1. Simo Vehmas Simo.vehmas@jyu.fi

2.  Economic downfall and its effect on disabled people and their services  UN Convention on the rights of persons with disabilities (CRPD)  WHO World report on disability  Capabilities approach

3.  ‘Recognizing that disability is an evolving concept and that disability results from the interaction between persons with impairments and attitudinal and environmental barriers that hinders their full and effective participation in society on an equal basis with others’  ‘Recognizing further the diversity of persons with disabilities’  ‘Persons with disabilities include those who have long- term physical, mental, intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others.’   commitment to an ontology that acknowledges both the physical and social dimensions of disability

4.  A global picture (e.g., prevalence, environment, poverty, costs)  Health care  Rehabilitation  Assistance and support  Enabling environments  Education  Work and employment

5.  Examination of the boundaries of human thought by means of examples and counter- examples  Logical argumentation & the analysis and clarification of concepts  Question and examine essential concepts and conceptions in DS, their rational credibility, logical tenability and normative soundness

6.  what would institutionally be the best way to arrange social life, and how can and should these arrangements be justified?  the meaning and significance of, for example, liberty, justice and equality

7.  A theoretical framework that aims to set a standard for social justice  Equality and justice should be evaluated in terms of capabilities  the actual freedom to pursue and excercise things and activities that are significant regarding human well-being  Society has a duty to ensure a minimum level of each central capability necessary for human dignity and well- being  minimum level must be defined, to an extent, universally and objectively because people may have accustommed themselves to discrimination  adjusted their preferences to what they can achieve in a given situation

8.  Aristotelian view of humanity: we are biological and social animals, not just rational but corporeal beings as well  Corporeality  dependency  dependency as much a human character as independence  Thus, we are all, at some points of our lives, dependent on other people’s care  it benefits us all to provide everyone with the central capabilities  The aim of social arrangements is to enable a good human life Capabilities and their realisation relate to an individual’s features  acknowledgement of human diversity

9. 1. Life 2. Bodily health 3. Bodily integrity 4. Senses, imagination, and thought 5. Emotions 6. Practical reason 7. Affiliation 8. Other species 9. Play 10. Control over one’s environment

10.  The Equality and Human Rights Commission (UK) has developed a way of measuring equality in terms of CA  1. Life  2. Health  3. Physical security  4. Legal security  5. Education and learning  6. Standard of living  7. Productive and valued activities  8. Individual, family and social life  9. Identity, expression and self-respect  10. Participation, influence and voice

11.  Normative ethics: general study of goodness and right action  What kinds of beings should we be like?  How are we to live?  Basis for normative rules and jurisdiction  Producing mental tools to guide moral reasoning  Understanding the nature of right and wrong actions, good and bad persons  Moral psychology; moral responsibility

12.  What kinds of beings humans ought to be (mentally and physically)  How society ought to be constructed  An undesirable state of functioning or being of an individual  Lacking abilities or possibilities that could contribute to one’s well-being or social adequacy  Individual models: individual’s insufficient abilities  tragedy  Social models: undesirable state arising from unjust social arrangements

13.  Things that enhance human well-being  “the more limited an individual’s capacities are, the more restricted his or her range of well- being will be … the profoundly cognitively impaired are incapable, for example, of deep personal and social relations, creativity and achievement, the attainment of higher forms of knowledge, aesthetic pleasures, and so on” (MacMahan 1996: 7-8)  The use of empirical data directs normative conclusions

14.  The significance of contextual factors  The significance of impairments  Well-being essentially a subjective concept; it unavoidably concerns what is good or bad for the subject in question

15.  Things that are intrinsically valuable – in a way that needs no further explanation or justification   Happiness?  Subjective vs. objective criteria

16.  Opportunities?  Harmed conditions that someone has a strong rational preference not to be in  “The intellectually disabled do miss out on some dimensions of experience which are closed to them in the way that music is closed to the deaf. And this is a disability.” (Harris 2001: 384)  The more opportunities, the better?  “sources of shared experience and social interaction … our social life and culture are built around some of those functions” (Wasserman 1996: 133)  A disadvantage but disadvantageous on balance?

17.  Our research agenda should be based on  Timely social, political and private issues  Plurality of methods and theories  Political and ethical engagement  Not just to understand things better, but also, to make things better

18.  including, for example, being able to:  avoid premature mortality through disease, neglect, injury or suicide; and  be protected from being killed or murdered.

19.  including, for example, being able to:  attain the highest possible standard of physical and mental health, including sexual and reproductive health  Prioritising in health care?  Disability and parenthood?  access to timely and impartial information about health and healthcare options  be free from the stigmatisation associated with some health conditions  maintain a healthy lifestyle including exercise, sleep and nutrition

20.  including, for example, being able to:  be free from violence including sexual and domestic violence and violence based on who you are  be free from cruel, inhuman or degrading treatment or punishment  be protected from physical or sexual abuse  go out and use public spaces safely and securely without fear

21.  including, for example, being able to:  know you will be treated with equality and non-discrimination before the law  have the right to a fair trial  have access to affordable and high-quality information and advocacy as necessary  own property and financial products including insurance, social security, and pensions in your own right

22.  including, for example, being able to:  attain the highest possible standard of knowledge, understanding and reasoning  be fulfilled and stimulated intellectually  develop the skills for participation in productive and valued activities, including parenting  learn about a range of cultures and beliefs and acquire the skills to participate in a diverse society  access education, training and lifelong learning that meets individual needs  access information and technology necessary to participate in society

23.  including, for example, being able to:  enjoy an adequate and secure standard of living (e.g. nutrition, clothing, housing, social security, social services and utilities), and being cared for and supported when necessary  get around inside and outside the home, and to access transport and public places  live with independence, dignity and self-respect  have choice and control over where and how you live  have control over personal spending  share in the benefits of scientific progress including medical advances and information and technology

24.  including, for example, being able to:  have a decent paid job, with support where necessary  care for others, including children and parents  do something useful and have the value of your work recognised even if unpaid  have rest and leisure  not be forced to work in a particular occupation or without pay  not be prevented from working in a particular occupation without good reason

25.  including, for example, being able to:  develop as a person, including self-identity  formulate and pursue goals and objectives for yourself  develop and maintain self-respect, self-esteem and self-confidence  have a private life and some personal space, including protection of personal data  know that someone will look out for you  form intimate relationships, friendships and a family, and be confident that your primary relationships will be treated with dignity and respect  enjoy special support during pregnancy, maternity, paternity and adoption

26.  including, for example, being able to:  have freedom of conscience, belief and religion  have freedom of cultural identity and expression of gender  communicate, including using information and communication technologies, and use your own language  engage in cultural practices, in community with other members of your chosen group or groups  have self-respect  live without fear of humiliation, harassment, or abuse based on who you are

27.  including, for example, being able to:  participate in decision-making and make decisions affecting your own life independently  participate in democratic free and fair elections  participate in the local community  form and join civil organisations and solidarity groups, including trade unions