Dyslexic students in english language classes

EU Policies and Resolutions

There have been many resolutions passed by the EU aimed at supporting the disability community. This particular example refers to the need to take on board issues with respect to students, including those at university. Note the explicit inclusion of technology related issues.

Council Resolution - of 5 May 2003 on equal opportunities for pupils and students with disabilities in education and training (2003/C 134/04)

… invites member states and the commission, within their respective competencies, to:

1. 
   encourage and support the full integration of children and young people with special needs in society through their appropriate education and training, and their insertion in a school system which is [. . .] adapted to their needs;
   

2. 
   pursue efforts to make lifelong learning more accessible to people with disabilities and, within this context, give particular attention to the use of new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchanges and collaboration (e-learning);
   

3. 
   encourage the accessibility of all public websites covering guidance, education and vocational training [. . .] to persons with disabilities by respecting the web accessibilities guidelines;
   

4. 
   increase, where appropriate, adequate support of services and technical assistance to pupils and students with special education and training needs;
   

5. 
   facilitate further proper information and guidance in order to allow disabled people themselves or, if necessary, their parents or other responsible persons involved in choosing the appropriate type of education;
   
6. 
   continue and, if necessary, increase the efforts aiming at the initial and in- service training of teachers in the area of special needs, with a view, in particular, to the provision of appropriate pedagogical techniques and materials;
   

7. 
   promote European cooperation between the relevant actors professionally involved in the education and training of children and young people with disabilities, in order to improve the integration of pupils and students with special needs in ordinary or specialised establishments;
   

8. 
   enhance sharing information and experiences on these matters at European level, involving, as appropriate, the European organisations and networks with relevant experience in this field such as the European Agency for Development in Special Needs Education;
   

9. 
   provide, where appropriate, facilities, training opportunities and resources regarding the transition from school to employment.
   

Unfortunately there is no funding or guidance as to how that should be achieved, nor an evaluation system to ensure it has been carried out. Furthermore, at an EU meeting in Brussels to discuss the need for more ICT guidelines, presentation by EU nominees failed to be accessible demonstrating that the difficulty is implementation, not a lack of guidelines.