leading to the exclusion and isolation of a large and important segment of the population. Clearly, more work is required to create an integrated and equitable world for youth with disabilities. Providing opportunities for full and equal social, civic, economic, and political participation is beneficial not only to youth with disabilities, but also their surrounding societies, allowing youth to contribute fully to the country’s development and economic growth to fullest extent of their abilities.
Youth work as a profession has been working with different groups of young people, adapting to their needs, while supporting them in finding their potential. In order to explore how youth work and disability can benefit one another in a positive way youth field activists from Latvia (Ērika, Mārtiņš, Liene, Sarmīte, Rinalds and Krista) together with youth field activists from Poland, Malta, Cyprus, Croatia, Greece and Estonia participated in International Training course "Essence: youth work and disability" which was held from 14-21 January 2023 in Oroslavje (Croatia). The main aim of the training course was to understand better what disability is and how youth worker can include better persons with disability. Participants were able to explore different ways how youth workers, non-governmental organizations and young people can create an inclusive physical and online space when working with young people with disabilities– an important realm and resource when working with young people with disabilities. Activities allowed also to explore much better and deeper different disabilities and different needs linked to each of them. Participants also learned about different approaches and methodologies promoting inclusion and explored the strengths and the challenges that come with disabilities.
Disabilities can be an important part of a young person’s identity and can contribute to their life in many ways. These identities shape how young people with disabilities foster their strengths, interests, and diverse perspectives on the world around them. At the same time, youth with physical, mental, intellectual, and/or sensory disabilities often face environmental and attitudinal barriers to access and fully participate in home, school, work, and social activities. An attitudinal barrier can be an unconscious bias, or unintentional preference, for someone who does not have a disability – even if the person with a disability is fully qualified for a position. As a result, some youth need additional supports to successfully navigate these barriers and achieve career and life goals consistent with their desires and talents. The following sections highlight some of these challenges and resources that can help service providers, educators, parents, and anyone working with youth embrace and promote disability inclusion.
During the training course participants discussed how to be inclusive in different spheres of life and shared examples of good practices. The competent and experienced trainers and youth workers from Malta Margaret White and Abraham Azzopardi did their work with great passion and love. Both trainers were role model of empathy and competence that made every participant feel special. Silvija Vrabelj and Mihaela Špiljak representatives from ‘’Independent Youth Association’’ (Nezavisna udruga mladih) in Croatia were in charge of logistics and local support.
Participants was given an opportunity to facilitate workshops with students in local school Srednija Škola in Ivanec and to apply the knowledge gained during the training course. Participants conducted four different activities in four groups, which allowed the students to better understand the concept of disability, and raise awareness of the needs of young people and make society more emphatic and sensitive to these issues. Youth active participation is critical building long term community sustainability and should be accessible to young people. Through active participation, young people are empowered to play a vital role in their own development, helping to learn life-skills, develop knowledge on human rights and citizenship.
Inclusion of young persons with disabilities is a vital part of achieving the pledge to leave no one behind, and a critical test of the global commitments of the Convention of the Rights of Persons with Disabilities, the 2030 Agenda for Sustainable Development, the Agenda for Humanity and the United Nations Disability Inclusion Strategy. It is also central to the United Nation’s commitment to achieve transformative and lasting change on disability inclusion.
When youth with disabilities can fully participate alongside peers without disabilities, they have an opportunity to gain skills and experiences, demonstrate their capabilities and change attitudes. Inclusive youth programming benefits not only youth with disabilities, but will ensure that all youth can contribute fully to their country’s development and economic growth.
Participants from Latvia share their key takeaways.
Liene: I gained valuable insights from the lessons about youth work, the concept of disability and its types. It was interesting to hear the experiences from different countries. We were given the opportunity to look more into ourselves, understand what our needs are, and then gather examples of good practice from our country, how to create an inclusive environment. We looked not only at the physical, but also at the accessibility of the virtual environment. Wonderful examples were shared from Maltese colleagues who have managed to create an accessible environment for people with disabilities in shops, at the airport and in other places.
Sarmīte: At the center should always be the question: "How could we work together to help each other?" We have developed many sick stereotypes that should be changed urgently. Many of the people with disabilities confirmed that it is not they who are sick, but the society with its attitude makes them incapable. Disable people - disability is created by society, not chromosomes. All the participants very much enjoyed meditation and morning energizers which were great boost of energy. The intercultural evening was unforgettable, where each member state presented its national dishes, staged and presented a national legend.
Mārtiņš: I can describe it without a doubt that it was life changing experience. It is extremely important to give to people opportunity to step into the other's shoes. It is impossible to help and cure everyone. You can't even simply replace the disadvantages with technology. What is important is the humanity we show to others, how we include all people in society. This training also gave a partial answer to question about the future of Latvia, considering the approaching demographic crisis and high number of young people who prefer to search for happiness abroad. Why not leave if society does not include those who are not able to play the role that is forcefully imposed on them, and what do those who see it? Would anyone really want to give their life to a place that rejects them? The path to the future is built in part through cooperation and understanding. What does the involvement/participation of people with disabilities in daily activities teach other members of society? This process teaches members of society to think about their actions, to consider their interactions with others, and not to judge others so easily. Also, it shows the society that in the event of an accident, they will be taken care of and not pushed out.
Rinalds: There are different aspects from which to look at disability and it is important to understand as much as possible all parties involved. However, if I had to describe it very briefly. Stepping into the other's shoes, which would create a real sympathy for what reality is like for a person with a disability. If this idea were played in schools, our society would look completely different. Precisely because schools teach one reality instead of acting out several different realities, a society arises that does not understand each other's weaknesses or, on the contrary, its strengths. We can create social pressure, we can set rules and the society will follow it, but until everyone has it themselves, at least through play, real inclusion is not possible. An inclusive society is important, and it could even be called a necessity, if we want to move towards the good that will never completely be attainable. If we look at it from the starting point of view, where involvement starts happening suddenly, then it would not teach anything immediately, it would create more of a confusion. However, active involvement would open up an opportunity for the curious part of society to learn more about the lives of these people, their joys and sorrows, and would create situations in which others, whether they want to or not, have to expand their horizons. So it is a path that must be followed and started little by little. By gradually normalizing disability, for example, awareness would slowly emerge in public institutions. Getting involved would be the first step. The second step would be achieved by those who would create and challenge positive changes not only in society, but also strengthen the belief of people with disabilities that they are an integral and essential part of it. It's a two-way street that would show the rest of the community that they too will be taken care of if something unexpected happens and show that the chain is as strong as its weakest link. What would I like to improve in my environment to promote the social inclusion of people with disabilities? To lead by example, to include those on the sidelines and to stimulate the thinking of those who are comfortable with the circumstances of the moment.
Erika: During the training, several impressive activities were implemented, such as "Human library", in which people with various disabilities participated and shared their experiences and their perspective on life, society and technology. The second activity, which I will definitely remember, was "The Experience", in which we put ourselves in the shoes of young people with disabilities and observed not only what obstacles young people with disabilities have to face on a daily basis, but also the looks and attitudes of fellow human beings. The training allowed me to not only gain a deeper understanding of the concept of disability and the needs of young people with disabilities, but also to have a deeper understanding on how we as society can create spaces, both physical and virtual, that are inclusive.
Krista: In my opinion, this is the basis of an intelligent society - the involvement of all and every member of society in daily life according to everyone's wishes and possibilities. We must admit that we do not live in a perfect world, but through education we have the hope of striving for perfection. There is a tendency in our country's governance that political support goes to those who shout the loudest. People with disabilities are often a group of society that remains in the shadow of both political and general public attention. Improvements have been noticeable in recent years, but there is still a long way to go. I think that optimism and "out of box" methods of solving situations. The inclusion of people with disabilities in the work environment raises the overall level of empathy and mutual tolerance among colleagues. What would I like to improve in my environment to promote the social inclusion of people with disabilities? Encourage discussions with people around me. In team building events and working with young people, I have observed that activities based on individual speciffic experience promote empathy not only for people with disabilities, but also generally make participants think about the fact that everyone has their own strengths and weaknesses. Thanks to the Erasmus+ non-formal education program that I had the opportunity to learn new ways to build a better and more inclusive society.
"Donum Animus" was training course partner organisation from Latvia. The activity was funded by the Erasmus + Program of the European Union. Erasmus+ KA1 program provides opportunities for individuals to improve their skills, enhance their employability and gain cultural awareness. Beneficiaries are able to spend a period of time in another participating country gaining valuable experience of life, study and work with the aim of increasing the opportunities available to them in the future. KA1 is the largest action in Erasmus+ with focus on increasing mobility and skills.
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