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
Kommissar Šefčovič Maroš diskriminiert EU-Beamte mit lernbehinderten Kindern, indem er sagt: 'Die Europaeischen Schulen sind eine "normale" Schule und keine "Sonderschule" ' und
verstoesst gleichzeitig mit einer solchen Aussage gegen Artikel 24 UN BRK, der die Inklusion aller Kinder unabhaengig von Art und Grad der Behinderung garantiert!*
"Normale" Schulen sind die Europaeischen Schulen schon deshalb nicht, weil sie die Barrierefreiheit fuer ALLE EU Beamten erfuellen muessen, um nicht an ihrem Arbeitsplatz (so wie bei mir geschehen) diskriminiert zu werden!
Kommissar Šefčovič bricht internationales Menschen- und Behindertenrecht er sollte deshalb zuruecktreten !
My autistic son is for the second time without school as the responsible services refuse to provide accessibility for him (Personal assistance with ABA knowledge = applied behaviour analysis) and commissioner Šefčovič speaks in this sense that its ok to exclude such children: FACT is that these children are not adapted in the right way in whole of EUROPE due to lack on ABA knowledge (even in "special schools!"). The European Commission should be interested in ALL its citizens and not only in these without accessibility needs! :-(
...many parents of autistic children face similar problems like us in the whole of Europe even the fact that the UN Convention on the rights of persons with disabilities tries to protect them in article 24, even the European Commission breaks these clear obligations ! :-(((
* Aussage des Kommissars: "The report also mentions the importance of the support given to pupils with special educational needs, the so-called SEN pupils. Indeed, everything should be done to help SEN children to follow the curriculum as far as they can be integrated in the European Schools, while bearing in mind that the European Schools are ordinary schools and not specialised schools.":
dass von Kindern verlangt wird, dass sie dem "Curriculum" folgen, ist nicht UN BRK konform; auf diese Weise kann keine Inklusion behinderter Menschen in die Gesellschaft erfolgen! Der Kommissar missachtet Internationales Recht! (UN BRK)
Die UN BRK stellt im Atikel 24 UN BRK sicher, dass keine Kinder mit Behinderungen mehr exkludiert werden, die o.g. Aussage widerspricht einem solchen Prinzip, weil sie lediglich auf die schulorganisationsbedingten Voraussetzungen bei der Europaeischen Schule eingeht, ohne auf die behinderungsbedingten Vorraussetzungen des Schuelerns einzugehen.
Die Europaeische Kommission hat das Prinzip der Inklusion falsch verstanden, was sich auch in anderen Bereichen (zB der Inklusion Europas) fatal auswirken kann!
it should be mentioned again that Inclusion (= NO Exclusion) is a right analogue to article 24 UN CRPD; Is the Cavada report linking anyhow to this right of disabled children?
It is in fact a violation of article 24 UN CRPD if the school is not recognizing and implementing inclusion in their facilities!
In practice Inclusion at the European School gets impossible based on the fact that only a "European baccalaureate" is "offered"; makes it impossible to children with learning disabilities to follow the school agenda.
Ergo: The European School is violating clearly Article 24 UN CRPD and discriminates for this reason officials and MEPs with learning disabled children, because of direct effect in regard of their working accessibility!
When will the commission combat this kind of discrimination? Up to now we havent eceived any answer from the commission on this issue!
cc/ Petition Committee 1402/2009
Cavada Report: quotes and statements on SEN that found somehow their way into the report:
M. whereas it is difficult to bring together within the same educational system - geared solely towards the European baccalaureate examination - students from different cultural and linguistic backgrounds, who may have very different talents and capacities, and whereas it is thus necessary to provide appropriate support for students with special educational needs (SEN),
O. whereas, in its resolution of 8 September 2005, one of the things that Parliament called for was a pilot project for an SEN resource centre; whereas the sum of EUR 200 000 was earmarked for that purpose in the 2008 EU budget and whereas the money was eventually used to fund a study of policy and practice with regard to SEN provision in the European Schools,
26. Calls on the European Union to define its budget contribution so that these principles are respected, and so that there is adequate provision for students with special educational needs (SEN) or other learning difficulties which require specific support, and to provide a detailed breakdown of the funds allocated for students with SEN in order to ensure optimal use of those funds; invites the Commission, before deciding on any budgetary changes, in cooperation with the Schools and parent/teacher associations, to draw up an impact assessment of the various options for rationalisation of the system, including examining the educational aspects;
45. Reaffirms that provision for students with special educational needs remains a priority and that the European Schools must do everything possible to improve their capacity for educating students with disabilities; asks the Board of Governors, in this regard, to ensure that coefficients are applied to this category of student when calculating class sizes and to ensure full integration of such students;
46. Calls on the Board of Governors of the European Schools to implement the recommendations on students with special educational needs made following the 2009 study by a team of Swedish experts, and to draw up an SEN action plan;
47. Stresses the need to work out a properly functioning system to help students with disabilities during their integration process in the European Schools (e.g. assistance by special teachers) in order to ensure their parents' mobility;