RoboDebt; Not My debt; CentreLink Enquiry

HI all,

Earlier this year the Federal Government commissioned the Senate to complete an enquiry into the Design, scope, cost-benefit analysis, contracts awarded and implementation associated with the Better Management of the Social Welfare System initiative . The less confusing version is: "CentreLink and the experiences of people during the so-called 'robo-debt' collection.” 

My submission is at http://www.aph.gov.au/…/Com…/SocialWelfareSystem/Submissions No. 116.

It was great to read so many organisations highlighted the needs of the many vulnerable people in the community who have lots of difficulty in accessing numerical and financial information, or even knowing what are their Rights. 

I was invited to present to the Senate enquiry in person (teleconference). On Thursday 27 April, 2017, I presented to the Australian Senate Standing Committee on Community Affairs regarding my submission, access and information at CentreLink, both low adult literacy and also low computer literacy in our community.

The Hansard recording of my hearing presentation is here. Look under Launceston 27 April, 2017.

The Advocate" http://www.theadvocate.com.au/…/…/centrelink-english-learnt/ and "The Examiner" http://www.examiner.com.au/…/462…/centrelink-english-learnt/ also reported on my presentation, as well as other presentations from the Launceston hearing, including mentioning my evidence.

I included some information on numerical literacy in my submission. In my presentation I focused more specifically on the breadth and extent of low literacy skills in our community, and also the lack of computer literacy (and access to the hardware/internet) in the community, required to access CentreLink.

I could have also discussed the huge percent of adults with low Numerical Literacy in our community, but there is only so much you can emphasize in a 35 minute conversation. The import of my message was heard.

Another submission used the term "CentreLink English" to describe how difficult it is to read and understand information from CentreLink. I was asked about whether I had heard this term before! No, but just imagine you walk into a new job. Everyone uses acronyms, phrases and words that are familiar to them, but completely unfamiliar to you, the outsider. Yes, that is what CentreLink English is like.

The report from this enquiry is due out in early June 2017.
Next: is to hear what will happen for change. 
What will the recommendations be? I will keep you posted.

  

I am here to help you develop and build awareness of the need for government documents to be accessible for people with non functional literacy. I am advertising a 2 day training “Learn to write Easy English” for June 19 & 20 in Melbourne. Flyer and booking links or contact me using any of the methods below.

Cathy Basterfield

Access Easy English

www.accesseasyenglish.com.au

cathy@accesseasyenglish.com.au

0466 579 855 

Facebook:    /accesseasyenglish

Twitter: @accesseasyengl@accessseasyengli

Access to Justice Report and Recommendations

HI all,

Late last year the Victorian Government Access to Justice Report and Recommendations were published. My submission is here

It was great to read so many organisations highlighted the needs of the many vulnerable people in the community who have lots of difficulty in accessing legal information, or even knowing what are their Rights. This was replicated in the report and recommendations.

There are 3 separate recommendations where Easy English was included:-

(1) Recommendation 2.1  (p.144)

Make Victoria Legal Aid the primary information entry point

In part recommends:

“....ensure that legal information materials meet best practice and accessibility standards,

including the provision of materials in plain-language, Easy English, and languages

other than English;...”

(2) Recommendation 2.4  (p.147)

“Making information about courts and tribunals more accessible

In part recommends:

“..Victorian courts and tribunals are encouraged to consider ways to make their websites and

legal information materials more accessible. .... include the provision of information in languages other than English, in plain-language, and in Easy English format.....”

and

(3) Recommendation 8.2 (p 4.99)

“ Improving access to interpreters

In part recommends:

“ ...Legal information should be published in plain-language, languages other than English and Easy English....”

  

It was also clear there were no submissions about interactive communication in the submissions to this review. It was not discussed in the body of the report. There were no specific recommendations about this important part of communication for people who have contact with the Justice Sector. Speech Pathologists and researchers are working in this space. A couple of areas of note are:

- Language and social communication skills of youths in the Justice Sector

- Undiagnosed language/literacy and other disabilities in the Youth Justice Sector;

- school adherence;

- knowledge of Rights, Responsibilities and the law;

- experiences of people with Complex Communication Needs when they have interaction with any aspect of the Justice Sector, from police to court staff, solicitors and judges.

I have since followed up with the Victorian Government, and hope to have some good news about next steps to get some of these Easy English recommendations further advanced. I also have raised the issue of the lack of information about the language and communication skills of people who have contact with the Justice Sector.

It was great to be able to further the conversation about Legal information at the Legal Literacy conference, Clarity in New Zealand last year. I presented a paper on Access to Written Information: A social equity, social justice issue. It generated lots of conversation about the various definitions of Legal Literacy, and what happens for the 44% of the adult population with non functional literacy.

I am here to help you develop those legalese documents, and make them accessible for people with non functional literacy.

Cathy Basterfield

Access Easy English

www.accesseasyenglish.com.au

cathy@accesseasyenglish.com.au

0466 579 855 

Facebook:    /accesseasyenglish

Twitter: @accesseasyengl@accessseasyengli

2016 census and impact for people with low literacy

Recently it was announced the 2016 Australian census will be going ahead.

But it will be online.

In the attached information, it is acknowledged that there will be some people who will not want to do it on line, but they expect over 2/3 of all households to use the online version.

It is difficult to see how these numbers/data add up, when the ABS(1) has data that tells us that 44% of the adult population has non functional literacy. Of more concern is that the same research in 2013 also identified 63% of the adult population has non functional technology based problem solving literacy (that means using the computer to access information and interpret meaning). Of that number over 12% were unable to participate in this part of the research, as they were unable to access the basic requirements if using a computer, and only

A number of yrs ago research identified significant proportions of people can access computers, but mostly it is social media. (2) This data was focused on young people 'so called first generation computer users.' ACMA (3) research from 2010 identified people over 55 are over-represented in the non-functional users of computers and technology group. Remember too, this data was collected from people who do identify as literate.

Are the silent non-functionally literate in our community going to be able to be properly included in the census data collection.  These are the people who demographers and planners do need to know about.

So who are these people?

Can you identify them in your community also. Here are some examples.

1. Retired man, highly literate, who left the workforce over 20 yrs ago. Has access to a computer but only uses the internet for emails

2. Married woman with mild intellectual disability. Uses a mobile phone to contact her husband (using voice) they do not own a computer

3. Elderly country lady. Does not own a computer

4. Woman with mild intellectual disability. Lives on her own. Does not own a computer. Uses a mobile phone for conversation (but not text)

5. Woman who owns a computer can use it for a variety of word and document based tasks. Does not have access to the internet.

6. Clients in a CRU. There is a computer in the staff room, but no one who lives in the CRU accesses the computer or internet.

7. People who live in a CRS. Do not have access to a computer or the internet. May be able to access at their local library, but will they be able to read the information, without support?

8. People who have English as a second language.

Anyone who does not regularly access a computer has additional vulnerabilities around completing forms, and security and "what if I put in the wrong thing , by accident"

May be 2/3 of households do have the skills to do something online.... but do they have the confidence to do this task online?

Let the census data collection agency know your concerns for people you know, or people you support. Only then will change happen. Ask them to make sure an Easy English version of the census is available. We need everyone to be included and participate. It is a Right.

Cathy Basterfield

Access Easy English

0466 579 855

cathy@accesseasyenglish.com.au

www.accesseasyenglish.com.au

References

(1) ABS (2013) Programme for the International Assessment of Adult Competencies (PIAAC)

ACMA (2006)   Australia in the Digital Economy Participation

Norman and Skinner (2006)   eHealth Literacy: Essential Skills for Consumer Health in a Networked World

Inclusion and Equality of opportunity

Last week, the public became aware of an atrocious situation in a Canberra, ACT school whereby a child with autism was being managed by the school in an inhumane and illegal manner.Read news article here

Unfortunately this is not a rare case, but one that has hit the media, and headlines. Often issues around appropriate support for schools, and teachers are one of many causes as to why poor management decisions are made. Appropriate specialist resources must be made available to teacher, families and teachers to help them implement appropriate educational programs for all students. Read the comment from Graham Innes, the ex Federal Disability Discrimination Commissioner who is calling for a Royal Commission into the state of mismanagement, current support, and resources for children with extra needs in the education system.

Compare this to ...what are the possibilities.

2 young sisters, equally have a love of dancing, and equally share the stage, to a choreographed piece showcasing their skills and abilities.

Cathy

Cathy Basterfield

Speech Pathologist

Access Easy English

cathy@accesseasyenglish.com.au

www.accesseasyenglish.com.au