Hich will be reviewed by the crc in its next icon

Hich will be reviewed by the crc in its next

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Disability-analysis of State Reports, which will be reviewed by the CRC in its next

Pre-Sessional Working Group,

56th Session (7-11 February 2010)

This analysis has been made by the International Disability Alliance (IDA)

From 7 to 11 February 2011, the CRC Committee will consider the following State reports: Cambodia; Costa Rica; Cezch Republic; Egypt; Finland; Iceland; Republic of Korea; and Syrian Arab Republic.

All Reports available at http://www2.ohchr.org/english/bodies/crc/crcwg56.htm



CRC ratification: 1992

Cambodia has signed but not yet ratified the CRPD and its Optional Protocol.

References to persons with disabilities in State report.

Click here to access to these references.


CRC ratification: 1990

Costa Rica ratified the Convention on the Rights of Persons with Disabilities and its Optional Protocol on 1 October 2008.

References to persons with disabilities in State report (only available in Spanish).

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CRC ratification: 1993

Czech Republic ratified the CRPD on 28 September 2009.

References to persons with disabilities in State report.

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CRC ratification: 1990

Egypt ratified the CRPD on 14 April 2008.

References to persons with disabilities in State report.

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CRC ratification: 1991

Finland has signed the CRPD and its Optional Protocol but has not yet ratified them.

References to persons with disabilities in State report.

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CRC ratification: 1992

Iceland has signed but not yet ratified the CRPD and its Optional Protocol.

References to persons with disabilities in State report.

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CRC ratification: 1991

Korea ratified the CRPD on 11 December 2008.

References to persons with disabilities in State report.

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CRC ratification: 1993

Syria ratified the CRPD and its Optional Protocol on 10 July 2009.

References to persons with disabilities in State report (only available in Arabic and French).

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State report

References to children with disabilities in the State report:

25. MoSVY revised a draft law on the rights of the disabled persons in the end 2006, which is being considered by the Council of Ministers and submitted to the National Assembly for ratify. The purpose of law is to strengthen the protection of the rights and interests of disabled and to suppress discrimination against them. Those rights are stipulated in the Constitution of Cambodia and treaties which Cambodia is party, namely right to life, education, access to health services. According to the law, the Royal Government of Cambodia shall create programmes preventing disability of every citizen through health care during pregnancy, provision of physically supporting food. Disabled students are entitled to study at educational institution, and those from poor family are entitled to access to public (state) equity education without tuition.

36. The Government has a priority policy for social and economic expenditure with particular emphasis of four ministries [Ministry of Education, Youth and Sport (MoEYS), Ministry of Health (MoH), Ministry of Agriculture, Forestry and Fishery (MoAFF) and Ministry of Rural Development (MoRD)]. From 2000-2006 annual budgets of MoEYS increased from 13.6% to 18.8%, MoH increased from 8.4% to 11%, MoRD increased from 0.6% to 1.3% and MoAFF increased from 1.9% to 2.4%. In the other hand, the budget of MoSVY for assisting vulnerable children including orphans in state center, Oldster, Retirement Pension, Person with Disability has increased from 3.94% in 2003 to 6.66% in 2006 of National Budget package

A- Non-discrimination (art. 2)

Recommendations of the Committee:

  • Effective measures to eliminate discrimination against girls in particular with regard to their access to education

  • Eliminate discrimination against children living and/or working on the streets, children belonging to minority groups especially of Vietnamese origin, children affected by HIV/AIDS and children with disability

51. MoEYS has eliminated all informal contributions by parents for students in basic education level, because the government has increased the budget package to schools for implementation. The ministry has strengthened the management of learning and teaching, supported and offered scholarships to poor pupils, particularly girl students in total 60374 which are living in rural, isolate, facing difficulty area and minority group to enable them to attend school. This program was implemented in 215 village’s primary schools in 17 provinces and cities in academic year 2003-2004. Moreover, the ministry provided priority to new graduated female teachers choose a school, which is enable go to work, in order to avoid the difficulty because of workplaces are isolate that effect to their own safety. The ministry has provided opportunities to female disability pupils studied in Disable Children Centres by providing scholarship, pay attention to livelihoods, meal and appropriate dress. The ministry has built student dormitories in isolate, rural and difficulty areas (3 in Mondul Kiri province, 1 in Kampong Thom province and 9 in educational institutes) for providing the opportunities to poor female students enabled to study, which totally there are 1083 students for general school, 282 students in university. Moreover, since 2001 ministry has strategy to increase 6742 schools located near the villages in rural areas and 546 schools in isolate areas. The Ministry has raised the policy; there is one secondary school in a commune and at least one high school in a district or transform the principle schools in braiding primary school as the secondary schools in order to avoid droop out of poor female pupils, because of long way and unsafely. Further more, Ministry drafted Law on Education; one of the purposes is to eliminate discrimination basing on race, colour, sex, language, religion, political opinion, ethnic or social origin, property, disability, birth or other status.


Article 36 of Law on Prevention and Combat against the Spread of HIV/AID absolutely prohibits discrimination against persons or their family members presumptively infected by HIV/AIDS, in all field of life, such as promotion, employment. The safety system and disable livelihood have been paid attention. The draft law on Prevention and Promotion of the rights of disabled people was revised by MOSVY in 2001, and this draft Law was approved by the Council of Ministers' meeting in 2007 and was submitted to the National Assembly for adoption. The purposes of the draft is to protect the rights and interests of disabled, and to abolish all forms of discrimination, ensuring equal participation in all activities in society as non-disabled people.

84. The government continuously increased allowance for children in the orphanages. At the end of 2006 the government issued sub-degree No.116 stated on allowances policy for children staying in government’s orphanages. According to this sub-degree the babies under 2 years old receive 60,000 KhRiels for milk; 120,000 KhRiels for clothes, basic materials, hygiene and treatment. Children above 2 years of age receive 45,000 KhRiels for meals; 120,000 KhRiels for clothes school, sport and other basic materials and treatment. Children who are chronic ills, disabled and HIV/AIDS receive 20,000 KhRiels more for their health care. The sub-decree also lists the number of caretakers in state facilities according to number and age of children: 1:3 for babies under one year, 1:5 for 1-3 year olds, 1:10/15 for children above 3 years old and 1:2 for children with disabilities

^ C- Children with Disabilities (art. 23)

Recommendations of the Committee:

  • Work in close collaboration with and support the activities of NGOs working in this field in order to develop early identification programmes to prevent disabilities

  • Implement alternative measures to the institutionalization of children with disabilities

  • Plan and carry out awareness-raising campaigns to reduce discrimination

  • Establish special education programmes and centres and encourage the inclusion of disabled children in the educational system and society

  • Establish adequate monitoring of private institutions for children with disabilities

122. The Ministry of Social Affairs, Veterans and Youth Rehabilitation (MoSVY) established the Disability Action Council (DAC) through a Prakas No. 308 dated on 26 October 1999. DAC is the permanent semi-autonomous body that has the role to provide consultation on issues related to the welfare of disable people in collaboration with government, policy maker, and NGOs representatives, to coordinate and prepare a comprehensive national approach for rehabilitation, a provision of equal opportunity, and prevention of disability.

123. MoEYS, in collaboration with MoSVY and DAC, developed a policy on education for children with disabilities, which has been submitted to MoEYS for approval and implementation. At present, the draft of the main plan for executing this policy has been finalized. The training manual on inclusive education policy for children with disabilities has been prepared for the functional trainers and student trainers. UNICEF is currently providing technical and financial assistance for developing such document. Currently, MoEYS is equipping the schools with tools of collecting data on disabled children through Education Management Information System (EMIS).

124. In 2000, MoSVY in collaboration with DAC and other development partners started a rehabilitation programme and other programmes to promote the wellbeing of disabled children. Recipients of the programme include:

- 72 children with disabilities (32 boys and 40 girls) living in state- run centres;

- 2,007 children with disabilities (1,148 boys and 859 girls) receiving support services from NGOs;

- 8,793 children with disabilities (7,217 boys) living in communities in 20 provinces and municipalities1.

125. The 2007, statistics on disabled children writes that:

- There were 103 children with disabilities (68 boys and 35 girls) living in state- run centres.

- There were 857 children with disability (526 boys; 331 girls) receiving support services form NGOs (9 NGOs).

- There were 13,598 children with disabilities living in communities in 11 provinces and municipalities (86 districts).

126. In 2006, MoSVY and DAC, with support from UNICEF, established a community-based project to strengthen MoSVY’s staff capacity to coordinating victim assistance services being provided by various actors including local and international NGOs. The initiative aims to improve linkages between MoSAVY and victim assistance partners through national coordination; monitoring and evaluation of community based rehabilitation, standardization of disability awareness raising materials and promote community participation to empower people with disabilities in making decision on their needs and requirements.

127. Each year, out of 1,433 children with disabilities 721 receive rehabilitation service and are monitored and consulted by NGOs. 2,661 sets of prosthetics have been provided. 749 children with disabilities were integrated into secondary education. There are 22 medical doctors and 22 nurses serving in selected referral district hospitals trained in basic surgical skills to promote immediate care for land mine victims.

^ E- Adolescent Health

Recommendations of the Committee:

  • Comprehensive and multidisciplinary study to determine the scope of adolescent health problems, including mental health, as a basis for promoting adolescent health policies and strengthening reproductive health education

  • Development of child-friendly counselling services as well as care and rehabilitation facilities for adolescents

132. MoEYS and other relevant ministries have been working closely with development partners to integrate issues of general and reproductive health, and AIDS into the school curriculum. In 2005, MoH worked with health development partners to integrate adolescent reproductive health service into the existing public health service system as well as the development of protocol and documents for training health workers. There are 12 health centres that have provided adolescent reproductive health service since 2005.

133. Mental health programme has been strengthened and expanded to include diagnosis and treatment of paediatric psychiatry being provided in a hospital and 13 health centres. The mental health program has also provided a series of training for psychiatrists and nurses.

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State report

Select references to children with disabilities in the State report:

Cooperación internacional para la aplicación de la CRC:

110.Apoyo a núcleos familiares, en situación de pobreza extrema y pobreza media, con al menos un integrante con discapacidad.

^ Medidas para reducir las disparidades:

193.El Estado costarricense ha establecido algunas políticas y programas focalizados, dirigidos a reducir las disparidades económicas, sociales y geográficas entre las zonas rurales y urbanas2 (1-18); y evitar así la discriminación de los grupos de personas menores de edad (c-3-b) menos desfavorecidos, como los indígenas, las personas que tienen discapacidad, los migrantes, los refugiados y los que viven en calle.


96.En el marco del enfoque de derechos humanos y de igualdad de oportunidades se promulga en los años 1996 y 1998, respectivamente la Ley No. 7600, Ley de Igualdad de Oportunidades para las Personas con Discapacidad y su Reglamento. Los anteriores cuerpos normativos señalan que el Consejo Nacional de Rehabilitación y Educación Especial (CNREE) es el ente rector en materia de discapacidad y le asigna la responsabilidad de fiscalizar que las instituciones del Estado, ofrezcan oportunidades y condiciones para que las personas con discapacidad ejerzan sus derechos.

^ Discriminación por género:

202.Como fortaleza podemos decir que muchos indicadores indispensables para analizar la situación del cumplimiento de los Derechos de la Niñez y la Adolescencia están comprendidos en estos sistemas de información; sin embargo existen dos limitaciones importantes que señalar: a) muchos de ellos no están desagregados por zonas, edades, etnia, nacionalidad, condición socio-económica, discapacidad y otras condiciones, b) No se encuentran actualmente articulados. Los desafíos son avanzar en la desagregación de los datos y concentrar la información en un único Sistema Nacional de Protección Integral, al que todos los usuarios puedan acceder y realimentar el quehacer institucional.

^ Capitulo V Entorno familiar y otro tipo de tutela A.- la dirección y orientación parentales:

382.Los adolescentes de la Región de San José, perciben discriminación hacia las personas por su condición de discapacidad, étnicas, nacionalidad, apariencia física; muchos extranjeros son rechazados.

Cantidad de alternativas de protección institucionales públicas y privadas:

417.Personas menores de edad atendidas en alternativas de protección: Ver en directriz 80 datos de personas menores de edad por año, grupo de edad, discapacidad, y género en alternativas de protección.

J. Los abusos y el descuido, incluidas la recuperación física y psicológica y la reintegración social

526.Para la recuperación física, psicológica y la reintegración social para las personas menores de edad víctimas de abandono, explotación o abuso se han realizado las siguientes acciones:

1.- Programa Nuevo Horizontes del Hospital Nacional Psiquiátrico, iniciado en el 2005 (CCSS)

Capitulo VI: Derecho a la salud Salud básica y bienestar: A.- Discapacidad:

538.El país cuenta con el CREE (Consejo de Rehabilitación y Educación Especial), el cual constituye en una instancia para la protección y resguardo de los derechos de esta población. Fue creado mediante ley No 5347 de 1981. Es una institución rectora en Políticas Públicas de discapacidad.

539.Según los datos del CENSO 2000 (INEC), el grupo de personas menores de 19 años con discapacidad en nuestro país3, es del 20% aproximadamente del total de las personas menores de edad (información suministrada por el CNREE oficio DE-259-07). A continuación un resumen de los datos:

Grupo de edad

Sin discapacidad

Con discapacidad


0 a 4 años




5 a 9 años




10 a 14 años




15 a 19 años








Fuente INEC. Citado por el CNREE.

540.Una de las metas programadas en el PND 2002-2006 fue la de otorgar subsidios a 2.850 personas con discapacidad, meta que ha sido superada.

541.Esta Ley establece las responsabilidades institucionales y sectoriales para brindar igualdad de oportunidades a todos los niños y niñas con discapacidad. Sin embargo pese a lo anterior la Defensoría de los Habitantes en su Informe Anual 2002-2003 señala lo siguiente: “ a pesar de que hoy miles de niños niñas y adolescentes con necesidades educativas especiales reciben su educación formal en el sistema educativo regular, hace falta mayores esfuerzos para garantizar a esta población una educación de la mejor calidad, realmente adecuada a sus características y necesidades particulares. Es imprescindible entonces que el Ministerio de Educación Pública posibilite las condiciones necesarias para la transformación de las percepciones sociales y la aplicación de la normativa vigente abarcando desde las opiniones, las actitudes, usos del lenguaje y prácticas sociales de la cotidianidad, hasta la dotación de recursos y materiales y la definición de las políticas públicas en la materia.”

542.El Consejo Nacional de Rehabilitación y Enseñanza Especial (CNREE), es el rector en materia de discapacidad, y coordina con el resto de instituciones públicas para la definición de las políticas pública en esta materia. En el gobierno 1998-2002, ya se había definido lineamientos desde la Presidencia de la República y la Contraloría General de la República, para que se designaren presupuestos específicos y segregados dirigidos a esta población, para brindar monitoreo y seguimiento a la inversión social del Estado.

543.El CNREE cuenta con un plan basado en dos ejes centrales: un eje de apoyos directos a personas con discapacidad, los cuales entrega subsidios a las familias de niños y niñas con discapacidad, con el propósito de contribuir a mejorar la calidad de vida y la autonomía de las personas con discapacidad. Este procedimiento se ejecuta desde las sedes regionales, distribuidas en cinco regiones del país.

544.El otro eje es dirigido al tema de rectoría, mediante el cual se promueven acciones de información, capacitación y asesoría a funcionarios y funcionarias de instituciones públicas, integrantes de organizaciones no gubernamentales, además de supervisión, valoración y fiscalización a entidades públicas para garantizar el cumplimiento de las responsabilidades asignadas a ellas según la Ley No. 7600.

545.El Consejo Nacional de Rehabilitación y Educación Especial reporta en el período las siguientes acciones:

546.57 actividades de formación y capacitación a padres de familia

547.129 capacitaciones (c-6-a) a profesionales encargados de tratamiento de personas menores de edad con discapacidad,

548.201 iniciativas en el marco de cooperación internacional para mejorar la atención de personas menores de edad con discapacidad.

549.273 denuncias y resoluciones para garantizar el derecho de atención no discriminada a niños en condición de discapacidad.

550.En el Informe de evaluación del Plan Nacional de Desarrollo (PND) se subraya que para familias con uno o más miembros con alta discapacidad se programó en este Plan durante el 2002-2006 la atención de 2.940 familias, de las cuales resultaron (atendidas mediante el bono de vivienda) a 3.123 de ellas, sobrepasándose el nivel de cumplimiento en un 106% de la meta.

551.El Ministerio de salud dentro de la función rectora y las potestades jurídicas, creó (mediante decreto No 32328 de mayo del 2005) el “Manual de normas para la habilitación de establecimientos que brindan atención e terapia Física” el cual busca mejorar la calidad de la atención de los servicios públicos y privados.

552.El Patronato Nacional de la Infancia, atiende también a personas menores de edad con discapacidad, en los diversos servicios de atención, y protección. Los datos4 (6-02) que reporta el Sistema de Información Institucional del PANI, son 437 en el período 2004-2007, 205 de género femenino, y 232 de género masculino. El Centro de Cultura del PANI, también ha reportado acciones en materia de capacitación relacionada a discapacidad.

553.Entre los tipos de discapacidades que registra el SII del PANI5 (6-03) son: auditiva, cognitiva, motora, múltiple, y visual. El de mayor incidencia es la discapacidad cognitiva para 209 casos en el período de un total de 437. Por etnia se reporta6 (6-04) en el período 4 casos, tres casos indígenas y un caso afrocaribeño. La cantidad de personas menores de edad con discapacidad con medidas de cuido provisional y abrigo temporal7 (6-05) en el período es de 69 casos, de los cuales 32 tienen discapacidad cognitiva, y 28 de esos 69 casos corresponden al año 2004.

554.El Consejo Nacional de Rehabilitación y Educación Especial reporta 24 acciones de capacitación8, (6-06) información y asesoría.

Costo por estudiante:

733.El costo de la educación especial aparece muy elevado. Ello se debe, principalmente, a dos factores. En primer lugar no se cuenta con una estadística real de los estudiantes que se atienden con recursos del subprograma de educación especial ya que se tiene la información de los estudiantes que asisten a centros especializados de educación especial; no así de los que están integrados en el sistema regular y reciben apoyos especiales. Además, el costo por estudiante es mucho mayor ya que se da una asistencia más personalizada y diferentes tipos de apoyo según los requerimientos del tipo de discapacidad de que se trate. En el año 2006 se alcanzó un gasto de 1.614.293 (en miles de millones de colones corrientes).

Educación Especial9

741.El Ministerio de Educación Pública otorga el servicio educativo a la población que presenta algún tipo de discapacidad mediante dos tipos de acercamiento: las instituciones especializadas (escuelas de enseñanza especial) y la atención estudiantil en las aulas regulares de las escuelas y colegios, en cumplimiento con la Ley 7600 de Igualdad de Oportunidades.

742.Durante el año 2007 se atendieron 14.965 estudiantes que presentan algún tipo de discapacidad, brindando atención directa, apoyo en el aula, servicio itinerante, terapia de lenguaje y física. Se aplicaron adecuaciones curriculares10 (7-41) a los estudiantes, de los siguientes tipos (c-7-ñ): 11.679 de acceso, 113.666 no significativas y 11.095 adecuaciones significativas. Con respecto al 2003, las adecuaciones de acceso fueron 10.470, no significativas 89.425 y adecuaciones significativas 6.433.

Derecho a la educación en circunstancias especiales11

826.La estrategia del Ministerio de Educación ha sido ofrecer alternativas de educación a toda la población estudiantil que cuenta con limitaciones económicas o que debido por circunstancias especiales tales como: discapacidad, vivir en zonas rurales alejadas de los centros educativos, por enfermedad, privación de libertad, infección VIH/SIDA u origen étnico se les dificulta estudiar.

828.Como parte del proceso de reestructuración del nivel central del Ministerio en el 2007 se concreta la creación de los Departamentos de Promoción del Desarrollo Humano y Educación para la Salud12 y el Ambiente en la Dirección de Desarrollo Curricular, en la instancia directiva del MEP. Estos departamentos hacen posible la articulación de iniciativas en estos campos, y la implementación de proyectos y estrategias en las instituciones educativas del país. Se han desarrollado varias acciones específicas, (c-7-c) entre las que destacan: Estrategia Nacional para la ejecución de la política de educación integral de la expresión de la sexualidad humana y prevención del VIH-SIDA, códigos presupuestarios para el nombramiento de docentes en instituciones de carácter social, apoyo educativo al Programa de Hogares Crea (que atiende a población con problemas de drogadicción), programa Aula Abierta, Becas a estudiantes con discapacidad, y Programa interinstitucional llamado "Avancemos”.

^ D. Los niños pertenecientes a minorías o a grupos indígenas (artículo 30)

1175.El artículo 3 del Código de la Niñez y la Adolescencia establece que el universo de las personas menores de edad son sujetos de derechos y disfrutan de todos los Derechos Humanos por igual, no pueden ser discriminados por sexo, etnia, condición económica, ubicación geográfica, edad, condición de discapacidad.

More references to persons with disabilities in boxes, pages: 78, 79, 80, 203, 215-217, 240, 241, 246, 253, 274, 278, 279.

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State report

References to children with disabilities in the state report:

22. In terms of health care, the Ministry of Health is in charge of the issues of children at risk. The Ministry deals in particular with the issues of practitioners for children and adolescents and social paediatrics; infant’s institutions and children’s homes for children under the age of 3; crèches; the prevention of violence against children, CAN syndrome (ill-treated, abused and neglected child), commercial and sexual abuse of children; solution to risk behaviour of juveniles, cooperation on solution to the issue of use of habit-forming substances by children and youth and the concept of drug control policy; solution to the prevention of child and juvenile delinquency; solution to the issue of domestic violence and combating trafficking in human beings; coordination of programmes of the World Health Organization; solution to the issue of healthy environment for children; participation in the issue of elimination of the worst forms of child labour; support for families with children with disabilities (rehabilitation stays, education activities of e.g. diabetic children and their family members, etc.).

23. Children’s homes,13 children’s homes with a school,14 psychiatric reformatories for delinquent juveniles (diagnostic institutes)15 and reformatories for delinquent children16 fall within the remits of the Ministry of Education, Youth and Sports that participates in the preparation of legal rules and methodological materials for alternative care; centres for upbringing care as facilities for the provision of preventive upbringing care preceding ordering of the institutional care also fall within the remits of the Ministry of Education, Youth and Sports. The Ministry of Education, Youth and Sports performs regular checks examining respect for rights of children placed in the facilities. Individual school facilities provide assistance to children in facilities before their release and prepare them for starting their new life and in collaboration with authorities for social and legal protection of children and providers of social services participate in the arrangement of accommodation and employment for them.

43. In the area of the educational system, data on children, pupils and students are included in statistical statements for various types of schools. These data include numbers of pupils attending schools, including children, pupils and students with disabilities (hereinafter referred to as “pupils”), their numbers, assignment to schools intended separately for these pupils, individual integration into normal schools and numbers of foreigners. These data are used for allocation of funds to schools which include also, for instance, extra allowances for pupils with disabilities. The newly adopted legislation reflects the numbers of pupils with disabilities and foreigners. The Education Act provides the procedure applicable to the collection of data and their submission to the Ministry of Education or the organization established by it.17

46. In connection with the Czech Republic’s accession to the European Union (hereinafter referred to as “the EU”), the Government has drafted a Bill on equal treatment and on legal measures of protection from discrimination and on amendment to certain Acts (the so-called Anti-Discrimination Act),18 that should unify the legislation applicable to the protection from discrimination and ensure harmonization of the Czech legal order with EU Directives. The Anti-Discrimination Bill regulates the right to equal treatment and protection from discrimination based on racial or ethnic origin, nationality, sex, sexual orientation, age, disability, religion or belief, or world view. The obligation to ensure equal treatment and protection from discrimination will apply to equal treatment in the area of the right to employment and access to employment, access to a profession, entrepreneurship and other self-employment, in labour matters and other employment affairs, including remuneration, membership of and activities within trade unions, employee councils or employer organizations, membership of and activities within professional bodies, including the benefits granted by these organizations to their members, social security and social benefits, health care, education and access to goods and services available to the public, including housing, and the provision thereof. The Anti-Discrimination Bill defines terms such as direct and indirect discrimination, harassment, sexual harassment, victimization, etc. Also an instruction to discriminate is deemed to be discrimination.

68. Health care is provided with consent from legal representatives of child patients and with regard to the view of child patients. The Ministry of Health as part of the crime prevention grant programme supported in 2006 and 2007 the project “Promotion of mental health of children through changing and developing their mental and hygiene habits”. The project widely promotes rights of the child and the exercise of these rights in practice.

94. The amendment to the Act on social and legal protection of children19 has significantly increased foster parent allowance. Foster parent allowance has been increased to double the amount of the previous sum paid.20 At the same time foster parent allowance in special cases has been increased to more than double the amount of the previous sum for a foster parent who cares for at least 3 children, or for at least one child with serious disability.21 In the case of foster parents who provide foster care in foster care facilities,22 since 1 June 2006 foster parent allowance has been increased to more than three times of the previous sum.23

155. Non-governmental organizations also alert the society to the absence of an early contact of the smallest children with living nature, which does not allow the child’s due mental development. A set of measures that should address and gradually eliminate adverse impacts on physical and mental health of children and their development in terms of environmental aspects, is concentrated in State Environmental Policies for the period 1999–2001, 2001–2004 and 2004–2010 approved by the Government.

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