ACQ Vol 11 no 2 2009

International obligations, human rights and responsibilities The Convention on the Rights of People with Disability 2006, which came into effect in May 2008, is reported to be one of the fastest treaties ever negotiated. Australia is a signatory to this convention. While the convention comprehensively refers to all of the human rights related to persons with disability, there are five articles (out of the first 30) which are specifically relevant for people who have severe communication difficulties. Three articles are described below. Article 2, Definitions Article 2 describes a broad range of modes and methods of communication: “Communication includes languages, display of text, Braille, tactile communication, large print, accessible multimedia as well as written, audio, plain-language, human reader and augmentative and alternative modes, means and formats of communication, including accessible information and communication technology” (UN, 2006, p. 5). Article 9, Accessibility Article 9 addresses communication access as well as “access to the physical environment, transportation, information and other facilities and services open or provided to the public in urban and rural areas.” For example, Article 9 specifies the need for states (governments) to provide public signage in Braille and in other forms that are easy to read and understand. Also, it acknowledges that some people with disabilities require “live assistants and intermediaries, including guides, readers and professional sign language interpreters to ensure access to information, buildings and other facilities open to the public” (UN, 2006, p. 9). Article 9 requires countries to identify and eliminate existing barriers and to take steps to ensure that people with disabilities gain access to their communities. The importance of article 9 is that it defines access broadly and extends accessibility issues well beyond physical access and access to information. It specifies communication access to other services (such as electronic services, emergency services and the Internet), as rights. It recognises, but does not specify, that providing communication access to persons with limited or no speech is needed for them to participate equally in society, and that they too require a full range of accommodations (e.g., technologies, strategies, techniques as well as human supports). Article 21, Freedom of expression, and opinion and access to Information Article 21affirms that people with disabilities should have the “freedom to seek, receive and impart information and ideas on an equal basis with others through all forms of communication of their choice”. It further states this information needs to be presented at the same time as all other information. Article 21 specifies that signatories promote access to information as well as freedom of expression and opinion by: • providing information intended for the general public in accessible formats and technologies, • facilitating the use of Braille, sign language, and other forms of communication (e.g., picture/symbol modes, means and formats), • encouraging media and internet providers to make online information available in accessible formats. Importantly, Article 21 states that alternative methods are legitimate ways to communicate during official interactions.

functional in a variety of contexts, including health literacy, legal literacy, financial literacy, and work literacy. These are discussed, in turn, below. Health literacy Health literacy is the ability to use written health information meaningfully. As we move towards a more self-managed health environment, health literacy becomes critical. There is clear evidence that people with limited functional health literacy have poorer health outcomes. Examples include: • incorrectly reading tablet bottles/medication dosages, • missing specialist appointments, • not knowing about health promotion and educational opportunities, or • not understanding medical terms in documentation. The statistics identify that people who may have functional literacy skills in a range of media and topics often have less functional literacy when health literacy is involved. Legal literacy Legal literacy is the ability to access information in the legal environment. It also includes the need to recognise when or if the situation is one in which a legal right or responsibility is being compromised. Examples of legal literacy needs and opportunities include: • understanding complaints, or rights and responsibilities information from organisations, • completing and signing forms providing consent or releasing information to other people, • reading brochures given by police or courts about how the system works, • reading or writing a statement taken from police, or • locating appointment times in letters from lawyers, government departments or courts. Financial literacy How many people really understand their superannuation documentation, or all their rights in their insurance policy? Financial literacy is also the ability to interpret banking information, sales information, mortgages, loans, bills and invoices and other everyday financial details. A lot of financial information is contained in lengthy, complex and legal prose. Work literacy Every work environment has its individual language. Who has walked into a new work environment and thought there was a new language being spoken? Rather than a new language, it is often the acronyms and short-hand discussion that is going on between familiar team members. Workforce literacy is more than the ability to read, write, add and subtract. It is a continuum of skills that are vital to effective performance in the workplace. Workplace literacy includes the ability to: Literacy demands in the workplace have increased as a result of more computerised processes and self-managing teams. There is also a greater need for critical thinking, problem-solving and compliance. Even those in less-skilled roles need higher levels of literacy. Technological change makes communication and information processing more sophisticated and immediate, with constant innovations in communication networks, online ordering and stock control management. • communicate ideas and opinions, • use information and maths skills, • make decisions and solve problems, and • use information systems, technology and tools.

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ACQ Volume 11, Number 2 2009

ACQ uiring knowledge in speech, language and hearing