Written declaration on ”dys”crimination, underachievement and social exclusion affecting adult diverse learners
The European Parliament,

A.	whereas it is estimated that 20–25% of the population, due to variety in psychological temperament, minor physiological deficiencies, one or several ”dys”abilities (dyslexia, dyscalculia, dysphasia, etc.) or other diversities in information input processing, are diverse learners. They do not optimally benefit from learning by reading, and whereas the phenomenon, recognized among children, concerns adults as well, their situation goes unrecognized in many Member countries,
B.	whereas learning diversity leads to danger of underachievement, unemployment and social exclusion on the basis of previous negative learning experiences while meeting the exceeding demands of a learning society for lifelong learning both at work and in private life,
C.	whereas poor recognition of diverse learning among adult working age population leads to waste of talent, work force and financial loss on the national level as well as financial loss and psychological frustration and illness on the personal level, and in cases of social exclusion even to imprisonment,
D.	whereas the processes causing diverse learning affect a person's whole scope of life, and the indifferent and discouraging way these people are met in society, research and information on the situation of adults must be stepped up,
1.	Asks the Commission and Council:
•	to draw up a charter for Adult Diverse Learners, pleading for a strategy in the Member countries to 
a.	recognise and
b.	allow diverse learning, and
c.	personalise meeting diverse learning in working life and adult training and education;
d.	observe the need for accessibility and ergonomics at work for diverse learners, and
e.	train teachers, trade unions and employers in facts and tools to allow diverse learners to use their talents to benefit society, working life and their personal fulfilment.
To achieve this, the Member countries should
•	devise, make accessible and mainstream recognition, research and support for diverse learning in all age groups, including adult population, in both work and private life, provided that the Member countries
a.	make proper testing for adults available and accessible
b.	are aware of the range and benefits of help devices for diverse learners available for both learning and work,
c.	make proper rehabilitation possibilities known, available and accessible,
d.	encourage effective recognition and use of the capabilities of diverse learners, 
•	devise systems to inform employers, civil servants in health care services, social services, employment services, and the general public about the special needs in meeting with diverse learners,
•	design effective strategies for APEL, and learning at work, meeting also the needs of diverse learners,
•	promote the European network on diverse learning among adult population, and by this means collect and share information, and promote coordination of cross-border actions, as well as institutional dialogue.

Enclosures:
•	Numbers on convergence of diverse learning and depression, addiction, crime
•	Calculations on the expenses to society
•	Examples of help devices and rehabilitation systems for diverse learners (wide national variety)