{"id":7007,"date":"2021-12-06T16:10:48","date_gmt":"2021-12-06T14:10:48","guid":{"rendered":"https:\/\/facias.ro\/?p=7007"},"modified":"2022-08-04T10:53:05","modified_gmt":"2022-08-04T07:53:05","slug":"discriminarea-persoanelor-cu-dizabilitati-in-cadrul-scolii","status":"publish","type":"post","link":"https:\/\/facias.ro\/eng\/discriminarea-persoanelor-cu-dizabilitati-in-cadrul-scolii\/","title":{"rendered":"Discriminarea persoanelor cu dizabilit\u0103\u021bi \u00een cadrul \u0219colii"},"content":{"rendered":"<p>Discriminarea este definit\u0103 ca tratarea diferit\u0103 a unor persoane aflate \u00een situa\u021bii identice sau comparabile (sau, dimpotriv\u0103, tratarea identic\u0103 a unor persoane aflate \u00een situa\u021bii diferite). Totodat\u0103, este definit\u0103 ca reprezent\u00e2nd orice deosebire, excludere, restric\u021bii sau preferin\u021b\u0103 pe baza criteriilor prev\u0103zute de legisla\u021bia \u00een vigoare, acestea fiind: rasa, na\u021bionalitatea, etnia, limba, religia, categoria social\u0103, convingerile, sexul, orientarea sexual\u0103, v\u00e2rsta, handicapul, boala cronic\u0103 \u00a0necontagioas\u0103, infectarea HIV, apartenen\u021ba la o categorie defavorizat\u0103, alt criteriu care are ca scop sau efect restr\u00e2ngerea, \u00eenl\u0103turarea recunoa\u0219terii, folosin\u021bei sau exercit\u0103rii, \u00een condi\u021bii de egalitate, a drepturilor recunoscute de lege, \u00een domeniul politic, economic, social \u0219i cultural sau \u00een orice alte domenii ale vie\u021bii publice (Universitatea de Vest din Timi\u0219oara, Universitatea Dun\u0103rea de Jos din Gala\u021bi, Funda\u021bia Solidaritate \u0219i Speran\u021b\u0103, 2013).<\/p>\n<p>Conform MMANPIS, \u201ePersoana cu dizabilitate este acea persoan\u0103 care are deficien\u0163e fizice, mentale, intelectuale sau senzoriale de durat\u0103, deficien\u0163e care, \u00een interac\u0163iune cu diverse bariere, pot \u00eengr\u0103di participarea deplin\u0103 \u015fi efectiv\u0103 a persoanei \u00een societate, \u00een condi\u0163ii de egalitate cu ceilal\u0163i\u201d (MMANPIS, 2018).<\/p>\n<p>Atunci c\u00e2nd vorbim de educa\u021bia copiilor \u0219i tinerilor cu dizabilit\u0103\u021bi, pot fi luate \u00een considerare mai multe situa\u021bii care subliniaz\u0103 faptul c\u0103 aceast\u0103 categorie se dovede\u0219te una extrem de divers\u0103, fiind constituit\u0103 din:<\/p>\n<ul>\n<li>copii care sunt \u00eenscri\u0219i la \u0219coal\u0103, dar care au parte de excludere din cadrul procesului de \u00eenv\u0103\u021bare din mai multe motive: absen\u021ba adapt\u0103rii curriculumului la nevoile lor, lipsa de preg\u0103tire, a capacit\u0103\u021bii sau a timpului cadrelor didactice pentru a realiza adapt\u0103rile necesare sau lipsa de acces la dispozitive asistive corespunz\u0103toare nevoilor de \u00eenv\u0103\u021bare ale acelor copii;<\/li>\n<li>copii care nu sunt integra\u021bi \u00een procesul de educa\u021bie, dar care ar putea fi, dac\u0103 \u0219coala ar avea capacitatea de a le recunoa\u0219te nevoile lor specifice \u0219i ar dispune totodat\u0103 de echipamente \u0219i abilit\u0103\u021bi pentru a r\u0103spunde respectivelor nevoi;<\/li>\n<li>copii cu dizabilit\u0103\u021bi severe care necesit\u0103 un sprijin suplimentar, specializat \u00een \u0219coal\u0103 \u0219i \u00een afara acesteia (exemplu, cei cu limitare a comunic\u0103rii sau a vorbirii, cei care au nevoie de sprijin \u00een ariile majore ale vie\u021bii, cei cu dizabilit\u0103\u021bi multiple. \u00cen plus, cei care se confrunt\u0103 cu o varietate de probleme medicale, cum ar fi crizele sau pierderile senzoriale pot fi asociate diferitelor dizabilit\u0103\u021bi) (Manea, 2016).<\/li>\n<\/ul>\n<p><strong>Legisla\u021bie<\/strong><\/p>\n<p>Una dintre legile foarte importante \u00een acest context este Legea nr 448\/2006 privind protec\u0163ia \u015fi promovarea drepturilor persoanelor cu handicap, cu modific\u0103rile \u0219i complet\u0103rile ulterioare. Aceasta are la baz\u0103 urm\u0103toarele principii: principiul prevenirii \u015fi combaterii discrimin\u0103rii, principiul egaliz\u0103rii \u0219anselor, principiul integr\u0103rii \u015fi incluziunii sociale a persoanelor cu handicap, cu drepturi \u015fi obliga\u0163ii egale cu ale tuturor celorlal\u0163i membri ai societ\u0103\u0163ii, cu respectarea nevoilor specifice persoanelor cu handicap. (<a href=\"http:\/\/legislatie.just.ro\/Public\/DetaliiDocument\/77815\">http:\/\/legislatie.just.ro\/Public\/DetaliiDocument\/77815<\/a>, accesat la data de 24.11.2021).<\/p>\n<p>O alt\u0103 lege foarte important\u0103 este Legea nr.1\/2011 care prevede principiul echit\u0103\u0163ii, \u00een virtutea c\u0103ruia accesul la \u00eenv\u0103\u0163are se realizeaz\u0103 f\u0103r\u0103 discriminare. De asemenea, \u00een cadrul legii se precizeaz\u0103 faptul c\u0103 \u00een cadrul unit\u0103\u021bilor \u0219colare se interzice oricare form\u0103 de activitate care \u00eencalc\u0103 normele de moralitate \u015fi care pot pune \u00een pericol s\u0103n\u0103tatea \u015fi integritatea fizic\u0103 sau psihic\u0103 a copiilor \u015fi a tinerilor, respectiv a personalului didactic, didactic auxiliar \u015fi nedidactic, precum \u015fi activit\u0103\u0163ile de natur\u0103 politic\u0103 \u015fi prozelitismul religios (<a href=\"http:\/\/legislatie.just.ro\/Public\/DetaliiDocument\/125150\">http:\/\/legislatie.just.ro\/Public\/DetaliiDocument\/125150<\/a>, accesat la data de 24.11.2021).<\/p>\n<p>Totodat\u0103, conform Ordonan\u0163ei de Guvern nr. 137\/2000 privind prevenirea \u015fi combaterea discrimin\u0103rii, faptele de discriminare sunt sanc\u021bionate ca atare (<a href=\"http:\/\/legislatie.just.ro\/Public\/DetaliiDocument\/24129\">http:\/\/legislatie.just.ro\/Public\/DetaliiDocument\/24129<\/a>, accesat la data de 24.11.2021).<\/p>\n<p><strong>Interven\u021bii \u0219i obliga\u021bii<\/strong><\/p>\n<p><strong>Evaluarea nevoilor individuale<\/strong><\/p>\n<p>Evaluarea este esen\u021bial\u0103 \u00een vederea \u00eentrunirii nevoilor persoanelor cu dizabilit\u0103\u021bi. \u00cen \u021b\u0103rile \u00een care exist\u0103 venituri ridicate, evaluarea este un proces general de decizie privind categoriile de persoane ce sunt \u00eendrept\u0103\u021bite s\u0103 primeasc\u0103 aloca\u021bii de ajutorare, urmat\u0103 de evaluarea nevoii individuale. Aceasta se desf\u0103\u015foar\u0103 \u00een general prin intermediul unor sisteme oficiale pentru determinarea dizabilit\u0103\u021bii (OMS, 2011).<\/p>\n<p><strong>Dezvoltarea unor practici incluzive<\/strong><\/p>\n<p>\u00cen cazul planific\u0103rii lec\u0163iilor se vor avea \u00een vedere to\u0163i elevii, deoarece acestea dezvolt\u0103 \u00een\u0163elegerea \u015fi respectul pentru diferen\u0163e. Astfel, elevii vor fi \u00eencuraja\u0163i s\u0103-\u015fi asume responsabilitatea pentru propria lor \u00eenv\u0103\u0163are, iar explica\u0163iile profesorilor vor ajuta elevii s\u0103 \u00een\u0163eleag\u0103 \u015fi s\u0103 \u00eenve\u0163e lec\u0163ia \u00eenc\u0103 din clas\u0103. \u00cen timpul lec\u0163iilor, elevii vor fi \u00eencuraja\u0163i s\u0103 lucreze \u00een echip\u0103 \u015fi s\u0103 comunice despre modul \u00een care \u00eenva\u0163\u0103 \u00een timpul activit\u0103\u0163ilor din cadrul lec\u0163iilor. Profesorii \u00ee\u015fi vor adapta lec\u0163iile \u00een func\u0163ie de reac\u0163iile elevilor. Personalul din \u015fcoal\u0103 va reac\u0163iona pozitiv la dificult\u0103\u0163ile \u00eent\u00e2mpinate de elevi. Elevii vor \u00eenregistra succese \u00een procesul de \u00eenv\u0103\u0163are. Dificult\u0103\u0163ile \u00een \u00eenv\u0103\u0163are nu vor fi v\u0103zute ca pe un e\u0219ec, ci ca pe un prilej de dezvoltare a unor abalit\u0103\u021bi mai bune de \u00eenv\u0103\u021bare. To\u0163i profesorii din \u015fcoal\u0103 vor participa la planificarea activit\u0103\u0163ilor de preg\u0103tire, \u00een timp ce membrii consiliului managerial se vor implica \u00een \u00eembun\u0103t\u0103\u0163irea activit\u0103\u0163ii la clas\u0103 (OECD, 2007).<\/p>\n<p><strong>Sprijinirea serviciilor voluntare public-privat<\/strong><\/p>\n<p>O varietate de furnizori din diferite sectoare (public, privat, voluntar) ofer\u0103 servicii de suport. \u00cen ultimul deceniu, \u00een \u021b\u0103rile din zona balcanic\u0103 s-au \u00eenfiin\u021bat diverse ONG-uri care se ocup\u0103 de dizabilitate. Multe dintre acestea furnizeaz\u0103 servicii, deseori \u00een program pilot, cu ajutorul statului, precum Fondul de Inovare Social S\u00e2rb (OMS, 2011; Axelsson, Granier, Adams, 2004).<\/p>\n<p><strong>Coordonarea furniz\u0103rii de servicii flexibile<\/strong><\/p>\n<p>Persoanele cu dizabilit\u0103\u021bi au nevoi de asisten\u021b\u0103 \u015fi suport care nu se reg\u0103sesc clar \u00een ceea ce poate oferi \u00eentr-un pachet de servicii un singur furnizor. Asisten\u021ba \u015fi suportul neoficial sunt foarte eficiente atunci c\u00e2nd au sus\u021binere din partea unei serii de sisteme \u015fi servicii de natur\u0103 oficial\u0103, indiferent dac\u0103 sunt publice sau private (OMS, 2011).<\/p>\n<p><strong>Implicarea utilizatorilor<\/strong><\/p>\n<p>Implicarea utilizatorului a reprezentat un criteriu de evaluare a calit\u0103\u021bii furniz\u0103rii serviciilor. Ini\u021biativa Calitatea European\u0103 din Serviciile Sociale include astfel parteneriate \u00eentr-o manier\u0103 eficient\u0103 \u015fi participarea printre principiile care \u00eei guverneaz\u0103 acordarea de certificate de calitate &#8211; un proces complementar certific\u0103rii calit\u0103\u021bii la nivel na\u021bional servicii \u00een diverse feluri, inclusiv: \u00een timpul procedurilor de pl\u00e2ngeri, \u00een timpul evalu\u0103rii \u015fi a feedback-ului, ca participan\u021bi \u00een consiliile de conducere, precum \u0219i ca membri ai unor grupuri consultative ale persoanelor cu dizabilit\u0103\u021bi, \u00een luarea deciziilor pe cont propriu (Chiriacescu, 2008; Acheson, 2001; Priestley, 1998).<strong>\u00a0<\/strong><\/p>\n<p><strong>Accesul liber la justi\u021bie<\/strong><\/p>\n<p>Conform Strategiei na\u021bionale privind drepturile persoanelor cu dizabilit\u0103\u021bi 2021-2027, \u201eAccesul liber la justi\u021bie \u00eenseamn\u0103 c\u0103 orice persoan\u0103 se poate adresa justi\u021biei pentru ap\u0103rarea drepturilor, a libert\u0103\u021bilor \u0219i a intereselor sale legitime \u0219i c\u0103 are acces la un proces echitabil \u0219i la solu\u021bionarea cauzei \u00eentr-un timp rezonabil\u201d. Totodat\u0103, \u201eAccesul efectiv al persoanelor cu dizabilit\u0103\u021bi la justi\u021bie presupune asigurarea accesibiliz\u0103rii fizice, de informare \u0219i comunicare, adaptarea tuturor procedurilor juridice, precum \u0219i accesul la asisten\u021b\u0103 \u0219i reprezentare juridic\u0103\u201d (Ministerul Muncii, 2020).<\/p>\n<p><strong>Conclusion:<\/strong><\/p>\n<p>\u00cen urma studierii acestui fenomen, consider c\u0103 problematica persoanelor cu dizabilit\u0103\u021bi este una complex\u0103, care necesit\u0103 aten\u021bie sporit\u0103, at\u00e2t din partea sistemului de servicii \u0219i asigur\u0103ri, c\u00e2t \u0219i din partea sistemului educa\u021bional.<\/p>\n<p>De asemenea, pentru a preveni eventuale implica\u021bii sociale indezirabile care s\u0103 necesite timp de recuperare foarte mare, este nevoie ca at\u00e2t sfera public\u0103 c\u00e2t \u0219i cea privat\u0103 s\u0103 fie implicate prin implementarea de programe care s\u0103 necesite dezvoltarea unui capital uman \u0219i social de durat\u0103 (dezvoltare durabil\u0103).<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Bibliografie<\/strong><\/p>\n<p>Axelsson C, G. P. (2004). <em>Beyond de-institutionalization: the unsteady transition towards an enabling system in South East Europe.<\/em> Sarajevo.<\/p>\n<p>D., C. (2008). <em>Shifting the paradigm in social service provision: making quality services accessible for people with disabilities in South East Europe.<\/em> Sarajevo: Handicap International Regional Office .<\/p>\n<p>M, P. (1998). <em>Disability Politics and Community Care.<\/em> London: Jessica Kingsley.<\/p>\n<p>Manea, L. (2016). <em>Accesul la educa\u021bie a tinerilor cu dizabilit\u0103\u021bi \u00een Rom\u00e2nia.<\/em> Bucure\u0219ti: Asocia\u021bia RENINCO Rom\u00e2nia.<\/p>\n<p>MMANPIS. (2018). <em>Ce \u00eenseamn\u0103 persoana cu dizabilitate?<\/em> MMANPIS.<\/p>\n<p>Muncii, M. (2020). <em>Stategia na\u021bional\u0103 privind drepturile persoanelor cu dizabilit\u0103\u021bi 2021-2027.<\/em> Ministerul Muncii.<\/p>\n<p>N, A. (2001). <em>Service delivery and civic engagement: disability organisations in Northern Ireland.<\/em> Voluntas.<\/p>\n<p>OECD. (2007). <em>Politici \u00een educa\u021bie pentru elevii \u00een situa\u021bie de risc \u0219i pentru cei cu dizabilit\u0103\u021bi din Europa de Sud-Est: Rom\u00e2nia.<\/em> Paris: OECD.<\/p>\n<p>OMS. (2011). <em>Raport mondial privind dizabilitatea.<\/em> Bucure\u0219ti: OMS.<\/p>\n<p>Universitatea de Vest din Timi\u0219oara, U. D. (2013). <em>Discriminarea \u0219i strategii antidiscriminatorii.<\/em> Universitatea de Vest din Timi\u0219oara, Universitatea Dun\u0103rea de Jos din Gala\u021bi, Funda\u021bia Solidaritate \u0219i Speran\u021b\u0103.<\/p>\n<p>http:\/\/legislatie.just.ro\/Public\/DetaliiDocument\/77815, accesat la data de 24.11.2021<\/p>\n<p>http:\/\/legislatie.just.ro\/Public\/DetaliiDocument\/125150, accesat la data de 24.11.2021<\/p>\n<p>http:\/\/legislatie.just.ro\/Public\/DetaliiDocument\/24129, accesat la data de 24.11.2021<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: right;\"><strong>AUTOR : C. A.-N.<\/strong><\/p>\n<p style=\"text-align: right;\"><strong>Facultatea De Sociologie \u0218i Asisten\u021b\u0103 Social\u0103<\/strong><\/p>\n<p>&nbsp;<\/p>","protected":false},"excerpt":{"rendered":"<p>Discriminarea este definit\u0103 ca tratarea diferit\u0103 a unor persoane aflate \u00een situa\u021bii identice sau comparabile (sau, dimpotriv\u0103, tratarea identic\u0103 a unor persoane aflate \u00een situa\u021bii diferite). Totodat\u0103, este definit\u0103 ca&hellip;<\/p>","protected":false},"author":2,"featured_media":12261,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[421],"tags":[147,217,418,741,302,159,464,537,500,538],"class_list":["post-7007","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized","tag-abuz","tag-dizabilitati","tag-drepturi","tag-drepturile-cetanilor","tag-elevi","tag-facias","tag-institutii-publice","tag-scoli","tag-studenti","tag-tineri"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.7 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Discriminarea persoanelor cu dizabilit\u0103\u021bi \u00een cadrul \u0219colii | FACIAS<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/facias.ro\/eng\/discriminarea-persoanelor-cu-dizabilitati-in-cadrul-scolii\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Discriminarea persoanelor cu dizabilit\u0103\u021bi \u00een cadrul \u0219colii | FACIAS\" \/>\n<meta property=\"og:description\" content=\"Discriminarea este definit\u0103 ca tratarea diferit\u0103 a unor persoane aflate \u00een situa\u021bii identice sau comparabile (sau, dimpotriv\u0103, tratarea identic\u0103 a unor persoane aflate \u00een situa\u021bii diferite). 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