Provedor de Justiça Europeu

Dear Mr. Diamandouros,

accidentally I discovered the press release inviting to comment on your disabilities' inquiry. I am very pleased to report the following example that may demonstrate that European institutions are still far from offering equal opportunities.

Some weeks ago, I sent the following letter to the three European Schools in Brussels:

> Dear Mr. X,

> my wife and I have passed all tests in the open competition COM/A/1/02 for Administrators in the field of environment. We may take up an employment at the European Commission in Brussels in the course of this year. Thus, we have just started to search for schools for our two sons X (9 years) and Y (12 years).

> Y is mentally handicapped (Down's Syndrome). Together with five other kids with disabilities and a regular grade of pupils without disabilities, he is currently attending the 6th class of our local secondary school. This inclusion project is organised in the frame of an educational scheme provided for in the state education law according to which classes from regular and special schools are intensively cooperating in integration and social inclusion of disabled children. This scheme is working very well and has clearly contributed to a very positive development of the children with disabilities and siginificantly improved the social behaviour of the "normal" schoolmates.

> We would greatly appreciate receiving some information on how children with special educational needs like our son are being integrated in the European School of Brussels I/II/III. Please do not hesitate to contact me for any further information you may require!

> Looking forward hearing from you

> With best regards

Meantime, I have received the response from the three schools. One did not feel competent arguing that the school is overcrowded. Another school showed concern about the case, suggested to discuss details during a personal visit. They offered some assistance, but concluded that they have neither the know-how nor human ressources to deal with a mentally handicapped child. The director of the last school also strengthened that there are no ressources for individual assistance and thus recommended to stay in Germany for the benefit of our son's social integration and education.

Obviously, the real situation is clearly different from what the Commission stated in its comments to your inquiry:

> A tailor-made program for each SEN student is decided upon, based on his/her ability and needs, in a special council comprising the director, teachers, parents and usually medical specialist. The result of the council is a contract which outlines the responsibilities undertaken by each party. The contract is renewable on a yearly basis and modified according to the student's progress. Because each case is examined individually, there is no individual budgetary restriction for the provision of services to students with disabilities.

Obviously, no measures are being taken to integrate children with disabilities into the European Schools satisfactorily. I wonder how other employees of the European institutions in Brussels and elsewhere manage the situation when having a child with mental or other disabilities. In our case, this situation may prevent my wife and me from following a career in the European Commission although we have both invested time and money to participate in the competition. I wonder how this fits with the 'Equal Opportunities Policy' and the outcomes of the European Year of People with Disabilities. Thus, we would greatly appreciate any action to be taken in order to improve the situation of persons with disabilities and of their families in relation to European institutions.

With best regards