'DYS'-CRIMINATION MUST END

2.00.00pm UTC (GMT +0000) Thu 27th Sep 2007

More than 10% of children are affected by 'dys' problems such as dysphasia, dyslexia, dyscalculia and others. But this type of 'dys' ability, which badly impairs communication from a very early age, needs early intensive treatment to avoid exclusion later in life, according to West Midlands LibDem MEP Liz Lynne.

Often however, 'dys' problems are not spotted until too late and undiagnosed and untreated 'dys' children are subjected to bullying and discrimination. How to tackle these issues across Europe, through collating of evidence, earlier diagnosis and treatment, exchange of best practice and a European Charter on 'dys'-conditions, was the subject of a debate last night in the European Parliament in Strasbourg.

Speaking in the debate Liz Lynne, Vice-President of the European Parliament's Disability Intergroup, said:

"It is estimated that there are approximately 49 million people with some form or 'dys' ability within the EU. As many as 10% of children are affected by a "dys"- type disability such as dysphasia, dyspraxia, dyslexia, dyscalculia or attention deficit disorder.

"Take the case of Sean in the UK. The teacher's report described him as stupid, awkward, disruptive and over-emotional. Because of his problem he was marginalised and bullied by fellow pupils and teachers did little to intervene.

"Sean's parents were eventually forced to withdraw him from school after he arrived home badly beaten and bloodied. But the local education authority refused to provide tutoring or assistance - so education was left to his parents, one of whom was forced to give up work.

"Thankfully a local support group was to hand and offered help to Sean and his parents, but other children in the UK and in other Member States are not so lucky.

"We must exchange best practice across the EU and this is where the Council and Commission have an important role to play. Information must be made more available.

"Steps must be taken to spot, screen, diagnose and treat these disorders at an early stage.

"Structures must be adapted to integrate young people with disabilities into the world of work.

"It is important that a European charter for people with 'dys' problems is drawn up. It is also vital that research under the 7th framework programme is increased.

"Information, education and training are the key to integration. I have always said that Member States should work towards including children in mainstream education wherever possible, but, at the same time, recognising that some children may not thrive in that atmosphere, especially if there is no proper back-up.

"Children's needs must come first. There is no point in paying lip service to disabled people's rights.

"We have to continue the fight to ensure that individuals like Sean are treated equally and given the help and support they deserve."

ENDS

NOTES TO EDITORS:

On the 18th of September, Liz Lynne co-tabled the following oral question to the European Commission:

Subject: European strategy for the rights of the child: against 'dys'crimination of children and exclusion of 'dys' people

More than 10% of children are affected by 'dys' problems (dysphasia, dyspraxia, dyslexia, dyscalculia or attention deficit disorder, etc). But this type of 'dys' handicap, which badly impairs communication from a very early age, goes unidentified in a number of Member States. The only way to prevent resultant 'dys'crimination against affected children is to give them special, early, intensive, which is intensive, multidisciplinary treatment in appropriate structures (preferably in a mainstream school environment with appropriate special care).

Does the Commission have accurate statistics on 'dys' problems? If not, could it collect them? Does the Commission plan to undertake initiatives favouring the identification and the acknowledgement of 'dys' problems as disabilities or as learning difficulties? Can the Commission facilitate access to information, and make timely steps to spot, screen and systematically diagnose and treat disorders at an early stage?

Aside from the Neurodys project, can the Commission finance other lines of research on other 'dys' problems, or does it envisage doing so in the future?

What measures could Member States promote for people who informally care for, on a daily basis, disabled people with a 'dys' problem to avoid all forms of socio-professional discrimination to allow them to reconcile family and professional life and to have their work as a 'carer' recognised?

Does the Commission have initiatives in place to ensure that EU-funded educational programmes (TIC, e-learning, lifelong learning) are designed and implemented with adequate consideration for 'dys' people?

How can the Commission ensure that the employment Directive is implemented effectively to ensure that there is no discrimination against 'dys' workers, whilst encouraging Member States to help improve the employability of 'dys' workers?

Does the Commission feel that it is useful to create a network in order to promote an exchange of best practice at European level and to establish a charter for 'dys' children? How could the Commission promote and encourage the creation of a European multidisciplinary network on specific learning disabilities and by this means, to collect and study information and promote the coordination of cross-border actions, as well as institutional dialogue?