Persons with disabilities are NOT excluded from ....

"the general education system on the basis of disability, and that children with disabilities are not excluded from free and compulsory primary education, or from secondary education, on the basis of disability"
Article 24 CONVENTION ON THE RIGHTS OF PERSONS WITH DISABILITIES

Der Ipod ist fuer viele Autisten eine wichtige Adaption: geeignete Applikationen lassen sie lernen, kommunizieren und spielen!

Lucas mit seinem Ipod;

Fuer Menschen ohne Behinderung durchaus schwer nachzuvollziehen, aber voll zutreffend: erst die Gesellschaft macht Behinderte wirklich behindert; der Mangel an Adaptionen !

hier Adam Kosas Bericht:


Adam Kosa: "Europe should stand united on promoting the disability agenda"

Press Release by MEP Ádám Kósa

Today, MEP Ádám Kósa presented his report on disability in the Committee of Employment and Social Affairs in the European Parliament. The document, a fruit of broad consultations between all stakeholders including political groups and a wide range of NGOs, aims to introduce a revolutionary approach on disability, promotes barrier-free accessibility, special communication techniques for the deaf and hard of hearing people and proposes new pattern of inclusive education system.
 

In his speech MEP Kósa noted that working on the report and thus acting in the interest of 80 million disabled Europeans was a great honor and responsibility. MEP Kósa underlined that the document could not have came into being without the support of colleagues from all major political groups and their sincere and responsible contribution. The Hungarian MEP has deeply involved several European NGOs to the consultation process as he strongly believes in the fundamental principle for the motto of the disability movement "nothing about us without us".

In the debate Kósa pointed out that he would like to challenge the recent approaches to disability on a broader basis and within a wider framework at EU level. This would include progressive proposals on the future role of people with disabilities in sustaining an ageing society. The report emphasizes the importance of promoting barrier-free accessibility, including navigation systems tailored to personal needs, for example. The document also deals with the communication needs of the deaf and hard of hearing people. It also urges for an inclusive education system stressing the significance of involving families following UN recommendations (especially in the light of the UN Convention on the rights of persons with disabilities adopted in 2006).

In his report Kósa also urges that all member states should ratify not only the convention but the so called "optional protocol" too in order to gear up a real and effective monitoring mechanism and better coordination between states on disability issues. This has happened in the Hungarian Parliament which was one of the first in 2007 to adopt the UN convention unanimously, with all Hungarian parliamentary parties voting united for the convention and the optional protocol too. "It would be a real victory over the past in the long run since disability-related diseases and diminishing obstacles to the services and infrastructure will affect the life of today's younger generation in the not too distant future because of ageing" - highlighted MEP Kósa.

Background:

Ádám Kósa, the first deaf MEP introduced his report on mobility and inclusion of people with disabilities and the new EU Disability Strategy 2010-2020 in April 2010. The document has been preceded by consultations with NGOs in cooperation with the European Disability Forum on EU level, as well as with organizations representing disabled people in Hungary on national level.

The plenary vote is expected to be held this autumn, before which another public hearing will be organized providing an additional opportunity for NGOs to address their comments.

For further information:
Ádám KÓSA MEP, Tel: +32-2-2847208
Miklós Panyi, EPP Group Press, Communications and Publications Service, Tel: +32-473-866137

Notes to Editors:
The EPP Group is by far the largest political group in the European Parliament with 265 Members.



Es ist ein entscheidender Unterschied, wer ueber den Adaptionsbedarf des Kindes entscheidet; wie bisher die Schulen oder aber die Eltern (UNBRK) !

Es ist ein entscheidender Unterschied, wer ueber den Adaptionsbedarf des Kindes entscheidet; wie bisher die Schulen oder aber die Eltern (UNBRK) !

Fwd: Débat sur les écoles européennes mercredi 25 mai 10.00-12.00 ASP A3-E3

Dear Phil,

thank you so much for your attendance to this important meeting and all your efforts in regard of the inclusion of children with disabilities at the European Schools.

Your email below demonstrates clearly, that the responsible persons at the Commission (HR) are not really aware about the importance of inclusion at the European Schools, and the discrimination of officials of the European Union with disabled children caused by a lack in inclusion. Based on the information I received by the European Commission in the last 2 years there were 10 cases of exclusions at the school (10 cases to much!). The Commission is also not considering all the potential cases who avoid to work for the European Institutions, knowing about the accessibility lacks at the European Schools, we speak here about potentially 1.750 cases if we take into account that the school has 35.000 pupil and the average disability quota of children in the society 7%.

in regard of the needed adaptations I agree with you that the definition should be hold in general, even if we made very good experience with ABA. But what we need to ensure is, that all children will be included independently from kind and grade of their disability and that ALL necessary adaptations will be provided as requested by the parents analogue to article 24 UN CRPD, to ensure that the school "speaks the same language" with the autistic child like at home!

Best regards
Wasilios KATSIOULIS
_________________________________________________


Meeting Report "European School" by Phil Scott, President Disability Support Group


Meeting Report by Phil Scott, President Disability Support Group:

Dear colleagues,
I took part in the round table this morning and found it both interesting and frustrating. Interesting becaue of the variety of participants and points of view expressed, frustrating because of what seems to me to be the relative complacency not only of the ES authorities (led by the Secretary-General) but also of the Commission.

I summarise only the SEN elements of the discussion, which otherwise focused on upholding the European baccaslaureate, the need to avoid elitism, finance, including the Member States contribution and the governance of the Schools (both the Schools and the Commission said that governance was not a problem...). If I had not been there for the Disability Support Group I very much doubt whether SEN would have been mentioned at all, so it certainly wasn't a waste of time being there.

I based my remarks on our contribution to the draft report by Mr Cavada, emphasising the very slow progress since 2005 (last EP resolution), our alarm at the impact of budget cutbacks on SEN, and the obligations the ES were under now that the EU has ratified the UN Convention, with special reference to Article 24 on inclusive education. People talked of the ES as being a model: in SEN at any rate, this was not the case as the percentage of SEN pupils accepted in the ES, at 2.7%, was less that half the average for all EU Member States (5.8%).

Mr Moricca (Commission) replied that SEN was taken very seriously and quoted the SEN budget increase from 2010 to 2011. I asked him for the figures for 2012: he said he would send them later. Ms Christmann said the number of exclusions was extremely low and each case carefully considered and fully justified. I said that in 2010 there had been 84 SEN agreements which had been terminated: this was not a negligeable figure. Another problems was the fall in the number of SEN hours being provided per pupil. In answer Mr Schlabe (Director Brussels IV and future director of Laeken) said that in many cases SEN agreements were terminated at parents' requests because they thought they had found better alternatives and that then they often came back to the ES because the alternative turned out not to be so good after all!!!

Ana Gorey said that Interparents was receiving many complaints about the reduction or elimination of SEN hours: from one moment to the next a SEN pupil would suddenly stop being a SEN pupil.
The draft report by Mr Cavada is being discussed in the CULT committee this afternoon: the vote in committee will be on 14 July and the report should be voted in plenary during the September II part-session. I have resubmitted our proposals for inclusion in the report.
Wasili, I did not believe it appropriate to mention details as specific as autism and more particularly ABA. In the first place this was a general discussion about the ES and it was by no means straightforward to get SEN discussed at all! Secondly, I do not think it is the DSG's role to advocate particular methods or therapies for dealing with disabilities. While the use of ABA in the school environment might be appropriate and beneficial in some or many cases (including Lucas' of course) it is not necessarily a univeral solution. .... See for example the discussion of ABA on the UK National Autistic Society website, where it is presented as a home programme rather than a school one (http://www.autism.org.uk/Living-with-autism/Approaches-therapies-and-interventions/Behavioural-interventions/Applied-behavioural-analysis.aspx). In other words, as any specialist in autism will tell you, what works for one person with autism may not work for another.
Best wishes,
Philip


Deutsche Bank bietet erstmals adaptiertes Bewerbungstraining fuer Menschen mit Behinderungen an! Eine tolle Idee, die den Anforderungen der UN BRK entspricht!

http://www.db.com/careers/content/de/studenten_absolventen_news_5085.html

Die Europaeische Schule sollte bei der Inklusion die Vorreiterrolle uebernehmen und nicht mit einer Behindertenquote von 2,42% das Europaeische Schlusslicht bleiben!

Die Europaeische Schule sollte bei der Inklusion die Vorreiterrolle uebernehmen und nicht mit einer Behindertenquote von 2,42% das Europaeische Schlusslicht bleiben!

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