Conclusions of the Working Committees, Health and Education of the Third Regional Meeting - San Salvador de Jujuy. CONCLUSIONS
WORKING COMMITTEE.
For this workshop agreed to work in three parts: The first part presented two companions on the need for a change in social ideology and political awareness of all working-class peers and all peers with disabilities are of working age and legislation at national and provincial labor and self-managed associations as an alternative to employability and personal development for people with disabilities, in better conditions than those offered by a traditional job.
1. In the second part is organized three working groups discussed from keywords and with the slogan to reflect on the rights, the role of the state and union action from CTA.
2. In the third part described the experience of a group of deaf people, tired of assembling small projects and the associations decided to form a cooperative work: Signals for outreach and education about sign language in Argentina.
3. Main findings on the triggers axes: Invisibility The capitalist system invisible to the excluded (poor, disabled, unemployed). Governments are complicit in this invisibility by not respecting the person with disabilities as subjects of right and limiting it to an object that does not participate in the discussion of public policy, who suffers the failure of officials in charge of implementing and suffering and the consequences of social exclusion. This is manifested in the absence of proposals on electoral platforms and government projects, the lack of national laws at the provincial level and the bureaucratization of any proceedings to effectuate such rights as have the certificate of disability.
4. As a result, the company also "fails to see" the disabled as a person and each of us to transfer the responsibility to other governments, associations of disabled people, etc.
5. Family and society in this social context, families deny the disability of one of its members, as a protection mask, or shame, or to the aggressiveness of the society, overprotecting the disabled person. In turn, lack the necessary information on possible steps to effectuate rights training and standards of living to help generate better communication or a person with disabilities.
6. Discrimination is discrimination not to recognize the other as a person simply by being different. From there, the abuse suffered by many people with disabilities by society that the "labeled" so it can not do, that the disabled. A clear example is the case of the difficulties for open access to public transportation. Often not met the law of "free pass and free", the vehicles are not suitable. Areas do not enforce state law firms. This is exacerbated because the drivers have been trained not prevent abuse and promoting people with disabilities. This is a clear example of social behavior "allowed" in this social context.
7. Blind and deaf people have no access to news, publications and documentation by not having the necessary adjustment in the media (in sign language interpretation, subtitling, recordings or materials available in Braille.) This aggravates the social isolation and thus prevents an active social and political participation.
8. Job placement and rehabilitation for work A first thought is that the best rehabilitation is work. In the words of one's peers with disabilities: "Work is happiness, as people can become full and access to a decent life, and bring the home support, which allows you to plan a family, have children." It recognizes pensions as a kind of gift of governments to escape responsibility by giving a short-term solution without attacking the underlying problem: to prepare future workers taking into account their abilities and not their disabilities through of better integrating education and facilitating the self-sufficiency through work.
9. Underlined the lack of public policies "real" in terms of employability, because although there is recognition of the right to work for all national and provincial legislation, the implementation deficit of programs and projects makes them "dead" . This prevents the effective exercise of this right. Welfarist proposals and momentum to sheltered workshops result in social isolation of people with disabilities.
10. What should government do? Spreading the real information on disability issues: quantity People with disabilities, identifying people of working age, rights legislation.
11. Call for the participation of persons with disabilities for the discussion and formulation of public policies recognizing them as citizens.
12. Train civil servants and professionals involved with people with disabilities, treatment and appropriate treatment approaches for persons with disabilities.
13. Use the media to give visibility to the issue.
14. Ensure interpretation and subtitling in the mass media.
15. Develop campaigns to support families of people with disabilities.
16. Enforce the law that determines the quota of 4% for the disabled.
17. Promote a mandatory quota law in private firms.
18. Amend the law is incompatible with employment status pensions.
19. Review the system of occupational risks (insurance regulations) to promote the employability of people with disabilities.
20. Generate new educational curricula to ensure access to literacy for people with disabilities, adaptation of curricula to promote employability, by making available new technologies, learning sign language from primary school to the next level, integrating people disabled in different educational, professional expertise in the subject from an inclusive and pluralistic, unified criteria for the design and proper assessment of industrial projects, making them more accessible training for the development of employability projects, rapid resolution of the proposals submitted by establishing more flexible mechanisms, actual budget available to support the supply of industrial projects, reformulation of the certificates so as to assess the capabilities and work skills, effective control of the enforcement of free and open transportation, organization and implementation a national registry and only people with disabilities with membership of the provinces, change in policy approach with emphasis on prevention What should the CTA? Rights campaigns and awareness to society.
21. Public allegations of breaches of the law.
22. Public complaints.
23. Control, along with disability organizations, compliance with regulations.
24. Advertising on the appointment of sign language interpreters in publicly accessible places.
25. Promoting the creation of the Department of Disability in all provinces.
26. Union action with organizations dealing with the topic.
27. Joint, with government representatives, to disseminate the rights trainings on the rights of persons with disabilities and sign language.
28. Dissemination, through a campaign on the benefits of cooperatives and self-managed work.
29. Organization of a Federal National March for the visibility of social workers with disabilities.
30. Inclusion of this route within its own agenda, and joint.
31. 13. Inclusion of persons with disabilities in the design, planning and project evaluation, to have ample opportunities of choice.
32. 14. Presentation of massive protections for breach of regulations and labor disputes.
33. 15. Incorporating actions regarding education for people with disabilities, not only job training and integration.
34. 16. Support for deaf people who work and struggle to be recognized as bilingual, as this will facilitate their integration.
35. It aims to create an ideological and social practices toward the disabled, a profound shift in thinking for all.
36. We argue that prevention of disability is to fight hunger, have a safe and dignified work, recasting the production model with respect people and the environment.
37. Taking into account the various difficulties of access to the presentations when they do these days.
38. The disabled do what they can do the non-disabled and also: leave behind the bureaucracy.
39. EDUCATION COMMISSION CONCLUSIONS The three workshops was defined as essential: information and promotion of the problems and rights of persons with disabilities, work to develop our consciousness as citizens, access to the knowledge of the law and rights to disabled people themselves, the importance of the participation of people with disabilities in areas of debate as these meetings, to defend their rights themselves, the importance of society to take care of their responsibility to recognize the rights and establish procedures to overcome the deficits of people with disabilities are provided: Within teacher training , attention to diversity should be included at all levels.
40. Limit on the number of enrollments in mainstream and special schools.
41. Mandatory, Transversality and Certification at all levels.
42. Integration, the family, in the process of teaching and learning.
43. The State must ensure all resources for education (human, material, infrastructure, institutional, transportation).
44. Need for a body that gathers the demands of special education schools.
45. Advocacy and social awareness.
46. Training for Travellers for the education of the child and family.
47. Elimination of administrative bureaucracy.
48. Guarantees of real training for job placement, on the premise of the knowledge of their future obligations and rights as workers.
49. Development of prevention within the educational curriculum.
50. Improving survey of the number of people with disabilities itinerant work permanently.
51. Development prevention initiatives in health, forming specialized teams Creation of schools in remote areas and compliance with the number of students per class in the provinces where the law is not respected.
52. Consultation on the educational needs of disabled people themselves.
53. Recognition of the contributions of new approaches to thinking about problems and opportunities of people with disabilities.
54. Sponsorship of Educational Psychology, with the possibility of diagnosing and monitoring the problems identified, to the accompaniment of families.
55. Special attention to teacher training, teacher needs to recognize the abilities of people with disabilities to encourage them.
56. Preparation for work at all levels of education.
57. CONCLUSIONS Health Commission on Disability and Health Workshop, comrades arrived at the following conclusions: Peers located to pollution as triggers of disabilities. For example, in Catamarca, the cancer-causing asbestos, in San Juan, Corrientes, contaminated water, in Misiones, agrochemicals and genetically modified seeds.
58. This raises the need for statistics on numbers and types of disabilities.
59. Prioritization of the training of doctors and other health professionals.
60. Development strategies in primary health care.
61. Differing concepts of disability and disability.
62. Training of home caregivers.
63. Including chronic diseases within disability (dementia, Alzheimer's).
64. Inclusion of the nursing service within the law.
65. Whereas poverty and hunger in early childhood, as leading causes of disability generation, should push for changes in the socio-economic model.
66. The importance of reversing the difficulties encountered in obtaining the certificate of disability in the provinces.
67. Programs and institutions are required to care for autism, especially in Corrientes.
68. It identifies a lack of response by the Federal Health Program (TEACHER) and other provincial social work. Also, many social work does not comply with the legislation and benefits for people with disabilities, which aims to boost its enforceability.
69. Promotion of the federalization of health laws.
70. Link between disability and work, recognizing the right to work of workers with disabilities.
71. Taking initiative, without waiting for the efforts of legislators.
72. PAMI request for admission to self-managed workers.
73. Recognition of the importance of work in improving the quality of life.
74. CTA Action: Require that more budget for the incorporation of specialized personnel and equipment in the care of people with disabilities.
75.
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