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Comment: Accessibility (Article 9 CRPD)
The following comment addresses some aspects of accessibility which are directly connected to the usage and development of information communication technologies.
The Convention on the Rights of Persons with Disabilities (CRPD) is an international human rights treaty based on the social model of disability, which recognizes obligations of society to adapt to disability instead of focusingsolely on treatment of physical or mental impairments.[1]For this model to prevail, implementation of a series of rights is needed, among them(the right to) accessibility.[2]
An important part of accessibility are information and communication technologies (ICT) which have dramatically changed the way we perceive the world and can already be said to represent a much needed tool for a full and fruitful social inclusion.[3] As the Committee correctly observed in the Introduction to the Draft General Comments on Article 9 persons with disabilities frequently face not only physical obstacles but also lack of information. These barriers are more often than not a result of the lack of knowledge (technical know-how) or lack of awareness, which create a ‘binary divide’ between those that are able to use ICT effectively and those that are not.[4]
As suggested in paragraph 16 one of the ways to tackle this ‘binary divide’ is through appropriate training. Academic institutions need to be encouraged to provideand develop diverseeducational programs and training on ICT for relevant stakeholders. In this context special attention needs to be given to discussingdisabilityin the context of educating health care workers. ICT in health care education is becoming more social and personalised: they can integrate aspects of social inclusion with general wellbeing which is essential to every single person, including persons with disabilities. Therefore, educating future healthcare (affiliated) professionals on importance of ICT and accessibility is of paramount importance not only in terms of wellbeing but also the paradigm shift to the social model of disability.
In regard to paragraphs 18 and 19 the Committee’s stand on assuring and promoting access for persons with disabilities to new ICT systems and the Internet, further reflects the role educational institutions need to play in regard to disability.To ensure these objectives are achieved research into new and existing forms of ICT needs to be promoted and supported by States parties. With adequate research funding from states parties accessibility of ICT could potentially be ensured through research and development. This is of much importance in the context of health care interventions which often prove costly and take a long time to develop.
Moreover, the importance of accessibility in relation to other rights, namely the right to education mentioned in paragraph 35 needs to be underlined. Accessibility of education can be ensured through use of ICT. An important example of connection between accessibility, education and ICT is eLearning[5] which has already been recognisedas the way forward for education generally.UNESCO sees eLearning as a cornerstone for building inclusive knowledge societies[6] which is in line with the concept of the social model of disability. Correspondingly, the World Health Organization has acknowledged the importance of eLearning in the World Health Report 2006.[7]
eLearning can prove essential when addressingphysical obstacles faced by persons with disabilities when accessing education, by offering an alternative way of teaching and learning. For example, eLearning can provide an audio experience for those who have problems with their sight and video for those who have hearing difficulties. Moreover, eLearning has been shown to be a useful tool for those in developing countries where education is less accessible and disability less easily managed.
In conclusion, ICT is an important part of accessibility and can provide a temporary or permanent solution to many problems persons with disabilities face and contribute to further development and implementation of the social model of disability. It is paramount that the States parties recognise the importance of ICT and provide relevant stakeholders including educational institutions,with tools that will enable the paradigm shift to the social model of disability.
[1] Lang, R. (2009). The United Nations Convention on the right and dignities for persons with disability: A panacea for ending disability discrimination?. ALTER, 3(3), p. 268; Bartlett, P. (2012). The United Nations Convention on the Rights of Persons with Disabilities and mental health law. MLR, 75(5), p. 758
[2] The question whether the CRPD establishes new rights has been debated within the United Nations and also by some members of academia. Kayess and French argue that the CRD has revised traditional human rights concepts and indeed created new rights. For example, see: Kayess, R., & French, P. (2008). Out of darkness into light? Introducing the Convention on the Rights of Persons with Disabilities. HRLR, 8(1), p. 32
[3] Hamilton, S., Pors, N. O. (2003). Freedom of access to information and freedom of expression: the Internet as a tool for global social inclusion.Library management,24(8/9), p. 407-416; Warschauer, M. (2004).Technology and social inclusion: Rethinking the digital divide. MIT press
[4] Special Rapporteur on the promotion an protection of the right to freedom of opinion and expression Frank La Rue UN General Assembly stated that 'even where Internet connection is available, disadvantaged groups, such as persons with disabilities and persons belonging to minority groups, often face barriers to accessing the Internet in a way that is meaningful, relevant and useful to them in their daily lives.' See: The Report of the Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression: (13.2.2014)
[5] eLearning is defined as an approach to teaching and learning, representing all or part of the educational model applied, that is based on the use of electronic media and devices as tools for improving access to training, communication and interaction and that facilitates the adoption of new ways of understanding and developing learning. See: Sangrà, A., Vlachopoulos, D., Cabrera, N. (2012). Building an Inclusive Definition of E-Learning: An Approach to the Conceptual Framework. International Review of Research in Open & Distance Learning, 13(2)
[6] ICT in education at: (13.2.2014)
[7] World Health Organization, World Health Report. 2006