RO Training Booklet

Thursday, May 31, 2012

Development of Supportive Packages for Parents and Teachers of Children with Cerebral Palsy (03-18 Age Group)

LEGAL AND FINANTIAL MATTERS

Parents & Teachers

Training Booklet

This training module is produced in the scope of CP-PACK project and in accordance with the Need Analysis Report derived from the results of the focus group interviews and questionnaires among parents and teachers of children with cerebral palsy. This is primarily a theoretical training module, which is based on cross-analysis of the legal framework for CP and/or disabled persons. The course should also be a place where participants (parents/parents, teachers/teachers and parents/teachers) get an opportunity to discuss and share their experience on how the rights of CP/disabled children are observed in their countries.

Goals: Improve the capacity of teachers and trainers to obtain maximum support from the legal framework in the field of disabled/CP persons.

Aim:The aim of this module is to rise the awareness of both parents and teachers on legal rights of CP children and how to benefit of these rights.

• • For Parents:For parents, in some countries, is very important to know how they can benefit from the legal rights granted to CP children and their families. In other countries, the parents need to know how the actual legal framework can be improved for the benefit of CP children.

  • For teachers: On the basis of need analysis, teachers, therapists and other staff involved in education and therapy of CP children, expressed their need to know how schools and schools' staff can make a good use of the legal framework in order to improve the educational and therapy services.

Learning outcome: Participants are informed about international, European and national legal framework for CP children. Also, the participant can share their personal experiences about the use of legal, financial and other benefits and support.

• • For Parents: Participants will be more informed about their rights and administrative procedures required in order benefit of these rights.

  • For Teachers: Participants will be more informed about the obligations and rights of schools and their staff in relation with CP children and their families.

Step by Step presentation

CONTENT FOR PARENTS

Session 1a.Legal status of a person having CP at international and EU level

Session Overview:

This session will allow participants to learn about the international and EU legal framework on disability, in general, and CP, in particular. The participants will learn about the States legal engagements in the framework of international conventions and treaties. Also, the participants will learn about the legal approach and definition of disability.

Learning Outcomes: The participants will know what they can do in order to have a better and appropriate reflection of the international conventions and treaties in national legislation. Also, the participants will learn which are the most appropriate methods to enforce the law against national authorities which not comply with the international legal framework.

Session Contents:

The main international and European document in the filed of disabled persons' rights is the Convention on the Rights of Persons with Disabilities and its Optional Protocol, adopted on 13 December 2006 at the United Nations Headquarters in New York. The Convention entered into force on 3May 2008.

Countries that join in the Convention engage themselves to develop and carry out policies, laws and administrative measures for securing the rights recognized in the Convention and abolish laws, regulations, customs and practices that constitute discrimination. As a change of perceptions is essential to improve the situation of persons with disabilities, ratifying countries are to combat stereotypes and prejudices and promote awareness of the capabilities of persons with disabilities .

Countries are to guarantee that persons with disabilities enjoy their inherent right to life on an equal basis with others, ensure the equal rights and advancement of women and girls with disabilities and protect children with disabilities.

Children with disabilities shall have equal rights, shall not be separated from their parents against their will, except when the authorities determine that this is in the child’s best interests, and in no case shall be separated from their parents on the basis of a disability of either the child or the parents.

Countries are to recognize that all persons are equal before the law, to prohibit discrimination on the basis of disability and guarantee equal legal protection.

Countries are to ensure the equal right to own and inherit property, to control financial affairs and to have equal access to bank loans, credit and mortgages. They are to ensure access to justice on an equal basis with others, and make sure that persons with disabilities enjoy the right to liberty and security and are not deprived of their liberty unlawfully or arbitrarily.

Countries must protect the physical and mental integrity of persons with disabilities, just as for everyone else, guarantee freedom from torture and from cruel, inhuman or degrading treatment or punishment, and prohibit medical or scientific experiments without the consent of the person concerned.

Laws and administrative measures must guarantee freedom from exploitation, violence and abuse. In case of abuse, States shall promote the recovery, rehabilitation and reintegration of the victim and investigate the abuse.

Persons with disabilities are not to be subjected to arbitrary or illegal interference with their privacy, family, home, correspondence or communication. The privacy of their personal, health and rehabilitation information is to be protected like that of others.

On the fundamental issue of accessibility, the Convention requires countries to identify and eliminate obstacles and barriers and ensure that persons with disabilities can access their environment, transportation, public facilities and services, and information and communications technologies.

Persons with disabilities must be able to live independently, to be included in the community, to choose where and with whom to live and to have access to in-home, residential and community support services. Personal mobility and independence are to be fostered by facilitating affordable personal mobility, training in mobility skills and access to mobility aids, devices, assistive technologies and live assistance.

Countries recognize the right to an adequate standard of living and social protection; this includes public housing, services and assistance for disability-related needs, as well as assistance with disability-related expenses in case of poverty.

Countries are to promote access to information by providing information intended for the general public in accessible formats and technologies, by facilitating the use of Braille, sign language and other forms of communication and by encouraging the media and Internet providers to make on-line information available in accessible formats.

Discrimination relating to marriage, family and personal relations shall be eliminated. Persons with disabilities shall have the equal opportunity to experience parenthood, to marry and to found a family, to decide on the number and spacing of children, to have access to reproductive and family planning education and means, and to enjoy equal rights and responsibilities regarding guardianship, wardship, trusteeship and adoption of children.

States are to ensure equal access to primary and secondary education, vocational training, adult education and lifelong learning. Education is to employ the appropriate materials, techniques and forms of communication. Pupils with support needs are to receive support measures, and pupils who are blind, deaf and deaf-blind are to receive their education in the most appropriate modes of communication from teachers who are fluent in sign language and Braille. Education of persons with disabilities must foster their participation in society, their sense of dignity and self worth and the development of their personality, abilities and creativity.

Persons with disabilities have the right to the highest attainable standard of health without discrimination on the basis of disability. They are to receive the same range, quality and standard of free or affordable health services as provided other persons, receive those health services needed because of their disabilities, and not to be discriminated against in the provision of health insurance.

To enable persons with disabilities to attain maximum independence and ability, countries are to provide comprehensive habilitation and rehabilitation services in the areas of health, employment and education.

Persons with disabilities have equal rights to work and gain a living. Countries are to prohibit discrimination in job-related matters, promote self-employment, entrepreneurship and starting one’s own business, employ persons with disabilities in the public sector, promote their employment in the private sector, and ensure that they are provided with reasonable accommodation at work.

Countries are to ensure equal participation in political and public life, including the right to vote, to stand for elections and to hold office.

Countries are to promote participation in cultural life, recreation, leisure and sport by ensuring provision of television programmes, films, theatre and cultural material in accessible formats, by making theatres, museums, cinemas and libraries accessible, and by guaranteeing that persons with disabilities have the opportunity to develop and utilize their creative potential not only for their own benefit, but also for the enrichment of society. Countries are to ensure their participation in mainstream and disability-specific sports.

Countries are to provide development assistance in efforts by developing countries to put into practice the Convention.

To ensure implementation and monitoring of the Convention, countries are to designate a focal point in the government and create a national mechanism to promote and monitor implementation.

A Committee on the Rights of Persons with Disabilities, made up of independent experts, will receive periodic reports from States parties on progress made in implementing the Convention.

An 18-article Optional Protocol on Communications allows individuals and groups to petition that Committee once all national recourse procedures have been exhausted. Is to be underlined that petition right can be used only if the national authority in charge is not providing or granting the right according the Convention's provisions and the interested person has follow all the national procedures in order to achieve these rights. The Committee examines the complaint and the observations of the State, and on this basis formulates its views and recommendations, if any, forwards them to the State, and makes them public.

The following distinction is made by the World Health Organization between impairment, disability and handicap:

• • Impairment: Any loss or abnormality of psychological, physiological, or anatomical structure or function.

  • Disability: Any restriction or lack (resulting from an impairment) of ability to perform an activity in the manner or within the range considered normal for a human being.

  • Handicap: A disadvantage for a given individual, resulting from an impairment or disability, that, limits or prevents the fulfillment of a role that is normal, depending on age, sex, social and cultural factors, for that individual

The following definitions are developed from that perspective. The relevant terms of action proposed in the World Programme are defined as prevention, rehabilitation and equalization of opportunities.

Prevention means measures aimed at preventing the onset of mental, physical and sensory impairments (primary prevention ) or at preventing impairment, when it has occurred, from having negative physical, psychological and social consequences.

Rehabilitation means a goal-oriented and time-limited process aimed at enabling an impaired person to reach an optimum mental, physical and/or social functional level, thus providing her or him with the tools to change her or his own life. It can involve measures intended to compensate for a loss of function or a functional limitation (for example by technical aids) and other measures intended to facilitate social adjustment or readjustment.

Equalization of opportunities means the process through which the general system of society, such as the physical and cultural environment, housing and transportation, social and health services, educational and work opportunities, cultural and social life, including sports and recreational facilities, are made accessible to all.

Suggested readings

• • Convention on the Rights of Persons with Disabilities and its Optional Protocol, adopted on 13 December 2006 at the United Nations Headquarters in New York. The Convention entered into force on 3May 2008.

  • Convention on the Rights of the Child, adopted and opened for signature, ratification and accession by the United Nations General Assembly resolution 44/25 of 20 November 1989

  • Hague Convention of 19 October 1996 on Jurisdiction, Applicable Law, Recognition, Enforcement and Co-operation in respect of Parental Responsibility and Measures for the Protection of Children or Hague Convention 1996

Session 1b. Legal status of a person having CP at national level

Session Overview: This session will present an overall introduction on the most common legal provisions on CP and disability in different countries

Learning Outcomes: The participants will reach an understanding of similarities and differences between different legal provisions in place in different states.

Session Contents: In different countries, there are different approaches on legal status of persons having Cerebral Palsy. These approaches vary from a specific and special legal framework for CP individuals to a more general one, were CP individuals are included in the more general category of disabled persons (in certain countries, the term used is handicapped persons). The situation of affected children is, consequently, differentiated. In some countries, CP children are considered to be a distinct category within the general category of disabled children. In other countries, CP children have no special statute comparing with other disabled countries.

Despite these differences, all EU countries recognise and grant several rights to all disabled persons, including children. Depending on the national legislation and administrative systems, these rights are grouped taking into account the different levels of social needs of disabled persons. In order to facilitate the international approach on the topic of legal status of a person having CP, a screening of the main rights was made and the rights are grouped under two categories. One category comprises those right which are granted ex-oficio. These kind of rights are recognised by simply proving of the status of the person, without any other administrative formality. Another category of rights comprises rights granted under the condition of fulfilling certain administrative rights.

Children with a disability, including children with cerebral palsy (CP), benefit of the following rights:

-protection of their health, prevention, treatment and recovery, education and professional training,

-social support, meaning social services and social benefits,

-home, arrangement of personal life environment, transportation, access to the psychical, informational and communication environment,

-opportunities for leisure, access to sport, culture and tourism,

-legal support,

-financial benefits,

-evaluation and re-evaluation at home for persons which can not be moved, made by the evaluation commission within a certain period.

Suggested readings

National legislation aiming to protect disabled/CP persons and/or children

Session 2. Administrative support for disabled and CP persons

Session Overview: On the basis of the above sessions, this session will describe how the knowledge about the way the brain works must be used, when planning how to address cerebral palsy regarding training. The session will begin with a theoretical approach to which aspects must be taken into consideration, followed by a discussion about how training can be part of most everyday activities, not in all times dependent on the presence of i.e. a therapist.

Learning Outcomes: The participants will know which theoretical aspects must be taken into consideration, if any remaining and positive results from training shall be expected. On the basis of this participants will learn about ideas and tools of how to implement training in many everyday activities at home and in school/institution.

  Session Contents:

Observance of handicapped persons' rights lies usually on local administrative authorities. Complementary or subsidiary role on observing these rights lies on central administrative authorities, civil society and families or legal representatives of handicapped persons. In this respect is to be noted that a better implementation of legal framework for disabled persons can be achieved trough cooperation between local administrative authorities and NGO's.

Depending on the specific of administrative systems in each country, can be identified different public or private entities in charge with administrative support for CP children. In some countries, there are in place administrative procedures for registering CP persons. In other countries, CP persons are not registered on the basis of their specific illness, but on the basis of their disability gravity.

Since the CP have a variety of legal approaches, this work will use mainly the general term of disability.

There are several rights of disabled persons and several obligations of institutions and organisations which are considered special. When these rights are breached and obligations are not fulfilled, there are established financial penalties against the irrespective institutions or organisations. The penalties are enforced by the designated authority. The rights breaches and non-fulfilment of obligations must be announced by interested persons.

When a right is granted upon an individual request, non-granting of the right or the delay in granting can be subject for a case in front of the court of justice. Usually there are ex officio lawyers able to support the persons to open the case and the opening of case and legal support are free of charge.

The above mentioned rights and obligations are:

a) free and equal access of disabled persons to any form of education,

b) the right of disabled persons, within educational process to:

-supportive educational services,

-technical equipment adapted to the disability,

-school manual and courses accessible to visual impaired pupils and students,

-use of assistive equipment and software during the examinations.

c)once per year, a free of charge place in recreational camps for disabled children together their personal supporting assistants.

d)the obligations of public authorities in relation with disabled persons access to education providers to:

-promote and grant access to education and professional training of the disabled persons,

-assure home education for disabled persons which can not be moved during the compulsory education and education trough the involvement of supporting/travelling teachers,

-assure access to continuous education according the needs of disabled persons,

-support cooperation between main or special education and families or community,

-support the professional training of teachers from main education in order to allow them to adapt the educational practices for disabled pupils,

-assure the sport practice to any disabled person and the training of teachers for specific medical and technical practices,

-assure educational support services for disabled persons and their families trough special psycho-pedagogy specialists,

-assure access in educational organisations.

d)to grant priority to the disabled persons to rent an apartment at lower buildings' flats in public owned buildings

e)severe disabled persons have the right to a supplementary room in the rented apartments and to the lowest level of renting price. The same right is recognised to the familiy or legal representative of a severe disabled persons during the period of taking care,

f)disabled child and accompanying person benefit of free entrance to shows, museums, performances,

g)in order to assure public transportation of disabled persons, the local public authorities are obliged to buy adapted public transportation vehicles or to adapt the existing vehicles and to create transportation programmes for disabled persons

h)severe and marked disabled persons benefits of free urban public transportation,

i)severe and marked disabled persons benefits of a number of free long-distance travel on public transportation,

j)the relevant public authorities are obliged to take the required measures in order to facilitate the transition of young disabled persons to the system of protection for adults,

k)obligation to grant the right of social support in the form of social services upon request or ex officio,

l)obligation to admit a disabled person into a residential centre when home care or other types of community services are not possible,

m)the organisations are obliged to adapt buildings, to arrange and allow access to parking places on the benefit of disabled persons,

n)obligation of publishing houses to make available digital patterns used to print books and magazines in order to be transformed in a format accessible to visual impaired persons,

o)obligation of public libraries to established sections with books for visual or reading impaired persons,

p)obligation of phone companies and bank services operators to make available services and information services to the disabled persons

q)hotel owners obligation to adapt at least one room for disabled persons, to mark with tactile signs the entrance and reception and to mount elevators with tactile signs

r)public and private authorities ad organisations obligations to make available for their public relations interpreters for audio-impaired persons and to make available other information services to disabled persons. These measures apply to internet available services as well

s)employers with more than a certain numbers of employees are obliged to employ at least a percentage of their staff from disabled persons or to pay to public budget a special tax

t)the protected units have to right of exemption on payment certain taxes.

Suggested readings

Guidance available on public authorities websites, on private, specialised, organisations or on international organisations websites (UNESCO, UNICEF, UN)

Session 3. Logistic support for disabled and CP persons

Session Overview: This session will provide an overview over different types of material support for CP/disabled persons which can be asked for or provided by public authorities and other organisations.

Learning Outcomes: The participants will become more consciousness about their rights as parents or teachers in relations with public authorities or other organisations.

  Session Contents:

Since a CP person is a disabled person, the general right of disabled persons apply to CP persons as well. The logistic support might cover free access to various services, reduced prices to different services, accessibility in premises and buildings, access to free or reduced prices supportive devices and techniques, modified supportive services, materials and techniques and so on. Some of these right are granted upon a individual request and other are assumed to be granted ex officio by different organisations. It is to be noticed that in many cases the logistic support for disabled persons is recognised as a general right. In this respect, an individual it is not entitled to ask individually these rights which are incumbent to public or private organisations. For instance, the right of access and the associate support can be granted by the meaning of marked tracks on the access-ways, accessible buses for wheelchairs etc.

Generally, the support might cover:

• • a)right to have a personal accompanying assistant

  • b)free medical devices, free medical treatment and medicines

  • c)free ticket to SPA treatment for the disabled person and his/her personal accompanying assistant

  • d)free accommodation and meals services in hospitals, SPA facilities and other similar services

  • e)parking-free permit for disabled persons

  • f)extra-room in public-owned buildings in case of rented home

  • g)access to a public supporting centre for disabled children without a family or other supportive persons

  • h)right to have an specialised interpret during the legal procedures in order to facilitate communication

  • i)access to therapy and supportive public facilities.

Suggested readings

Guiding materials provided by different authorities

Questions for reflection:

• 1. Make a list of the rights granted by a public body as a normal functioning approach of it

  2. Make a list of the situations when a legal right was not granted by the public authority in charge

Session 4. Discussion and exercise

Session Overview: This session will provide participants with the possibility to exchange their experiences in connection with public authorities.

Learning Outcomes: Participants will understand better how the legal framework in place is applied and can be used for the benefit of CP children.

Session Contents:

Participants are encouraged to express their own opinions about:

-the significance of international legal framework on CP/disabled children

-the usefulness of international legal framework on actual context of their situation

-the extent to which a public body or other relevant body apply the legal framework in place

-the information sources about the the legal rights of CP/disabled children

Session 5. Financial support for disabled and CP persons

Session Overview:

This session will provide an overview over various financial support which can be granted directly or in other way to CP children or to their families.

Learning Outcomes:

The participant will become aware of the financial support granted directly to the children of their families and will understand which support is granted ex officio and which upon a formal request.

Session Contents:

Usually, the financial support is granted according a specific procedure fulfilled by the disabled persons, or, in case of disabled children, by their parents. Financial support can be granted to the disabled person only and/or to their family members (parents) or personal accompanying assistant.

In case of financial support for children, usually parents needs to accomplish several administrative procedures in order to reach the support. More often these procedures are very simple and can be fulfilled after the child birth. In other cases, the disability certificate or other registration proof needs supplementary papers or procedures in order to lead to a support.

Financial support measures:

• • exemption on payment of hire in case of rented house within public-owned buildings

  • paid holidays with a variable durations and within certain amounts for one of the parents of a disabled children, depending on the gravity of the disability.

  • free access tickets to museums, shows and performances and other similar cultural and sport events. This right is granted also to the personal accompanying assistant

  • free tickets and subscriptions to public system transportation, both on local, mid-range and long-distance transportation. Depending on each administration regulations, the free tickets and subscriptions can cover unlimited trips on all transportation meanings or a certain number of travel on specific transportation meanings. This right is granted also to the personal accompanying assistant

  • exemption on tax over houses, buildings or land, when these properties are owned by disabled person

  • public-supported interest over bank loans needed to cover the expenses for modification of houses or procurement of supportive devices and adapted vehicles

  • exemption on tax for adapted motorised vehicles

  • monthly fee when the parents or family of a disabled child decide to have no personal accompanying assistant for the child.

  • increased or supplementary monthly fee for disabled children until the age of adulthood.

Suggested readings

Informational materials about how to reach the support to which disabled/CP children are entitled.

Session 6. How to obtain support to which persons are entitled

Session Overview: Since the legal provisions can be very easy learnt, it is importance for somebody to learn how to reach a specific right or support. This module will briefly explain how to make the legal provisions workable.

Learning Outcomes: Participants will understand which are the proper approaches in order to gain a specific support granted by the law, especially when these rights are not fully observed by the public or private entities.

Session Contents:

The actual support can be obtained after fulfilling a certain administrative procedure by the child's parents. The basic procedure is the registration of the child after birth. In this case, the registration is made on the basis of the parent declaration alongside with a medical certificate to prove the existence of disability and its gravity. In some countries other individual rights are granted upon a specific and more elaborated administrative procedure. For instance, assistive devices can be provided only if parents submit a formal request and other official document to an authority in order to receive the devices as such or an equivalent amount of money. On the other hand, there are countries were are NGOs or other private organisations which are entitled to process the requests from parents.

In order to receive an individual support, the parents needs to know exactly what procedure they have to fulfil. The actual grant of support may vary very much in a specific country from case to case. When a request does not receive a positive answer is advisable for parents to either sue the public authority or to ask for help to an NGO dealing with disable persons.

Suggested readings

Attorneys and specialised NGOs websites, forums

Questions for reflection:

Which are the reasons for not granting a specific right?

How long took until a request for a right was positively answered?

Except the basic request, which other actions were took in order to receive the legal support?

Content for teachers

Session 2. Administrative provisions on the benefit of education and therapy of disabled/CP children

Session Overview: CP children need to spent a part of their life for learning and therapy. This make very important the role of schools and therapy centres. Schools' managers, teachers and therapists need to know how to benefit from the legal provisions in the field of disabilities, how to fulfill their obligations and which are their rights.

Learning Outcomes: The participants will learn about the administrative measures and relations between schools, public authorities and children families.

Session Contents:

Each European country have created different systems to support education and therapy of disabled/CP children. Depending on the general administrative and legal framework, these supportive systems are public, private or a combination of the other two.

The most common approach in each country is the establishment of a public body in to deal with disabled/CP children. Depending the local conditions, there are kindergarten, schools or other facilities. The facilities can be integrative, were CP children are hosted together with not-disabled children, half-integrative, were CP children are educated and treated together with other disabled children or specialised facilities, dedicated to CP children only. On the other hand, in most of the countries, there are specialised facilities which can provide specialised, professional therapy for CP and other, similar disabilities and impairments. Since the CP is not a very common disability, it is possible to find that a specialised education or therapy facility is not available in the proximity of the child and his/her family.

Teachers and therapists need to know that, according the international and EU treaties and conventions, they are entitled to ask and receive with priority different kind of support from public authorities. For instance, the public authorities must introduce in their budgets the required amounts to support the development and improvement of activities of schools, therapy centres and of other facilities designated to support disabled/CP children.

Suggested readings

Session 3. Logistic measures to be taken by schools on the benefit of disabled/CP children

Session Overview: During the session the participants will become aware about the legal requirements for a school in order to comply with CP children needs regarding their move and behavior.

Learning Outcomes: The participants will learn how to use the legal provisions in order to make their schools and activities more friendly for CP children.

  Session Contents: Schools, therapy centres and other facilities designated for disabled/CP children need to know that public authorities must provide them with several types of supportive devices or works. For instance, the public authorities have to support the specialised organisations, public or private, to build ramps, install elevators or escalators. Also, the public authorities need to provide specialised organisations with assistive technologies and devices as:

-books, games, educational materials

-wheelchairs, neck, backbone, leg, arms supporting devices, adapted chairs and tables

It is important to know that certain types of support for schools can be provided using indirect manners. In this respect, the research and development for new or improved assistive devices are available usually to universities and research institution. In order to reach such support, schools needs to ask such research entities to develop common project to be funded. Also, in many countries, the responsibilities to support schools and therapy centres are shared by different public bodies. For instance, a ministry or other national-level authority might have in their budget the required amount of money to be used for supportive and assistive technologies and a different public body to cover the expenses to modify and adapt buildings. Nevertheless, all teachers, therapists and other staff working with disabled/CP children are entitled to ask to participate to various trainings in order to develop their competencies. In many countries, the training systems for teachers and therapists does not cover adequately the training needs of teachers and therapists. In order to overlap this situation, teachers and therapists needs to know that there are available several funding opportunities to participate to international training events (conferences, seminars etc.).

On the other hand, schools are able to cooperate with NGOs and other private organisations. In many cases, this cooperation can have a shape of “hosting” organisation, were a school can allow to a private organisation to develop its own supporting actions on the benefit of disabled/CP children.

Suggested readings

Session 4. Financial support from which schools can benefit in relation with disabled/CP children

Session Overview:

During the session the participants will become aware about the legal possibilities available for schools to ask for money from different sources.

Learning Outcomes:

The participants will learn how to use the legal provisions in schools benefits by asking money or other financial support for the best interest of CP children.

Session Contents:

Public-owned schools are directly financed by public budgets. This means that public budgets have to cover all types of expenses which may be incurred by the education and therapy of children, including the financial coverage for educators and therapists training. In order to receive the needed financial support educators and therapists need to formally submit their request to schools management and to the public authorities as well. Public-owned therapy centres have they expenses covered as well by the public budget. Thus, comparing with educational entities, the patients will pay an amount of money in order to benefit of certain types of therapy. In case of private-owned schools and therapy centres, their expenses are covered usually from donations or payments made by the children's families. Thus, even private-owned schools or therapy centres are entitled to receive financial incentives from public budgets. In order to happens this, these organisations must comply to certain criteria and conditions. The public financial support will cover mainly the expenses for a minimum level of educational or therapy services.

Suggested readings

Session 5. How to obtain the support of which schools are entitled

Session Overview: During the session the participants will learn which are the possibilities to gain money for schools and for their own professional interest.

Learning Outcomes: The participants will learn how to apply on individual basis or acting as schools' representatives in order to gain different types of support for the best interest of CP children.

  Session Contents:

Depending on which country specific, the public support for educational or therapy centres is granted according the legal status of the entity. The public-owned entities must to submit each year a formal request for budget. Teachers and therapists may propose to the entities' management their proposal for educational materials, therapy tools or training. In case of private-owned entities, first they must to comply with the conditions of a public financed private organisations. Then, every year they submit the request for money and at the end of the year the organisations will report on how they spent the money. Private support can be reached by submitting requests to various sponsors or donors, according their rules. Some donors support organisations only, while others make available grants or other types of support to individuals as well.

Suggested readings

Legal and financial maters

GROUPS WORK

1.Make a list of the support and benefits you enjoy according the legal provisions

2.Make a list of support and benefits you need

3.Discuss and provide reasons to include your needs in the legal rights

Notes

Please identify and name the public or private organisation in charge with observing the rights of disabled persons.

Please describe how did you asked for a specific right and how did you act when the right was not granted.

Please name at list 3 rights or obligations which can be enforced by the way of financial penalties.

Notes

1.Please identify and explain which type of logistic support did you receive for your child.

2.Please explain the reasons for not granting a support for your child.

3.Please name at least three sources of information about the support for your child.

Notes

When meeting in plenum again, each member of the group share his/her most important idea with the rest of the group.