We have recently reported that in LUZ there is a gap in the extracurricular activities organized by the parents' associations of the centers, among children from families with resources and who do not have sufficient resources (and therefore cannot participate in the activities offered).

Well, another gap has been revealed by the Ombudsman of the Spanish State, Ángel Gabilondo: the discrimination that children with disabilities suffer in their leisure time. The Ombudsman, whose role is that of the Ombudsman of the Southern Basque Country, recently launched his annual report for 2024, dedicates a whole chapter to this issue. Not in vain are the complaints he has received from families (“especially from mothers as the main caregivers,” he says) and associations, because young people with special needs cannot participate in such actions.

The main reasons are that these activities, organized both during school hours and outside of school hours, are often not adapted, that the monitors do not have the necessary training to take care of these children, and that they are carried out in places without accessibility. The Ombudsman recalls that the actions offered by the centre are part of the educational project and must therefore guarantee an offer that takes into account students with special needs.

Double benefit (or damage)

With the exclusion of the most socio-economically vulnerable, we stressed that these actions are important because they have a “very significant impact” on the student learning process and social cohesion in the city. The Ombudsman also stressed the importance of the following activities: “For children with physical or intellectual disabilities, extracurricular activities, sports activities and summer camps have a double benefit: they not only enjoy leisure time, but also contribute to their health and are useful for creating and strengthening social relationships.” In addition, the report recalls that they are a “fundamental tool” for conciliation.

It urges the administrations involved in the different activities to have monitors and people trained to respond to the needs of the students.

According to the Spanish Disability Observatory, the majority of students with special needs suffer from some type of autism spectrum disorder, followed by those with intellectual disabilities, as well as severe postural disorders, followed by problems with movement, followed by problems with hearing or seeing.