(From https://www.un.org/en/observances/day-of-persons-with-disabilities/background

Background

Today, the world population is over 7 billion people and more than one billion people, or approximately 15 per cent of the world's population, live with some form of disability; 80 per cent live in developing countries.

History

The annual observance of the International Day of Disabled Persons was proclaimed in 1992 by United Nations General Assembly resolution 47/3. It aims to promote the rights and well-being of persons with disabilities in all spheres of society and development, and to increase awareness of the situation of persons with disabilities in every aspect of political, social, economic and cultural life.

What disability means

A disability is a condition or function judged to be significantly impaired relative to the usual standard of an individual of their group. The term is often used to refer to individual functioning, including physical impairment, sensory impairment, cognitive impairment, intellectual impairment, mental illness, and various types of chronic disease. This usage has been described by some disabled people as being associated with a medical model of disability.

Persons with disabilities, “the world’s largest minority”, have generally poorer health, lower education achievements, fewer economic opportunities and higher rates of poverty than people without disabilities. This is largely due to the lack of services available to them (like information and communications technology (ICT), justice or transportation) and the many obstacles they face in their everyday lives. These obstacles can take a variety of forms, including those relating to the physical environment, or those resulting from legislation or policy, or from societal attitudes or discrimination.

People with disabilities are at much higher risk of violence:

• Children with disabilities are almost four times more likely to experience violence than non-disabled children.

• Adults with some form or disability are 1.5 tim es more likely to be a victim of violence than those without a disability.

• Adults with mental health conditions are at nearly four times the risk of experiencing violence.

Factors which place people with disabilities at higher risk of violence include stigma, discrimination, and ignorance about disability, as well as a lack of social support for those who care for them.

Inclusive society and development

Evidence and experience shows that when barriers to their inclusion are removed and persons with disabilities are empowered to participate fully in societal life, their entire community benefits. Barriers faced by persons with disabilities are, therefore, a detriment to society as a whole, and accessibility is necessary to achieve progress and development for all.

1. Re-educate students about what it means to be fat.

2. Intervene in name-calling and bullying of all students, including fat and disabled students.

3. Make sure your GSA is truly inclusive.

4. Teach students to love themselves, their bodies and one another.

5. Include positive depictions of fat, disabled and LGBTQ people in the classroom.

"I encourage you to think critically about how multiple identities intersect, especially in a school context. 

Does your school have gender-neutral bathrooms? If so, are they close and accessible, or far and isolated? 

Does the clothing drive your GSA is running for trans youth include a push for sensory-friendly or more neutral clothing? 

Does the history timeline you are creating for your GSA or history class include trans people of color, or is it white-centric or tokenizing? 

These are just a few examples of holding space for intersections in your work."

CURRICULAR STANDARDS THAT INCLUDE LGBTQ+ REPRESENTATION PROMOTE STUDENT ACHIEVEMENT AND WELLBEING

GLSEN supports state legislation that amends curricular standards to include representation of LGBTQ+ people, persons with disabilities, people of color, and all marginalized communities in alignment with its core mission. GLSEN advances policies that make schools safer for all students, regardless of sexual orientation, gender identity or expression, sex, race, color, national origin, ability, and religion. Inclusive curricular standards that support creation of inclusive curriculum at the local level can help strengthen educational attainment and health outcomes for LGBTQ+ students who see their full identities reflected in the classroom.

Click here for more data and actions to promote achievement and wellbeing in all students.

Click here for Best Practices for Developing LGBTQ-Inclusive Classrooms