Conclusions of the Working Committees, Health and Education Regional Meeting
I - Santa Fe
WORKING COMMITTEE CONCLUSIONS.
The fundamental idea is related to not only address the experiences of working as part of disability history to break the isolation experienced by disabled workers, as working class take on the problems of disability. Which reinforces the decision of the last Congress to create the Department of Disability.
Not all of us working with the disability, but in contexts that disable or in the future may give rise to disability (drugs, poverty, unemployment, malnutrition, malnutrition, violence, job insecurity, environmental problems).
Therefore, it is our obligation to build strategies to: - Address the issue in collective form, claiming Comprehensive Policy, from the continuing discussion and building strategies to ensure universal public policies.
- Build prevention policies of disability, pointing to actions that generate the transformation of economic, productive, social and cultural player in social inequalities, generating disability.
- involving disabled people from the group of workers in the generation of public policies aimed at integration in the workplace, making visible their wishes, expectations and needs (Joint Social).
- Ensure the realization of the labor law to everyone, constitutionally recognized, the exercise involves us as a society.
- Build the road to enter the world of working class people disability, crossed by the same problems that the whole class. However, their participation as subjects producing the wealth of our country requires the recognition of specific duties to overcome obstacles and ensure the working conditions for their employment and retention in the workplace.
- Recognize students and graduates who pass the job training process, as workers and participants in the collective struggle, allowing them access to the world of work in its various forms (self-managed work, self-employment, public or private employment ) play and control the effectuation of the 4% quota.
- Ensure equitable access of workers with mental disabilities in relation to motor and sensory disabilities. Generate
joint discussion areas that allow redefine the accreditation of disability: Who certifies? What are the factors taken into account in this assessment? It is necessary to incorporate environmental factors, socio-economic and other, over the life of the people, generate disability.
What are the objectives at regional level? - Create the Ministries of Disability in different localities, and strengthen existing ones, in order to generate strategies from different sectors, from the dissemination of experience, the systematization of the same and the production of knowledge and information (Laws, regulations and ordinances).
- Strengthen the participation of workers with disabilities in the areas of negotiation and discussion enabled by governments, and ensure the effectuation of the agreements and commitments.
- Adjust the amount referred to non-contributory pensions; discuss a flexible mechanism to access them; contemplate various disabilities, and ensure that there are limitations in the search and access to decent work.
- A New Risk Education Act in the hands of and state workers.
- Ensure that the Provincial Law No 9325/97, to respect the letter of national legislation which provides for a 4% real and not "preferred" conditions as the provincial law.
If we assume as working class, no State can claim to policies that already exist but must be military to become effective. EDUCATION COMMISSION CONCLUSIONS generating public policy proposals: Creating spaces for collective construction on disability issues with the involvement of various sectors of society to define, first, that we mean by subject Special Education Special Education and Special School and agree ideological lines around the definition of disability set against euphemisms imposed by neoliberal policies.
increased investment demand for the school has the human and material resources (fees, training, etc.) for addressing increasingly complex problems. Think
integration policies for not continuing to work with an assistance (grants, etc.). Think
policies for integration into school, children and young people aged 14 years.
track and statistical work of people with disabilities who are outside the education system.
qualitative analysis of the reasons why no such exercise teachers with disabilities.
carrying out promotion and dissemination of the rights of persons with disabilities.
create opportunities for discussion of the trips that must accompany the educational, to promote social integration at school and work.
guarantee admission to colleges, universities, people with disabilities, that when graduates can work.
Require the State to guarantee to persons with disabilities, after completing his schooling, integration so that labor becomes effective legislation (4% quota).
Which ensures access for all children and youth with disabilities who will be outside the education system.
regard to linking the world of work, job training is provided according to the actual job demands. Create
designed architectural spaces from universal design, to ensure integration at all educational levels: preschool, primary, secondary, tertiary and university levels. Strengthen
work on respect for difference.
Develop and implement urban transport policies that meet the design universal.
able to think the school organization as a social space where it is grown and educated.
require compliance with the development of provincial education laws in the provinces where they have not been realized. Generate
meeting spaces within and between institutions that allow us to recover common spaces on the basis of dialogue, the circulation of the word collective constructions from the paradigm of complexity. Require
resources to addressing the new information technologies and communication for the benefit of persons with disabilities.
Building from institutional settings, a commitment to provide information and advice on the rights of persons with disabilities, with readers and interpreters of needs and demands.
sustain and deepen the networking as a valuable strategy.
Require uniform political agreements between different levels and directions of the education system. Have
material, human and financial resources to ensure the integration, mobility, creation of integrated master charges, adequate rate of teacher-student relationship, restoring the right to teach in decent working conditions.
strengthen public schools and express rejection of supervision by special school teachers employed by social work, as it regulates the School Integration System.
Ensure the establishment of fees for interpreters in the middle and upper level.
Ensure the establishment of charges relating to the Special Schools.
Requiring the presence of interpreters at all educational levels of the various government bodies, national, provincial, municipal and communal.
guarantee the right of all persons with disabilities to be educated in their own language at all educational levels.
COMMISSION FINDINGS DE eeSALUD Disability Certificate: It should be more flexible in getting around the country, and currently presents many difficulties and it should have further details in order to avoid uncertainties in the new classification, avoiding stigma with the diagnosis. As well as being of fundamental importance, counseling and working with families for early intervention (where there is a progressive and irreversible disease, consider one-time certification of the disparity).
Existing policies: We believe that it should promote prevention and promotion health, giving priority to awareness, to strengthen ties and build relationships and achieve cooperation, and the realization of public policies to rebuild the human values \u200b\u200band reverse failings, including the health system back in solidarity. "Disability should be a state policy priority."
Training Health Agents: It is essential to promote this instance to achieve a primary health care, to provide better intervention.
Federal Health Program: In the province of Santa Fe is infringed by the provision for people with disabilities. Require regulation: all Articles of the Law No 24901.
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