-
.
- Ελληνικά
It is my great pleasure to welcome you today to this important event, which is the most decisive step for the upgrading of special education in Cyprus - because this is our purpose -, a sector that is considered the foundation of a just and equal society, where every child, regardless of his or her particularity, has the right to receive the best possible education. I have repeatedly stressed that education and health are the most basic priorities of our governance and, in particular, education issues, for me and the Government, are of particular importance, since their horizontal dimension affects all other areas of governance. Over the last seven months a number of changes have already started to be promoted, which are constantly being evaluated in order to bring about the desired results for all of us. We are in constant contact with the Minister of Education. The education sector is the number one sector for our administration.
It is an undeniable fact that, in any education system, the education and training of children with special support needs is a matter of particular concern and is treated with special sensitivity and attention. We are therefore also addressing this issue, having as our vision the transition to integrated education, which obviously cannot be achieved overnight, but through long-term planning. Inclusive schooling should ensure that all children have the right to equal and inclusive educational opportunities, enhancing their potential for active participation in society.
Equal participation of all children is a fundamental principle of the Government, the Ministry of Education, Sports and Youth, which recognises and safeguards the rights of all children with disabilities and those whose needs require enhanced and specialised support. Serious and systematic efforts have already been made over the last twenty years, within the framework of existing legislation, to ensure that educational policy is in line with modern pedagogical and social concepts, with the ultimate aim of ensuring that all children have equal opportunities and access to quality education.
Although the Law on the Education and Training of Children with Special Needs and the related Regulatory Provisions have been updated from time to time, it is generally accepted that, after more than 20 years of implementation, they require further revision and modernisation in order to keep pace with modern European and international trends and to harmonise to the greatest extent possible with international conventions, in particular the Convention on the Rights of Persons with Disabilities and the Convention on the Rights of the Child. I am aware that the effort made in the past with the involvement of the European Agency for Special Needs Education and Inclusive Education and the European Commission did not, for various reasons, lead to the expected result.
The reason why we are gathered here today is to restart a constructive dialogue on the pedagogical modernisation of special education, with the ultimate aim of moving towards integrated education. Together and individually, each and every one of us bears the responsibility for the formulation of an educational policy that favours the all-round development and academic success of children. The cooperation of all is essential, in the context of the participatory democracy we promote, to achieve the best interests of our children. Each member of this effort has much to offer - teachers, parents, specialists, academics, school assistants/chaperones, professional bodies and representatives of the disability movement. The existing challenges require sharing knowledge and experience to find solutions that will improve the education provided to children with disabilities and other enhanced and specialized needs.
I know there are different opinions, so we need to start this dialogue today with open minds and work together so that at the end of the day we can see how we serve these children. This is the only goal and without any dogmatism from anybody, I invite us to start the dialogue and I am sure that the results will be positive.
In our programme of governance, which is guided by a people-centred approach to education, there is an explicit and clear reference to the re-evaluation of the institution of special education. Towards this end, therefore, we are moving towards the design and implementation of legislation that will be inclusive of all students, providing them with the reasonable accommodations they need in order for the school to provide quality and inclusive education. To achieve this, we need to further strengthen public schools so that they can reach all children in a way that respects their diversity and talents.
In collaboration with multidisciplinary groups and representative organisations of children with disabilities, it is expected that the introduction of new practices, flexible curricula and the adoption of differentiated teaching, based on the principles of universal design, will be taken forward to ensure that all children have equal opportunities, access and participation in education. There is a gap in this in our country. We recently adopted a proposal by the Deputy Minister of Welfare on the need to support these people who are turning 21 and need care. [/LIST]
All these are just some of the many challenges that should be studied and thoroughly discussed in the context of this dialogue.
Our main objective is not only to change the existing legislation and implement procedures and actions for early and equal access to education. Our aim is to establish a new mentality, a new culture, with a strong element of inclusion, an absolute barrier to exclusion. With your cooperation, the Ministry of Education, Sports and Youth, and in particular the Minister responsible, will implement actions and programmes to address the above-mentioned challenges, aiming to encourage and facilitate children's participation in the educational process and the joy of learning.
In addition to partnering to develop actions with other relevant Ministries to staff schools with professionals of various specialties, such as nurses or social workers, for example, we also aim to carry out institutional interventions, but also to amend legislation to abolish or change inefficient procedures and develop targeted educational programmes and social inclusion actions.
We also aim to carry out information seminars and training for those involved in the education of children with disabilities. At the same time, we seek the support of academics and cooperation with the country's academic institutions, in order to inform stakeholders about modern theoretical approaches, methodological tools and applied practices for the design and implementation of structured educational actions.
I invite you to be active in this dialogue and share your concerns, thoughts and suggestions, presenting realistic proposals that can be implemented. Each and every one of you has a crucial role and voice in this participatory effort. Together, we can create a future of equal opportunities for the all-round development of every child. All together, let us keep in mind Ithaca, our final destination.
I conclude this introductory intervention with the certainty that we will join forces and work together towards the common goal of ensuring that every child with a disability or additional needs for enhanced or specialised support enjoys everything he or she is entitled to, all that we as a state have an obligation to provide unhindered for their participation in education - and that child progresses, overcoming obstacles or difficulties, with the state as their companion and support on this difficult path. It is our duty and that of the competent State institutions to respond to this need.
Our constant aim is to create an inclusive education system that is in line with our priorities and obligations towards our citizens and our European and international commitments. To this end, I urge you to work systematically, methodically, to achieve what we seek, first and foremost, for the benefit of our children, for the benefit of tomorrow's citizens of this society, without any exclusions.
(PM/AF/SX)
Contents of this article including associated images are owned by PIO
Views & opinions expressed are those of the author and/or PIO
Source
