Author: @admin

Compiled by Isakov Oybek Yusufbekovich.

 

1.In modern society, social policy in relation to people with disabilities should perform the following main two functions::

 

Stabilization function that contributes to improving the social situation of this category of the population (increasing employment and income),

 

Integration function that ensures the inclusion of people with disabilities in public life, and, consequently, the unity of society based on the principles of social partnership and social justice.

 

2. Expanding the access of people with disabilities to education and employment has a huge economic impact, as their human capital is transformed into a source of future economic growth in the state, and costs are reduced by improving their employment opportunities. Restrictions on access to employment are the main cause of poverty for people of working age with disabilities. The indicated economic effect is to reduce poverty, and this is already a social effect, since it is associated with the promotion of social ties and the promotion of the inclusion of persons with disabilities in public life. This, in turn, turns it into a political effect, because disabled people, therefore, are less dependent on benefits and state support.

 

3. The goal of social policy for the category of people with disabilities should be to ensure conditions in which they can fully realize their role in society, especially-to the best of their abilities-in the labor market.

 

4.In the modern literature, several typologies of social policy are used, depending on the parameters of comparison. The most popular classification of social policy models is that developed by the State Duma. Esping-Anderson: Liberal, Conservative, and Social Democratic.

 

 

 

1. The liberal model

 

The liberal model is based on the dominance of market mechanisms. Social assistance is provided within the framework of certain minimum social needs according to the residual principle to the poor and low-income segments of the population who are not able to independently obtain the means of subsistence. Thus, the State has a limited, but nevertheless universal responsibility for the social security of all citizens who are unable to effectively independent economic existence.

The United Kingdom and the United States are considered classic countries of the liberal model. In relation to people with disabilities, anti-discrimination measures are mainly being developed here, aimed at creating equal conditions and rights for disabled people with other citizens. Employers (with the exception of government agencies that act as "model" employers and are obligated to employ primarily people with disabilities, as well as companies that receive funds from the state budget) have no obligation to employ people with disabilities. But there is a ban on discriminating against people with disabilities when applying for a job and further employment relationships. These legal acts prohibit employers from refusing to hire people based on their own biases and the distinctive characteristics of applicants, such as gender, nationality, skin color, religious affiliation, sexual orientation and disability. This means certain procedural restrictions for the employer, for example, when conducting an interview, specific questions about the applicant's health cannot be asked, if similar questions will not be asked to other applicants. You can also not create additional requirements for vacancies that deliberately restrict the opportunities of people with disabilities compared to other citizens, unless this is a necessary component of their official duties (for example, having a driver's license or being able to quickly move around the city on public transport). And, of course, when conducting an interview, equal opportunities should be provided for access to all materials and elements of communication with the employer (inviting a sign language interpreter, translating materials into Braille, etc.). In general, measures such as anti-discrimination legislation for persons with disabilities have proven to be effective. However, it should be borne in mind that these measures can only be implemented in the context of a developed legal and judicial system, when the relevant state, public structures and citizens have the ability to control the implementation of laws.

 

2. Conservative model

 

The country where the principles of the conservative model are maximally implemented is Germany, which was the first in the world to introduce an insurance system, after Chancellor Bismarck achieved the adoption of insurance legislation. In relation to the employment of people with disabilities, job quotas are mainly used. Employers are legally obligated by the State to employ a certain percentage of employees from among people with disabilities. Disabled people are assigned a certain number of jobs in the company, and if the employer fails to meet the conditions for hiring employees with disabilities, it is subject to legal sanctions. In Germany, France, and Hungary, organizations with more than 20 employees are subject to quota laws; in Austria and Poland, organizations with more than 25 employees are subject to quota laws. In Spain, the minimum number of employees of an enterprise that does not fall under the quota system for jobs for disabled people is 50%. The quota for people with disabilities in France is 6%. In Luxembourg, the quota varies from 2% to 5%, depending on the form of ownership and the number of employees of the enterprise. In Spain and Ireland, the quota is 3%. In Japan, the quota is between 1.6 and 2%. For non-compliance with quotas, organizations pay contributions to special trust funds, the funds of which are distributed to create jobs for people with disabilities, as well as to adapt existing jobs to the needs of people with physical and mental disabilities. In many countries, the State encourages employers to hire people with severe disabilities. For example, when hiring a person who uses a wheelchair, the employer fills not one, but two or even three places at the expense of the established quota. Similar incentives are also applied when hiring disabled people who do not have work experience.

In a number of countries, an employer can "exchange" an obligation to hire a certain number of people with disabilities for an obligation to pay a certain amount to a special fund, the funds of which will be spent on promoting the employment of people with disabilities(quota-levy system). Similar rules are established, for example, in Austria, Hungary, Germany, Poland, Romania, Slovakia, France, the Czech Republic, Japan and some other states. Finally, there are countries that have imposed sanctions on employers for dismissing people with disabilities employed under the benefits program (Germany). The German quota system, established in 1974, is generally considered exemplary, although it also suffers from the shortcomings inherent in this policy as a whole.

What are the main features of the German system?

First of all, it refers to a quota system with unavoidable sanctions for tax evasion. Compliance with quotas is monitored by the federal employment services. The funds received from the payment of fines are directed to rehabilitation programs for people with disabilities and grants to employers who create more jobs for people with disabilities than required by the quota. In addition, the quota is quite large – 6%, and is set for public and private enterprises with a staff of 16 employees or more (for comparison: in Russia - from 100 employees). Finally, some employees may be counted as holding 2 or 3 jobs under the quota if the employment services consider them "difficult" to employ due to the complexity and nature of their disability, the need for significant workplace adaptation, and their age.

In most countries with a conservative model of social policy, there are specialized jobs for people with disabilities. There are two types of specialized job creation programs: the first type includes transitional employment promotion programs, which provide for retraining and professional development of persons with disabilities in specially created workplaces-with the expectation that this will allow them to acquire competitive professional skills.\ The second type includes extended employment promotion programs, which are long-term in nature and are aimed at creating permanent jobs for people with disabilities on the basis of specialized enterprises.

Specialized enterprises include enterprises and cooperatives that use exclusively the labor of people with disabilities, as a rule, state-owned in the form of ownership, the creation of which is initiated by the state, and not by people with disabilities themselves. Such enterprises are regarded not as a preferred place of work for a person with a disability, but as a "fallback" option for employment when it is not possible to find a place of work under common conditions for all, or as a component of preparing people with disabilities for further employment in the open labor market. They mainly employ people with serious disabilities, for whom it is physically impossible or extremely difficult to create the necessary working conditions in a regular enterprise.

 

 

3. The social-democratic model

 

The social democratic model operates in the Scandinavian countries of Europe. Here, the main principle of social security is universalism: all citizens, regardless of the degree of need and labor contribution, have the right to social security, guaranteed mainly by the state (budget). People with disabilities enjoy very strong state support here, and employers are interested in hiring employees with disabilities because the state pays a significant part of their wages itself(providing employers with subsidies to compensate for the difference in labor productivity or additional payments to employees with disabilities to compensate for their lower earnings). State subsidies to enterprises are usually granted only when a person with a disability is guaranteed to receive the same salary as an employee without a disability in a similar position, and has a long-term employment contract. Basically, subsidies are provided for equipping a workplace for a person with a disability, purchasing specialized equipment, etc. In some Scandinavian countries, employers receive benefits for social insurance contributions from funds paid as wages to employees with disabilities. In addition, in these countries, one of the main measures for the employment of citizens with disabilities is the creation of specialized workshops where people with serious disabilities have the opportunity to work and gain professional experience. It should be taken into account that these workshops act as training enterprises for people with disabilities, after which they are trying to arrange them on the open labor market.

 

 

 

    The examples of social policy structures given above are rather arbitrary, since each country uses different methods inherent in different models with a particular bias. If we take into account only the social policy for people with disabilities, then even here we cannot single out purely "pure models". For example, Germany has passed a law prohibiting discrimination in employment against people with serious health problems, and the UK has a system of job quotas. Or in the United States of America, training workshops for people with disabilities are being developed, as in countries with social-democratic or conservative models of social policy. The experience of implementing social and employment policies for persons with disabilities in developed countries shows that it is more effective to combine several areas of work. This makes it possible to compensate for certain shortcomings in each area and strengthen the advantages, thereby increasing the overall effect of policies for integrating people with disabilities into the open labor market. But at the same time, any country is still forced to make a certain choice in favor of certain mechanisms, which depends on the attitude of society to this category of the population. In Germany, the system of anti-discrimination laws is not fundamental in the structure of social integration of persons with disabilities (and its effect does not directly cover the private sector), and in the UK, duties on job quotas exist in the absence of effective penalties.

Or in the Scandinavian countries, unlike in the USA, training workshops for disabled people have direct state financial support and are the main means of rehabilitation and employment of people with disabilities. But, in general, the main focus in the leading countries of the world has shifted to the integration of people with disabilities into the open labor market, although specialized forms of employment continue to exist. As mentioned above, the application of various models and methods of social work with people with disabilities is based on the attitude of society to this problem and the attitude to the opportunities of people with disabilities in the labor sphere. Thus the quota system is based on two interrelated assumptions:

 (1) employers will not employ large numbers of people with disabilities unless they are required to do so;

(2) the majority of disabled people are not able to compete on an equal footing with employees without disabilities and win in this competition because of their qualities.

In short, it assumes that people with disabilities are less valuable as workers and their productivity is lower. So, if the task is to employ these people in the open labor market, then it is necessary to oblige employers to do this, and in some cases, to pay compensation to employers for this." It should be noted that, despite the wide variety of quota systems and related requirements, a study conducted by the European Commission did not identify specific examples of how the application of quota systems would lead to the achievement of the set goals. Therefore, countries with liberal and social-democratic economic models did not introduce quota systems at all, or, as in the example of Great Britain, limited themselves to a more declarative nature. Instead, it was decided to focus on improving the system of vocational training and vocational rehabilitation, as well as on encouraging employers to take voluntary action. In this regard, an increasing number of States in the world, with active lobbying by people with disabilities and their associations, are taking the path of developing anti-discrimination legislation. This shift to anti-discrimination legislation was a truly revolutionary event in the employment of people with disabilities. Similar to quota systems and other State-funded schemes, anti-discrimination legislation is based on the premise that special measures are needed to attract persons with disabilities to the labor market. However, unlike quota systems, anti-discrimination legislation assumes that people with disabilities are able to compete for jobs based on their personal professional qualities, provided that they are not discriminated against on the basis of disability. The system of anti-discrimination legislation can be implemented

(1) through the adoption of special laws (Anglo \ - Saxon way),

(2) by including special provisions for persons with disabilities in more general anti-discrimination legislation (European continental).

 It is obvious that the first way is typical for countries with a liberal model of social policy, and the second – with a conservative model of development. This is due to the fact that for countries with a liberal model, anti-discrimination legislation is the basis of their work with people with disabilities, and for the latter, it is just one of the auxiliary points in the system of job quotas for people with disabilities.

It should also be noted that countries with liberal and social-democratic models of economy and social policy are developing a system of inclusive(inclusive) education for children with disabilities, while countries with a conservative model are developing segregated(specialized) education. This again underlines that the policy towards citizens with disabilities is based on the attitude of the State and the rest of society towards this category of the population (political and ideological doctrines).. And such aspects are most progressive in countries with a liberal model, where people with disabilities are considered as full and complete participants in all social relations. The state in countries with a liberal model focuses its efforts not on introducing additional obligations for employers, but on creating conditions under which people with disabilities can position themselves in the labor market in this way.

The liberal model of social policy has always been focused on economic efficiency, so the issues of integration of people with disabilities and their employment are considered not only and not so much from the point of view of humanistic principles, but based on the fact that this approach is beneficial to both the state and society. In these countries, we calculated the economic impact of integration programs for people with disabilities and came to the conclusion that it is advisable to fully involve people with disabilities in all elements of public life, and, above all, in the possibility of working. The results of a comparative analysis of the literature on the cost-effectiveness of improving job accessibility as a result of hiring disabled people and providing vocational rehabilitation and adaptation of jobs provide convincing evidence that public investment brings high returns. According to a study conducted in the state of South Carolina(USA), employees with disabilities provided income of $ 15.29. for every dollar invested in their rehabilitation." Such results are explained by the fact that instead of dependents, society receives able-bodied citizens who are able to independently provide for their economic existence and bring benefits to society through their work. Also, the liberal model is focused on the least interference of the state in all matters of public life, and it is least suitable for imposing obligations or direct financial support for organizations that employ people with disabilities-in contrast to the conservative model of the state. At the same time, the ban on discrimination against people with disabilities in employment and labor relations cannot be considered an obligation, since the basis for comparing candidates(and later employees) is still their work. The only obligation of the employer is that it must pay an equal salary for work of equal value, regardless of the actual productivity of the employees of the company. This is, on the one hand, an important equalizing factor of opportunities for people with disabilities in comparison with other citizens, and on the other hand, it forces employers to turn to appropriate specialists and look for other ways to make the work of employees with disabilities more efficient. After all, the anti-discrimination approach is based on the idea that the difference in productivity between non-disabled people and people with disabilities is due only to the inability of the workplace to meet the needs of the latter. And, accordingly, the equalization of these opportunities falls on the shoulders of the employer and specialists in solving these problems. Other fundamental values for the liberal ideology are the ideas of independence and individuality, which have proved to be the most appropriate solutions to the problems of disability. It is important to note the difference in the approaches of countries with a liberal economy.

a model of social policy and states with a conservative model in creating special working conditions for people with disabilities. In the first case, the employer adapts the workplace to the known limitations of people with disabilities employed by it: changes the organization of the workplace, the equipment used, the conditions of employment, and ensures that people with disabilities receive general and / or personal assistance. In the second case, it tries to make all jobs available for employment of people with disabilities. Only at first glance, the second approach indicated is more progressive. In fact, it does not allow us to fully take into account all the personal characteristics of a particular person with a disability, and, therefore, to fully use their individual qualities, turning them into advantages. That is why in Europe not all people with disabilities can fit into the already created special working conditions, and as a result, employment of people with disabilities in specialized enterprises is very common. As of 2003, approximately 430,000 persons with disabilities worked in specialized enterprises in 12 countries of the European Community, and this figure has not changed much to date. Of course, the creation of specialized enterprises is seen as an intermediate stage in preparing people with disabilities for employment in the open labor market, because, as we noted, in most countries, the goal of the policy of creating specialized jobs is to facilitate the process of changing the status of people with disabilities and their adaptation to the conditions of a normal employment market. But it is not always possible to achieve your goals. According to the same 2003 data, rates of change in status actually range from less than 1 per cent to about 5 per cent, with most countries at the lower end of the scale. It should be taken into account that employment of people with disabilities in specialized enterprises cannot be a state and public goal. In general, most countries are gradually moving away from the system of specialized enterprises that guarantee employment for persons with disabilities. This is caused by two main reasons. First, businesses that provide guaranteed or adequately funded employment for persons with disabilities have become a serious financial burden for the State, and most people who study this problem agree that it is cheaper to implement the concept of support in the workplace in a free market environment. Since the payment of labor in specialized enterprises is often purely symbolic, in fact, they can be considered another form of social protection for people with disabilities, but not a way to involve them in the economic activities of society. Another reason is that the inclusion of persons with disabilities in the free labor market is generally considered to be more in line with the general goals of disability policy, including ensuring their normal autonomous life and social integration. As an alternative to specialized enterprises in which people with disabilities are excluded from the management process, so-called social enterprises are developing in the leading countries of the world, which are non-profit enterprises of the non-state sector, managed on the basis of democratic principles. Participants (members, employees) of these enterprises have equal rights. The formation of a modern social policy is impossible without achieving a certain balance between the principles of humanity and economic efficiency, without using complementary social and economic indicators. Modern approaches to the analysis and evaluation of social policy involve the use of the method of comparing "social costs and social benefits", that is, an integrated approach to assessing the social and economic effects of social policy.

 

Introduction

Education is a fundamental right of every person, which serves as the basis for personal development and integration into society. The importance of this right cannot be overemphasized, especially in the context of persons with disabilities who face special challenges in the educational process. This report focuses on the analysis of the right to education for persons with disabilities, key legislative acts, existing programs and challenges, as well as modern approaches to ensuring access to education for all.

1. International norms and legislation

The right to education for persons with disabilities is recognized internationally in a number of important documents:

• The Convention on the Rights of Persons with Disabilities (2006) is a key international document that establishes that persons with disabilities have the right to education on the basis of equality with others. Article 24 of the Convention refers to the need to ensure inclusive education and non-discrimination.
• The Declaration of Human Rights and the International Covenant on Civil and Political Rights provide a general principle of the right to education, which also applies to persons with disabilities.
• The World Declaration on Education for All and the Beijing Platform for Action include provisions on equal access to education for all children, including those with disabilities.

2. National legislation and policies

In the Russian Federation, the right to education for persons with disabilities is enshrined in several key regulatory acts:

• The Constitution of the Russian Federation guarantees the right to education for all Russian citizens.
• The Federal Law "On Education in the Russian Federation" (No. 273-FZ) stipulates that educational institutions are required to provide equal opportunities for learning, including persons with disabilities.
• The Federal Law” On Social Protection of Persons with Disabilities in the Russian Federation " (No. 181-FZ) includes provisions on the right of persons with disabilities to affordable education and the necessary conditions for their education.
• GOST R 52872 \ -2007 is a standard regulating the accessibility of educational institutions for people with disabilities.

3. Programs and initiatives

There are various programs and initiatives aimed at improving the quality of education for people with disabilities:

• Inclusive education programs are aimed at integrating children with disabilities into general educational institutions. These programs include the development of individual curricula and the provision of special teaching services.
• Educational technologies and tools — use of technologies to create adaptive learning materials and teaching methods, such as programs for reading text aloud, magnifying devices, and specialized software.
• Awareness-raising projects — educating educators, creating dedicated resources, and conducting workshops to raise awareness of the needs of students with disabilities.

4. Challenges and challenges

Despite existing legislative and programmatic initiatives, significant challenges remain:

• Inequality in access — not all educational institutions have the necessary resources to provide full-fledged education for students with disabilities.
• Stereotypes and biases - Biased attitudes on the part of teachers and peers can become a barrier to successful integration and learning of students.
• Lack of specialized training — a lack of qualified specialists working with children with special needs, as well as a lack of specialized educational materials.

5. Prospects and recommendations

To improve the situation, you need to:

• Develop inclusive educational practices and ensure their widespread implementation in educational institutions.
• Improve teacher training — introduce training and professional development programs for teachers working with children with disabilities.
• Encourage the creation and implementation of new technologies and learning resources that can facilitate learning for people with disabilities.
• Increase funding and support for educational institutions that work with children with disabilities.

Conclusion

The right to education for persons with disabilities is an important part of ensuring equality and social justice. Despite progress in legislation and program development, it is necessary to continue working to remove existing barriers and ensure that education is accessible to all without exception. Inclusive education not only helps to improve the quality of life of people with disabilities, but also enriches society as a whole, contributing to a deeper understanding and acceptance of the diversity of people.

 

Speaker: Isakov Oybek Yusufbekovich

Chairman of the Association of Disabled People of Uzbekistan.

September 04, 2024

 

Barrier - free environment for the disabled — it is an environment in which physical and social barriers that prevent persons with disabilities from participating in public and public life on an equal basis with other people are eliminated. This includes accessible architecture (ramps, elevators, wide doors), special devices (sound and tactile signs, adapted toilets), and services tailored to their needs (for example, websites and documents accessible to visually impaired people).

The main goal is to create a barrier-free environment - provide all citizens, regardless of their physical abilities, with equal conditions for life, work and recreation.

"An accessible physical environment is one of the key conditions for implementing the UN Convention on the Rights of Persons with Disabilities." The Convention emphasizes the need to create conditions in which persons with disabilities can participate on an equal basis with others in the life of society and the State. This includes access to the physical environment, transportation, information, communication, and services and institutions that are open to the general public.

An accessible barrier-free environment involves removing architectural barriers, creating a comfortable and safe space that allows people with disabilities to move freely, access services and use all public resources. This is the basis for the realization of other rights enshrined in the Convention on the Rights of Persons with Disabilities, such as the right to education, to work, and to participate in political and cultural life.

To ensure an accessible physical environment for persons with disabilities, the State needs to take a set of measures aimed at removing barriers and creating an inclusive learning environment.

In this regard, the Association of Disabled People of Uzbekistan has developed recommendations that state bodies should take to create an accessible physical environment for people with disabilities:

1. Development and implementation of legislation and regulations:

• Adoption and implementation of laws and standards governing accessibility of buildings, transport, information and services.
• Establish mandatory requirements for new buildings and infrastructure to meet the principles of accessibility.
• Adoption of the state program "Barrier-free environment".

2. Audit and upgrade of existing infrastructure:

• Assessment of existing facilities for accessibility by persons with disabilities.
• Making changes to the infrastructure of existing facilities, such as installing ramps, elevators, tactile paths, adapting entrances and exits, and ensuring the accessibility of transport infrastructure.

3. Financing and subsidies:

• Annual allocation of state budget funds (both in the national and local state budgets) to provide a barrier-free environment for persons with disabilities.
• Create subsidy programs for the private sector to encourage them to create barrier-free environments for people with disabilities.
• State financing and subsidizing of programs and projects, non-governmental non-profit organizations of disabled people, aimed at creating a barrier-free environment for people with disabilities.

 

 

4. Training and awareness raising:

• Conduct educational programs and trainings for architects, builders, transport companies and other professionals to ensure that they understand and apply barrier-free standards and accessibility principles.
• Include the subject "Standards for creating barrier-free environments for people with disabilities and other low-mobility groups of the population"in the architecture and Civil engineering educational institution.
• Raising public awareness of the importance of creating barrier-free environments and inclusivity. (which is convenient for people with disabilities, convenient for everyone)
• Promote the concept and principles of "Universal Design"in society.

5. Control and monitoring:

• Creation of an effective state system for monitoring compliance with legislation on creating a barrier-free environment for persons with disabilities.
• Introduction of sensitive sanctions for non-compliance with the requirements for providing a barrier-free environment for persons with disabilities.
• Providing state support to non-governmental non-profit organizations of persons with disabilities that exercise public control and monitor the implementation of the requirements of the legislation on ensuring a barrier-free environment for persons with disabilities.

6. Participation of persons with disabilities in the decision-making process:

• Inclusion and involvement of representatives of organizations of persons with disabilities in the development and evaluation of programs and measures to create an accessible physical environment.
• Consultation with persons with disabilities to take into account their needs and opinions.

 

 

 

7. Information and technological accessibility:

• Ensuring accessibility of information and digital services, including the adaptation of websites, documents, and applications for people with visual and hearing impairments.
• Development of technologies, including digital technologies, that help people with disabilities to use infrastructure on an equal basis with other people.
• Encourage the design, development, production and distribution of natively accessible information and communication technologies and systems
• Adaptation of existing digital technologies to the state language.
• Provide various types of personal assistant services, including guides, teflocomenters, and sign language interpreters.

These measures should aim to create an environment in which persons with disabilities can live a full life, participate in society and have access to the same opportunities as other citizens of the country.

The presence or absence of an accessible physical environment for persons with disabilities indicates the presence or absence of discrimination on the basis of disability.

 

Thank you for your attention.

04.09.2024 г.

Конституцией Республике Узбекистан закреплено права всех граждан на правосудие и обращение в суд для зашиты своих прав и законных интересов. Задачей государства является обеспечение равных возможностей для всех своих граждан, в реализации ими  прав и свобод закреплённых в конституции.

   Доступ к правосудию является основным принципом  верховенства права. В отсутствие доступа к правосудию люди не в состоянии добиться того, чтобы их голос был  услышан, осуществлять свои права, вести борьбу с  дискриминацией или привлечь к ответственности лиц, ответственных за реализацию законодательства.

Право на равный доступ к системе правосудия, должен быть обеспечен государством  для всех граждан, включая лиц с инвалидностью.

Доступ к правосудию,  необходимо рассматривать как широкое понятие, включающее в себя такие элементы как:

• Правовая доступность – регулируются ли общественные отношения нормами права, предоставлено ли лицу право на обращение в суд, а также любое несовершенство законодательства, препятствующее эффективной защите прав и законных интересов в суде;
• Финансовая доступность – стоимость услуг защитника, государственная пошлина;
• Информационная доступность – осведомлённость граждан о правах и обязанностях, информированность граждан об организации деятельности и компетенции суда;
• Материально-техническая доступность – степень соответствия здания суда техническим стандартам и наличие в нём специальной материально-технической базы (наличие специальных пандусов, лифтов, звукового оповещения, наличие поручней, специальных туалетов, наличие подъездных путей.

Несмотря на защиту, предусмотренную международным правом в области прав человека, в частности Конвенции ООН о правах инвалидов, инвалиды продолжают сталкиваться с нижеследующими барьерами в плане доступа к правосудию.

• Правовые барьеры; Когда права лиц с инвалидностью закрепленные в законе, или правоприменительная практика противоречат положениям Конвенции ООН о правах инвалидов.
• Отношенческие Барьеры; Отрицательные отношения и ложные убеждения со стороны судебного персонала, включая адвокатов и судей, приводит к тому , что инвалиды рассматриваются как менее заслуживающие доверия на всех этапах судебных процессов.
• Информационные и коммуникационные барьеры; Человек с инвалидностью очень часто не информирован о своих правах. Кроме того, граждане с инвалидностью, часто не только не знают о своих правах, но и не знают, куда обратиться в случае их нарушения.  Данная проблема, связана с недостаточной просветительской деятельностью в области прав и свобод лиц с инвалидностью.
• Физические барьеры; (Степень соответствия здания суда техническим стандартам и наличие в нём специальной материально-технической базы (наличие специальных пандусов, лифтов, звукового оповещения, наличие поручней, специальных туалетов, наличие подъездных путей)). Здания и помещение судов не приспособлены к использованию лицами с инвалидностью передвигающихся на коляске, в ходе судебных процессов инвалидам по слуху не обеспечивается услуги сурдопереводчиков, нанять сурдопереводчиков за свой счёт они не в состоянии, так как это услуга стоит очень дорога. Лица с инвалидностью по зрению не имеют самостоятельного права на использование звукозаписывающей техники во время следствия и судебных процессов, хотя для незрячих звукозаписывающая техника, является инструментом общения и инструментом зашиты своих прав в ходе следствия и судебного процесса.
• Экономические барьеры; По оценкам Всемирного Банка, около семидесяти процентов инвалидов, имеющих нарушения здоровья средней и тяжелой степени, живут за чертой бедности. Учитывая данную статистику, очевидно, что вопрос о финансовой доступности для лиц с инвалидностью стоит особенно остро. Около 95% лиц с инвалидностью 1-й группы не могут найти себе работу, еще 80% лиц, с 2-й и 3-й группой инвалидности также безработные. Подавляющие количества инвалидов живут за счёт не высокой пенсии, и они не в состоянии, оплатить госпошлину за обращение в суд.

В целях обеспечение конституционных прав лиц с инвалидностью на доступ к правосудию, Ассоциация инвалидов разработала и предлагает включение в законодательства нижеследующие предложения;

1.Здания и помещения судов обязательно должны быть приспособлены и переоборудованы с учётом потребностей лиц с инвалидностью.

2. Лицам с инвалидностью по зрению во всех стадиях судебного производства, в уголовных, гражданских, административных, экономических судах, в том числе на стадиях расследования и предварительного следствия, предоставляется возможность, пользоваться услугами проводников, чтецов и звукозаписывающей аппаратуры, за счёт средств государственного бюджета.

3.Слабо слышавшим и глухонемым лицам с инвалидностью во всех стадиях судебного производства, в уголовных, гражданских, административных и экономических судах, в том числе на стадиях расследования и предварительного следствия, предоставляется возможность пользоваться услугами профессионального сурдопереводчика, за счёт средств государственного бюджета.

4.В процессе расследования и предварительного следствия, а также в ходе уголовного судопроизводства лицам с инвалидностью оказывается юридическая помощь и предоставляются услуги адвоката, выбранного самим лицом с инвалидностью с момента задержания, за счёт средств государственного бюджета.

5. К лицам с инвалидностью первой и второй группы, не могут применяться меры временного задержание в виде ареста.

6.Лица с инвалидностью, содержащиеся в пенитенциарных учреждениях, обеспечиваются всеми видами государственных социальных, реабилитационных и медицинских услуг, в том числе доступностью физической среды.

7.Если один из участников судебного процесса является лицом с инвалидностью, судебное заседание обязательно проводится в помещении доступном к использованию лицами с инвалидностью.

8.Лица с инвалидностью и их общественные организации освобождаются от уплаты государственной пошлины во всех судах, а также пошлин за нотариальные услуги.

9.Лица с инвалидностью могут подавать заявления, в суды находящиеся по их месту жительства.

10.Приговоры, решения и определения судов, должны быть лёгкими для понимания лицами с инвалидностью и в доступных для них форматах.

11.Представители общественных объединений инвалидов имеют право выступать в качестве общественных защитников лиц с инвалидностью, а также своих членов в ходе расследования, предварительного следствия и в судах по уголовным делам.

12.Представители общественных объединений инвалидов, в качестве законных представителей имеют права представлять и защищать интересы лиц с инвалидностью, а также своих членов в гражданских, административных и экономических судах.

13.Государство осуществляет меры по подготовке кадров по вопросам обеспечения прав лиц с инвалидностью, обучения судей, работников правоохранительных органов, учреждений исполнения наказания, адвокатов, сурдопереводчиков, социальных и медицинских работников о правах лиц с инвалидностью на доступ к правосудию.

   В заключения хотелось бы подчеркнуть, что доступ к правосудию всех категорий граждан, является важнейшим рейтинговым показателем развитие правового государства, данный показатель учитывается во многих международных рейтинговых агентств.  Всеобщий доступ к правосудию также является, одной из приоритетной целю программы ООН связанных с достижением целей устойчивого развития на период после 2015 года

Нашей главной целью является построение инклюзивного общества, где будут созданы равные возможности для всех граждан в реализации ими своих прав и свобод и основным двигателем этого процесса является ратификация конвенции ООН «О правах инвалидов» а также наличие сильного гражданского общества.

 

Isakov Oybek.

Ассоциация инвалидов Узбекистана при поддержке Общественного фонда поддержки негосударственных некоммерческих организаций и других институтов гражданского общества при Олий Мажлисе Республики Узбекистан 9 ноября 2024 года провела в городе Джизак семинар, посвященный вопросам “обеспечения прав лиц с инвалидностью”.

The Association of Disabled People of Uzbekistan jointly with the Higher School of Business and Entrepreneurship under the Cabinet of Ministers in September and October 2024 organized courses “training in entrepreneurial skills of young people and women " for 50 people with disabilities.

The Association of Disabled People of Uzbekistan jointly with the Higher School of Business and Entrepreneurship under the Cabinet of Ministers in September and October 2024 organized courses “training in entrepreneurial skills of young people and women " for 50 people with disabilities.
In the course of training, teachers taught students the concepts of entrepreneurship and business, business idea, marketing, sources of financing for entrepreneurship, banking and financial operations, types of loans, leasing and other topics.
At the end of the course, a memorandum of cooperation was solemnly signed between the Association of Disabled People of Uzbekistan and the Higher School of Business and Entrepreneurship under the Cabinet of Ministers, and people with disabilities were awarded two types of certificates.