A rights-based conceptual framework for the social inclusion of children and young persons with an intellectual disability

Abstract

There is a basic principle that all children and young persons with intellectual disabilities should be able to enjoy citizenship on an equal basis with others. This includes enjoying personal dignity and exercising choice, control and freedom in social, community and cultural life, in keeping with their individual lifestyle preferences and aspirations. There is a need for a stronger human rights narrative to achieve this. This article identifies a conceptual framework for a rights-based approach to the integration of children and young persons with disabilities. Seven components of such a framework are identified: citizenship and social inclusion; recognition; agency; voice; capabilities; equality; and self-realisation. This framework was developed as part of an Irish case study involving consultation with young persons with intellectual disabilities, their parents or guardians and professional staff delivering support services. The rights of children/young persons with intellectual disabilities are essentially those of children generally. While this principle may be obvious in many respects, its implementation presents significant challenges. The need for a transformative narrative and its components are outlined.

Keywords:

• Human rights
• children/young persons with intellectual disabilities
• citizenship and social inclusion
• rights framework

Notes

1. The framework was informed in particular by Honneth’s (1995, 2003) concept of recognition, by Woodhouse’s (2000) five principles relevant to children’s rights (equality; dignity; privacy; protection; and empowerment), by the work of a number of authors in the area of rights of people with an intellectual disability (O’Brien and O’Brien 2000; Koh 2004; Carlson and Kittay 2010; Francis and Silvers 2010; Nussbaum 2010) and by the provisions of UN Rights Conventions.