Disability in Brazil is defined when individuals struggle or are unable to complete standard everyday tasks. [1] This is measured by the health indicators of daily activities and physical movement. [1] Defining disability differs according to legal contexts of different environments and levels of vulnerability. [2] Brazil is one of the heaviest populated countries in the world and is the largest country in South America, with a population of 212.56 million people in 2020. [3] Due to population rates, there is approximately 16 million people in Brazil with a disability. [4] Of this, 9 million of these are of working age, and 1 million are in the labor force. [4]
In Brazil, disability is measured by facts and age-based data, [1] sport participation, [5] education information, [6] impacts on everyday life [7] and available support services/issues of access. [8]
There are many types of disabilities in Brazil. [1] Disability can occur physically, through head injuries, vision impairments, hearing impairments, cognitively, learning manners, psychologically or invisibly. [9] In Brazil, approximately 34% of adults are impacted by disabilities that affect functional living patterns. [1] Men represent higher statistics over women by 1.3%. [10] Strokes and mental disorders are common in Brazil and can lead to individuals attaining a disability. [11] Each individual experiences disability differently, whereby some are static, others are progressive and seriousness levels vary. [12] In Brazil, individuals who maintain a low education and aged persons are more vulnerable to disabilities, therefore attaining incapacities at higher rates. [11] Having a high education enforces health advantages through the promotion of health material and current health data, allowing for individuals to live a healthy lifestyle and seek medical assistance when necessary [1] Encountering a functional disability as a Brazilian adult is common [1] although it disadvantages individuals as many do not attend education institutions, are not likely to complete an educational course and may lack literacy abilities. [13]
The chance of attaining a disability in Brazil grows as an individual gets older. [1] Developing a disability can occur through old age, as vulnerability appears and the risk of getting sick or receiving a chronic disease is high. [1] The risk increases once individuals reach age 40, and visual disabilities are most common. [10] Throughout a lifespan, if individuals are exposed to poverty or unhealthy conditions, developing a disability can occur earlier. [1]
In Brazil, individuals of any gender who encounter differing levels of disabilities are able to participate in sport. [14] Sports available for people with disabilities include dance, swimming, tennis, bike riding, horse riding, water sports, basketball, contact sports and a variety of athletic activities. [14] The late 20th century has brought sporting changes in Brazil which have enabled people with disabilities to feel included, as they are able to form individuality through participating in the Paralympics and other sporting groups. [5] An example of this is through Brazilian dance practices, where individuals can participate in choreography and are able to use their disability as a stance of creativity. [5]
Individuals with disabilities in Brazil face barriers when anticipating participation in sport. [5] Brazilian individuals with disabilities face varying levels of societal pressure, as they must prove their sporting activity is possible. [5] Individuals with disabilities may encounter a low self-esteem when participating in sporting events, through the belief that participation entirety is not possible. [5] There are limited sporting amenities for Brazilian people with disabilities, which can create individual pressure. [15] Differing sports conducted by Brazilian individuals with disabilities are frowned upon, and many athletes face notoriety for their sporting movements. [5] There is a lack of accessibility within Brazilian city structures, which forms difficulties in accessing sporting activities. [15]
There are ways for individuals with disabilities in Brazil to overcome sport barriers. [16] An example of this is holding internal strength while participating in sport, which enables a voice and creates possibilities. [5] At least five major associations work to enable the participation of Brazilians with disabilities in sport. [14] There are organisations in Brazil that aim to enable every sport for individuals with disabilities, including the 'Brazilian Sporting Association for Amputees' and 'Brazilian Wheelchair Sporting Association'. [14] 'Sport for All' is an Olympic created initiative that was brought into Brazil to make sport easily accessible to all individuals. [16] The 2016 Paralympics were held in Rio de Janeiro and encouraged government movements for individuals with disabilities in sports, including the introduction of more sport facilities, sport encouragement and mobility ease within communities. [15] Local governments in Brazil are assisting individuals with disabilities to recognise potential levels and encourage activity, [16] due to Brazil being a party to the United Nations Convention on the Rights of Persons with Disabilities, having signed the treaty on 30 March 2007 and ratified it on 1 August 2008. [17] Brazil's Law 7853 criminalizes discrimination based on disability, and other legal protections also exist. [4]
In Brazil, attending an education institution is a human right. [6] Students with disabilities are challenged when seeking education access. [18] This is because of Brazil's past of the rejection of foreign information and knowledge because of language blockages and location. [6]
In 1600s Brazil, special education was recognised through a school for children with physical disabilities, and in the 1800s, the first school for children who were deaf was created. [18] In 1800s Brazil, there was no other record of official caring for people with disabilities. [6] Catholic organisations cared for individuals with learning disabilities as they were abandoned. [6] An inclusion policy for children with disabilities in Brazil was implemented in 1989 to seek social inclusion and enhance wellbeing in schools. [18] Educators and government officials did not advocate for children with disabilities seeking education, parents, friends, and psychologists did. [6]
Individuals with disabilities are challenged when seeking education in Brazil, as they do not receive education assistance. [19] Students with disabilities receive no special considerations in the classroom. [20] In Brazil, there are two education systems, one for students with special needs and one for students without special needs. [18] Education classes held for students with disabilities are provided in Portuguese only, and academic learning faces difficulties, as no grading takes place. [6] Testing students with disabilities in classrooms does not occur, a group will determine skills and improvement. [19] Teachers lack disability training which decreases education quality. [18] Low government funding for the education of individuals with disabilities has led to low quality institutions. [18] Remote and rural areas lack facilities for students with disabilities. [20]
Education barriers are being overcome as Brazil is developing and forming a major economy. [6] Brazilian law states that children with disabilities have the right to be integrated into education institutions. [20] Local, regional, and national parents and psychologists have negotiated with Brazilian officials for the complete integration of their children with disabilities into education systems. [19] An example of this is the 'Association of Parents and Friends of the Exceptional' which fundraise money for individuals with learning disabilities on a non-profit basis to assist with health and integration into education systems. [6] Advocacy and support has led people with disabilities to form their own communities and promote their own rights. [6] The Brazilian adoption of the UN Convention on the Rights of Persons with Disabilities in 2008, and the instigation of the Statute of the Rights of Persons with Disabilities in 2015, enabled legality for people with disabilities in education. [6] Private schools in Brazil have recognised students with disabilities and their need for individual facilities, integrating this into physical and psychological learning environments. [20] Through non-profit funding, schools of students with disabilities have adopted a general curriculum. [6]
People with disabilities in Brazil have a different lifestyle compared to those without a disability, where lifestyles can be disrupted on a daily basis. [21] Life normality for many Brazilian individuals with disabilities includes the encouragement of independence and self-sufficiency within the daily departments of housing and family, health, and communication. [21] Many individuals who have a disability struggle with at least one daily activity, including dressing and transfers. [22] Difficulty in everyday life activities is escalated by the factors of age, education, and chronic disease levels. [22] Life normality and challenges for people with disabilities in Brazil originates from history and struggles with forced labour. [7]
In Brazil, people with disabilities are socially impacted through where they live and who they live with, determining independence levels. [7] Individuals with disabilities are likely to live with family, regardless of children or marriage, due to economic reasons and familial values of protection. [7] In Brazil, care occurs informally by family and females. [22] Families give up studying and working to provide free care. [22]
Health levels vary through the number of chronic diseases encountered and age, which impacts everyday life. [22] Chronic diseases in individuals with disabilities grow with age. [22] Individuals with disabilities in Brazil are prone to illness and chronic diseases, and frequently require professional health assistance. [23] There are issues of access when seeking professional health assistance for people with disabilities, through service location, finances and service opening times. [23] Persons with physical disabilities have higher difficulty levels of seeking health assistance due to physical environments and transportation. [23]
Learning and communicating varies in everyday life, due to education sections of Brazilian legislation. [24] Higher educated individuals have lower levels of difficulty communicating in daily life and participating in daily activities. [22] Schools and education services can lack the recognition of disability types and social inclusion. [24] Legal support in legislation lacks for individuals with communication disorders, lowering social inclusion rates. [24]
There are support services and organisations available for people with disabilities in Brazil, which aim to fulfil assistance lacking by the Brazilian government. [7] There are non-government organisations who aim to advocate the rights of people with disabilities and educate individuals with disabilities of their rights in the country. [25] This has encouraged individuals with disabilities to self-advocate and participate in social movements to promote democracy. [25] There are civil and human rights organisations in Brazil who advocate for people with disabilities to create public concerns. [25] In major cities, physical assistance is available for people with disabilities, such as provision of guide dogs, staff at train stations, and set seating in public transport. [26] In São Paulo, building elevators have Braille buttons and resources for hearing incapacities. [26] There is a transport service available for individuals with severe disabilities in São Paulo, to prevent difficulties on public transport. [26]
Individuals with disabilities have issues utilising support services due to issues of access and success. [25] A disability non-government organisation must form networks with other organisations to be heard by government officials. [25] There are public policies to promote disability awareness, with economic plans taking priority over respect to individuals with disabilities. [5] There are perceptions of individuals with disabilities in Brazil, limiting disability organisations success rate. [25] In Brazil, physical support services lack. [5] An example of this are the staff who aid public transport that do not receive specific training, access ramps lack sufficiency, and dedicated lanes on the road for sight disabilities are incomplete. [5] Throughout the country, road crossings are silent and use visuals only. [26]
Disability is the experience of any condition that makes it more difficult for a person to do certain activities or have equitable access within a given society. Disabilities may be cognitive, developmental, intellectual, mental, physical, sensory, or a combination of multiple factors. Disabilities can be present from birth or can be acquired during a person's lifetime. Historically, disabilities have only been recognized based on a narrow set of criteria—however, disabilities are not binary and can be present in unique characteristics depending on the individual. A disability may be readily visible, or invisible in nature.
Physical education, often abbreviated to Phys. Ed. or PE, is a subject taught in schools around the world. PE is taught during primary and secondary education and encourages psychomotor, cognitive, and affective learning through physical activity and movement exploration to promote health and physical fitness. When taught correctly and in a positive manner, children and teens can receive a storm of health benefits. These include reduced metabolic disease risk, improved cardiorespiratory fitness, and better mental health. In addition, PE classes can produce positive effects on students' behavior and academic performance. Research has shown that there is a positive correlation between brain development and exercising. Researchers in 2007 found a profound gain in English Arts standardized test scores among students who had 56 hours of physical education in a year, compared to those who had 28 hours of physical education a year.
Special education is the practice of educating students in a way that accommodates their individual differences, disabilities, and special needs. This involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, and accessible settings. These interventions are designed to help individuals with special needs achieve a higher level of personal self-sufficiency and success in school and in their community, which may not be available if the student were only given access to a typical classroom education.
Kinesiology is the scientific study of human body movement. Kinesiology addresses physiological, anatomical, biomechanical, pathological, neuropsychological principles and mechanisms of movement. Applications of kinesiology to human health include biomechanics and orthopedics; strength and conditioning; sport psychology; motor control; skill acquisition and motor learning; methods of rehabilitation, such as physical and occupational therapy; and sport and exercise physiology. Studies of human and animal motion include measures from motion tracking systems, electrophysiology of muscle and brain activity, various methods for monitoring physiological function, and other behavioral and cognitive research techniques.
People with disabilities in the United States are a significant minority group, making up a fifth of the overall population and over half of Americans older than eighty. There is a complex history underlying the U.S. and its relationship with its disabled population, with great progress being made in the last century to improve the livelihood of disabled citizens through legislation providing protections and benefits. Most notably, the Americans with Disabilities Act is a comprehensive anti-discrimination policy that works to protect Americans with disabilities in public settings and the workplace.
Developmental disability is a diverse group of chronic conditions, comprising mental or physical impairments that arise before adulthood. Developmental disabilities cause individuals living with them many difficulties in certain areas of life, especially in "language, mobility, learning, self-help, and independent living". Developmental disabilities can be detected early on and persist throughout an individual's lifespan. Developmental disability that affects all areas of a child's development is sometimes referred to as global developmental delay.
Invisible disabilities, also known as hidden disabilities or non-visible disabilities (NVDs), are disabilities that are not immediately apparent. They are typically chronic illnesses and conditions that significantly impair normal activities of daily living.
Mainstreaming, in the context of education, is the practice of placing students with special education needs in a general education classroom during specific time periods based on their skills. This means students who are a part of the special education classroom will join the regular education classroom at certain times which are fitting for the special education student. These students may attend art or physical education in the regular education classrooms. Sometimes these students will attend math and science in a separate classroom, but attend English in a general education classroom. Schools that practice mainstreaming believe that students with special needs who cannot function in a general education classroom to a certain extent belong in the special education environment.
Inclusion in education refers to all students being able to access and gain equal opportunities to education and learning. It arose in the context of special education with an individualized education program or 504 plan, and is built on the notion that it is more effective for students with special needs to have the said mixed experience for them to be more successful in social interactions leading to further success in life. The philosophy behind the implementation of the inclusion model does not prioritize, but still provides for the utilization of special classrooms and special schools for the education of students with disabilities. Inclusive education models are brought into force by educational administrators with the intention of moving away from seclusion models of special education to the fullest extent practical, the idea being that it is to the social benefit of general education students and special education students alike, with the more able students serving as peer models and those less able serving as motivation for general education students to learn empathy.
Inclusion, in relation to persons with disabilities, is defined as including individuals with disabilities in everyday activities and ensuring they have access to resources and opportunities in ways that are similar to their non-disabled peers. Disability rights advocates define true inclusion as results-oriented, rather than focused merely on encouragement. To this end, communities, businesses, and other groups and organizations are considered inclusive if people with disabilities do not face barriers to participation and have equal access to opportunities and resources.
Disability abuse is when a person with a disability is abused physically, financially, sexually and/or psychologically due to the person having a disability. This type of abuse has also been considered a hate crime. The abuse is not limited to those who are visibly disabled or physically deformed, but also includes those with learning, intellectual and developmental disabilities or mental illnesses.
Ableism is discrimination and social prejudice against people with physical or mental disabilities. Ableism characterizes people as they are defined by their disabilities and it also classifies disabled people as people who are inferior to non-disabled people. On this basis, people are assigned or denied certain perceived abilities, skills, or character orientations.
Council for Canadians with Disabilities (CCD), formerly known as the Coalition of Provincial Organizations of the Handicapped (COPOH), was created by people with disabilities in 1976 to provide support for all people with disabilities who seek the opportunity to go to school, work, volunteer, have a family, and participate in recreational, sport and cultural activities. The CCD is a national human rights organization of people with disabilities working for an accessible and inclusive Canada. In the 1970s, the CCD became a permanent part of the disability rights movement and it became a fluid entity that includes people with a range of different disabilities. To manage the work that will lead to the achievement of this goal, CCD established the following Committees to guide their activities in key areas:
Disability sport in Australia encompasses individuals with different disabilities, of all ages and skill levels from recreational to professional, participating in sport in Australia. The apex of disability sport in Australia is the Paralympics. Australia's participation at the Paralympics began with the inaugural 1960 Summer Paralympics and 1976 Winter Paralympics. Australia hosted the 2000 Summer Paralympics in Sydney.
Disability Studies in Education (DSE) is a field of academic study concerned with education research and practice related to disability. DSE scholars promote an understanding of disability from a social model of disability perspective to "challenge social, medical, and psychological models of disability as they relate to education". A DSE perspective situates disability within social and political context and is concerned with the civil and human rights of students with disabilities, including issues of equity, access, and inclusion in educational settings, curricula, and activities. DSE emerged as a part of the broader, interdisciplinary Disability Studies movement and as a critique of special education. Special education (SPED) in the United States emerged after the signing of the Individuals with Disabilities Education Act in 1975, marking the shift in educational rights by explicitly making the refusal of educational access illegal. Over the past few decades, special education has grown into an established academic curriculum and program which aims to enhance individuals with disabilities' performance by focusing on changing their given educational environments and the limitations placed on them to foster growth and opportunities. SPED aims to build a caring society that accepts and celebrates different abilities without stigmatizing individuals with disabilities. Through SPED, students should be able to engage in learning and have opportunities for growth through education each and every day. Though SPED has good intentions for creating learning opportunities for students, there is a constant tension between DSE and SPED, primarily around the idea that disability studies in education should be inclusive of students with and without disabilities in order to best foster awareness and understanding of disability studies. SPED lacks the challenge of the social model of disability which is seen in DSE.
People with disability in Zambia face many unique challenges. The country has been passing laws and policies to help people with disabilities in Zambia, however, social stigma and other factors sometimes interfere in people being able to access services and assistance. In addition, the HIV epidemic in Zambia also has a significant impact on the lives of people with disabilities.
Geography of disability is a multi-disciplinary branch of human geography which studies the experiences of people with disabilities and the extent to which disability in a population can be influenced by its geographical location. Potential components of studies in a geographical analysis include the environment, politics, incidental and additional supports, and the socio-economic landscape of the region being examined. This field has become increasingly important as policymakers have become aware of the need to ensure equal access to community resources for all individuals, regardless of mobility challenges.
Inclusive Classroom is a term used within American pedagogy to describe a classroom in which all students, irrespective of their abilities or skills, are welcomed holistically. It is built on the notion that being in a non-segregated classroom will better prepare special-needs students for later life. In the United States, the Rehabilitation Act of 1973 guaranteed civil rights to disabled people, though inclusion of disabled students progressed slowly until the No Child Left Behind Act of 2001, after which almost half of US students with disabilities were soon in general classrooms.
Under Italian Law 104/1992, "disability" is defined as a loss of the ability of the person to perform basic daily activities unaided."
Disability in Kenya "results from the interaction between individuals with a health condition with personal and environmental factors including negative attitudes, inaccessible transport and public buildings, and limited social support. A person's environment has a huge effect on the experience and extent of disability." Having a disability can limit a citizen's access to basic resources, basic human rights, and social, political and economic participation in Kenyan society. There are three forms of limitation of access linked to disability: impairment, disability, and handicap. An impairment is "the loss or abnormality of psychological, physiological or anatomical structure or function." A disability results from an impairment as "the restriction or lack of ability to perform an activity in the manner considered normal for a human being", and the requirement for accommodation. Finally, a handicap "results from a disability, and limits or prevents the fulfilment of a role that is normal for that individual."