Unicef: 38 thousand disabled children in Kosovo are excluded from the education system

This disturbing percentage rate is just over 10 percent of these children.

Unicef estimates that among the causes of such small numbers of children who attend classes in public schools in the country is the stigmatization of society and unacquate school facilities, writes Periscope.

Over time, registration has increased at all levels of education in Kosovo, but the overwhelming majority of disabled children still do not enjoy that right, and many are excluded from the educational system. Since education is closely associated with better jobs, healthy life, social and economic security, and the potential for full participation in society, we know that disabled children who are denied the right to education are likely to be excluded from society as well.” states the Unicef report.

In addition, Kosovo schools do not enable public transportation, as well as more importantly, the lack of teaching assistants and specialised equipment.

Below you find complete U report NICEF:

Pristina, July 25, 2019

An estimated 43,000 disabled children across Kosovo would have to be at school on September 1st when school doors opened. However, only about 5300 of them follow the instruction in regular schools. Fiona is a 13-year-old disabled girl who lives in Fushe Kosovo and for her this year will be special, since she will return to school after spending three years away from school banks. All of this has been made possible thanks to municipal education officials who have found a solution for Fiona and many other children with limited skills to prepare for the next school year 2019.

On Wednesday, UN Secretary-General (PSSP) Special Representative and chief of the UNMIK office, Mr. Zahir Tan launched U poll NICEF to more than 5,000 young people from all over Kosovo asking them about their perception of making direct and comprehensive education for children such as Fiona. U n NICEF used its platform “U Report”, which is available through “Facebook” and “viber” and where young people express their opinions and serve as positive agents of change in their communities.

During yesterday, together with UN Secretary-General (PSSP) Special Representative Mr. Zahir Tanin, we have asked more than 5,000 young people from all over Kosovo on their perception of making direct and comprehensive education for children such as Fiona. This is why I used the social platform “U-report”, created by U-led NICEF,

59 percent of young people respond to the questionnaire expressing their perception that: Society in Kosovo is generally not inclusive. Likewise, 39 per cent of young people identified society's exclusive mentality as the biggest barrier to inclusion. Other weights included lack of benefits in money (22%), lack of services (14%), lack of legislation and inclusive policies (14%). The biggest demand of young people from Kosovo institutions is providing personal assistants to schools (33%). Young people believe that providing a curriculum tailored to the needs of disabled children (30%), auxiliary equipment, including carts (17%), free school transport (15%) and physical therapy (5%), would improve access to education. Young people also identified the greatest support for parents of disabled children such as financial support (34%), community support (24%) and professional services and training.

The right to education is clearly defined in the Constitution of Kosovo and through harmonisation of its legislation with the Convention on the Rights of Child (KDF), the Convention on the Rights of Persons with Limited Capability (KDPAK) and Sustainable Development Goals (OZHQ). Over time, registration has increased at all levels of education in Kosovo, but the overwhelming majority of disabled children still do not enjoy this right and many of them are excluded from the educational system. Since education is closely associated with better jobs, healthy life, social and economic security, and the potential for full participation in society, we know that disabled children who are denied the right to education are likely to be expelled from society.

Initially, the existence of social norms that tend to stigmatize disabled people made the decision of parents and children to pursue schooling a difficult decision. After enrolling in school, despite the continued construction of school facilities that are suitable for disabled persons, a considerable group of old unequivocal objects, with labs on the second floor and no urine, remains an obstacle to the realisation of the right to education of disabled children.

Things are further exacerbated by insufficient transportation for these children and lack of specialized equipment and special assistants and teachers trained to meet the needs and ensure the rights of these children. The data on the condition of disabled children is few or no. MICS 2019 is currently under way and is expected to provide more reliable data and current numbers. However, according to the latest statistics published by August, the overall number of disabled physical students is 5,294, of which 41% are female and 59% are male. The fact that limited ability must be verified for recognition is a problem because there may be more children with emotional difficulties and difficulties in learning who need additional support at school but who are not verified. In assessing disabled children, a medical model is usually taken on the basis of them, perpetuated the idea that they have problems to be regulated by health professionals rather than treat how each child can rely on them to overcome barriers that limit them in society or how society should adjust to facilitate their lives so that they can enjoy their rights.

Types of limited ability identified in the school system include limited intellectual, physical, communicative, emotional, autism, Down syndrome, and hearing and speaking injuries. It is estimated that disabled children make up approximately 2.1 per cent of students in schools, but about 15% of the population based on global estimates of the prevalence of limited capacity. This gives a rough idea of the degree of exemption. This challenge could be multiplied if they come from poor family economies, especially living in a remote area or are non-Serb ethnic minorities.

Disabled children need to pursue schooling and be recognized and develop their skills. This is where they will be able to exercise their right to education and fully exploit their capacities for personal gain, as well as collective ones. The chief of the UNICEF Office in Pristina, Murat Sahin, invites Kosovo institutions to share sufficient resources for employment and training of more teachers and assistants, providing additional support for specialised equipment and space, and ultimately facilitating access to disabled persons to the labour market. By doing so, we will show that attending school is their right and not a favor or a charity.

Therefore, education should provide equal access to all levels of education and professional skills for the vulnerable, including disabled persons. Moreover, this will also contribute to sweeping economic growth, as it concerns achieving full and productive employment and worthy work for all, including disabled people.

Switcher:

U report results NICEF for disabled children.

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U n NICEF promotes the rights and welfare of every child in everything we do. Together with our partners, we work in 190 countries and territories to transform this engagement into practical actions, focusing on the special efforts of reaching the most vulnerable and disfellowshipped children to benefit all children everywhere. www.unicef.org