the Ombudsman warns of the inadmissible practice of printing a child from kindergarten due to developmental difficulties. In one case, kindergarten was typing such a child because of the ‘safety of other children’. “Instead of systematically following the child, providing an appropriate environment for child growth and development, and with the founder or organisation that provides support in the environment, tries to provide support for the child, the kindergarten has written the child because it did not have the helper that was necessary,” the Businessperson, adding that for years he has warned of the lack of helpers in the kindergarten. The local community funding system is not sufficient and their recruitment through Rejection Letter Templates employment measures is neither a quality nor a viable solution. Last year, the Office of the Businessperson for Children received up to 90 complaints of individual violations of the rights of children with developmental difficulties in education, and for more than a year, the highest representation of violations of children’s rights with developing disabilities has been recorded in the elementary school system. This refers primarily to the support of teaching assistants, whereby the Gender Equality Businessperson states that although there has been a shift in the provision of financial means for their employment, it has not yet come to a clear definition of this occupation.
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Due to their ambiguity about their role and tasks, the necessary competences and programs of education and the way of their employment (work contract, work contract, etc.), complaints were received on their work, insufficient co-operation of the assistant with the student to whom they were supported, as well as difficulties when changing assistants, especially during the school year. In the case of children with developmental disabilities involved in classroom classes, the majority of complaints relate to inadequate adaptation of the approach, methods and forms of work, the inadequate individualised education program (IOOP), or the non-compliance with IOOP and the non-qualification of teachers / teachers towards children with disabilities.
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With regard to education on a special program, the Ombudsmen noticed the insufficient inclusion of children in the life and activities of the school (snacks, excursions, performances, inclusion of individual classroom lessons, etc.). Also, classes of special programs are often placed in confined spaces, which does not meet the needs of these students. In addition, the Ombudsman warns that co-operation in kindergarten (parent) is still difficult, irregular, inadequate, seriously disturbed, without a sense of trust and respect.
Finally, they emphasise the need to strengthen systematic co-ordination of existing services and to develop integrated early intervention services Rejection Letter Templates for children with disabilities and non-risky risks, children living in difficult socioeconomic conditions and those living in unhelpful environments, and children exposed to neglect and abuse. Quality educational and inclusive practice must be designed to promote the well-being of all children, and it can not be limited to individual support for the child with developmental difficulties, but should be focused on building the overall supportive environment in an individual institution and in a comprehensive system of education, concluded by the Ombudsman.