👉 El arquero del TIP, denunció que el colegio al que asiste su hijo con autismo le negó la renovación de la matrícula en lo que parece ser una represalia. La familia había hecho pública una situación de discriminación vivida en el colegio, lo cual generó revuelo en redes sociales. A pesar de ofrecer recursos para mejorar las instalaciones y capacitar al personal, sus propuestas fueron ignoradas. La familia espera una resolución rápida y justa para garantizar la escolarización de su hijo. Dialogamos con el presidente de la Asociación Civil Teactiv. Paulo Morales.
👉 Seguí en #AndinoYLasNoticias
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NewsTranscript
00:00Unfortunately, there has been a lot of recurrence in different schools
00:04that do not include people with different abilities or disabilities,
00:09or people of the autistic spectrum.
00:11Such is the case that Rodrigo Rey is suffering today.
00:15You know him, he is the archer of the Independent Athletic Club,
00:18a great professional.
00:19Those who know him say that he is also a great person.
00:22What is happening to him?
00:24The school to which his son goes, who has autism,
00:27has denied him the renewal of the enrollment.
00:29And he believes that there is a reprisal here, right?
00:32Yes, this happens in Citibel.
00:33And why a reprisal?
00:34Because a few months ago, both Rey, the archer of the Independent,
00:38and Laura, his wife, had shown on social media
00:41a situation that had occurred in a rest space,
00:44a mattress lying on the side of a classroom.
00:47Benicio is 8 years old, he was diagnosed with autism.
00:50Renata, his sister, goes to the same school, but to high school.
00:54He goes to elementary school.
00:55And that situation went viral.
00:58There were notes, it was commented.
01:00Other parents talked about the annoying situation,
01:03about what happened to Benicio and to another of the boys.
01:07And when they had to enroll for the next year, for 2025,
01:12they received the information that there was no place.
01:15Neither for Benicio nor for Renata.
01:17And this obviously generated the complaint on social media,
01:21but it also led to the justice of Rodrigo Rey's family.
01:24We have invited Paulo Morales,
01:26who is president of the Civil Association Teactiva.
01:29Thank you, Paulo, for being here.
01:31Teactiva, I understand that it is a civil association
01:34whose goal is precisely this,
01:36to install the problem of autism in the national agenda, right?
01:40That's right.
01:41And we consider that situations like that of the Independent archer,
01:45who is a public person,
01:47in the end it is a great opportunity for autism
01:49and all the disabilities so that the media, public opinion,
01:53talk about this, as we talked about in the previous note.
01:57We are all seeing that this is happening.
02:00We are seeing it with our families and people around us.
02:03But at some point, as always,
02:06the leadership seems to be a little disconnected from these conversations.
02:10Yes, and we wonder why, right?
02:11Because it is assumed that in these times,
02:13Paulo, maturity as people, as institutions, as society,
02:17tend to open their arms to disabilities in schools,
02:22to children with autism, etc.
02:24However, we continue to see examples that are prehistoric.
02:28Yes, the two examples are coexisting.
02:30I am leaving here to the Congress of APADEA,
02:32APADEA is a German organization that has been working on autism in Latin America for 30 years.
02:36It is the first one.
02:37It is holding a spectacular Latin American Congress.
02:39We are going to go and give a speech there.
02:41And I always ask Geoffrey, the president,
02:44do you see changes?
02:45Yes, 30 years ago, you don't know what they told me in history.
02:48So we are evolving.
02:50What happens is that there are still places where this happens.
02:53And when they are shown,
02:55I invite people to see the detective networks,
02:58what people are publishing,
03:00the comments on these news,
03:02the stories.
03:04The criteria in this school, which I understand is a Citibel school.
03:07Yes, correct, Citibel School.
03:09We protect it for now.
03:11For legal reasons.
03:13But the criteria is a lie.
03:17They tell them that there are no vacancies,
03:19when in reality they know why.
03:21Because they don't want autistic children in the classrooms.
03:23Because, let's be clear, I have a child with autism.
03:26A child with autism can be seen as a problem for our family.
03:30It is a problem to have a child with autism
03:32and be able to connect with that situation.
03:34You have to make a whole duel,
03:36no one dies, but the professionals say,
03:38you have to make a duel of expectations
03:40compared to what you had of expectations
03:42regarding your child.
03:44Imagine if it costs us a lot
03:46and we have to redefine all our priorities.
03:48Just go to see the series One Woman in the Forest,
03:51which is the series 17 days ago,
03:53which is first on the Flow platform.
03:55It's first every day.
03:57Go see that series so you can see
03:59what happens to the autism family.
04:01Obviously, the autistic person changes the environment
04:04of all the places he goes to.
04:06And in school too, that's why you have to be receptive.
04:09Who are the most receptive?
04:11Your classmates.
04:12And that's the battle of the Rey family.
04:14I know many people don't understand it.
04:16We see the comments on social media.
04:18Change school.
04:19Changing school is not like going to another restaurant
04:21because they served you bad food.
04:23There is an environment there.
04:25There are other parents who are totally solidarized.
04:28I heard the audios that the kids sent him,
04:31which obviously cannot be published.
04:33The classmates who send him to see him
04:35and who miss him, who love him.
04:37I get emotional and I feel like crying
04:39because it's a cruelty,
04:41but you know what?
04:42It's the tip of the iceberg.
04:44If you talk about Rodrigo Rey,
04:45you can say that he is independent.
04:47This happens all the time,
04:48in all the regions of the country, still.
04:50And here the big claim,
04:51the big request, not a claim,
04:53the big request from the anguish,
04:56if you see the post that the Rey family did today,
04:58is justice.
05:01In other words, this was judged
05:04because they had no choice.
05:06It was a time of justice, of guarantees,
05:09of family.
05:10In February the class starts.
05:12Of course, Pablo, where it takes you six months
05:14until the beginning of the school year,
05:16you have no choice but to go to school.
05:17Let's think about it as a family.
05:18This family is an archer
05:20who, if he is independent,
05:21does not continue to play tournaments.
05:23Next week they go on vacation.
05:25Let's see, are we human or what are we?
05:27If they go on vacation,
05:28they want to spend a moment in peace, of rest.
05:30The archer spent many days
05:32that he could not be with his family
05:35and he can't go on vacation
05:37without knowing what his future is.
05:39It is a matter of justice.
05:42We know that it takes time
05:44to bring a complex background issue.
05:46Witnesses, we already know.
05:47But there are tools.
05:48I am not a lawyer,
05:49but there are tools to get this out quickly.
05:51Not to innovate.
05:52While the school-aged children
05:54are where they have to be.
05:55Where are they going to be?
05:56And how do you think this is going to end?
05:58Because we see that the postures ...
05:59Look, let me read what this family wrote.
06:03Rodrigo Rey.
06:04This is from now, of course.
06:06We continue to wait.
06:07Here we are first and foremost
06:09to thank all of you,
06:11those who are on the other side,
06:12supporting us with a message of encouragement
06:14and with the dissemination of our cause,
06:16which we know is also that of many more.
06:18Thank you very much from the heart
06:19to all the media,
06:20journalists, institutions,
06:21NGOs, families, friends
06:22and to each person
06:23who contributes their grain of sand
06:25to make our problem visible,
06:27so that this is solved
06:28in a fair way for our children
06:30and I feel a precedent
06:31so that these things do not happen again.
06:33But the truth is that with great anguish
06:35we continue to wait for an answer from justice.
06:38In more prominent letters.
06:39This is what we were talking about.
06:40With the illusion of being able to get home
06:42and tell our eldest daughter
06:45that yes, she will be able to enjoy
06:47finishing her last two years of high school
06:48as she dreamed,
06:49as she has been planning for years
06:51with her friends.
06:53That yes, she will be able to continue organizing
06:55her graduation,
06:56her return trip
06:57and all those events
06:58at the end of high school
06:59that marked us all together.
07:01To be able to tell her
07:02that yes,
07:03that in the end
07:04they put an end to her anxiety,
07:05to her uncertainty,
07:06to her sadness,
07:07that there was someone who understood.
07:08Well, and so it goes.
07:10I mean,
07:12there it is,
07:13where little ones learn
07:14to live in neurodiversity.
07:16For all this,
07:17we wait with our hearts
07:18in our hands
07:19but hopeful
07:20that justice will be fair and fast
07:21for our children
07:22and for all
07:23Benis and Renatas
07:24who suffer the same situation.
07:25Renata is also autistic?
07:27No, no.
07:28Renata, no.
07:29And for the case,
07:30it doesn't matter either.
07:31No, no, no.
07:32But I ask you
07:33because she is paying
07:34for this discrimination
07:35that they do to her brother.
07:37Yes, no.
07:38It's one thing.
07:39Today, the urgency,
07:40the important thing
07:41is the school.
07:42Today, the urgency
07:43is justice.
07:44That's why we emphasize a lot
07:45that justice is fast.
07:46Of course.
07:47And that the children
07:48continue to be schooled.
07:49And that the Rey case,
07:50the Benicio case
07:51generates that this
07:52never happens again.
07:53It's an injustice,
07:54it's a cruelty.
07:55The family
07:56is not sleeping
07:57for many days.
07:58You can imagine
07:59that they are enjoying
08:00this situation.
08:01They would like to go out
08:02to tell
08:03and they can't
08:04because they have
08:05a legal voice
08:06that they can't speak.
08:07So, you can imagine
08:08what hell
08:09that family is living.
08:10Pablo,
08:11what is the treatment?
08:12All the families
08:13that are,
08:14I insist on this,
08:15sorry to interrupt you
08:16for the rudeness,
08:17but it is not
08:18an isolated case.
08:19No, no.
08:20It is the case
08:21that must be shown
08:22because it interests people
08:23because it is an independent case.
08:24But behind this,
08:25go see what happens
08:26in this moment,
08:27more than the support,
08:28the stories
08:29that are appearing there,
08:30even much worse
08:31of families
08:32that could not
08:33school and had
08:34to stay in their
08:35private house.
08:36Let's see,
08:37what kind of life
08:38do we want to live?
08:39What kind of world
08:40do we want to have?
08:41Isolated children?
08:42One in 36
08:43children has autism.
08:44One?
08:45Twenty years ago
08:46One in 36
08:47is born with autism?
08:48It is complex
08:49to answer that.
08:50You don't know if it is born
08:51or it is very difficult.
08:52Or they develop it
08:53in the first months
08:54of life.
08:55It is not known.
08:56What is true
08:57is that in the United States,
08:58the only country in the world
08:59that formally measures autism
09:00is the Ministry of Health
09:01of that country.
09:02It started 20 years ago
09:03to measure it.
09:04The first measurement
09:05was one in 150.
09:06Twenty years later
09:07it is one in 36.
09:08Growth 317%.
09:09Are we going to keep
09:10looking the other way?
09:11And only autism?
09:12The professionals
09:13tell us that
09:14the neurodivergences
09:15in which autism is,
09:16in Argentina
09:17it is already
09:18one every six,
09:19one every six,
09:20three.
09:21That is,
09:22with children with dyslexia,
09:23too,
09:24or not?
09:25Dyslexia is what
09:26there is most.
09:27It is what there is most,
09:28but there are a lot
09:29of others.
09:30Down syndrome,
09:31other disabilities.
09:32What are we going to do?
09:33All to special schools?
09:34That is what we are going to do.
09:35Where is the coexistence
09:36with the children?
09:37When the trend
09:38is the other way around.
09:39Of course.
09:40The trend is that
09:41the schools
09:42where all the boys go,
09:43they integrate
09:44the boys with difficulties,
09:45both primary
09:46and secondary.
09:47Here is the great
09:48struggle of today.
09:49That is,
09:50the picture of today
09:51is the picture
09:52of today
09:53is that the word
09:54inclusion
09:55and integration
09:56are on the way
09:57and are leaving
09:58the new word
09:59that I totally
10:00agree with
10:01this word,
10:02which is coexistence.
10:03Sure.
10:04Because inclusion
10:05and integration,
10:06you say,
10:07well,
10:08there is a perfect world
10:09and imperfect people
10:10that, well,
10:11every now and then
10:12we can share
10:13our world,
10:14but go back
10:15to your ghetto,
10:16let's say,
10:17and fix yourself
10:18as you can.
10:19In coexistence
10:20there is only one world.
10:21And this is the world
10:22of enrichment,
10:23of learning,
10:24of the boys themselves,
10:25of everyone discovering
10:26that we are different,
10:27different in different
10:28issues,
10:29but that we have
10:30to integrate,
10:31because if we don't
10:32integrate,
10:33if we don't include,
10:34then we are not
10:35in its entirety
10:36good people.
10:37The truth is that,
10:38because there are
10:39many schools,
10:40in my opinion,
10:41wrong,
10:42that want to get
10:43Nobel Prizes,
10:44that are elitist,
10:45that look
10:46at all this
10:47from the side,
10:48almost in fear
10:49of those people,
10:50when in reality
10:51what interests you
10:52is first to get
10:53good people
10:54and probably
10:55then get
10:56good students.
10:57But how much
10:58is this worth
10:59for the virtues
11:00and values
11:01with which
11:02we have grown
11:03or at least
11:04we have inherited
11:05or tried
11:06to do it
11:07from our parents?
11:08Yes, Guillermo.
11:09This is how
11:10we have been raised,
11:11Pablo.
11:12This is how we have been
11:13raised,
11:14all together
11:15on the street.
11:16Yes, of course,
11:17but in a country,
11:18in a country,
11:19the one who was born,
11:20let's give an example,
11:21with Down syndrome,
11:22was the boy
11:23who hid
11:24in the back
11:25of the house
11:26because he was ashamed.
11:27And this, fortunately,
11:28has changed
11:29because of all
11:30the stimuli there are,
11:31because of the schools
11:32that include them
11:33and because today
11:34we see little ones
11:35who work in different
11:36places,
11:37in a McDonald's,
11:38in a school,
11:39using classes,
11:40exactly,
11:41and that they take
11:42the collective
11:43and that one
11:44helps them,
11:45but that you see
11:46that they are worth
11:47their own means.
11:48Let's continue
11:49with the exclusion.
11:50Look, Guillermo,
11:51I'll tell you one thing,
11:52speaking with
11:53a loving heart.
11:54If I didn't have
11:55a child with autism,
11:56I would be on the other side.
11:57So I talk to myself
11:58and I try to have
11:59a lot of empathy
12:00with the one
12:01who doesn't have
12:02information,
12:03the information
12:04that I had to have.
12:05So I talk a lot
12:06to autism,
12:07I talk a lot
12:08to other NGOs
12:09trying to talk
12:10to them from
12:11the other side.
12:12Of course.
12:13On top of that,
12:14I'm a journalist,
12:15you see,
12:16so from the side
12:17of saying,
12:18look,
12:19we don't have to
12:20go around
12:21with the accuser finger,
12:22I don't think
12:23those people
12:24are all bad,
12:25I think they lack
12:26information.
12:27Yes, for sure.
12:28So that's why
12:29we created Te Activa.
12:30There are already
12:31many NGOs
12:32that do
12:33an impressive
12:34social work,
12:35they have helped us
12:36a lot in our first years,
12:37but the hand-to-hand
12:38work solves
12:39isolated problems.
12:40We consider
12:41that we have to
12:42change history.
12:43So for that,
12:44we all have to
12:45have more information.
12:46I don't want to
12:47be angry with someone
12:48because,
12:49hey,
12:50how can you bring
12:51a boy to
12:52another special school,
12:53here he is
12:54contaminating,
12:55whatever the word.
12:56When you have
12:57the opportunity
12:58to explain it to him,
12:59he begins to understand.
13:00He is teaching
13:01that there is
13:02a side
13:03of life
13:04in which
13:05the son of the father
13:06who complains
13:07that he is an ignorant
13:08can learn a lot.
13:09Let me show you something.
13:10This is the mat,
13:11look.
13:12This is what
13:13I was telling you,
13:14of course.
13:15This is what
13:16Rodrigo's family
13:17also publishes.
13:18This was at the time.
13:19This is what caused
13:20my son to get angry.
13:21Look,
13:22it is the supposed
13:23space of calm
13:24of our son
13:25in school.
13:26This image
13:27breaks our soul
13:28into a thousand pieces.
13:29This image
13:30describes what
13:31we have been
13:32reneging on
13:33with this school.
13:34A private school
13:35that has parents
13:36who have offered everything,
13:37support from professionals
13:38who go to school
13:39to suggest and help
13:40make a better path
13:41for the children
13:42who need them.
13:43Parents who have
13:44material things
13:45for this purpose.
13:46Today our son,
13:47after two weeks
13:48sick,
13:49came back
13:50with a lot of strength
13:51to school.
13:52In a process
13:53of recovering physically
13:54since he lost
13:55almost two kilos.
13:56Two kilos
13:57in a little boy
13:58is a lot.
13:59Today he needed
14:00a space of calm
14:01and he didn't have it.
14:02He needed a place
14:03to lie down
14:04and he couldn't.
14:05He tried to lie down
14:06and there,
14:07there,
14:08and he didn't want
14:09to know anything.
14:10Half body outside
14:11and almost like
14:12being on the floor.
14:13He didn't know
14:14how many times
14:15we offered
14:16to incorporate things
14:17and that's how
14:18this story continues.
14:19But that mat
14:20is the symbol
14:21of this,
14:22of discrimination.
14:23Guillermo,
14:24the Rey family,
14:25sorry Guillermo,
14:26Rey has a good
14:27economic past,
14:28she is the one
14:29who was independent.
14:30She offered
14:31to put money
14:32in her pocket
14:33to improve
14:34the facilities,
14:35to train
14:36the staff.
14:37They were never heard
14:38but they still
14:39kept rowing
14:40and rowing
14:41and rowing
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