Io2 unit 2 en final version

1. Specialised training for summer workers to
provide accessible and reliable services to
customers with disabilities and disadvantages in
HORECA sector
IO2: Disability understanding guide for youth –
Unit 2
2018-1-BG01-KA202-047904

2. Unit 2: "Awareness and positive contribution
and abilities of people with disabilities"
Chapter 1: Raising awareness about ABILITIES of
persons with disabilities
Chapter 2: Mechanisms of support for persons
with disabilities
Chapter 3: Untapped potential of employment
of youth with disabilities

3. Chapter 1:
Raising awareness about abilities of persons
with disabilities
1.1. Why is Disability Awareness Important?
1.2. What Does Disability Awareness Mean?
1.3. Role of community - active inclusion policy of
youth with disabilities
1.4. Role of persons with disabilities in raising
awareness

4. 1.1.Why is Disability Awareness Important?
Our society is filled with prejudice and
stereotypes about people with disabilities.
Learning about disabilities and taking part in
activities and events that promote raising
awareness is a step towards breaking these
barriers and promoting change.

5.  Awareness helps individuals to
identify their talents, strengths and
weaknesses in a variety of
different contexts.
 Disability awareness has a very
important place in educating the
society regarding disability and
how we, as individuals, can
contribute to the necessary
changes.
 Learning acceptance is
fundamental if we want to
develop an understandable
approach to the disability
awareness. It can take place
anywhere, e.g. at home, school,
workplace etc.

6. It can be helpful for individuals to be able to
compartmentalize their disability, so they can
see themselves as more than just a disability.

7.  In order to implement change, awareness must be
achieved first.
 Awareness offers more than just a hope. It can lead to
the action. If we want to be more effective in our efforts,
we need to be sure that we can help others to make
that awareness into actionable items.

8. 1.2.What Does Disability Awareness
Mean?
 Understanding that disability discrimination is outlawed is
not enough anymore. A third of population entering the
workforce today will become persons with disabilities by
the time they retire.
 Disability Awareness means to educate people about
disabilities, but also to provide them with knowledge on
how to carry out tasks regarding disabilities.
 People can learn about disability awareness through
classes, training courses, or even from people with
disabilities.

9.  Awareness-raising, access to information and freedom of
expression plays a key role in this transformative process of
removing barriers, particularly those created by stereotypes
and negative attitudes embedded firmly within our culture
and communities.
 The United Nations Standard Rules on the Equalisation of
Opportunities for Persons with Disabilities emphasises Rule 1
of Awareness-raising: “States should take action to raise
awareness in society about persons with disabilities, their
rights, their potentialand their contribution.“

10. 1.3. Role of community - active inclusion policy of
youth with disabilities
Raising awareness within the community should be created in
different ways:
 Training of personnel - All trainings of personnel who deal
with the public should contain a disability awareness
component in order to create an understanding of the
social model of disabilityand its implications

11.  Host Educational Events. Invite people to attend the
event where they can learn something really useful for
their own lives, while also learning about disabilities and
social inclusion.
 Distribute Brochures or Inserts. Where are people most
naturally triggered to think about your issues? Put
brochures, inserts, or other “leave behind” materials in
those places.
 Be creative: E.g. if you know which place in your
community is not accesible, draw a map and mark it.

12. What can you do?
 Do a research on a relevant organisations which organise
trainings for raising awareness about persons withdisabilties
 Take an action - contact them and ask to participate at
the training or similiar educative activities in which you can
learn about persons withdisabilites
 Discover examples of good practices which refer to
working with the public and persons with disabilities

13. What else can you do as an
active young person in a
local community, to support
active inclusion of youth with
disabilities?
Lets find out…

14. Tools for raising Public Awareness - Campaigns
 One type of campaign is raising awareness on disability
issues among the general public – people with and
people without disabilities - with the aim of changing
negative attitudes about people with disabilities into
positive recognitionof their skills, needs and rights.
 Increased participation and equality for persons with
disabilities to a large extent depends on the awareness,
acceptance and respect of their community members.
 To achieve this, people without disabilitiesneed to be
informed about the abilities of people with disabilties.

15. Aims of a public awareness campaigns include:
 Knowledge about positionof persons with disabilities and disability issues in
general.
 Clarifying some misunderstandings and to explaining why some of the ideas
about people with disabilities are inaccurate /wrong.
 Public awareness campaigns work particularly well when they have a time focus.
 e.g. The United Nations General Assembly in October 1992, declared that 3rd of
December would be the International Day of People with Disabilities (This could
be dominated by fund-raising activities of different non-disability groups, using
stereotyped images towards persons with disabilities to encourage pity and fear).
Instead of encouraging understanding, acceptance and will to help people with
disabilities and facilitate their more effective inclusion into society.
The emphasis must be firmly on a full human rights and not on charity!

16. Good examples of campaigns:
 Social Inclusion and Poverty Reduction Unit of the Government of the
Republic of Serbia and the Association “Serbia in Motion” organised
three Belgrade Ignite events called “Get Involved No. 5” dedicated
to the social inclusion. Organisers celebrated the International Day
for the Eradication of Poverty and encouraged visitors and
participants to fight for an inclusivesociety*.
*(See more at: http://socijalnoukljucivanje.gov.rs/en/the-39th-belgrade-ignite-get-involved-no-5-
held/)

17. A good example are events where participants were asked to take
part in an experiment. The “game” was as follows: for 30 minutes, a few
participants (some volunteering, some picked) were invited to use a
wheelchair or crutches, or to put a mask on their eyes.
After thirty minutes, participants were invited on stage to speak about
their experience during those 30 minutes. All those who took part
admitted seeing things differently after the experiment and with a lot of
emotionexpressed how movingand impactful the exercise was.
For the first time, these people could realise and get a sense of how
daily life looks like for people with disabilities.
 Maybe you have an idea for the next one?!

18.  Volunteering (e.g. in organization of persons with disabilities that nurtures
values of cross-disability (which means gathering persons with different
types of disabilities,but also persons without disabilties).
 Some benefits of volunteering in an organisation of persons with
disabilities :
Volunteering connects you to persons with disabilities.
Volunteering is good way of learning how to communicate with
persons with disabilities.
Volunteering contributes to making activites for raising awareness
with inclusive aspect.
Volunteering contributes to changing minds from disabilities to
abilities of persons with disabilities.
Volunteering can advance your career, especially in sectors in which
is a lack of knowledge for providing good services to persons with
disabilities (e.g. HORECA sector).
Experience,Share, Get Inspired!

19.  Non-formal activities (e.g. attending courses
with topic on human rights and social
inclusion of vulnerable groups, organising
leisure activites in your local community with
inclusive group of youth, etc.)
You can:
 Meet new people who wants to make
some inclusive changes in a community
same as you.
 Take initiative in advocacy changes for
creating adjustments and accessible
place for peers withdisabilities.
 Get an idea on how you can, as an
active citizen, implement projects, share
inclusive thoughts and spread the
knowledge about providing better
services for youth with disabilties.

20. 1.4. Role of persons with disabilities in raising
awareness
People with disabilities can play an important role in promoting their own welfare and
creating awareness within the community, in the following ways:
 Expressing their needs and being informed about their rights
 Being aware of their responsibilities as citizens and discharging the same
effectively
 Successful people with disabilities can share their experiences and achievements
with the community to emphasize their abilities and rights to participate more fully
in society
 A successful worker with disability is the best ambassador of other people with
disabilities.

21. For example: Lana (28, Belgrade, Serbia):
 Doctor of Philology at the Faculty of Philology in
Belgrade, journalist at Radio Belgrade 202. An activist
who is especially interested in young people in general
and young people from vulnerable social groups. In
fact, a poet, a philosopher, a dreamer. She would like
to change the world.
 She used to say „I am a person, before everything, and
after that, a person with disability“.
 In everyday activities she shows example of how a
person with disabilties can be an active and respectful
citizen.

22. Nikola (30, Belgrade, Serbia):
 Human-rights activist in the field of social
inclusion of youth with disabilities. Bachelor
of Economic Science. He advocates and
promotes possibilities and potential of youth
with disabilities through public speaking.
Recently he became one of the CEO’s of
the regional basketball team in wheelchairs.
„I am not a hero, I just want to show that
disability is not in the person - disability is in the
society. Without your own choice, you do not
have freedom.“

23. Chapter 2:
Mechanisms of support for persons
with disabilities
2.1. Affirmative support - positive discrimination
2.2. Personal assistance
2.3. Assistive technology

24. 2.1. Affirmative support/positive discrimination
 Positive discrimination are measures that contribute to reducing
discrimination in society.
 It is the practice of improving the educational and job opportunities of
group members that were not been treated fairly in the past because of
their race, sex, disability etc. (For example, positive discrimination is a rule
where some government must have at least 30% of women).
 Affirmative actions can be implemented by:
1. A quota system where a certain number of positions are allocated to persons
with disabilities (reserved places in schools/faculties for youth from vulnerable
groups)
2. A percentage system where a percentage of posts ARE allocated to persons
with disabilties.
3. By law where a post is legislated.

25.  In a public transport there are reserved
places for people with disability (who use
a wheelchair, have a difficulty in walking,
but also for parents withlittle children)
 If you want to hire a person with disability,
you can have additional support in that
process from the Government.
 In local state body you should have a
person with disability who will advocate
for positive changes in the field of social
inclusion of people with disabilities

26. 2.2. Personal assistance
 "Personal" assistance is the assistance that is tailored made based
on the individual needs of person. This means that all life activities
of a person with a disability that he/she cannot perform on their
own, are transferred to a personal assistant in the form of a request
when and how these activities should be implemented.
 Personal assistant services helps in actions that users of these
services would do themselves if they did not have a disability.
 These services includes daily activities:
• assistance in communication, use of a telephone
• personal care (hygiene, dressing, toilets)
• assistance in moving, transporting and other
• procurement and preparation of meals
• The main advantage of a personal assistant service designed
according to the needs of the beneficiary, is that the user can make a
choice and control tasks of his personal assistant

27. Principles of personal assistance include:
1. Person with disabilities does the selection and employs his/hers
assistant.
2. Person with disabilities determines a job description, time and place
of servicesto be provided.
3. Person withdisabilities trains the assistant.
4. Person with disabilities directs and controls work of the assistant and
the quality of services.
5. One assistant work for one beneficiary.*
*in some cases there might be more assistants for one beneficiary
(e.g. peer assitance during school lections)

28. Key notes you should take in mind:
 If the person with disabilities is with her/his personal
assistant, talk to the person, not to the assistant!
 If you want to assist, ASK the person with disabilities
before you ACT!

29. One Size Does Not Fit All!
 Do not assume that the communication preference for one
person with a specific disability will be the same for another
person with a similar or the same disability.
 For example, people who experience hearing loss and low
vision, have various levels of hearing and sight, so what might
work for one person may not work for another.
 Ask the person with a disability what is the best way to
communicate with him or her.
 Customise your communication to meet the individual needs
of a person with disability according to the individual’s
expressed preferences.

30.  If you are in a situation to give support or to serve a guest with
disabilities:
 Communicate directly with a colleague or a customer with a
disability.
 If a customer or colleague with a disability appears like he/she
needs assistance, and you are able to provide help, offer
assistance verbally. Ask: “May I assist you?” and wait for a
response.
 Do not be offended if your offer to assist is declined.
 If an offer of assistance is accepted, then ask: “How would you
like to assist you?”

31. 2.3. Assistive technology
 Assistive technology includes any product, part of the
equipment or system, regardless of whether it is used in
source form, modified or adapted, which is used to
increase, maintain or improve the functional capabilities
of persons with disabilities (Encyclopedia of Disability,
2006).
 Assistive technologies, i.e. aids, include moving aids,
primarily trolleys, crutches, walkers, as well as computers,
custom-made keypads, screens, mice, various
programs, books for blind and visually impaired, and
more.
 Any item or thing that can be used for something that is
not its primary purpose is also assistivetechnology.

32. In practice, assistive technology is
everywhere around us:
wheeled
suitcase
A tip-top bottle
A straw
A mobile phone
mp3 player

33. Chapter 3:
Untapped potential of
employment of youth with
disabilities
3.1. Developing skills and productivity of persons with
disabilities
3.2. Benefits of employment of persons with disabilities

34. 3.1.Customised Employment Model of Persons
with Disabilities
 Person-centered employment approach
 Person’s needs, talents, skills are being
considered
 Emphasis on person’s choice, strengths, abilities
 Jobs have to fit the individual
 Competitive work setting
 Provision of individual support
 Aims at long term employment outcomes

35.  Customised employment is not a quick-fix for anyone,
but a creative alternative that gives job to candidates
and to employers the opportunity to negotiate
individual job tasks and/or reassign basic job duties to
improveone.
 “There are no shortcuts in Customised Employment
because Customised Employment is the shortcut!” to
real productivity in the workplace.

36. Successful stories of employment by using
Customised Model
Marko, 21
 “It makes me happy to have a work experience”.
 Marko is currently completing a ten-week internship
placement at a funky café Artemida with the support of
his mentor.
 He loves going to work every Saturday and the feedback
received from the café owner and Marko’s mentor is that
he is a very valued memberof their staff.

37.  My name is Kyal Chamberlain (Dublin, Ireland). I’m a 16
years old student with autism and ADHD. I live at home
with my parents, sister, brother and family dog Apollo.
 “I work for 5 days a week, 23 hours per week in total,
running my micro-enterprise called Kyal’s Doggy
Delights. I produce and sell nearly 300 packages of
doggy treats each week.”
Kyal, 16

38.  Coffee shop „Zvuci srca“ (Sounds of the Heart) placed in
Belgrade, Serbia, is the first coffee shop in the region
where young people withmental disabilities work.
 Beside persons without disabilities, in this coffee shop
there are 15 young people with autism, Daun's syndrome
and combined disabilities employed. They are regularly
receiving salaries, are enrolled in a workbook and are
entitledto a retirement.

39.  Youth Foundation works with young persons with
autism to help them develop life and
employment skills which will allow them to
integrate into the workplace. They are
implementing a program called ‘Ready to Start’
that works with local authorities and provides
young persons with autism with an opportunity to
join an internship. The local authority funds the
internship and also covers the costs of a support
worker. This means that 85% of young persons
with autism who join such an internship retain
their employment after a year.
 Supermarkets, for instance, traditionally have a
high turnover of a staff and now are increasingly
employing persons with autism. (Denmark, 2017)

40. 3.2. Benefits of employment of persons with
disabilities
 Employment of people with disabilities contributes to
company’s image/socially responsible corporate.
 Employees with disabilities are reliable and respectful
to the timeframe.
 They have a high level of loyalty to the company.
 They can contribute increasing productivity.
 Positivelyimpacts the retention of existing
employees.

41. If you want to contribute to raising awereness about abilities of
person with disabilities:
 Do not forget to use an individual aproach
 Be aware that even small steps can contribute to
positive changes in raising awareness about persons
with disabilites!
“Snowflake can trigger an avalanche!“

42. References:
 Independent Living Institute: Disability Awareness
in Action Resource Kit No.3
(https://www.independentliving.org/docs2/daakit37.h
tml)
 PORTAL on disability:Personal Assistance in Social
Protection System
(http://portaloinvalidnosti.net/2019/05/personalna-
asistencija-u-sistemu-socijalne-zastite/)
 Puget Sound Personnel, Inc. Working to Empower
People
(http://www.pspwork.com/Home.asp)
 Photos retrieved from: Pixabay.com
(https://pixabay.com/)
 DisabilityINFO:What is Considered as a good
personal assistance?
(http://www.disabilityinfo.me/resurni-
kutak/aktuelnosti/item/437-sta-sve-podrazumijeva-
dobra-personalna-asistencija)
 End Abuse of People with Disabilities:Raise
Awareness
(https://www.endabusepwd.org/solutions/raise-
awareness/)
 European Commision
(https://ec.europa.eu/commission/index_en)
 Global Lift Corp: The Importance of Disability
Awareness and Getting Involved
(http://www.globalliftcorp.com/the-importance-of-
disability-awareness-and-getting-involved/)

43. References:
 Trans2Work: Employer perspectiveson recruiting
people with disability and the role of Disability
Employment Services
(http://trans2work.eu/wp-
content/uploads/2015/12/Employer-persepctives-on-
recruiting-people-with-disability-and-the-role-of-
Disability-Employment-Services-791KB-PDF.pdf)
 The Association of Students with Disabilities
Kragujevac
(https://www.kg.ac.rs/ush/)
 The Association of Students with Disabilities(ASD)
(https://http://ush.rs)
 The Council of Europe Strategy on the Rights of
Persons with Disabilities:Factsheet on the
Awareness Raising on the Rights of Persons with
Disability
(https://rm.coe.int/factsheet-awareness-rev-2-
/16808b4e46)
 UNICEF Serbia:Catalogueof AssistiveTechnology
(http://socijalnoukljucivanje.gov.rs/wp-
content/uploads/2017/04/Katalog_asistivne_tehnologij
e.pdf)
 United Nations Standard Ruleson the Equalization
of Opportunitiesfor Persons with Disabilities
(https://www.un.org/development/desa/disabilities/st
andard-rules-on-the-equalization-of-opportunities-for-
persons-with-disabilities.html)

44. Photos retrieved from:
 Pixabay.com
(https://pixabay.com/)
 Child’sHeart – HumanitarianOrganisationfor Helping Persons with Disabilities
(http://decjesrce.rs)
 Social Inclusion and Poverty Reduction UNIT
(http://socijalnoukljucivanje.gov.rs/)
 Lana Nikolićblog
(https://lananikolicblog.wordpress.com)

45. Disclaimer
For further information, related to the HORECACCESS project, please visit the project’s website at
https://horecaccess.eu/or visit us at https://www.facebook.com/pg/HORECAccess/.
Download our mobile app at
https://play.google.com/store/apps/details?id=com.horecaccess.mobile&hl=en.
This project ( HORECACCESS project - 2018-1-BG01-KA202-047904) has been funded with support from
the European Commission (Erasmus+ Programme). The European Commission support for the
production of this publication does not constitute an endorsement of the contents which reflects the
views only of the authors, and the Commission cannot be held responsible for any use which may be
made of the information contained therein.