August 9th Special Education Day
“According to each Odds; according to individual needs”
Where did special education come from and where is it going?
it’s in our hands.
On August 9, 1949, during the administration of Juan Domingo Perón, the “National Discrimination Education Directorate” was created during the establishment of the Ministry of National Education and the development of a complex institutional bureaucracy. “Sociedad de Beneficencia”, and by the School Health Authority, as well as other educational systems. This Directorate was established to replace the Exceptions Department and is now called the National Special Education Directorate.
From a historical point of view, special education in Argentina reflects the various struggles fought by disabled people themselves, their families, medical professionals and teachers to eradicate the right to an education long deferred by disabled people. cannot be separated from the process of States and governments in Argentina and around the world.
The role of the state at various stages
In some ancient societies, death was the fate of people with disabilities. With the advent of Christianity, they have become objects of charity and still victims of the Inquisition. Since the Renaissance, they have been considered objects of aid. In the 19th century they became the subject of psychomedical pedagogy. These perspectives are part of the pathologically rooted traditional medical model we know today as a result of the privatization of health care by governments, but at the time it demanded the right to education as a group. It embodied the voices of the people who whole. After World War II, the rehabilitation paradigm was strengthened (emphasis on deficits and normalization) to accommodate thousands of workers who were amputated or suffered various disabilities as a result of the war. did.
A new paradigm of the social model of disability has been formulated and advocated from the independent living movement, which organized thousands of people with disabilities around the world and demanded that ‘without us we are nothing’. started. Responsibilities of persons with disabilities in social (capitalist) institutions that hinder the development of independent living for people. And this is important because governments (the world’s capitalists) now see ‘paradigms’ as abstractions, thereby holding the working class itself accountable for the effects of exclusion, discrimination, and even ‘exclusive practices’. because they are trying to make you suffer. in the field of education. A brutal critique of capitalism, summed up in the new concept of disability, seeks to increasingly exclude all support that the state had hitherto had to guarantee, the sciences of humanity, mental health, and special education. I have faced it and I am still facing it. From the fields of health and education, in the wheels of adjustment and capitalist reform.
payment tour
The first special school in Argentina dates back to 1885 and was a school for the “deaf-mute” (now a bilingual school for the deaf – EBDA N°28 DE 16 “Bartolomé Ayrolo”). The method of using the law was already blazing, to deaf sign language, which is not an issue today.
The expansion of special schools began in the 1950s, and they were classified according to various medical conditions and severity. In the 1970s, the city of Buenos Aires gave birth to the current Integrated Interdisciplinary School (EII), which was called “recovery school” at the time. Ta. They focused on the “re-education” of poor children and ignored the responsibility of previous governments and the military dictatorship itself for the conditions they experienced.
Currently, under the discourse of “full inclusion”, brutal adjustments are being made in terms of modalities through overwhelmingly incendiary campaigns to educationally include students with disabilities in schools at each level. Because it is false, and in fact there is a concrete exclusion. In other words, the government deliberately omits what is set out in the Convention on Persons with Disabilities, delegating responsibility for each process to teachers and families. This deepens the educational gap and widens the gap between those who have resources and those who do not.
These policies are imposed within the framework of Kirchnerism’s National Education Act No. 26,206, in which special education is part of a cross-level modality of education, the basic premise of which is common space. Inclusion in childhood and adolescence is understood to be overcrowded. Without the right resources and support according to people’s potential and needs. Therefore, both jurisdictional and national governments rely on this to accelerate modal coordination.
In parallel, the educational practices of special schools have been denounced, ignoring and underestimating the variety of educational propositions offered there, and classifying special schools as spaces of ‘segregation’.
Year after year, the institution’s educational body has been slammed for both budget cuts and questions about its raison d’etre. Discourses are constructed and maintained that act as accomplices in coordination, but education is called upon to respond to deep barriers to learning, most of which are the result of national and jurisdictional economic policies.
And what are we doing at home?
In the city of Buenos Aires, the government of Laretta, protected by the National Education Law and Federal Council of Education Resolution No. 155, excluded students over the age of 22 from special schools for comprehensive training, only preventing them from attending school. but where they interacted with their peers, enhanced their personal development, learned their professions, and spent time with teachers and professionals all trained for such purposes, but not with transportation or Canteens were also robbed and many of them were from vulnerable areas.
In the same sense, and to coordinate the government of Buenos Aires, instead of creating more special education schools, it would increase vacancies, try to eliminate the singularities of each educational institution, overcrowd classrooms, and slow down the educational process of students. attacking. .
Similarly, we recently passed Resolution 3621, which eliminates stability in special education schools for all teachers. In other words, instead of creating Inclusion Support Teacher positions, we will make working conditions more flexible for all teachers in modalities so that arbitrary transfers can be imposed. The same kind of imposition they are trying to make against the ACDM is to try to force them out of special education schools to cover the demand for the device instead of imposing additional fees and other arbitrary It is.
yes it’s in our hands
Therefore, we are from the Ademis Special Education Commission every year condemning the sustained cuts to this modality and warning of the various consequences this entails. The crisis that special education as a whole, educational inclusion and special education schools are experiencing cannot be solved by successive coordinating governments. For this reason, we urge teachers to continue to organize with Ademys, independent of the country and city, to open up discussions in schools, to promote the fight against modality adjustment, and to ensure that every student is always provided with the right education. We ask you to act with the perspective that you demand to receive. Meeting their needs, ensuring personal development and true educational inclusion. All of this can only be achieved by guaranteeing salaries and work rights for all teachers.
We demand the construction of schools and the creation of jobs. We will defend Palacio Cesi, promote the fight against exclusion from educational settings that meet the needs of young people and adults, and accompany them in the tireless struggle for families to be heard.
On this important day for special education, let’s promote unity with teachers of all disciplines and levels to oppose attempts to close special education schools, as closing special education schools is an issue for all educational communities. .
Empty ed is a no-no. special.
It’s an adjustment rather than a full integration.
No to exclusion of singularities.
No to the precariousness of this modality teacher.
Down with resolution 3621/2023.
Creation of educational and working spaces for the permanent formation of adults.
Construction of special needs schools.
Created Inclusion Support Teacher position.
Creation of a more interdisciplinary team
No to excluding ACDMs from special education schools.
For the creation of further charges.
Because of ACDM regulations built by workers.
Hand over to APND’s permanent factory
No adjustment required in mode
the battle continues
Academy Commission on Special Education
