Countries - Latvia

1. Inclusion in general education

Since 1991, when Latvia got back independence after the Soviet Union collapsed, many non-governmental organizations as well as governmental structures have been very active to implement legislation and human rights’ policies toward integration of people with disabilities in various aspects of society, including education. The education system in general in Latvia is coordinated by legislation defined by the State Standards of the Basic Education. These standards are included in the General Education Law of Latvia (Regulation nr. 37) and have been approved by the Council of Ministers of Latvia (Regulation nr. 462). The main rule of the Basic Education Standard defines that basic education is compulsory for all, including children with special needs. The term “special needs” is given to the child if she/he has an assigned impairment that is included in the list developed by the Latvian Ministry of Education and Science (LMES). This list includes eight categories of various impairments and diseases such as visual impairments, hearing impairments, learning disability, moderate and light mental retardation, language problems, chronic diseases like diabetes, asthma, movement problems, and some psycho neurological diseases (Regulation Nr.542, LMES, 2003). The Regulation of the Ministers’ Council of Latvia (MCL) considers that general schools, which have appropriate provision for education of students with special needs, can include students with special needs in these education programs (Regulation nr.579, MCL, 2003). The LMES has developed several documents and policies with the aim of guaranteeing children with disabilities the opportunity to acquire the education appropriate to their health, abilities and level of development (Regulation nr.579, MCL, 2003, The General Education Law of Latvia, 2003). According to data compiled by the LMES, there are more than 9000 (about 2.8%) children with various special needs included in general education programs in Latvia (Education in Latvia, Statistics, 2004). However, certain obstacles that inhibit inclusion process remain. There are only few education institutions that implement inclusive education programs. These schools provide education as well as rehabilitation services for students with disabilities. For example, in the general preschool setting with 225 students and 20 students with moderate and severe disabilities there are 4 assistant teachers, 2 physiotherapists, speech therapist, and psychologist who provide individual education programs for children with disabilities. Education process for students with special needs included in general education settings often is organized in special classrooms adapted to needs and abilities of these students. The time period for acquiring the basic education program for students with disabilities varies from 9-11 years.

2. Inclusion in Physical Education

There are not specific regulations established in Latvia regarding inclusion of students with special needs in general physical education. In general, there are two to three physical education lessons per week in regular education settings from preschool to highschool level. Students with disabilities included in general education settings either attend PE class together with other classmates or they are excused from PE based on medical report or parent’s requirements. There are not assistant teachers or adapted PE teacher in physical education classes. Some years ago the questionnaire about participation of students with disabilities in physical education was done by the Latvian Disabled Children’s and Youth Sport Federation. A total of 226 questionnaires were obtained. Results revealed that 58.6 % of children with disability did not participate in general physical education (GPE) classes, although they attended general education schools. Additionally, 22.5 % did not attend either a general or special education school, but they had an individual home education program that did not include PE. 18.9 % of children with disability were from special education schools, where they had PE classes 2-3 times per week. An interesting finding was that 91% of the participants noted they would like to participate in GPE regularly. Although these results were very general, they were reasonable to start to think more seriously about problems regarding access and inclusion of children with disability in GPE.

Inclusion in sports and physical activity

Out of school sport activities for children with disabilities are provided on local bases by individual initiative. The Latvian Disabled Children’s and Youth Sport federation is one of few non governmental sport organizations for persons with disabilities in Latvia that organizes adapted sport activities locally as well as on state level. There are 28 member organizations in the LDCYSF and more than 30 sport specialists involved in local sport programs throughout the country. Six athletes from the LDCYSF participated in the Paralympic Games in Athens in 2004 representing Latvia. Special Olympic in Latvia provides sport opportunities only for students with mental retardation from special schools.

Employment of youngsters with a disability

In Latvia people with disabilities have traditionally been among those socially vulnerable groups of population, for whom participation in the processes of civil society has not always been possible in adequate quality. The main reasons for that are various stereotypes prevailing in society and inaccessibility of environment, as well as reluctance of disabled people themselves to get involved in social integration processes. People with disabilities are becoming more and more aware of their rights and ways of implementation. The law in Latvia declares that person with disabilities has rights to register him/herself in the State employment service as unemployed and to be included in the vocational training. The Law of Work of Latvia that was ratified in 2002 declares that any person has equal rights to work without any discrimination regarding disability, race, gender, age, religion, social origin, material or other circumstances. Latvian national legislation regarding vocational training and transition to work services for people with disabilities is defined in two laws. First, the Law to Support Unemployed and for Work Seekers (2002) and, second, the Order Assignation of the Status of Unemployed (2003). Unfortunately, these laws do not complement each other. For example, the sphere of social support functions absolutely separate from the sphere of employment and environment accessibility.

Analysis of the situation in European countries presents that in the EU countries 62% of population have employment relations, but among people with disabilities - only 24% (Disability and social participation in Europe, Eurostat, 2001). The results of this survey done in Latvia reveal that the rate of employed people with disabilities is about 15%. The employment of disabled persons, being an indicator of social functioning of a person, defined by interrelatedness of the person and the environment, is a multidimensional formation, related both to ensuring of equal starting position for people with disabilities in certain society, as well as the readiness of the disabled persons to move fully into social life.

In 2003 the European Committee ratified legislative document of guidelines of employment politics in EU member countries. To implement these regulations in Latvia, the government has developed project „Subsidized work places for persons in risk of social segregation”. The main aim of this project is to increase vocational education and job service possibilities for people with disabilities offered by state, public, or private enterprises. The objectives include development of employment programs with the purpose to integrate people with disabilities in labour market. The vocational practice for person with disabilities in this project can be 9-12 months. However, at now the Ministry of the Welfare in Latvia works on project annexes documents to extend the time of project activity till 3 years. It means that participant (person with disabilities), who will be trained and employed in the subsidized working place, can continue vocational practice for three years. This decision was made considering suggestions and recommendations of people with disabilities who have been involved in the project activities till now. Results of the project revealed that subsidized vocational services have been provided for 410 individuals with disabilities in Latvia in 2003-2004. 260 of these people have prolonged contract with their employees and 173 have got job places on permanent bases. Because of limited finances from the state, this result presents positive trends towards improvement of vocational training and services for people with disabilities. This project improved the infrastructure of environment and mechanisms for employing people with disabilities in the state, so that people with disabilities are assisted to find the contact with employers. However, there is lack of adequate support programs for people with disabilities to assist in transfer process to promote the social integration of people with disabilities and enhance possibilities for independent living.

Aija Klavina

Sources:

Klavina, A., Block, M., & Larins, V. (2005) Assessment of physical education teachers
attitudes towards adapted physical education in Latvia. (in publication)

Klavina, A., & Joma, S. (2004). Mainstream preschool education for children with special
eeds – reality and possibilities. References, International Scientific Conference
Theory and Practice in Teacher Training”, Riga, Latvia, 134 -140

A Yearbook of the Ministry of Welfare. (2003). State investment programs. Retrieved
December 4, 2004, from http://www.lm.gov.lv/doc_upl/2003.gada_parskats(2).doc

Informative Overview about Changes in Social Politics. (2004). Latvian Ministry of
Welfare, Riga. Retrieved December 3, 2004, from http://www.lm.gov.lv/doc_upl/LM_Informativais_parskats_par_galvenajam_
socialas_politikas_parmainam_2002.gada.doc

Pranka,M., Trapenciere, I., Trupovniece, A. (2003). Possibilities and Reasons of
Social Segregation for Groups of People in Risk of Unemployment. Retrieved
December 5, 2004, from http://www.lm.gov.lv/doc_upl/gala_peetiijums(2).doc