Raven Riley Eats Kate

LAW A TOWN WITHOUT BARRIERS

Teaching
discriminate against another school year ends, there is the concern of some parents regarding the school year 2010. The outlook is not encouraging. 95% of private schools and 75% of public schools do not have universal access. This means that many people with disabilities at school age have no chance to attend educational institutions or move within them under conditions of equality, security and autonomy. Lack of ramps, elevators and toilets suitable for wheelchair users, narrow aisles are edilicias some of the barriers that prevent the exercise of the right to learn.
Crossing barriers, without knocking them down
edilicias The existence of barriers implies the inability of people with disabilities to enjoy the right to education. In some cases, schools alter the spatial distribution of the courses, but not the infrastructure, so that would be crossing a barrier without implying its disappearance, or the eradication of a problem that repeats every year.
Such is the case of Dylan Esteche, who is 12 and attends from kindergarten to school No. 14 8 "Joaquín V. Gonzalez located in Caballito. As the school entrance has several steps, Dylan enters through the entrance facing to the home of the porters. This year, the classroom of the course that the child attends is located on the top floor, so her mother spoke with the director to move the cursor to the first floor of the building, getting a flat refusal. Rosalina why Esteche, Dylan's mother, filed a claim in the Office, relocated the course director, but said to be looking for another school for 2010. This attitude of establishments
public, is repeated in private institutions. According to statements by Evangelina Ventimiglia, mother of Ivan, age 7, the religious school of Mar del Plata where he is attending his son since age 3, she refuses to move the classrooms of their courses to the ground floor.
In 2006 Ivan was diagnosed with Duchenne muscular dystrophy, progressive and fatal disease affecting the muscles. While your walking ability is good, can not climb many stairs during the school day. The school does not have elevators or ramps, so that they merely advise the family to change the student from school, without regard this attitude as a discriminatory act and acting against the values \u200b\u200bit proclaims the institution.
In some cases it is the institution that refuses to make changes, but in others it is the state that gives no answers. Flor
Linares Silva, mother of Martin 7 years, says his son suffers from muscular dystrophy. Because the disease is progressive, about six months ago can not climb the steps of the school entrance No. 2 17 "Professor Juan José Millán. Notably, within the building, Martin has no problems getting around, as the director of the establishment organized its activities on the ground floor, with the intention of integrating. However, infrastructure officials refused to build a ramp, arguing that there is viable because the slope of the stairs would not be appropriate for this purpose. Did not thought about the placement of a mechanical means of lifting?
The school, along with the family, plays a key role as primary socialization group, we began to form our value system and begin to form ties with our neighbors, and so we build an adult who will be in the morning. .. But, what happens if the school instead of carrying out this role, excludes certain children to achieve marginalize the system? All of these boys, and attend these schools, known as the breast, and have her friends with whom they share shenanigans why do they have to be forced out of their environment, just for the unjustified neglect those who have the duty to educate?
More discrimination
The ISER educational agency of the National Government is the only public institution in which careers can be studied with the radio, so that the inaccessibility of income and lack of toilets adapted for wheelchair users implies an impediment for many people to study there. Constance
Rosselli wants to study the career of radio operation in this institution to get a job related to their vocation, but when he went to register, authorities claimed that the institution had requested a portable ramp for entry is universal, but government officials argued that there was no budget for edilicias changes, so their intentions were frustrated. Learning to integrate

These cases represent many others in which the common factor is the exclusion. It is paradoxical that educational institutions are those who refuse to remove barriers. As long as there will continue talking about disability because they are the ones that divide the able and disabled people. Disability is not an individual problem but a social issue.
If we think that what is learned as a boy is recorded in individuals it is important that schools teach, with concrete actions to build a society willing to respect the human condition in its magnificent diversity and uniqueness.

From Access Ya, we are committed to follow the demands of these parents, so these days, we are in the task of outlining the actions to go to court to present to ensure accessibility at these educational establishments and end the common factor of exclusion .-

Source: http://www.accesoya.org.ar/

How To Make A Spring Loaded Wrist Blade

Salamanca Traveled by John Cobeñas

Salamanca

John went to the Congress October 22 Return to Salamanca: Facing the Challenge: Rights, Rhetoric and current situation, he exposed his experience in a normal school with personal assistant.

His work was this:

My education in ordinary schools, is characterized by communication between teachers, the principal of each step, my family and me.
However, my start in the special school were marked by the different barriers, which made my teachers and the system.
The early stages of my education are these: special schools, and discussions between my parents and professionals about my educational.
Then my mother studied in England on how to educate takes the helm, and started working in Augmentative Alternative Communication. Then I begin to develop as a person away from the details of conflict between teachers in particular, and my common school teachers.
I am many years with the derivation of special, which did nothing for me, because they ran the Alternative Augmentative Communication and I put obstacles in my relationship with my school. For example, giving details of my condition in my workshops on integration.
At one point I could stop and remain as a special education student common only because I had my braces, from my family and social work. This social work, I paid and I paid personal assistance.
In the common school, have been greatly assisted me and my environment. I liked knowing what the world of children without disabilities and has helped me be in that world with my peculiarities. I love knowing that I've given my disability to the group as part of normal society.
Then I'll tell how to have personal assistance.
The first is that I do not like any, is better not to need it. But best of all is to be where I want to be and is so personal assistance becomes desirable. I need personal assistance all the time I'm out of bed, and this is how I develop my activities and my tastes.
At school, my personal assistant has to mimic the environment, knowing when to talk and always be my voice. Know, especially when silent. I mean I do not have to be an academic support, but a transparent support. We all the time
school together and we become friends and almost peers. She tells the teacher when I speak and read what I say in my community. Does what I say, I take notes, delivering my papers to the teacher, I write down the tasks on my agenda, I read what you have to read, and in the recess, is me if I need it.
I am very well, feel supported by my personal assistant, and say my stuff with confidence, because you say them correctly, respecting each letter that framework. It is very important, for me this confidence. Enables me to be in all places, with my voice and my way of being. My colleagues have adapted to my various personal assistants, which have lasted a long time, and were trained by me and my family. The school had much to do with the fluidity of relationships, and always had a lot of communication between my family and I and my teachers. Several years ago my mom almost did not go to school, and I fix all my issues.
My plan is to go to college next year. I'll have to work hard, doing advocacy, to make me admit, for my style of communication.
I know I will have support of the authorities and teachers in my school, my family and my assistants, and many friends.
I am very happy to have developed in a common school, and half have contributed to the particularities of my difficulties and my way of being. I'm sure the way is open, in this school and others, and that they are taking advantage of other guys.