Page 6 - (کیهان لندن - سال سى و سوم ـ شماره ۲۸ (دوره جديد

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‫ﺍﺿﺎﻓﻪ ﻛﺮﺩ‪ .‬ﻣﻮﺿﻮﻋﻰ ﻛﻪ ﻣﺤﻤﻮﺩ ﻋﻠﻴﻤﺤﻤﺪﻯ‪،‬‬ ‫ﮔﺰﺍﺭﺵ ﻭﻳﮋﻩ‬ ‫ﺻﻔﺤﻪ ‪ - Page 6 - 6‬ﺷﻤﺎﺭﻩ ‪28‬‬
‫ﻣﺸﺎﻭﺭ ﻭﺯﻳﺮ ﺗﻌﺎﻭﻥ ﻛﺎﺭ ﻭ ﺭﻓﺎﻩ ﺍﺟﺘﻤﺎﻋﻰ ﺩﺭ‬ ‫ﺟﻤﻌﻪ ‪ 10‬ﺗﺎ ﭘﻨﺠﺸﻨﺒﻪ‪ 16‬ﻣﻬﺮ ﻣﺎﻩ ‪1394‬ﺧﻮﺭﺷﻴﺪﻯ‬
‫ﺍﻣﻮﺭ ﻣﻌﻠﻮﻻﻥ ﻧﻴﺰ ﺑﻪ ﺁﻥ ﺍﺷﺎﺭﻩ ﻛﺮﺩﻩ ﻭ ﮔﻔﺘﻪ‬ ‫ﻛﺎﻣﻴﺎﺭ ﺑﻬﺮﻧﮓ‬
‫ﺍﺳﺖ‪» :‬ﺩﺭ ﺑﻨﺪ )ﻭ( ﻣﺎﺩﻩ ‪ 7‬ﻗﺎﻧﻮﻥ ﺟﺎﻣﻊ‬ ‫ﻛﺎﻣﻴﺎﺭ ﺑﻬﺮﻧﮓ‪ -‬ﻫﺮ ﺳﺎﻟﻪ ﺁﺧﺮﻳﻦ ﻫﻔﺘﻪ ﻣﺎﻩ‬
‫ﺣﻤﺎﻳﺖ ﺍﺯ ﺣﻘﻮﻕ ﻣﻌﻠﻮﻻﻥ ﺍﺷﺎﺭﻩﺍﻯ ﺑﻪ ﺍﻟﺰﺍﻡ‬ ‫ﺭﻧﺞ ﻣﻀﺎﻋﻒ ﻣﻌﻠﻮﻻﻥ ﺍﻳﺮﺍﻥ‬ ‫ﺳﭙﺘﺎﻣﺒﺮ ﺑﻪ ﻋﻨﻮﺍﻥ »ﻫﻔﺘﻪ ﺟﻬﺎﻧﻰ ﻧﺎﺷﻨﻮﺍﻳﺎﻥ«‬
‫ﺩﺳﺘﮕﺎﻩﻫﺎ ﺑﻪ ﺍﺧﺘﺼﺎﺹ ‪ 60‬ﺩﺭﺻﺪ ﺍﺯ ﭘﺴﺖﻫﺎﻯ‬ ‫ﺑﺮﻧﺎﻣﻪﻫﺎﻳﻰ ﺩﺭ ﺳﺮﺍﺳﺮ ﺟﻬﺎﻥ ﺑﻪ ﻣﻨﻈﻮﺭ ﺟﻠﺐ‬
‫ﺳﺎﺯﻣﺎﻧﻰ ﺗﻠﻔﻨﭽﻰ ﺑﻪ ﻧﺎﺑﻴﻨﺎﻳﺎﻥ‪ ،‬ﻛﻢﺑﻴﻨﺎﻳﺎﻥ‬ ‫ﻧﻈﺮ ﻋﻤﻮﻣﻰ ﺑﻪ ﻣﻮﺿﻮﻉ ﻧﺎﺷﻨﻮﺍﻳﺎﻥ ﺑﺮﮔﺰﺍﺭ‬
‫ﻭ ﻣﻌﻠﻮﻻﻥ ﺟﺴﻤﻰ ﺣﺮﻛﺘﻰ ﺷﺪﻩ ﺑﻮﺩ ﻛﻪ ﺑﺎ‬
‫ﺭﻭﻧﺪ ﺧﺼﻮﺻﻰﺳﺎﺯﻯ ﻭ ﺑﺮﻭﻥﺳﭙﺎﺭﻯ ﺍﻳﻦ ﮔﻮﻧﻪ‬ ‫ﻣﻰﺷﻮﺩ‪.‬‬
‫ﻣﺸﺎﻏﻞ ﺑﻪ ﺑﺨﺶ ﺧﺼﻮﺻﻰ ﻋﻤﻼ ﺯﻣﻴﻨﻪﻫﺎﻯ‬ ‫ﺍﻣﺴﺎﻝ ﻧﻴﺰ ﺑﺎ ﺷﻌﺎﺭ »ﺑﺎ ﺣﻖ ﺑﺮﺧﻮﺭﺩﺍﺭﻯ‬
‫ﺍﺯ ﺯﺑﺎﻥ ﺍﺷﺎﺭﻩ‪ ،‬ﻛﻮﺩﻛﺎﻥ ﻧﺎﺷﻨﻮﺍﻯ ﻣﺎ ﺗﻮﺍﻧﻤﻨﺪ‬
‫ﺍﺟﺮﺍﻯ ﺍﻳﻦ ﺑﺨﺶ ﺍﺯ ﻗﺎﻧﻮﻥ ﺍﺯ ﺑﻴﻦ ﺭﻓﺖ«‪.‬‬ ‫ﻣﻰﺷﻮﻧﺪ!« ﺑﺮﻧﺎﻣﻪﻫﺎﻳﻰ ﺩﺭ ﺳﺮﺍﺳﺮ ﺟﻬﺎﻥ ﺍﺟﺮﺍ‬
‫ﺷﺪ‪ .‬ﻓﺪﺭﺍﺳﻴﻮﻥ ﺟﻬﺎﻧﻰ ﻧﺎﺷﻨﻮﺍﻳﺎﻥ )‪ (wfdeaf‬ﺩﺭ‬
‫ﺷﺮﺍﻳﻂ ﻧﺎﻣﻨﺎﺳﺐ ﺯﻧﺪﮔﻰ‬ ‫ﺑﻴﺎﻧﻴﻪﺍﻯ ﻛﻪ ﺑﻪ ﻫﻤﻴﻦ ﻣﻨﺎﺳﺒﺖ ﻣﻨﺘﺸﺮ ﻛﺮﺩﻩ‬
‫ﺍﺳﺖ ﺑﺎ ﺍﺷﺎﺭﻩ ﺑﻪ ﺍﻳﻨﻜﻪ ﺑﺮ ﺍﺳﺎﺱ ﻛﻨﻮﺍﻧﺴﻴﻮﻥ‬
‫ﺷﻬﺮﻯ ﺑﺮﺍﻯ ﻣﻌﻠﻮﻻﻥ‬ ‫ﺳﺎﺯﻣﺎﻥ ﻣﻠﻞ ﺩﺭ ﺑﺨﺶ ﺣﻘﻮﻕ ﺍﻓﺮﺍﺩ ﻣﻌﻠﻮﻝ‬
‫)‪» (CRPD‬ﻧﺎﺷﻨﻮﺍﻳﺎﻥ ﺑﻪ ﻋﻨﻮﺍﻥ ﻳﻚ ﮔﺮﻭﻩ‬
‫ﺍﻣﺮﻭﺯﻩ ﺩﺭ ﺑﺴﻴﺎﺭﻯ ﺍﺯ ﺷﻬﺮﻫﺎﻯ ﺟﻬﺎﻥ ﺷﺎﻫﺪﻳﻢ‬ ‫ﺍﻗﻠﻴﺖ ﺯﺑﺎﻧﻰ ﺑﻪ ﺭﺳﻤﻴﺖ ﺷﻨﺎﺧﺘﻪ ﻣﻰﺷﻮﻧﺪ«‬
‫ﻛﻪ ﺧﺪﻣﺎﺕ ﻭﻳﮋﻩﺍﻯ ﺑﺮﺍﻯ ﺷﻬﺮﻭﻧﺪﺍﻥ ﻣﻌﻠﻮﻝ ﺩﺭ‬ ‫ﺍﺿﺎﻓﻪ ﻛﺮﺩﻩ ﺍﺳﺖ‪» :‬ﻛﻮﺩﻛﺎﻥ ﻧﺎﺷﻨﻮﺍ ﻣﻰﺗﻮﺍﻧﻨﺪ‬
‫ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺍﺯ ﭼﺮﺍﻍﻫﺎﻯ ﺭﺍﻫﻨﻤﺎﻳﻰ‬ ‫ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺯﺑﺎﻥ ﺍﺷﺎﺭﻩ ﻭ ﺣﻖ ﺩﺍﺷﺘﻦ ﺁﻥ ﺭﺍ‬
‫ﺻﺪﺍﺩﺍﺭ ﺑﺮﺍﻯ ﻧﺎﺑﻴﻨﺎﻳﺎﻥ ﺗﺎ ﺗﻐﻴﻴﺮ ﺩﺭ ﺳﺎﺧﺘﺎﺭ‬ ‫ﺑﻪ ﻋﻨﻮﺍﻥ ﻳﻚ ﺍﺻﻞ ﺍﺯ ﻗﻮﺍﻧﻴﻦ ﺣﻘﻮﻕ ﺑﺸﺮ ﻭ‬
‫ﭘﻴﺎﺩﻩﺭﻭﻫﺎ ﺑﺮﺍﻯ ﺁﻥ ﺩﺳﺘﻪ ﺍﺯ ﺍﻓﺮﺍﺩﻯ ﻛﻪ ﺑﻪ‬ ‫ﻳﻚ ﺣﻖ ﻻﺯﻡ ﺍﺯ ﺑﺪﻭ ﺗﻮﻟﺪ ﺩﺭﺧﻮﺍﺳﺖ ﻛﻨﻨﺪ«‪.‬‬
‫ﻫﺮ ﺩﻟﻴﻠﻰ ﺍﺯ ﻭﻳﻠﭽﺮ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻰﻛﻨﻨﺪ‪ .‬ﺑﻬﺎﺭﻩ‬ ‫ﺍﻳﻦ ﺑﻴﺎﻧﻴﻪ ﺗﺎﻛﻴﺪ ﺩﺍﺭﺩ ﻛﻪ ﺑﺮ ﺍﺳﺎﺱ ﻫﻤﺎﻥ‬
‫ﻫﻤﻪﻛﺴﻰ ﻛﺎﺭﺷﻨﺎﺱ ﻣﺮﻛﺰ ﻣﻄﺎﻟﻌﺎﺕ ﻭ ﺑﺮﻧﺎﻣﻪ‬ ‫ﻛﻨﻮﺍﻧﺴﻴﻮﻥ ]ﻛﻪ ﺟﻤﻬﻮﺭﻯ ﺍﺳﻼﻣﻰ ﻧﻴﺰ ﻳﻜﻰ‬
‫ﺭﻳﺰﻯ ﺷﻬﺮﺩﺍﺭﻯ ﺗﻬﺮﺍﻥ‪» ،‬ﻣﻨﺎﺳﺐﺳﺎﺯﻯ« ﻓﻀﺎﻯ‬ ‫ﺍﺯ ﺍﻣﻀﺎﻛﻨﻨﺪﮔﺎﻥ ﺁﻥ ﺍﺳﺖ[ »ﺩﻭﻟﺖﻫﺎ ﻣﻮﻇﻒ‬
‫ﺷﻬﺮﻯ ﺑﺮﺍﻯ ﻣﻌﻠﻮﻻﻥ ﺭﺍ »ﺩﻭﺭ ﺑﺎﻃﻞ« ﺩﺍﻧﺴﺘﻪ ﻭ‬ ‫ﺑﻪ ﺗﺴﻬﻴﻞ ﻳﺎﺩﮔﻴﺮﻯ ﺯﺑﺎﻥ ﺍﺷﺎﺭﻩ ﻭ ﺍﺭﺗﻘﺎء ﻫﻮﻳﺖ‬
‫ﮔﻔﺘﻪ ﺍﺳﺖ‪» :‬ﺩﺭ ﻃﺮﺍﺣﻰ ﻣﻮﺿﻮﻋﺎﺕ ﻭ ﻛﺎﺭﺑﺮﺩﻯ‬
‫ﻛﺮﺩﻥ ﺁﻧﻬﺎ‪ ،‬ﺑﺴﻴﺎﺭﻯ ﺍﺯ ﻣﺴﺎﺋﻞ ﺑﻪ ﻫﻢ ﺭﺑﻂ‬ ‫ﺯﺑﺎﻧﻰ ﺟﺎﻣﻌﻪ ﻧﺎﺷﻨﻮﺍﻳﺎﻥ ﻫﺴﺘﻨﺪ«‪.‬‬
‫ﺩﺍﺭﺩ‪ .‬ﻣﺜ ًﻼ ﻭﻗﺘﻰ ﻣﻌﺒﺮ ﭘﻴﺎﺩﻩ ﻃﺮﺍﺣﻰ ﻣﻰﻛﻨﻴﻢ‬ ‫ﺑﺮ ﺍﺳﺎﺱ ﺁﻣﺎﺭ ﺳﺎﺯﻣﺎﻥ ﺑﻬﺪﺍﺷﺖ ﺟﻬﺎﻧﻰ ﺍﻣﺮﻭﺯﻩ‬
‫ﺍﻣﺎ ﺩﺭ ﻭﺭﻭﺩﻯ ﺁﻥ ﭼﻨﺪﻳﻦ ﻣﺎﻧﻊ ﻗﺮﺍﺭ ﻣﻰﺩﻫﻴﻢ‬ ‫ﻧﺰﺩﻳﻚ ﺑﻪ ‪ 360‬ﻣﻴﻠﻴﻮﻥ ﻧﻔﺮ ﻧﺎﺷﻨﻮﺍ ﺩﺭ ﺟﻬﺎﻥ‬
‫ﻛﻪ ﻣﻮﺗﻮﺭﺳﻴﻜﻠﺖ ﺭﺩ ﻧﺸﻮﺩ ﻗﻄﻌﺎً ﺷﺮﺍﻳﻄﻰ ﺍﻳﺠﺎﺩ‬ ‫ﺯﻧﺪﮔﻰ ﻣﻰﻛﻨﺪ‪ .‬ﺍﻳﻦ ﺳﺎﺯﻣﺎﻥ ﺗﺎﻛﻴﺪ ﺩﺍﺭﺩ ﻧﻴﻤﻰ‬
‫ﻛﺮﺩﻩﺍﻳﻢ ﻛﻪ ﻣﻌﻠﻮﻻﻥ ﻧﺘﻮﺍﻧﻨﺪ ﻭﺍﺭﺩ ﺍﻳﻦ ﻓﻀﺎ ﺷﻮﻧﺪ‬ ‫ﺍﺯﻣﻮﺍﺭﺩ ﺍﺑﺘﻼ ﺑﻪ ﻛﻢﺷﻨﻮﺍﻳﻰ ﻭ ﻧﺎﺷﻨﻮﺍﻳﻰ ﻗﺎﺑﻞ‬
‫]…[ ﺑﺴﻴﺎﺭﻯ ﺍﺯ ﺗﺴﻬﻴﻼﺗﻰ ﻛﻪ ﺑﺮﺍﻯ ﻣﻌﻠﻮﻻﻥ‬ ‫ﭘﻴﺸﮕﻴﺮﻯ ﺑﻮﺩﻩ ﻭ ﻳﺎ ﺩﺭ ﺻﻮﺭﺕ ﺗﺸﺨﻴﺺ ﺑﻪ‬
‫ﺩﺭ ﻧﻈﺮﮔﺮﻓﺘﻪ ﺷﺪﻩ ﺍﺳﺖ ﺣﺎﻟﺖ ﻧﻤﺎﻳﺸﻰ ﺩﺍﺭﺩ«‪.‬‬
‫ﺍﻳﻦ ﻣﺸﻜﻼﺕ ﺩﺭ ﺩﺳﺘﺮﺳﻰ ﺁﺳﺎﻥ ﻣﻌﻠﻮﻻﻥ‬ ‫ﻣﻮﻗﻊ‪ ،‬ﻗﺎﺑﻞ ﺩﺭﻣﺎﻥ ﻫﺴﺘﻨﺪ‪.‬‬
‫ﺑﻪ ﻣﺤﻴﻂﻫﺎ ﻭ ﺧﺪﻣﺎﺕ ﺷﻬﺮﻯ ﻣﻮﺟﺐ‬
‫ﻣﻨﺰﻭﻯ ﺷﺪﻥ ﺑﻴﺶ ﺍﺯ ﭘﻴﺶ ﺍﻳﻦ ﺍﻓﺮﺍﺩ ﺩﺭ‬ ‫ﻭﺿﻌﻴﺖ ﻧﺎﺷﻨﻮﺍﻳﺎﻥ ﺩﺭ ﺍﻳﺮﺍﻥ‬
‫ﺟﺎﻣﻌﻪ ﻣﻰﺷﻮﺩ‪ .‬ﺍﺯ ﺳﻮﻯ ﺩﻳﮕﺮ ﻣﺴﺎﻟﻪ ﺍﺭﺗﺒﺎﻁ‬
‫ﺟﺎﻣﻌﻪ ﺑﺎ ﻣﻌﻤﻮﻻﻥ ﻳﻜﻰ ﺩﻳﮕﺮ ﺍﺯ ﻣﺸﻜﻼﺕ‬ ‫ﻣﺮﻛﺰ ﺁﻣﺎﺭ ﻭ ﺍﻃﻼﻋﺎﺕ ﺭﺍﻫﺒﺮﻯ ﺑﺮ ﺍﺳﺎﺱ‬
‫ﺩﺍﺩﻩﻫﺎﻯ ﺳﺮﺷﻤﺎﺭﻯ ﻧﻔﻮﺱ ﻭ ﻣﺴﻜﻦ ﺳﺎﻝ‬
‫‪ 1390‬ﻣﻴﺰﺍﻥ ﻛﻞ ﻣﻌﻠﻮﻟﻴﻦ ﻛﺸﻮﺭ ﺭﺍ ‪4/1‬‬
‫ﺩﺭﺻﺪ ﺟﻤﻌﻴﺖ ﺑﺮﺁﻭﺭﺩ ﻛﺮﺩﻩ ﺍﺳﺖ ﻛﻪ ﺍﺯ ﺍﻳﻦ‬

‫ﻣﻴﺰﺍﻥ ‪ 10‬ﺩﺭﺻﺪ ﻧﺎﺷﻨﻮﺍ ﻫﺴﺘﻨﺪ‪.‬‬

‫ﺍﻭﻟﻴﻦ ﻣﺪﺭﺳﻪ ﻣﺨﺼﻮﺹ »ﻛﺮ ﻭ ﻻﻝ«ﻫﺎ ﺩﺭ ﺗﻬﺮﺍﻥ‬ ‫ﻓﻀﺎﻯ ﺷﻬﺮﻯ ﺍﻳﺮﺍﻥ ﻣﻨﺎﺳﺐ ﺯﻧﺪﮔﻰ ﻣﻌﻠﻮﻻﻥ ﻧﻴﺴﺖ‬

‫ﺍﻳﻦ ﺑﺨﺶ ﺍﺯ ﺷﻬﺮﻭﻧﺪﺍﻥ ﻣﺤﺴﻮﺏ ﻣﻰﺷﻮﺩ‪.‬‬ ‫ﺍﺯ ﺗﺤﺼﻴﻞ ﺑﻪ ﺯﺑﺎﻥ ﺧﻮﺩ ﻭ ﺗﻮﻗﻒ ﺭﺷﺪ ﻗﻮﺍﻯ‬ ‫ﺍﺧﺘﻼﻝﻫﺎﻯ ﺫﻫﻨﻰ ﺍﺩﻏﺎﻡ ﺷﺪﻩ ﻭ ﺑﻪ ﺍﻳﻦ ﺗﺮﺗﻴﺐ‬ ‫ﺳﻌﻴﺪ ﺣﺴﻦﺯﺍﺩﻩ‪ ،‬ﺍﺳﺘﺎﺩ ﺩﺍﻧﺸﻜﺪﻩ ﺭﻭﺍﻧﺸﻨﺎﺳﻰ‬ ‫ﻧﺎﺷﻨﻮﺍﺑﺮ ﻫﻤﻴﻦ ﺍﺳﺎﺱ ‪ 12‬ﺩﺭﺻﺪ ﻛﻞ‬
‫ﻣﻮﺿﻮﻉ ﺑﺮﻧﺎﻣﻪﻫﺎﻯ ﺗﻠﻮﻳﺰﻳﻮﻧﻰ ﻧﻴﺰ ﺑﺨﺸﻰ‬ ‫ﺫﻫﻨﻰ ﻭ ﺯﺑﺎﻧﻰﺍﺵ ﺗﻤﺎﻡ ﺧﻮﺍﻫﺪ ﺷﺪ«‪.‬‬ ‫ﻣﺴﺎﻟﻪ ﺁﻣﻮﺯﺵ ﻧﺎﺷﻨﻮﺍﻳﺎﻥ ﺩﺭ ﺍﻳﺮﺍﻥ ﺑﺎ ﭼﺎﻟﺸﻰ‬ ‫ﺩﺍﻧﺸﮕﺎﻩ ﺗﻬﺮﺍﻥ ﺩﺭ ﺍﻳﻦ ﻣﻮﺭﺩ ﮔﻔﺘﻪ ﺍﺳﺖ‪» :‬ﺑﺮﻗﺮﺍﺭﻯ‬ ‫ﻧﺎﺷﻨﻮﺍﻳﺎﻥ ﺍﻳﺮﺍﻥ ﺭﺍ ﻛﻮﺩﻛﺎﻥ ﺗﺸﻜﻴﻞ ﻣﻰﺩﻫﻨﺪ‪.‬‬
‫ﺩﻳﮕﺮ ﺍﺯ ﻣﺸﻜﻼﺕ ﻧﺎﺷﻨﻮﺍﻳﺎﻥ ﺍﺳﺖ‪ .‬ﺑﺨﺶ ﺑﺴﻴﺎﺭ‬ ‫ﺟﺪﻯ ﺭﻭﺑﺮﻭ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺍﺯ ﺳﻮﻯ ﺩﻳﮕﺮ ﺍﺩﻏﺎﻡ‬ ‫ﺍﺭﺗﺒﺎﻁ‪ ،‬ﻣﻬﻢﺗﺮﻳﻦ ﻣﺸﻜﻠﻰ ﺍﺳﺖ ﻛﻪ ﻧﺎﺷﻨﻮﺍﻳﺎﻥ ﺑﺎ‬ ‫ﺑﺎ ﺍﻳﻨﻜﻪ ﻣﻴﺰﺍﻥ ﺩﺭﺻﺪ ﻛﻞ ﻧﺎﺷﻨﻮﺍﻳﺎﻥ ﺍﻳﺮﺍﻧﻰ‬
‫ﻣﺤﺪﻭﺩﻯ ﺍﺯ ﺑﺮﻧﺎﻣﻪﻫﺎﻯ ﺗﻠﻮﻳﺰﻳﻮﻧﻰ ﺍﻳﺮﺍﻥ ﺍﻣﻜﺎﻥ‬ ‫ﻛﺎﺭ‪ ،‬ﺭﻭﻳﺎﻯ ﺩﻭﺭ ﻧﺎﺷﻨﻮﺍﻳﺎﻥ ﻭ‬ ‫ﺩﺍﻧﺶﺁﻣﻮﺯﺍﻥ ﻧﺎﺷﻨﻮﺍ ﺩﺭ ﻣﺪﺍﺭﺱ ﻋﺎﺩﻯ ﻋﻮﺍﻗﺐ‬ ‫ﺁﻥ ﻣﻮﺍﺟﻪﺍﻧﺪ ﻭ ﻋﻠﺖ ﺍﺻﻠﻰ ﺑﺮﻗﺮﺍﺭ ﻧﺸﺪﻥ ﺍﻳﻦ‬ ‫)‪ 13‬ﺩﺭ ‪ 10‬ﻫﺰﺍﺭ ﻧﻔﺮ( ﺍﺯ ﻣﻴﺎﻧﮕﻴﻦ ﺟﻬﺎﻧﻰ‬
‫ﭘﺨﺶ ﺑﺮﻧﺎﻣﻪﻫﺎﻯ ﻣﻨﺎﺳﺐ ﺑﺎ ﺑﺮﺍﻯ ﻧﺎﺷﻨﻮﺍﻳﺎﻥ ﺭﺍ‬ ‫ﻣﻌﻠﻮﻻﻥ ﺍﻳﺮﺍﻧﻰ‬ ‫ﺑﺪﻯ ﺭﺍ ﺑﺮﺍﻯ ﻛﻮﺩﻙ ﺑﻪ ﻫﻤﺮﺍﻩ ﺧﻮﺍﻫﺪ ﺩﺍﺷﺖ‪.‬‬ ‫ﺍﺭﺗﺒﺎﻁ‪ ،‬ﺁﻣﻮﺯﺵ ﻧﺎﻛﺎﻓﻰ ﻣﺮﺑﻴﺎﻥ ﻭ ﻧﺎﺁﮔﺎﻫﻰ ﺍﻓﺮﺍﺩ‬ ‫)‪ 530‬ﺩﺭ ‪ 10‬ﻫﺰﺍﺭ ﻧﻔﺮ( ﺑﺴﻴﺎﺭ ﻛﻤﺘﺮ ﺍﺳﺖ‬
‫ﺩﺍﺭﺩﻭﺍﻳﻦﻣﻮﺿﻮﻉ‪،‬ﺍﻧﺰﻭﺍﻯﺁﻧﺎﻥﺭﺍﺗﺸﺪﻳﺪﻣﻰﻛﻨﺪ‪.‬‬ ‫ﺳﺎﺭﺍ ﺳﻴﺎﻭﺷﻰ ﻛﺎﺭﺷﻨﺎﺱ ﺯﺑﺎﻥﺷﻨﺎﺳﻰ ﺩﺭ ﺍﻳﻦ‬ ‫ﺍﻣﺎ ﺩﺭﺻﺪ ﻧﺎﺷﻨﻮﺍﻳﻰ ﻛﻮﺩﻛﺎﻥ ﺍﻳﺮﺍﻧﻰ ‪ 3‬ﺩﺭﺻﺪ‬
‫ﺟﺎﻣﻌﻪ ﺍﺯ ﻭﺿﻌﻴﺖ ﻧﺎﺷﻨﻮﺍﻳﺎﻥ ﺍﺳﺖ«‪.‬‬
‫ﺑﻴﺸﺘﺮ ﺍﺯ ﻣﻴﺎﻧﮕﻴﻦ ﺟﻬﺎﻧﻰ ﺍﺳﺖ‪.‬‬
‫ﺩﺭ ﺳﺎﻝﻫﺎﻯ ﮔﺬﺷﺘﻪ ﺑﻴﺸﺘﺮ ﻣﺪﺍﺭﺱ ﻣﻮﺭﺩ ﮔﻔﺘﻪ ﺍﺳﺖ‪» :‬ﺣﻀﻮﺭ ﻭﻯ ﺩﺭ ﺟﻤﻊ ﺁﻧﺎﻥ ﺑﺮ ﺧﻼﻑ ﻗﻮﺍﻧﻴﻦ ﻣﻮﺟﻮﺩ ﻧﻬﺎﺩﻫﺎﻯ ﺩﻭﻟﺘﻰ‬
‫ﺑﺮﺭﺳﻰﻫﺎﻯ ﻣﺮﻛﺰ ﺁﻣﺎﺭ ﻭ ﺍﻃﻼﻋﺎﺕ ﺭﺍﻫﺒﺮﻯ‬
‫ﻣﺸﻜﻼﺕ ﺯﻧﺎﻥ ﻣﻌﻠﻮﻝ‬ ‫ﻓﻀﺎﻯ ﻣﻨﺎﺳﺒﻰ ﺑﺮﺍﻯ ﻛﺎﺭ ﺭﺍ ﻓﺮﺍﻫﻢ ﻧﻤﻰﻛﻨﻨﺪ‬ ‫ﺷﺎﻳﺪ ﻭﻯ ﺭﺍ ﺑﺎ ﻓﺮﻫﻨﮓ ﺍﻓﺮﺍﺩ ﺷﻨﻮﺍ ﺁﺷﻨﺎﺗﺮ ﻛﻨﺪ‬ ‫ﻧﺎﺷﻨﻮﺍﻳﺎﻥ )ﺩﺭ ﺗﻬﺮﺍﻥ( ﺗﻌﻄﻴﻞ ﺷﺪﻩ ﺍﺳﺖ ﺑﻪ‬ ‫ﻧﺸﺎﻥ ﻣﻰﺩﻫﺪ ﺟﻤﻌﻴﺖ ﻧﺎﺷﻨﻮﺍﻯ ﺍﻳﺮﺍﻧﻰ ﺩﺭ‬
‫ﺑﺮ ﺧﻼﻑ ﻗﻮﺍﻧﻴﻦ ﻣﻮﺟﻮﺩ ﻧﻬﺎﺩﻫﺎﻯ ﺩﻭﻟﺘﻰ‬ ‫ﻭ ﻣﻬﺎﺭﺕﻫﺎﻯ ﻟﺐﺧﻮﺍﻧﻰﺍﺵ ﺭﺍ ﺑﻬﺒﻮﺩ ﺑﺨﺸﺪ‪،‬‬ ‫ﻧﺤﻮﻯ ﻛﻪ ﺍﺯ ‪ 17‬ﻣﺪﺭﺳﻪ ﻣﻮﺟﻮﺩ ﺩﺭ ‪ 10‬ﺳﺎﻝ‬ ‫ﻓﺎﺻﻠﻪ ﺳﺎﻝﻫﺎﻯ ‪ 1385‬ﺗﺎ ‪ 1390‬ﻧﺰﺩﻳﻚ ﺑﻪ‬
‫ﻻﻟﻪ ﺧﺎﻧﻪﺑﺎﺯ ﺍﺯ ﺷﻬﺮﻭﻧﺪﺍﻥ ﺑﻬﺎﺋﻰ ﻛﻪ ﺩﭼﺎﺭ‬ ‫ﺍﻣﺎ ﺍﻳﻦ ﭘﻴﺸﺮﻓﺖ ﺑﻪ ﻗﻴﻤﺖ ﺍﺯ ﺩﺳﺖ ﺭﻓﺘﻦ‬ ‫ﮔﺬﺷﺘﻪ ﺍﻣﺮﻭﺯﻩ ﺗﻨﻬﺎ ‪ 6‬ﻣﺪﺭﺳﻪ ﺑﺎﻗﻰ ﻣﺎﻧﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﻣﻌﻠﻮﻟﻴﺖ ﺷﺪﻩ ﺍﺳﺖ ﺩﺭ ﻳﻜﻰ ﺍﺯ ﻧﺸﺴﺖﻫﺎﻯ‬ ‫ﻓﻀﺎﻯ ﻣﻨﺎﺳﺒﻰ ﺑﺮﺍﻯ ﻛﺎﺭ ﻓﺮﺍﻫﻢ ﻧﻤﻰﻛﻨﻨﺪ‬ ‫ﺩﻭﺭﺓ ﻛﻮﺩﻛﻰ ﻭ ﻧﻮﺟﻮﺍﻧﻰ ﻭﻯ ﻭ ﻣﺤﺮﻭﻣﻴﺖ‬ ‫ﺍﻳﻦ ‪ 6‬ﻣﺪﺭﺳﻪ ﻧﻴﺰ ﺑﺎ ﻣﺪﺍﺭﺱ ﻛﻮﺩﻛﺎﻥ ﺩﺍﺭﺍﻯ‬ ‫‪ 9‬ﺩﺭﺻﺪ ﺍﻓﺰﺍﻳﺶ ﺩﺍﺷﺘﻪ ﺍﺳﺖ‪.‬‬
‫ﺟﺎﻧﺒﻰ ﺷﻮﺭﺍﻯ ﺣﻘﻮﻕ ﺑﺸﺮ ﺳﺎﺯﻣﺎﻥ ﻣﻠﻞ ﺑﻪ‬ ‫ﻫﻤﺎﻥ ﻃﻮﺭ ﻛﻪ ﭘﻴﺶﺗﺮ ﺑﻪ ﺁﻥ ﺍﺷﺎﺭﻩ ﻛﺮﺩﻳﻢ‬ ‫ﺳﺎﺯﻣﺎﻥ ﺑﻬﺪﺍﺷﺖ ﺟﻬﺎﻧﻰ ﻭﺿﻌﻴﺖ ﻛﺎﺭ‬
‫ﻧﮕﺮﺵ ﻏﻠﻂ ﺟﺎﻣﻌﻪ ﺍﻳﺮﺍﻥ ﺑﻪ ﻣﺴﺎﻟﻪ ﻣﻌﻠﻮﻟﻴﺖ‬ ‫ﻣﺸﻜﻼﺕ ﺯﻧﺪﮔﻰ ﻧﺎﺷﻨﻮﺍﻳﺎﻥ ﺩﺭ ﺍﻳﺮﺍﻥ ﺑﺴﻴﺎﺭ‬ ‫ﺷﻌﺎﺭﺳﺎﻝ‪:2015‬ﺑﺎﺣﻖﺑﺮﺧﻮﺭﺩﺍﺭﻯﺍﺯﺯﺑﺎﻥﺍﺷﺎﺭﻩ‪،‬ﻛﻮﺩﻛﺎﻥﻧﺎﺷﻨﻮﺍﻯﻣﺎﺗﻮﺍﻧﻤﻨﺪﻣﻰﺷﻮﻧﺪ!‬ ‫ﻧﺎﺷﻨﻮﺍﻳﺎﻥ ﺭﺍ ﻧﺎﻣﻨﺎﺳﺐ ﺗﻮﺻﻴﻒ ﻛﺮﺩﻩ ﻭ ﺩﺭ‬
‫ﺍﺷﺎﺭﻩ ﻛﺮﺩﻩ ﺍﺳﺖ‪ .‬ﺍﻭ ﺑﺎ ﺍﺷﺎﺭﻩ ﺑﻪ ﺍﻳﻨﻜﻪ ﻭﺿﻌﻴﺖ‬ ‫ﺩﺭﺩﺁﻭﺭﺗﺮ ﺍﺯ ﺁﻣﺎﺭﻫﺎﻯ ﺭﺳﻤﻰ )ﺩﻭﻟﺘﻰ( ﺍﺳﺖ‪.‬‬ ‫ﮔﺰﺍﺭﺷﻰ ﻛﻪ ﻣﺎﻩ ﻣﺎﺭﺱ ﺳﺎﻝ ﺟﺎﺭﻯ ﻣﻨﺘﺸﺮ‬
‫»ﻣﻌﻠﻮﻟﻴﻦ ﺑﻬﺎﺋﻰ« ﺑﺎ ﺩﺷﻮﺍﺭﻯﻫﺎﻯ ﺑﻴﺸﺘﺮﻯ‬ ‫ﺑﺮﺍﻯ ﻧﻤﻮﻧﻪ ﻣﺮﻛﺰ ﺁﻣﺎﺭ ﻭ ﺍﻃﻼﻋﺎﺕ ﺭﺍﻫﺒﺮﺩﻯ‬ ‫ﻛﺮﺩﻩ ﺍﺳﺖ ﺑﺎ ﺍﺷﺎﺭﻩ ﺑﻪ »ﺟﻤﻌﻴﺖ ﺑﺎﻻﻯ ﺑﻴﻜﺎﺭ‬
‫ﺭﻭﺑﺮﻭ ﺍﺳﺖ‪ ،‬ﺑﺮ ﻣﺴﺎﻟﻪ »ﻣﻌﻠﻮﻻﻥ ﺯﻥ« ﺗﺎﻛﻴﺪ‬ ‫ﻣﻴﺰﺍﻥ ﺑﻴﻜﺎﺭﻯ ﺩﺭ ﺍﺳﺘﺎﻥ ﺧﻮﺯﺳﺘﺎﻥ ﺭﺍ ‪5/34‬‬ ‫ﺩﺭ ﻣﻴﺎﻥ ﻧﺎﺷﻨﻮﺍﻳﺎﻥ«‪ ،‬ﺗﺎﻛﻴﺪ ﻣﻰﻛﻨﺪ ﻛﻪ ﺁﻥ‬
‫ﻛﺮﺩ‪» :‬ﻭﻗﺘﻰ ﺑﺎ ﺑﺮﺍﺩﺭﻡ ﻛﻪ ﻣﻌﻠﻮﻟﻴﺖ ﻣﺸﺎﺑﻬﻰ‬ ‫ﺩﺭﺻﺪ ﺍﻋﻼﻡ ﻛﺮﺩﻩ‪ ،‬ﺍﻣﺎ ﺭﺳﻮﻝ ﻋﺒﻴﺎﺕ ﺭﺋﻴﺲ‬ ‫ﺩﺳﺘﻪ ﺍﺯ ﻧﺎﺷﻨﻮﺍﻳﺎﻧﻰ ﻛﻪ ﺷﺎﻏﻞ ﻫﺴﺘﻨﺪ ﻧﻴﺰ‬
‫ﺑﺎ ﻣﻦ ﺩﺍﺭﺩ ﺑﻴﺮﻭﻥ ﻣﻰﺭﻓﺘﻢ‪ ،‬ﻫﻤﻪ ﺍﻧﮕﺸﺖﻫﺎ ﺑﻪ‬ ‫ﻛﺎﻧﻮﻥ ﻧﺎﺷﻨﻮﺍﻳﺎﻥ ﺷﻬﺮﺳﺘﺎﻥ ﺍﻫﻮﺍﺯ ﺍﺯ ﺑﻴﻜﺎﺭﻯ‬ ‫ﺩﺭ ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﺩﻳﮕﺮﺍﻥ ﺍﺯ ﺩﺭﺁﻣﺪ ﻛﻤﺘﺮﻯ ﺑﻬﺮﻩ‬
‫ﻃﺮﻑ ﻣﻦ ﺑﻮﺩ ﻭ ﻫﻴﭻ ﻛﺲ ﺍﺻﻼ ﺑﻪ ﻣﻌﻠﻮﻳﺖ‬ ‫‪ 98‬ﺩﺭﺻﺪﻯ ﻧﺎﺷﻨﻮﺍﻳﺎﻥ ﺍﻫﻮﺍﺯﻯ ﺧﺒﺮ ﺩﺍﺩﻩ ﺍﺳﺖ‪.‬‬ ‫ﻣﻰﺟﻮﻳﻨﺪ‪ .‬ﻧﺮﺥ ﺑﻴﻜﺎﺭﻯ ﻧﺎﺷﻨﻮﺍﻳﺎﻥ ﺩﺭ ﺍﻳﺮﺍﻥ‬
‫ﺑﺮﺍﺩﺭﻡ ﺗﻮﺟﻪ ﻧﻤﻰﻛﺮﺩ ﻭ ﺍﻳﻦ ﻳﻌﻨﻰ ﺩﺭﺩ‪ ،‬ﻳﻌﻨﻰ‬ ‫ﻋﻠﻰ ﻫﻤﺖ ﻣﺤﻤﻮﺩﻧﮋﺍﺩ ﻣﺪﻳﺮﻋﺎﻣﻞ ﺍﻧﺠﻤﻦ ﺩﻓﺎﻉ‬ ‫)ﺳﺎﻝ ‪ 1/19 (1390‬ﺩﺭﺻﺪ ﺍﻋﻼﻡ ﺷﺪﻩ ﻛﻪ‬
‫ﺍﺯ ﺣﻘﻮﻕ ﻣﻌﻠﻮﻻﻥ ﻧﻴﺰ ﺳﺎﻝﻫﺎ ﭘﻴﺶ )ﻫﻤﺰﻣﺎﻥ‬ ‫ﺑﻴﺸﺘﺮﻳﻦ ﻣﻴﺰﺍﻥ ﺑﻴﻜﺎﺭﻯ ﻣﺮﺑﻮﻁ ﺑﻪ ﺍﺳﺘﺎﻥ‬
‫ﺩﺭﺩ ﻳﻚ ﺟﺎﻣﻌﻪ«‪.‬‬ ‫ﺑﺎ ﺗﻬﻴﻪ ﺁﻣﺎﺭ ﻣﺮﻛﺰ ﺁﻣﺎﺭ ﻭ ﺍﻃﻼﻋﺎﺕ ﺭﺍﻫﺒﺮﺩﻯ(‬ ‫ﺧﻮﺯﺳﺘﺎﻥ )‪ 5/34‬ﺩﺭﺻﺪ( ﻭ ﻛﻤﺘﺮﻳﻦ ﺁﻥ‬
‫ﺍﻭ ﺩﺭ ﺑﺨﺸﻰ ﺩﻳﮕﺮ ﺍﺯ ﺍﻳﻦ ﺳﺨﻨﺮﺍﻧﻰ ﺍﺿﺎﻓﻪ‬ ‫ﻣﻴﺰﺍﻥ ﺑﻴﻜﺎﺭﻯ ﻧﺎﺷﻨﻮﺍﻳﺎﻥ ﺩﺭ ﻛﻞ ﻛﺸﻮﺭ ﺭﺍ‬ ‫ﻣﺮﺑﻮﻁ ﺑﻪ ﺧﺮﺍﺳﺎﻥ ﺟﻨﻮﺑﻰ )‪ 3/6‬ﺩﺭﺻﺪ(‬
‫ﻛﺮﺩﻩ ﺍﺳﺖ‪» :‬ﻣﺮﺩﻡ ﺑﺎ ﻧﮕﺎﻩ ﺗﺤﻘﻴﺮﺁﻣﻴﺰ‬ ‫ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺩﺭ ﺣﺎﻟﻰ ﺍﺳﺖ ﻛﻪ ﺁﻣﺎﺭ ﺳﺎﺯﻣﺎﻥﻫﺎﻯ‬
‫ﻣﻰﮔﻮﻳﻨﺪ ﻛﻪ ﺑﺪﺑﺨﺖ ﺑﺮﺍﻯ ﻫﻤﻴﺸﻪ ﺍﺯ ﺯﻧﺪﮔﻰ‬ ‫ﻧﺰﺩﻳﻚ ﺑﻪ ‪ 40‬ﺩﺭﺻﺪ ﻋﻨﻮﺍﻥ ﻛﺮﺩﻩ ﺑﻮﺩ‪.‬‬ ‫ﻣﺮﺩﻡﻧﻬﺎﺩ ﻣﺮﺗﺒﻂ ﺑﺎ ﻧﺎﺷﻨﻮﺍﻳﺎﻥ ﺭﻗﻢﻫﺎﻯ ﺑﺴﻴﺎﺭ‬
‫ﺳﺎﻗﻂ ﺷﺪﻩ ﭼﻮﻥ ﻧﻤﻰﺗﻮﻧﻪ ﺍﺯﺩﻭﺍﺝ ﻛﻨﻪ‪ ،‬ﻛﻰ‬ ‫ﺍﻳﻦ ﺭﻗﻢﻫﺎ ﺩﺭ ﺣﺎﻟﻰ ﺍﻋﻼﻡ ﻣﻰﺷﻮﺩ ﻛﻪ ﺑﺮ‬ ‫ﻣﺘﻔﺎﻭﺗﻰ ﺍﺯ ﻣﻴﺰﺍﻥ ﺑﻴﻜﺎﺭﻯ ﺁﻧﻬﺎ ﺑﻴﺎﻥ ﻣﻰﻛﻨﻨﺪ‪.‬‬
‫ﻣﻴﺎﺩ ﺑﺎ ﻳﻚ ﺩﺧﺘﺮ ﻣﻌﻠﻮﻝ ﻛﻪ ﻧﻤﻰﺗﻮﻧﻪ ﻛﺎﺭ ﺧﻮﻧﻪ‬ ‫ﺍﺳﺎﺱ ﺗﺒﺼﺮﻩ ‪ 2‬ﺍﺯ ﻣﺎﺩﻩ ‪ 7‬ﻗﺎﻧﻮﻥ ﺟﺎﻣﻊ ﺣﻤﺎﻳﺖ‬
‫ﺭﻭ ﺍﻧﺠﺎﻡ ﺑﺪﻩ ﻭ ﺑﻌﺪ ﻫﻢ ﻧﻤﻰﺗﻮﻧﻪ ﺑﭽﻪﺩﺍﺭﻯ ﻛﻨﻪ‬ ‫ﺍﺯ ﺣﻘﻮﻕ ﻣﻌﻠﻮﻟﻴﻦ )ﻣﺼﻮﺏ ﺳﺎﻝ ‪(1383‬‬ ‫ﭼﺎﻟﺶﻫﺎﻯ ﺁﻣﻮﺯﺵ ﻛﻮﺩﻛﺎﻥ‬
‫ﺍﺯﺩﻭﺍﺝ ﻛﻨﻪ ﻭ ﺍﻳﻦ ﻳﻌﻨﻰ ﻋﻼﻭﻩ ﺑﺮ ﺩﺭﺩ ﺟﺴﻤﻰ‬ ‫»ﺳﺎﺯﻣﺎﻥ ﻣﺪﻳﺮﻳﺖ ﻭ ﺑﺮﻧﺎﻣﻪ ﺭﻳﺰﻯ ﻛﺸﻮﺭ ﻣﻮﻇﻒ‬
‫ﻛﻪ ﺗﺤﻤﻞ ﻣﻰﻛﻨﻰ‪ ،‬ﺩﺭﺩﻯ ﺳﻨﮕﻴﻦﺗﺮ ﻛﻪ ﺩﺭﺩ‬ ‫ﺍﺳﺖ ‪ 3‬ﺩﺭﺻﺪ ﺍﺯ ﻣﺠﻮﺯﻫﺎﻯ ﺍﺳﺘﺨﺪﺍﻣﻰ ﺳﺎﻻﻧﻪ‬ ‫ﻧﺎ ﺷﻨﻮ ﺍ‬
‫ﻭﺯﺍﺭﺗﺨﺎﻧﻪﻫﺎ‪ ،‬ﺳﺎﺯﻣﺎﻥﻫﺎ‪ ،‬ﻣﺆﺳﺴﺎﺕ ﺩﻭﻟﺘﻰ‪،‬‬
‫ﺭﻭﺣﻰ ﺍﺳﺖ ﺭﺍ ﺑﺎﻳﺪ ﺗﺤﻤﻞ ﻛﻨﻰ«‪.‬‬ ‫ﺷﺮﻛﺖﻫﺎ ﻭ ﻧﻬﺎﺩﻫﺎﻯ ﻋﻤﻮﻣﻰ ﻭ ﺍﻧﻘﻼﺑﻰ ﺭﺍ‬ ‫ﻳﻜﻰﺍﺯﺑﺰﺭﮔﺘﺮﻳﻦﻣﺸﻜﻼﺕﻧﺎﺷﻨﻮﺍﻳﺎﻥﺑﺨﺼﻮﺹ‬
‫ﻭﺍﻗﻌﻴﺖ ﺩﺭﺩﻧﺎﻙ ﺍﻳﻦ ﺍﺳﺖ ﻛﻪ ﻋﻼﻭﻩ ﺑﺮ‬ ‫ﻛﺴﺮ ﻭ ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﺳﺎﺯﻣﺎﻥ ﺑﻬﺰﻳﺴﺘﻰ ﻛﺸﻮﺭ ﻗﺮﺍﺭ‬ ‫ﺩﺭ ﻛﺸﻮﺭﻫﺎﻯ ﺗﻮﺳﻌﻪ ﻧﻴﺎﻓﺘﻪ ﻋﺪﻡ ﺩﺳﺘﺮﺳﻰ ﺑﻪ‬
‫ﻛﻤﺒﻮﺩ ﻭ ﮔﺎﻩ ﻧﺒﻮﺩ ﺍﻣﻜﺎﻧﺎﺗﻰ ﻛﻪ ﺩﻭﻟﺖ ﻣﻮﻇﻒ‬ ‫ﺩﻫﺪ ﺗﺎ ﻧﺴﺒﺖ ﺑﻪ ﺑﺮﮔﺰﺍﺭﻯ ﺁﺯﻣﻮﻥ ﺍﺳﺘﺨﺪﺍﻣﻰ‬ ‫ﺍﻣﻜﺎﻧﺎﺕ ﻧﺮﻡﺍﻓﺰﺍﺭﻯ ﻭ ﻧﻴﺮﻭﻯ ﺍﻧﺴﺎﻧﻰ ﻻﺯﻡ ﺑﺮﺍﻯ‬
‫ﺍﺳﺖ ﺑﺮﺍﻯ ﺷﻬﺮﻭﻧﺪﺍﻥ ﺧﻮﺩ ﺗﺄﻣﻴﻦ ﻛﻨﺪ‪،‬‬ ‫ﺍﺧﺘﺼﺎﺻﻰ ﺑﺮﺍﻯ ﻣﻌﻠﻮﻟﻴﻦ ﻭﺍﺟﺪ ﺷﺮﺍﻳﻂ ﺑﺎ‬ ‫ﺑﺮﻧﺎﻣﻪﻫﺎﻯ ﺁﻣﻮﺯﺷﻰ ﺍﺳﺖ‪ .‬ﺑﺎ ﺍﻳﻨﻜﻪ ﺩﺭ ﺍﻳﺮﺍﻥ ﺍﺯ‬
‫ﻓﺮﻫﻨﮓ ﺭﺷﺪﻧﺎﻳﺎﻓﺘﻪ ﻭ ﺗﺒﻌﻴﺾﺁﻣﻴﺰ ﺟﺎﻣﻌﻪ ﻧﻴﺰ‬ ‫ﻫﻤﻜﺎﺭﻯ ﺳﺎﺯﻣﺎﻥ ﻣﺪﻳﺮﻳﺖ ﻭ ﺑﺮﻧﺎﻣﻪﺭﻳﺰﻯ ﻛﺸﻮﺭ‬ ‫ﺳﺎﻝ ‪ 1303‬ﺑﻪ ﻫﻤﺖ ﻣﻴﺮﺯﺍ ﺟﺒﺎﺭ ﻋﺴﮕﺮﺯﺍﺩﻩ‬
‫ﺑﺮ ﻣﺸﻜﻼﺕ ﻣﻌﻠﻮﻻﻥ ﺟﺎﻣﻌﻪ ﺍﻳﺮﺍﻥ ﻣﻰﺍﻓﺰﺍﻳﺪ‪.‬‬ ‫ﺍﻗﺪﺍﻡ ﻭ ﻣﻌﻠﻮﻟﻴﻦ ﻭﺍﺟﺪ ﺷﺮﺍﻳﻂ ﭘﺬﻳﺮﻓﺘﻪ ﺷﺪﻩ ﺭﺍ‬ ‫ﻣﻌﺮﻭﻑﺑﻪﺟﺒﺎﺭﺑﺎﻏﭽﻪﺑﺎﻥﺍﻭﻟﻴﻦﻣﺪﺭﺳﻪﻧﺎﺷﻨﻮﺍﻳﺎﻥ‬
‫ﻓﺮﻫﻨﮕﻰ ﻛﻪ ﺍﮔﺮ ﻗﺮﺍﺭ ﺑﺎﺷﺪ ﭼﻴﺰﻯ ﺩﺭ ﺁﻥ‬ ‫ﺣﺴﺐ ﻣﻮﺭﺩ ﺑﻪ ﺩﺳﺘﮕﺎﻩ ﻣﺮﺑﻮﻃﻪ ﻣﻌﺮﻓﻰ ﻧﻤﺎﻳﺪ«‪.‬‬ ‫ﺗﺎﺳﻴﺲ ﺷﺪ‪ ،‬ﺍﻣﺎ ﻫﻤﭽﻨﺎﻥ ﺍﻣﻜﺎﻧﺎﺕ ﺁﻣﻮﺯﺷﻰ ﻻﺯﻡ‬
‫ﺗﻐﻴﻴﺮ ﻛﻨﺪ‪ ،‬ﻣﻰﺑﺎﻳﺴﺖ ﺍﺯ ﻛﻮﺩﻛﻰ ﻭ ﺩﺭ ﺳﻴﺴﺘﻢ‬ ‫ﺣﺎﻝ ﺑﻪ ﺍﻳﻦ ﻣﻮﺿﻮﻉ ﻣﺴﺎﻟﻪ ﺍﺷﺘﻐﺎﻝ ﻣﻌﻠﻮﻻﻥ‬
‫)ﺑﻪ ﺻﻮﺭﺕ ﻋﺎﻡ( ﺩﺭ ﺑﺨﺶ ﺧﺼﻮﺻﻰ ﺭﺍ ﻧﻴﺰ ﺑﺎﻳﺪ‬ ‫ﺑﺮﺍﻯ ﺁﻧﺎﻥ ﻓﺮﺍﻫﻢ ﻧﺸﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﺁﻣﻮﺯﺷﻰ ﻓﻜﺮﻯ ﺍﺳﺎﺳﻰ ﺑﺮﺍﻯ ﺁﻥ ﻛﺮﺩ‪.‬‬

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