Local view for "http://purl.org/linkedpolitics/eu/plenary/2007-09-26-Speech-3-415"
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"en.20070926.25.3-415"2
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"Madam President, first and foremost I wish to apologise for the absence of Mrs Zita Gurmai, the author of this oral question on behalf of the Socialist Group, who cannot attend this sitting due to unforeseen circumstances, and so with your permission, Madam President, I intend to speak on behalf of Mrs Gurmai and on my own behalf, since I had also asked to speak.
My wish, Madam President, is simply to reiterate what has been said. We are talking about learning disorders that affect a substantial segment of our population. Almost 10% of Europe’s children suffer from ‘dys’ problems: children who are usually invisible to our education systems, which all too frequently blame their academic failure on unrelated causes.
The necessary measures must be taken to prevent such ‘dys’crimination, and schoolchildren must be treated in a special, timely, intensive and multidisciplinary fashion, preferably at their usual teaching centre. This requires protocols for detection and courses of action at schools.
For the first time in my country, Spain, a socialist government has introduced an education law to help pupils with specific learning difficulties. This is a major step, since in our various countries families are usually dependent on the goodwill of teachers and their willingness to make a voluntary effort with the proper training. Opting for other solutions means a substantial economic burden, which is often impossible to shoulder.
We must remember that boys and girls with these dysfunctions are intelligent, and all they need is a different way of learning. Academic success is a genuine possibility for them. All that is required is the political will to implement the right mechanisms that produce genuine solutions.
Making these pupils visible to society means having reliable statistics to allow proper decisions to be taken; it means providing access to clear and truthful information for everyone who seeks it and starting up awareness campaigns extending to all our countries. Making them visible to our education systems also means that, in addition to providing treatment in good time for all children affected in the early years of school, we must take account of their needs when designing syllabuses at each and every level of education. A number of universities are now using examinations and tests adapted to university students with this kind of problem.
Community-financed education programmes such as e-learning or life-long learning must also be designed with ‘dys’ people in mind. Ladies and gentlemen, we must tackle the needs of this sector of the population. We cannot continue to turn our backs on a disorder that affects over 3 million Europeans."@en1
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