"Viele Menschen verstehen schwere Sprache nicht. Das ist zum Beispiel schwere Sprache: Fremd-Wörter, Fach-Wörter, Lange Sätze. Darum gibt es Leichte Sprache. Leichte Sprache verstehen alle besser. Leichte Sprache hilft vielen Menschen. Zum Beispiel: Menschen mit Lern-Schwierigkeiten, Menschen mit
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der Krankheit Demenz; Menschen, die nicht so gut Deutsch sprechen; Menschen, die nicht so gut lesen können. Viele Menschen wissen nicht genau: Was ist Leichte Sprache? Sie müssen erst lernen: Wie schreibt man in Leichter Sprache? Wie spricht man in leichter Sprache? Leichte Sprache sieht einfach aus. Aber Schreiben oder Sprechen in Leichter Sprache ist oft ganz schön schwer. Man muss auf viele Regeln achten. Üben Sie Leichte Sprache. Immer wieder. Und wieder. Es ist viel Arbeit. Aber es lohnt sich." (Seite 1-2)
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"Social media is becoming an increasingly important part of our lives yet the impact on people with disabilities has gone largely unscrutinised. Similarly, while social media and disability are often both observed through a focus on the Western, developed and English-speaking world, different global
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perspectives are often overlooked. This collection explores the opportunities and challenges social media represents for the social inclusion of people with disabilities from a variety of different global perspectives that include Africa, Arabia and Asia along with European, American and Australasian perspectives and experiences." (Publisher description)
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"This is a case story demonstrating how puppetry was integrated into educational programmes in Myanmar to address disabilities and the importance of an inclusive education." (Publisher description)
"This paper aimed to demonstrate how participatory action research (PAR) within a Community-based Rehabilitation (CBR) project facilitated community participation to advocate for the rights of people with visual impairment. An advocacy campaign, led by the local people with and without disabilities,
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was launched for the construction of an accessible foot over-bridge (FOB) at Vangani railway station in Maharashtra, India." (Abstract)
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"Insgesamt wird deutlich, dass mit einer Beeinträchtigung weiterhin spezifische Risiken in der Mediennutzung durch Zugangs- und Teilhabebarrieren einhergehen. Die bedeutsamsten Handlungsfelder für die Gestaltung von Inklusionsprozessen durch mediale Teilhabe und die größten Handlungsbedarfe aufg
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rund bisher ausgrenzender Strukturen zeigen sich wie folgt.
• Das Fernsehen ist für die Befragten das meistgenutzte Medium. Dabei zeigt sich ein breites Spektrum an Lieblingssendungen quer durch alle Sparten, Formate und Sender. „Mitreden können“ ist ein spezifisches Nutzungsmotiv. Gleichberechtigte mediale Teilhabe wird im linearen ausgestrahlten Programm gewünscht, deshalb sind barrierefreie Angebote dort wichtig und nicht nur in den Mediatheken.
• Mangelnde Tonqualität, geringe Sprachverständlichkeit und Schwierigkeiten bei der Gerätebedienung sind Probleme, die in allen untersuchten Gruppen auftreten. So wäre zum Beispiel eine einfache Möglichkeit, die Lautstärke von gesprochener Sprache und Hintergrundgeräuschen separat zu regulieren, ein bedeutender Gewinn für zahlreiche Zuschauer und Zuschauerinnen.
• Durchgehende Untertitelung sowie Ausbau von Audiodeskription und Angeboten in Deutscher Gebärdensprache sind für sinnesbeeinträchtigte Mediennutzer_innen essentiell, um in der mediatisierten Gesellschaft teilhaben zu können.
• Die Auffindbarkeit barrierefreier Angebote ist von immenser Bedeutung. Es ist nicht immer leicht, sich einen Überblick darüber zu verschaffen.
• Die empirische Datenlage zu Teilhabekonstellationen muss weiterhin verbessert werden. Die Studie bietet eine gute Grundlage, auf der inhaltlich und methodisch aufgebaut werden kann, um in Folgeuntersuchungen Teilhabebarrieren in der Mediennutzung weiter zu erforschen.
Ob Inklusion ermöglicht wird, entscheidet sich auch an der Art und Weise wie Medienangebote gestaltet und genutzt werden. Die Digitalisierung bietet gute Chancen, vielfältige Lösungen als Wahlmöglichkeiten anzubieten, um individuellen Bedarfen gerecht zu werden." (Fazit, Seite 10)
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"Videos have been used to successfully raise awareness on disability inclusion in many contexts. They can play a powerful role in helping transform negative attitudes that prevent the full and equal participation of persons with disabilities. Producing a video - even a short one - has many component
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s to consider, so it is important to approach it with a detailed plan, as you would with any project. This toolkit is designed to help you create video(s) that include persons with disabilities at all stages of the process. This toolkit is relevant to all video making, not just those that directly relate to disability as a topic. All videos, whether or not they are about disability, can and should take an inclusive approach. There are many talented persons with disabilities who are able and willing to contribute to making video or films." (Page 4)
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"This book interrogates trends in training and employment of people with disabilities in the media through an analysis of people with disabilities’ self-representation in media employment. Improving disability representations in the media is vital to improving the social position of people with di
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sability, and including people with lived experience of disability is integral to this process. While the media industry has changed significantly as a result of digital and participatory media, discriminatory attitudes around fear and pity continue to impact whether people with disability find work in the media. The book demonstrates no significant changes in attitudes towards employing disabled media workers since the 1990s when the last major research into this topic took place." (Publisher description)
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"For the last couple of years, there were more reporting on disability in the media but most of them only reporting and portraying the ‘uniqueness’ of disability. In the election news reporting, media only portray the Persons with Disabilities on the voting process but the news still did not hav
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e the clear message and even used incorrect terminologies. Learning for these experiences, General Election Network for Disability Access (AGENDA) which is the consortium of Jaringan Pendidikan Pemilih untuk Rakyat (JPPR/ People’s Voter Education Network), Persatuan Penyandang Disabilitas Indonesia (PPDI/Indonesian Association of Persons with Disabilities) and International Foundation for Electoral Systems (IFES), took an initiative to develop the Media Guidelines for Reporting on Accessible Elections. This guideline explains about the terminology on disability and accessible election, how to interact with Persons with Disabilities, and how to make the news article on the political rights of Persons with Disabilities. The guidelines also provides the examples of good reporting and the contact information of the Disabled People’s Organizations (DPOs) in Indonesia. We hope the guidelines will be useful for the journalist to report on the Persons with Disabilities, especially to report on the accessible election. By having good and massive reporting on accessible election, we hope the public have more knowledge about the political rights of Persons with Disabilities. As a result of this efforts, the public awareness is increased and together we can advocate the political rights of Person with Disabilities in elections." (Foreword)
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"The purpose of this booklet and accompanying webinar is to assist UNICEF staff and our partners to understand the basic concepts of the many unfounded social norms, beliefs and cultural practices – what they are and how they operate – that are responsible for the many layers of stigma and bias
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that keep children with disabilities set apart and excluded from education. It will examine how questioning and changing bias and stigma-based attitudes and behaviours will begin to create the social change that is needed for children with disabilities to be embraced into a successful inclusive education system, and how this is achievable with the use of strategic partnerships, advocacy that includes self-advocacy and community advocacy and the principals of communication for development, as well as the latest communication strategies." (Página 4)
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"This guide has been created to provide a practical resource to media professionals interested in reporting on the issues facing people with disabilities in Indonesia. It is a ‘one-stop’ source for information on global disability statistics, and provides practical guidance on appropriate termin
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ology, tips on reporting, references to key national and international standards with a particular focus on the right to training and employment of people with disabilities. It also provides contact details of organizations working on disability issues. This pocket guide is intended for people working as editors, journalists, broadcasters, producers, programme makers and presenters. They are also relevant to people working as web editors, and on interactive multimedia products." (Page 10)
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"Significant progress has been made in regional agreements, providing a suitable frame of reference for a social approach to the care model. Although adjustments are required to harmonize domestic norms with international referents, much remains to be done for educational norms in the regions to ado
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pt provisions promoting educational inclusion according to the commitments acquired by ratifying the Convention on the Rights of Persons with Disabilities. Human rights are evolving positively under constitutional frameworks and in laws on education and disability. In Central America and some countries of the Caribbean, general education laws take persons with disabilities into account through special education (with the exception of Panama). The same trend can be observed in national Constitutions. This improves in national laws on disability, which are more specific and favor inclusive education or include both modalities. In all three regions, there is no regulatory framework or specific policies on digital inclusion, much less on the use of ICTs for persons with disabilities. There are some isolated attempts to implement ICTs in all sectors of society. Issues of accessibility, the right to education and the use of technologies by persons with disabilities are not well integrated." (Conclusions from the study, page 68-69)
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"Significant progress has been made in regional agreements, providing a suitable frame of reference for a social approach to the care model. Although adjustments are required to harmonize domestic norms with international referents, much remains to be done for educational norms in the regions to ado
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pt provisions promoting educational inclusion according to the commitments acquired by ratifying the Convention on the Rights of Persons with Disabilities. Human rights are evolving positively under constitutional frameworks and in laws on education and disability. In Central America and some countries of the Caribbean, general education laws take persons with disabilities into account through special education (with the exception of Panama). The same trend can be observed in national Constitutions. This improves in national laws on disability, which are more specific and favor inclusive education or include both modalities. In all three regions, there is no regulatory framework or specific policies on digital inclusion, much less on the use of ICTs for persons with disabilities. There are some isolated attempts to implement ICTs in all sectors of society. Issues of accessibility, the right to education and the use of technologies by persons with disabilities are not well integrated." (Conclusions from the study, página 68-69)
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"Disability and New Media examines how digital design is triggering disability when it could be a solution. Video and animation now play a prominent role in the World Wide Web and new types of protocols have been developed to accommodate this increasing complexity. However, as this has happened, the
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potential for individual users to control how the content is displayed has been diminished. Accessibility choices are often portrayed as merely technical decisions but they are highly political and betray a disturbing trend of ableist assumption that serve to exclude people with disability. It has been argued that the Internet will not be fully accessible until disability is considered a cultural identity in the same way that class, gender and sexuality are. Kent and Ellis build on this notion using more recent Web 2.0 phenomena, social networking sites, virtual worlds and file sharing. Many of the studies on disability and the web have focused on the early web, prior to the development of social networking applications such as Facebook, YouTube and Second Life. This book discusses an array of such applications that have grown within and alongside Web 2.0, and analyzes how they both prevent and embrace the inclusion of people with disability." (Publisher description)
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