Children’s Rights for All!. Protection against violence and abuse Of Children with Intellectual D isabilities Facts and Findings of a European Research on the Implementation of the UN Convention on the Rights of the Child . Camille Latimier Copenhagen , 8 June 2012.
OfChildren with Intellectual Disabilities
FactsandFindingsof a European Research on theImplementationofthe UNConvention on the Rights of the Child
Copenhagen , 8 June 2012
To analyze through research
conducted across the EU Member
States the implementation of the UN
Convention on the Rights of the Child
(CRC) from the perspective of children
with intellectual disabilities.
FromDecember 2009 to November2011.
National Experts in 22 countries:
The UN CRC considers all children to be “citizens with equal rights”, rather than just dependents of parents or recipients of public interventions.
andother official facts
Voices of children and
their parents were heard
in the focus groups and
The report reflects the research approach using the following resources:
Underestimation of this phenomena and the lack of relevant prevention programmes and no information are provided to parents.
The life of N., aged 10 (2007), who has Down’s syndrome, in an institution: “He wakes up at 7.30… bound to the bed by the leg with a strip of white sheet. He is wearing dirty coveralls. At 8.00, two nurses come in…One heads for N. with a bottle of milk. She feeds him as he is, bound to the bed. N. sucks quickly, without taking a breath. Milk rolls down from his mouth to his neck… she is using the same syringe to administer medication to all the children … then goes to N. Her movements to the child are unceremonious. (…) At 20.20, the nurse in charge of dinner and medicine administration comes in… same process… She gives all the children a drink of water using the same bottle. The lights in the hallway and in the room are never off. N. and the other childrenstay cooped up in the room all night long…” Greece
„We had beentold that there was evidence of systemic sexual abuse going on at M.’s school. We needed to decide if we wanted to leave him there or bring him home. We were really shocked that she didn’t seem concerned about whether or not M. had been abused.
The school wouldn’t answer any of our questions and just said we had to talk to their lawyers, which was no help at all.
To this day we still don’t know if he was abused at his school and that’s an awful thing for a parent. We just don’t know what impact this has all had on M. and can’t find anyone to help M. or us.“
In addition, bullying should be explicitly recognised as a form of abuse in legislation, and measures taken to ensure that bullying as well as all forms of psychological violence are dealt with in practice at schools and in other places visited by children.