Foto de encerramento da segunda assembleia geral da FDLP, com representantes de oito países de língua portuguesa: Portugal, Brasil, Moçambique, Angola, São Tomé e Príncipe, Cabo Verde, Guiné Bissau e Timor leste
"A Federação das Organizações de Pessoas com Deficiência dos Países de Língua Portuguesa (FDLP) consolidou-se, definitivamente, em sua segunda assembleia geral ocorrida em Moçambique, na cidade de Maputo, entre os dia 6 e 8 deste mês, da qual participei, com muito orgulho e contentamento. São as nações-irmãs, unidas pela língua – apesar de tão distantes geograficamente – lutando juntas pela mesma causa: garantir dignidade e pleno exercício da cidadania às pessoas com deficiência.
Estavam presentes representantes de oito países: Portugal, Brasil, Moçambique, Angola, São Tomé e Príncipe, Cabo Verde, Guiné Bissau e Timor Leste. (...)"
In partnership with the Ministry of Education and Assert, a local disability NGO, Plan Timor-Leste conducted a survey of disability among children in 336 primary schools across all the 13 districts of Timor-Leste in June 2008. The study, Ami Hotu Ba Eskola, revealed that only 1.02 per cent of children with a disability have access to primary education and that the most common disability types are intellectual and physical ones. It also found that more boys than girls with a disability are attending school and that one-third of all disabled students have a moderate or severe disability. Organisation Contact Details: Plan International - Timor Leste Last updated 27/03/2009 07:17:35" |
![[Image: Some of the students at the school in Fatu-Ahi, East Timor.
(UN/DPI Photo# 203235C)]](http://www.un.org/av/photo/203235.jpg)
The Committee on the Rights of the Child (CRC) is the body of independent experts that monitors implementation of the Convention on the Rights of the Child by its State parties. It also monitors implementation of two optional protocols to the Convention, on involvement of children in armed conflict and on sale of children, child prostitution and child pornography.![[image: Students in Karachi, Pakistan. (UN Photo #153528)]](http://www.un.org/av/photo/subjects/images/153528.jpg)
The Committee cannot consider individual complaints, although child rights may be raised before other committees with competence to consider individual complaints. New Publication Now available in PDF 18 Candles The Convention on the Rights of the Child Reaches Majority This booklet is a present offered to Miss Convention on the occasion of the attainment of her age of majority. It is also as a tribute to all persons who have worked and are continuing to strive to enforce children’s rights. It is offered by: Institut international des droits de l’enfant and the Office of the High Commissioner of Human Rights. |
"Uma vida em Timor, mais precisamente na quarta montanha à esquerda, quem vem de Dili... perdida algures numa vila chamada Aileu, Aisirimou"
Imagem em Novas mafarriquices (blogue da Clarisse)Para ajudar os projectos do G.A.S.Porto em Timor-Leste, poderá efectuar um donativo, consultando o site http://www.gasporto.pt/ OU através do número 962 256 450
Não perca a venda de produtos artesanais. Consulte http://clarisse-ajudaatimor.blogspot.com/
A respectiva compra reverte totalmente a favor dos projectos do G.A.S.Porto em Timor-Leste."
DATE: Tuesday 21st July 2009
TIME: 08:15 – 17:00
PLACE: Joao Paul II, Comoro
WHO: Both government and NGO sectors or individuals with an interest in disability sector
RSVP/ INFORMATION: 3310373 or 7275618 | dwgtimorleste@gmail.com
--
Best Regards
Dulce Da Cunha
ASSERT Country Director
+ 670 7275618"
Disability Working Group to hold its Annual General Meeting
The Timor Leste Disability Working Group is holding it's first Annual General Meeting on Tuesday the 21st of July at Joao Paul II, Comoro, with registration starting at 8:15am.
People with disabilities are one of the most vulnerable groups of people throughout the world. They are more likely to be sexually or physically abused, and have reduced access to healthcare and education when compared with the general population. It is estimated that approximately 10% of people throughout the world have a disability.
Timor Leste 2004 Census data reveals that 12% of households have a household member living with some form of disability. Currently in Timor Leste, services and opportunities for people with disabilities are extremely limited. Timor Leste is one of the countries yet to sign and ratify the UN Convention on the Rights of People with Disabilities (UNCRPD). Without significant development and co-ordination within the disability sector, life for people with disabilities in Timor Leste will only become increasingly difficult.
The Timor Leste Disability Working Group (DWG), is an umbrella group made up of national and international representatives from both government and NGO sectors. It has a role of co-ordination, and acts in a professional advisory capacity to policy makers on issues affecting the welfare of people with disabilities in Timor Leste. The aim of the DWG is to bring together all people involved in the disability sector and advocate to ensure the development of a comprehensive national approach to rehabilitation, equalisation of opportunities and prevention of disabilities.
Anyone working on disability related issues or programs, or with a particular interest in disability are encouraged to attend the AGM. Nominations for a new executive committee are now open. For further information please contact: dwgtimorleste@gmail.com
July 2009
The Organising Committee For the AGM of DWG TL" (Dulce Da Cunha, ASSERT Country Director, + 670 7275618)
[This message was distributed via the east-timor news list. For info on how to subscribe send a blank e-mail to info@etan.org. To support ETAN see http://etan.org/etan/donate.htm ]
Imagem: Abu Dhabi Media Company PJSC"Wednesdays, Nipa Bhuptani concedes, can be a bit boring.
This is the day the children from the autism department she heads at Abu Dhabi’s Future Centre for Special Needs are taken out to a mall. So Mrs Bhuptani is left with the paperwork in her tiny office beside the classrooms.
“When I am an hour into work, I start to think, ‘This is too quiet’,” she says. “It is the most dull day because they’re all gone.”
It is 18 years since Mrs Bhuptani, 43, moved to the UAE capital from her native India. For more than 10 years she worked in mainstream kindergartens but finally decided that she needed “something more”.
“I’ve found that in what I’m doing,” she says now. “I don’t know why I’m here, but I know that I love doing this job. My job is a challenge every day, and I need that.”
Most days, the challenge involves managing and motivating the eight staff who look after the 12 children, aged five to 14, in the autism department.
It is not easy work. Children with autism tend to have difficulty communicating and poor social skills, and some can be aggressive. This makes it difficult for the teachers, teaching assistants, speech and language specialists and occupational therapists whom Mrs Bhuptani supervises.
The key, she says, is to set small goals each day and celebrate when they are achieved.
“We make a big deal of any success that we see,” she says. “Motivating staff is a very important part because this job can take a lot out of you.”
On a typical day, Mrs Bhuptani arrives shortly before 8am, when the children come in. She sits with her staff and discusses each child and the progress he or she making. After lessons start, she spends much of her time in the classroom with the children and coaching the teachers.
If a teacher is not doing things right, she says, “I have to do it for her so she can do it. It’s completely hands-on, and it makes me stay in the classroom a lot.”
Mrs Bhuptani is a board-certified associate behaviour analyst, a title she gained after several years of studying and 1,000 hours of experience. She employs the techniques of applied behaviour analysis, taking ideas derived from experiments and using them to improve individual behaviour.
For the past year at the centre she has been employing the Competent Learner Model, a scientific regime that uses applied behaviour analysis to teach individuals with special needs. Mrs Bhuptani trained in the technique in California.
This programme, she says, has had “a lot of success” in improving behaviour and is being expanded at the centre.
At the start of the year there were many children with aggressive or self-harming behaviour, she says. One child would hit a person on average every 30 minutes, even cracking someone’s rib once.
“At the end of the year we brought it down to very, very low intensity,” she says, explaining that children would be taught to say “I must keep my hands to myself”, and ask for things appropriately.
“These are the rewards.”
After the children leave, at 1.15pm, Mrs Bhuptani stays behind for a couple of hours, doing more paperwork. She often receives visitors in the hope that raising the centre’s profile will encourage financial support. The centre relies on charitable contributions as well as fees and, because there is insufficient provision throughout the country, there is a waiting list for places. The need for more centres like hers, she says, is “vast”.
“I can be with the CEO of a company one minute, and the next minute be in the toilet with a child who’s having a tantrum,” she says, laughing. “I have to jump from one thing to the next quite quickly.”
Counselling parents “to let them not give up on their child” is another duty. Autism can be hard for them to come to terms with, Mrs Bhuptani says, because a child may look normal and be capable of impressive feats, such as completing a complex puzzle, yet be unable, say, to ask for a biscuit.
“It’s not like other special needs, where all their skills are below a certain level. It may be patchy,” she says. “Some will repeat the whole Shrek dialogue with the exact intonation, but if you ask a question such as: “What did you do yesterday?’ he won’t be able to answer,” she says, referring to the computer-animated comedy film. “That’s something parents find very difficult to cope with.”
Mrs Bhuptani, originally from Ahmedabad in the state of Gujarat, is married to a banker, Ajay, and has a 16-year-old son, Arjun, who does not have special needs.
While she says being away from family in India is one of the few downsides of life in the UAE – she visits her mother in Ahmedabad only twice a year – she has strong family connections in the Emirates. Five years ago, her younger brother Nilesh Gandhi, married with two sons, moved to Dubai, and she often visits him at the weekend.
“We also have a lot of family spending time with us here,” Mrs Bhuptani says. “My husband’s dad lives a couple of months with us each year. The house is always full of people.”
Mr and Mrs Bhuptani have remained in the UAE because of the quality of life and education, and the benefits this has brought their son. Other than the separation from her family in India, she says, “being here fulfils everything”.
Mrs Bhuptani believes that living in the UAE has given her son, born in Abu Dhabi, a unique outlook: “My son was fortunate to be born here and to go to school here because from the first year he met so many different nationalities and cultures.
“I would ask him where his friends were from and he would say: ‘From Abu Dhabi. Everybody is from Abu Dhabi.’ He believes it doesn’t matter where you’re from. That’s the biggest thing we’ve been able to give our son from being here. He sees the world very differently from us.” (Abu Dhabi Media Company PJSC | dbardsley@thenational.ae)
"My inspiration come from these children. I see them every day, some want to speak but can't, some want to hear but cannot and there are some who want to walk but cannot. [...]" (Fiji Times Online)
Imagem: Capa | Teaching Children with Disabilities in Inclusive Settings Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments Specialized Booklet, 3
Bangkok: UNESCO Bangkok, 2009, 109 p.
ISBN 978-92-9223-243-6 (Print version)
ISBN 978-92-9223-244-3 (Electronic version)
Download PDF 2.3MB
* Defining “Disabilities”
* Barriers to Learning, Development and Participation and How to Overcome Them
* Accessible School Environments – Universal Design Principles
* Hearing Impairment
* Visual Impairment
* Physical Impairment - Motor and Mobility Impairments
* Developmental / Intellectual Impairment
* Specific Learning Difficulties
* Other Impairments and Disabilities
* Social, Emotional and Behavioural Difficulties
* Deafblindness
* Multiple Impairments
* Where to Learn More – Internet Resources
* Contacts for Publications
* Glossary
Related Link:
Imagem: © UNESCO/K. Anis"Four regional reports on adult learning and literacy have been published focusing on the Arab States, Asia and the Pacific, Latin America and the Caribbean and sub-Saharan Africa between 1997 to 2007. These regional reports will inform discussions at the Sixth International Conference on Adult Education (CONFINTEA VI) to take place end of 2009 in Brazil.
Compiled by UNESCO Member States, the four reports include national information on the situation of adult learning and education since the fifth International Conference on Adult Education (CONFINTEA V) in 1997.
The Sixth International Conference on Adult Education (CONFINTEA VI) was to be held 19-22 May 2009 but was postponed by the Brazilian government due to health security concerns about Influenza A (H1N1). The new dates for the conference will be confirmed shortly." (UNESCO | 24-06-2009)
Related links
Author(s)/Editor(s): Human Rights Council
Publication date: 17 June 2009
Language: English
17 JUNE 2009 | Geneva - The Human Rights Council, at its eleventh regular session, has adopted a landmark resolution on ‘Preventable maternal mortality and morbidity and human rights’ in which governments express grave concern for the unacceptably high rates of maternal mortality and morbidity, acknowledge that this is a human rights issue and commit to enhance their efforts at the national and international level to protect the lives of women and girls worldwide. Over 70 UN member states co-sponsored this resolution, led by Colombia and New Zealand.
"WHEN my band mate Gil Santos lost his father in the 1975 Indonesian invasion all he was left with was his Dad's ``soccer ball and guitar.''
It was fitting really because music is such a vital part of life too many Timorese as we found out on a recent return visit to East Timor where Gil and I distributed 30 donated guitars to groups of blind, disabled and struggling musicians.
Giving a kid a guitar in Timor is like giving them a car, such is the joy and wide eyed rapture at such a gift.
Amongst the 30 guitars, we thought it only fitting to take five guitars up to the Balibo House to donate one for each of the journalists lost there in 1975.
It was a great trip and house manager Rogerio gladly accepted the instruments.
Once again, though any visit to East Timor only opens you up to other worthy fund raising tasks,
For example in Dili we met the Alma Nuns who look after the disabled kids of Timor Leste.
Unfortunately for the Sisters their work load is an equation that just does not add up.
Afterall, there are hundreds of disabled children, four nuns and they own only one tiny motor scooter.
The spirit may be willing but it just does not add up for the ALMA nuns.
The four nuns of this religious order, inspired by the work of Mother Teresa, fight a constant battle against the numbers in their inspirational work looking after the disabled children of the former Portuguese colony who are described in social terms as ``the lowest of the low.’’
Raising a disabled child is hard enough to contemplate in well to do Australia but in one of the world’s newest and poorest nations it is just a nightmare.
The nuns of the ALMA order are attempting to help the parents of disabled children with their help but because of their limited means of transport they just cannot get around to visiting enough kids.
ALMA is an acronym for " Asossiasi Lembaga Misionaris Awam", which means Association of Lay Missionaries for the poor and the disabled).
The Nuns who consecrate themselves completely to Christ and the Kingdom of God, serve only the most disadvantaged children (the poor, the abandoned, the disabled) and live amongst them in togetherness in the community.
The sisters task is to help and to empower the abandoned, poor and disabled helping along the way to change the mentality of the community towards them.
They are under the jurisdiction of Bishop Dili and their mission has been operation in for three years.
At the homes they do visit the Sisters perform physiotherapy on the disabled children and then instruct the parents of the disabled child to do the same.
Their work is showing great results.
On a recent visit around the back blocks of Dili with the Sisters I met a young chap called `Lorenzo’’ who could now sit in a chair and perform tasks his crippled body just would not let him perform until he started therapy with the nuns.
Unfortunately, the Sisters say they cannot keep up with the huge demand for their services.
East Timorese Alma Nun Sister Justine said the order had only the use of one tiny motor scooter.
``If we had a four wheel car with a tray we could do a lot, lot more work,’’ she sighed.
``We could even get out into the countryside to visit the really disadvantaged disabled children.
``It would be a miracle if Australian Christians could help us get a vehicle. Not brand new just one to help us with our work.’’
A leading East Timorese Government official Joaquim Santos has said he would purchase a good vehicle for the nuns from a credible Dili second hand car dealer.
``We would just need about $10,000 in funds,’’ he said.
``While the world is going through tough economic times and money is tight for everyone these kids need a lot more help than most.’’
The Jesuit’s have come to the party agreeing to get funds to the nuns via their Dili office.
Those wishing to making a donation should send funds to ``ALMA Nuns East Timor’’ c/o The Jesuit Mission, P.O. Box 193 (31 West Street)
North Sydney NSW 2059 AUSTRALIA" ( )
"Inclusive education is based on the right of all learners to a quality education that meets basic learning needs and enriches lives. Focusing particularly on vulnerable and marginalized groups, it seeks to develop the full potential of every individual.
The ultimate goal of inclusive quality education is to end all forms of discrimination and foster social cohesion.
"Planetary World Service (www.planetaryworldservice.org) is creating a weekly service assignment movie clip, with the hope to inspire the global community to use the power of their consciousness to help co-create positive change in this world. This week's assignment (June 11-17,2009: World Day Against Child Labour) " (IAMUniversity)
"Rudely Interrupted are one of Australias truly unique indie rock acts. 5 out of the 6 members share a range of both physical and intellectual disabilities (Blindness, Deafness, Aspergers, Autism and Down Syndrome) but most importantly, a common interest in self expression through music. Their achievements, both personal and professional to date are extraordinary. [...]" (About Rudely Interrupted)
Site oficial da banda: http://www.rudelyinterrupted.com/index.php
By Terri Mauro, About.com
"A child classified for special education these days may learn in an out-of-district specialized school, a self-contained classroom, a resource room, an inclusion class, or some combination. Describe the experience your child has had with these placements -- the successes and the failures -- and let's create a resource to help other parents figure out where works for what. Explain Your Experience" (Special Needs Children)
Imagem: UNESCOPRESS | Media Advisory No. 2009 –31 | 19-05-2009)
Esta obra está licenciada sob uma Licença Creative Commons
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