On the occasion of the recent announcement of the Ministry of Education, Culture, Sports and Youth regarding the opening of schools and the non-inclusion of children with disabilities or other forms of diversity, “Hope For Children” CRC Policy Center emphasizes the importance of integrating all children in the school context, without any exceptions.
The unprecedented situation that we are facing the last months, highlights the observations regarding the chronic lack of support provided to the children with disabilities, but also the chronic efforts of their family members in order to ensure the existence of appropriate practices and infrastructure which are required.
It is crucial to promote a common perspective for the inclusion of children with disabilities or other forms of diversity in schools as a fundamental right of children to equal treatment in education, especially during the particular period. According to the International Convention on the Rights of the Child (UN, 1989), all children are entitled to equal treatment without discrimination, regardless of their status or special needs (Article 2), and especially children with disabilities have the right to get special care and to participate equally in education and social life (Article 23).
It is well perceived that the protection of all children’s health, during the face of the pandemic, it is a primary concern of the Ministry of Education. However, it is important to consider also the psychological and social factors involved. The importance of social inclusion and acceptance of children in Special Education is directly related to their mental and emotional state. As a result, their non-inclusion in education is likely to lead to unequal social participation and acceptance in the society. In addition, it would be important to consider the possible risk that school exclusion involves, as far as the children's mental health is concerned. Therefore, the preservation of mental health and social inclusion will contribute to children's right for the best quality of life and equal social treatment.
In conclusion, based on the rights of children represented by “Hope For Children”, it is significant to consider the opinion of both children and their families, in order to make the best decisions always for the benefit of all children.
We hope that the return of children of special education at school will be achieved with the collective contribution of all the relevant authorities. “Hope for Children” will continue to participate actively in the preservation of the rights of all children.