Page 35 - The organization of the first National Solidarity Forum in June 2005, whose recommendations led to the formulation of short, medium and long term strategies to promote the education of persons with disabilities, and also to the following actions:  The inter-ministerial meetings organised by MINAS with other ministries such as MINESEC, MINESUP, MINSANTE, MINATD, MINSEP, MINJUSTICE, MINTP to take account of the disability dimension in the sectors concerned;  The signing of two joint circular letters by MINAS and MINESEC on 2 August 2005 and 14 August 2007 respectively to facilitate the admission of disabled pupils and those with disabled parents to public secondary schools and their participation in official examinations;  The designation in 2009 of a disability focal point at MINESEC to address the concerns of disabled children about their education and the facilities open to them;  The workshop held in January 2007 in Edéa on the networking of disabled persons‟ organizations which gave better insight of disabled persons and streamlined relations between public authorities and civil society;  The organization of three days of social action on 1 February 2006, 20 June 2007 and 24 December 2008 under the high patronage of the First Lady of Cameroon, UNESCO Ambassador for education and social inclusion, dedicated to raising the awareness of the community about building the capacity of the marginalized to assert themselves and thus contribute their full quota to the development of our country. During the functions, disabled persons and their associations were presented with financial aid, school materials and other devices such as white canes, Braille machines, hearing aids, etc. - Tax exemptions granted private schools for disabled children, including the deaf; - The adoption in July 2006 by the National Committee on the Rehabilitation and Socio-economic Reintegration of Disabled Persons (CONRHA) of the 2006 – 2009 national action plan for the protection and promotion of disabled persons, which has an important component on the development of special education institutions for the visually and hearing impaired;