Topic : Human Rights & Equality
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Simon Houriez is establishing a common ground for learning for both deaf and hearing members of society, and by doing so, is fostering equal citizenship. He refuses to admit that for the deaf to be educated and recognized in French society they must adjust to the communication paradigms and the education system of the hearing.
Looking back on the past 20 years, I can say that if it weren’t for the support of Ashoka, the capacity building courses, the exchanges with Fellows, I would not have gotten this far. It was worth fighting to be a part of Ashoka.
After founding an art school that seamlessly integrated disabled and non-disabled students, Rodrigo Mendes now helps institutions in private and public sectors reproduce his success in creating environments that accommodate people with disabilities as effectively as they accommodate non-disabled people.
In the state of Bahia, in the northeast of Brazil, Sonia Coutinho has developed a center for arts and alternative education for adolescents with moderate learning disabilities that is remarkably effective in aiding their transition from school to productive employment and facilitating their continued intellectual growth. It is also playing an important role in heightening public awareness of the potential of such individuals for productive roles in society.
Through the Institute for Inclusive Education, Jan Wulf-Schnabel lays the foundation for the society-wide recognition, promotion and use of the abilities of people with intellectual disabilities (PWDs). He opens up the educational sector for PWDs as teachers and thereby, not only creates meaningful jobs for them and increases the capacity of students to realize inclusion in their future professions, but also makes PWDs ambassadors for their own potential.