{"id":5047,"date":"2023-06-07T12:14:16","date_gmt":"2023-06-07T10:14:16","guid":{"rendered":"https:\/\/cusens.md\/?p=5047"},"modified":"2026-04-10T16:15:29","modified_gmt":"2026-04-10T14:15:29","slug":"la-scoala-in-tacere","status":"publish","type":"post","link":"https:\/\/cusens.md\/ro\/reportaje\/la-scoala-in-tacere\/","title":{"rendered":"La \u0219coal\u0103, \u00een t\u0103cere"},"content":{"rendered":"
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30 iulie 2020, p\u0103rin\u021bii unor copii cu deficien\u021be de auz protesteaz\u0103 \u00een fa\u021ba Ministerului Educa\u021biei. Protestul are loc dup\u0103 \u00eenchiderea celor dou\u0103 \u0219coli-internat pentru copiii hipoacuzici, aflate \u00een subordinea ministerului.\u00a0\u00a0<\/p>\n\n\n\n

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VITALIE ME\u0218TER, director executiv al Centrului pentru Drepturile Persoanelor cu\u00a0Dizabilit\u0103\u021bi: <\/strong>Cu regret, constat\u0103m c\u0103 sunt mul\u021bi copii care nu frecventeaz\u0103 \u0219coala, exist\u0103 un abandon \u0219colar \u00een r\u00e2ndul elevilor, copiilor cu dizabilitate de auz din considerentul c\u0103 \u0219colile de cultur\u0103 general\u0103 nu asigur\u0103 educa\u021bie \u00een limbajul semnelor pentru ace\u0219ti copii. \u00a0 <\/em>\u00a0<\/p>\n<\/blockquote>\n\n\n\n

ELENA ST\u0102JIL\u0102, jurist\u0103, Centrul pentru Drepturile Persoanelor cu Dizabilit\u0103\u021bi: <\/strong>Noi \u00eentotdeauna eram \u00eempotriv\u0103 institu\u021bionaliz\u0103rii copiilor, dar \u0219i \u00eentotdeauna o s\u0103 fim primii care o s\u0103 sus\u021binem pentru integrarea copilului \u00een familie, dar, v\u0103 rug\u0103m, asigura\u021bi speciali\u0219ti califica\u021bi \u00een limbajul semnelor \u00een \u0219coli generale.<\/em><\/p>\n\n\n\n

Printre protestatari este \u0219i Lidia \u021aurcan, mama Marinei, un copil hipoacuzic.   <\/strong><\/p>\n\n\n\n

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LIDIA \u021aURCAN, mama Marinei<\/strong>: Ce s\u0103 fac\u0103 copilul de clasa a VI-a \u00een sat la \u0219coal\u0103, c\u00e2nd acolo absolut nimeni nu \u0219tiu cum s\u0103 o \u00eentrebe cum o cheam\u0103, nu s\u0103-i mai predea lec\u021bii.\u00a0\u00a0<\/em><\/p>\n<\/blockquote>\n\n\n\n

La trei ani de la proteste, am g\u0103sit-o pe Marina la gimnaziul din satul Fe\u0219teli\u021ba, \u0218tefan Vod\u0103. Este \u00een clasa a viii-a \u0219i e asistat\u0103 de un cadru didactic de sprijin care a \u00eenv\u0103\u021bat din mers limbajul semnelor.\u00a0<\/p>\n\n\n\n

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FEODORA CEBAN, cadru didactic de sprijin, Gimnaziul din satul Fe\u0219teli\u021ba<\/strong>: La \u00eenceput mi-a fost greu cu Marina s\u0103 m\u0103 ocup, fiindc\u0103 nu am avut ocazia s\u0103 lucr\u0103m cu copii cu aceast\u0103 dizabilitate, dar treptat am prins firul. Avem diferite exerci\u021bii. Iat\u0103 lucr\u0103rile Marinei. S\u0103 v\u0103 ar\u0103t teste speciale care\u2026, da, lucrez mult, pentru a face un test \u00eemi trebuie 2-3 ore. Deacu\u2019 \u0219tie de substantiv, de verb.<\/em><\/p>\n<\/blockquote>\n\n\n\n

Feodora Ceban nu a frecventat niciun curs aprofundat de studiere a limbajului mimico-gestual. <\/p>\n\n\n\n

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FEODORA CEBAN, cadru didactic de sprijin, Gimnaziul din satul Fe\u0219teli\u021ba<\/strong>: Eu am \u00eenceput s\u0103 studiez limbajul semnelor fiindc\u0103 am vrut s\u0103 ar\u0103t c\u0103 eu sunt cu ea. \u00cempreun\u0103 ne uitam la calculator \u0219i o \u00eentrebam cum corect \u0219i ea, \u0219ti\u021bi, a observat interesul acesta fa\u021b\u0103 de, c\u0103 eu studiez anume \u0219i alfabetul, \u0219i limbajul semnelor. R\u00e2dea foarte zglobiu c\u00e2nd vedea c\u0103 la mine nu se prime\u0219te.\u00a0<\/em><\/p>\n<\/blockquote>\n\n\n\n

Cadrul de sprijin o \u00eenso\u021be\u0219te doar  la o lec\u021bie de limba rom\u00e2n\u0103 \u0219i alta de matematica pe s\u0103pt\u0103m\u00e2n\u0103. Directoarea \u0219colii recunoa\u0219te lipsa cadrelor preg\u0103tite s\u0103 lucreze cu copii hipoacuzici. <\/strong><\/p>\n\n\n\n

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VALENTINA CEBOTARI, directorea Gimnaziului din satul Fe\u0219teli\u021ba<\/strong>: Am solicitat de la Centrul raional ca s\u0103 ne fac\u0103 ni\u0219te \u0219edin\u021be de informare, de instruire, astfel am desf\u0103\u0219urat 20 de \u0219edin\u021be cu CCF Moldova, s-a lucrat cu logopedul de la Direc\u021bia de \u00eenv\u0103\u021b\u0103m\u00e2nt. Nu suntem speciali\u0219ti, cum n-ai da, adic\u0103 din efortul pe care \u00eel facem, \u00eel depunem, ne descurc\u0103m, dar oricum trebuie speciali\u0219ti \u00een domeniu.\u00a0<\/em><\/p>\n<\/blockquote>\n\n\n\n

\u00cen gimnaziul din Fe\u0219teli\u021ba \u00ee\u0219i fac studiile 236 de copii, dintre care 11 au nevoi educa\u021bionale speciale. Pe to\u021bi cei 11 elevi \u00eei asist\u0103 un singur cadru didactic de sprijin. <\/p>\n\n\n\n

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LIDIA \u021aURCAN, mama Marinei<\/strong>: \u0218coala din sat de la noi nu era preg\u0103tit\u0103 pentru copii surdo-mu\u021bi. Profesorii nu cunosc limbajul semnelor \u0219i lor le e foarte, foarte greu c\u00e2nd deodat\u0103 Marina a venit \u00een sat, chiar foarte greu. M\u0103 duceam cu Marina la lec\u021bii, profesorii vorbeau la d\u00e2nsa, o \u00eentrebau, dar dac\u0103 ea nu auzea, nu \u00een\u021belegea. Se uitau profesorii la d\u00e2nsa \u0219i ea la profesor. Ne pare r\u0103u c\u0103 nu o s\u0103 fac\u0103 \u0219coal\u0103, nu face carte. Eu nu \u0219tiu ce viitor o s\u0103 aib\u0103.\u00a0<\/em><\/p>\n<\/blockquote>\n\n\n\n

Nici mama nu cunoa\u0219te suficient de bine limbajul mimico-gestual. Ca s\u0103 comunice cu Marina, folose\u0219te uneori semne inventate.\u00a0<\/p>\n\n\n\n

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LIDIA \u021aURCAN, mama Marinei<\/strong>: Prin semne singur\u0103 m-am \u00eenv\u0103\u021bat de la d\u00e2nsa, oleac\u0103, dar tot nu cunosc toate, tot limbajul. Ea dac\u0103 vede c\u0103 eu \u00eei ar\u0103t \u0219i nu \u00een\u021belege ea ne arat\u0103 mai bine scrie \u0219i prin scris, prin telefon \u0219i pe foaie, \u0219i \u00eenceti\u0219or ne descurc\u0103m.\u00a0<\/em><\/p>\n<\/blockquote>\n\n\n\n

Mama crede c\u0103 studiile la \u0218coala-internat pentru copiii hipoacuzici din satul H\u00eerbov\u0103\u021b, C\u0103l\u0103ra\u0219i erau mai calitative. <\/p>\n\n\n\n

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LIDIA \u021aURCAN, mama Marinei<\/strong>: Acolo \u00eenv\u0103\u021ba, adic\u0103 acolo f\u0103cea carte, acolo tot prin semne \u0219i \u00een\u021belegea chiar \u0219i aceea\u0219i geografie, chiar \u0219i aceea\u0219i matematic\u0103, dar aici ea, ea face acolo exerci\u021bii cu plus, cu minus, dar de frac\u021bii – ea nu cunoa\u0219te.\u00a0<\/em><\/p>\n<\/blockquote>\n\n\n\n

Mama Marinei, al\u0103turi de al\u021bi doi p\u0103rin\u021bi, au dat \u00een judecat\u0103 Ministerul Educa\u021biei. Cer studii \u00een limbajul mimico-gestual \u00een \u0219colile generale \u0219i oprirea \u00eenchiderii \u0219colilor speciale. Parte la proces sunt \u0219i dou\u0103 organiza\u021bii neguvernamentale, care au protestat al\u0103turi de p\u0103rin\u021bi \u00een 2020. <\/p>\n\n\n\n

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ELENA ST\u0102JIL\u0102, jurist\u0103, Centrul pentru Drepturile Persoanelor cu Dizabilit\u0103\u021bi<\/strong>: Am solicitat judec\u0103torului s\u0103 pun\u0103 o interdic\u021bie de a \u00eenchide aceste \u0219coli sau de a reorganiza aceste \u0219coli. De ce am pledat \u00eempotriva \u00eenchiderii \u0219colilor speciale fiindc\u0103 am fost con\u0219tien\u021bi c\u0103 pentru a asigura \u00eenv\u0103\u021barea limbajului semnelor \u00een \u0219coli de mas\u0103 este nevoie de timp \u0219i de mult timp. Noi avem foarte multe \u0219coli \u00een fiecare localitate, nu este previzibil \u00een ce localitate o s\u0103 mai fie copii cu dizabilit\u0103\u021bi de auz, nu este posibil s\u0103 preg\u0103te\u0219ti a\u0219a de mul\u021bi speciali\u0219ti ca s\u0103 asiguri ace\u0219ti speciali\u0219ti s\u0103 \u00eenso\u021beasc\u0103 copilul cu dizabilitate de auz \u00een procesul educa\u021bional.<\/em> <\/em><\/strong>A trecut aproape sau mai mult de doi ani din momentul c\u00e2nd noi am \u00eenceput s\u0103 contest\u0103m ac\u021biunile Ministerului Educa\u021biei \u0219i nu avem nicio mi\u0219care, nicio schimbare \u00een acest sens. P\u00e2n\u0103 \u00een prezent noi \u00eenc\u0103 nu am avut nicio \u0219edin\u021b\u0103 \u00een fond unde s\u0103 examin\u0103m anume preten\u021biile noastre.\u00a0<\/em><\/p>\n<\/blockquote>\n\n\n\n

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RUSLAN LOPATIUC, pre\u0219edintele Asocia\u021biei Surzilor din Republica Moldova<\/strong>: Comportamentul ministerului fa\u021b\u0103 de copii cu deficien\u021be de auz eu \u00eel percep ca o discriminare, copii au fost lipsi\u021bi de drepturi pentru a primi educa\u021bia calitativ\u0103. Ei sunt lipsi\u021bi de acces la via\u021ba decent\u0103. El este marginalizat, el nu este socializat, se creeaz\u0103 o impresie c\u0103 acest copil este \u00een afara societ\u0103\u021bii, nu este integrat \u00een societate. Moldova, la moment, nu este preg\u0103tit\u0103 pentru educa\u021bia incluziv\u0103 a persoanelor cu deficien\u021be de auz.\u00a0\u00a0<\/em><\/p>\n<\/blockquote>\n\n\n\n

Dac\u0103 nu-\u0219i vor g\u0103si dreptatea \u00een instan\u021b\u0103, p\u0103rin\u021bii sunt deci\u0219i s\u0103 ajung\u0103 p\u00e2n\u0103 la CtEDO. <\/p>\n\n\n\n

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ELENA ST\u0102JIL\u0102, jurist\u0103, Centrul pentru Drepturile Persoanelor cu Dizabilit\u0103\u021bi<\/strong>: Dreptul la educa\u021bie este acel drept care nu justific\u0103 am\u00e2n\u0103ri, el trebuie s\u0103 fie realizat azi \u0219i acum, \u00eentr-o form\u0103 care este accesibil\u0103 pentru copii, reie\u0219ind din dizabilitatea acestora. Limbajul semnelor este un limbaj esen\u021bial \u00een dezvoltarea copilului cu dizabilit\u0103\u021bi de auz \u00een special \u00een dezvoltarea copiilor surzi, deci f\u0103r\u0103 limbajul respectiv nu este posibil nimic de aflat \u0219i nimic de cunoscut despre acest lucru ne vorbe\u0219te \u0219i Conven\u021bia ONU privind drepturile persoanelor cu dizabilit\u0103\u021bi care oblig\u0103 statele p\u0103r\u021bi s\u0103 promoveze limbajul semnelor, s\u0103 asigure \u00eenv\u0103\u021barea acestuia, s\u0103 promoveze cultura surzilor. <\/em>\u00a0<\/p>\n<\/blockquote>\n\n\n\n

Cu toate acestea, Anatolie Topal\u0103, ministrul Educa\u021biei, se arat\u0103 mul\u021bumit.\u00a0<\/p>\n\n\n\n

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ANATOLIE TOPAL\u0102, ministrul Educa\u021biei<\/strong>: Copii care sunt integra\u021bi \u00een \u0219colile tradi\u021bionale, elevilor care au cerin\u021be educa\u021bionale speciale li se ofer\u0103 tot suportul necesar pentru ca ei, pentru ei s\u0103 fie s\u0103 fie desf\u0103\u0219urat un proces educa\u021bional\u0103 astfel \u00eenc\u00e2t ei s\u0103 se dezvolte armonios \u0219i s\u0103 vin\u0103 \u0219coala cu sprijinul tuturor celor necesare, inclusiv, prin curricula adaptat\u0103. \u00cen acest an noi vom elabora un program pentru educa\u021bie incluziv\u0103 pentru perioada 2024 -2027 \u00een care vom prevedea mai multe m\u0103suri de integrare a copiilor cu cerin\u021be educa\u021bionale speciale \u00een \u0219colile din RM. Sunt prev\u0103zute inclusiv formarea cadrelor care ofer\u0103 astfel de servicii.\u00a0\u00a0<\/em><\/p>\n<\/blockquote>\n\n\n\n

Potrivit statisticilor oficiale, \u00een prezent, \u00een Moldova sunt 310 copii cu deficien\u021be de auz. Doar 71 de elevi studiaz\u0103 la o \u0219coal\u0103 special\u0103 pentru copii hipoacuzici. Institu\u021bia se afl\u0103 la Chi\u0219in\u0103u \u0219i este \u00een gestiunea Consiliului municipal.\u00a0<\/p>\n\n\n\n

Acest video a fost realizat \u00een cadrul proiectului Consiliului Europei ,,Consolidarea diversit\u0103\u021bii \u0219i egalit\u0103\u021bii \u00een Republica Moldova\u201d. Opiniile exprimate \u00een video sunt responsabilitatea vorbitorilor \u0219i nu reflect\u0103 \u00een mod necesar politica oficial\u0103 a Consiliului Europei.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

30 iulie 2020, p\u0103rin\u021bii unor copii cu deficien\u021be de auz protesteaz\u0103 \u00een fa\u021ba Ministerului Educa\u021biei. Protestul are loc dup\u0103 \u00eenchiderea celor dou\u0103 \u0219coli-internat pentru copiii hipoacuzici, aflate \u00een subordinea ministerului.\u00a0\u00a0 VITALIE ME\u0218TER, director executiv al Centrului pentru Drepturile Persoanelor cu\u00a0Dizabilit\u0103\u021bi: Cu regret, constat\u0103m c\u0103 sunt mul\u021bi copii care nu frecventeaz\u0103 \u0219coala, exist\u0103 un abandon \u0219colar […]<\/p>\n","protected":false},"author":25,"featured_media":5048,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"video","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"categories":[10],"tags":[],"coauthors":[130],"class_list":["post-5047","post","type-post","status-publish","format-video","has-post-thumbnail","hentry","category-reportaje","post_format-post-format-video"],"acf":[],"featured_image_src":"https:\/\/cusens.md\/wp-content\/uploads\/2023\/06\/cover_reportaj-copii-surzi_clean.jpg","author_info":{"display_name":"Daniela Leahu","author_link":"https:\/\/cusens.md\/ro\/author\/cusens_reporterr\/"},"yoast_head":"\n\u0218coli-internat \u00eenchise: Viitorul incert al copiilor cu deficien\u021be de auz<\/title>\n<meta name=\"description\" content=\"Integrare f\u0103r\u0103 speciali\u0219ti: cum \u00eenva\u021b\u0103 un copil hipoacuzic \u00eentr-o \u0219coal\u0103 de sat? 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