Annex 2. Training guidelines: Nineteen tips for the trainer on Article 19 of the Convention

First, general guidelines:

Read the training topic guide thoroughly to ensure that you are familiar with its contents and able to answer any questions that may arise.
Consult additional resources as needed to further verify or clarify information, especially if you do not specialize in independent living.
Ensure that training materials are available in accessible formats for participants with disabilities as needed and according to your pre-assessment. You may need materials such as group work questions and case studies in Braille or large print, and you may need to provide a sign language interpreter if there is a deaf person in the audience.
Address each participant by name and avoid pointing at them or simply saying "go ahead", as this can be problematic for blind and possibly visually impaired people.
When using a sign language interpreter, always address the deaf participant directly and look at him or her while speaking. Do not address him or her through the interpreter, for example, by saying: "Ask him..." or Did he understand that?".
Familiarise yourself with the list of terms to be used in the context of disability to avoid any mislabelling of people with disabilities or of the disabilities themselves.
Describe any content that is displayed using visual aids such as PowerPoint or writing on a smart screen or flipchart. This is essential for blind and visually impaired participants.

Second, guidelines for presenting this document and preparing related training:

Use a brief PowerPoint presentation to introduce the purpose, methodology, target audience, and key chapters of the guide without delving into the contents, as you will have the opportunity to do so during training, case studies, and group work.
Note that there may be participants who have not had an opportunity to learn about independent living and alternatives to institutionalization. These participants may respond with strong opposition to the issue of deinstitutionalization and ask several questions about solutions, safeguards, and the fate of those working in residential institutions as well as those enrolled in them and their families. Respond calmly and show respect and understanding of all the questions and concerns raised, and kindly ask everyone to wait until they have worked through all parts of the guide and discussed them together, as this will answer most of the questions raised.
Introduce each chapter with a short, interactive PowerPoint presentation that highlights the most important content. Avoid overly wordy presentations, keep the slides concise and explain them in detail.
After completing each chapter, allow time for questions and discussion while respecting time constraints, then ask everyone to split into groups, making sure that the groups change each time and do not remain the same throughout the training.
Ensure that the group work and/or case study questions are available in accessible formats for group participants as needed (Braille, large print, Easy Read for people with intellectual disabilities, the presence of a sign language interpreter...).
After the groups have been formed and before each group meets separately, explain the required exercise thoroughly and make sure it is understood by everyone and remind them of the time available.
Walk around the groups to listen to their discussions to make sure they are on track in terms of the discussion topic and the notes to be taken. Make blind group members aware of your presence, and quietly ask if anyone needs clarification or has any questions before you leave.

Third, important guidance on the exercises in the guide:

The exercises in Chapters 1 to 5 are subject to the same guidelines, as they involve case studies and group work. As such, guide the discussion in a flowing and indirect manner by asking questions that lead to the correct conclusions for each case study or group work question, based on the provisions and principles of the Convention.

For example, in the case study on Wafa in Chapter 1, pay attention to the ability of participants to define and assign the category of psychosocial disability. Determine the extent to which the concept of independent living – and how forced placement of any kind and for any reason is incompatible with it – is understood. If, for example, in this case study, a group concludes that forced placement in mental health hospitals in the event of a relapse "is acceptable", ask about alternatives that could be considered and other solutions that might be possible, such as community-based mental health services provided in day centres, or mental health departments within public hospitals that individuals can be admitted to with their consent for very short periods, leaving as soon as their condition begins to stabilize and then being referred to community-based, non-residential services. The example of Italy presented in this guide can also be referred to in this context. Similarly, the extent to which the concept of legal capacity – and the associated right to make one's own choices and decisions, reflected in the element of free and informed consent in the case study on Wafa – is understood and accepted should also be determined. It is likely that some participants will ask or wonder how such consent can be obtained from a person with a psychosocial disability who is in a state of relapse. The answer is that it is possible to obtain the free and informed consent of an individual – rather than having others make decisions for him or her – through the decision-making support mechanism and by explaining the proposed measures in a way and by means that ensure that the individual understands the information and that his or her wishes can be inferred through his or her reactions and through what he or she had stated previously while stable.

As with the case study of Said in Chapter 2, consistently reiterate that inclusive education should be the default and that restrictive and isolating environments, regardless of the quality of their services, are completely incompatible with the principles of the Convention and human rights. You should therefore encourage participants to think of creative solutions such as promoting inclusive education within the local community environment, setting up a school and providing transportation for it. It is essential that you are armed with knowledge about the importance of inclusive education and its social and economic impact. You must also be aware of concerns and myths circulating around inclusive education and respond to these in a scientific and realistic way.

Always draw links between the conclusions from the case studies and group work set out in this guide and the achievement and promotion of independent living for persons with disabilities.

In the exercise for decision makers in Chapter 6, give participants a reasonable amount of space to discuss among themselves. Be prepared to deal with challenges that participants may come up with, such as: "What applies in the West and elsewhere does not apply to us... Our societies are still not ready to be accepting of others... The difficult economic conditions faced by our countries make our priorities different... There are no financial resources to implement such a large-scale initiative that would put an end to institutionalization and widely enable independent living... Does living independently mean allowing persons with disabilities, male and female, to reside wherever and with whomever they want without any restrictions or limitations?"

These questions, which may be legitimate or may sometimes be raised as a kind of challenge to the concept and idea being put forward, are to be expected and must be dealt with very intelligently and calmly. First, stress that "we agree on a fundamental reference point, that is, the Convention, which countries have voluntarily ratified and thus declared their commitment to everything contained therein, except where they have made reservations to specific clauses." Then, cite successful models for promoting independent living from countries in the region in areas other than disability, for example, in foster care and kafalah programmes for those without family ties and orphans. Then move on to cite successful, or at least promising, models and examples in achieving independent living and abandoning institutionalization in countries with similar economic and social contexts to our own, as described in the guide. If other examples come to mind, you can mention them as well. Avoid letting the discussion veer onto the topic of residing with extramarital partners or any such sensitive dialogue, and focus the discussion on the right to independent living in general, recalling that there are laws governing the issue of relations between individuals and that this particular issue is not central to independent living at this time.

End the discussion by encouraging and motivating everyone, reminding them that achieving independent living and putting an end to institutionalization is feasible and has been accomplished by other countries, leading to social, economic and human rights gains and achievements.

For the exercise in Chapter 7, the final chapter, prepare the logistics in advance for the groups that will develop various advocacy plans targeting diverse audiences. Make sure to provide all necessary stationery, flipcharts or smart screens, colour cards if needed, and the required task in accessible formats as needed (Braille, large print, Easy Read for people with intellectual disabilities, sign language interpreting...).
Continually check in with the groups in a calm and gentle manner to ensure that the work is progressing within the specified time limits and answer any queries about the elements of the plan, project proposal or report as described in the Chapter 7 exercise.
During the presentation, inform the group spokesperson of the need to manage time well (15 minutes to present and answer any possible questions from the participants). Inform the spokesperson of the need for audio description of images, text or anything visual within their presentations if there are blind persons among the group of trainees.

End the presentations by thanking the groups and encouraging the participants to make their plan, project proposal and parallel report the basis for national or regional collective action that will serve as a practical application of training on this guide.