Supporting Students with Special Educational Needs

Extract

[...] This mission is recommended in the reference framework of professional skills of the teaching and education professions in C5 in the item accompanying the student's journey on the pedagogical and educational plan6 but also in C8, the C.P.E. "are called to work with several partners""7 This student, however, presents some difficulties at the social level. He has trouble establishing peaceful relationships with his classmates. His parents informed me of episodes of bullying at primary school. Today, he seems to be integrating slowly into college life. [...]

[...] I was informed and I called the two students to clarify the situation. Then this student came to complain that his classmates no longer wanted to be his "friends". I learn during the interview with these two classmates that he tells "lies": he has a submarine, planes, etc. I understand that this student needs to feel valued. These emotional needs seem to be more important and I decide to give him space to express these emotions about his relationships. I invite him to come whenever he feels the need. [...]

[...] Students with Special Educational Needs (SEN) Case Study Today, schools are facing an increase in students referred to as having 'special needs'. Advances in neuroscience, in particular, allow for a better understanding of the particularities and learning difficulties of certain students. We diagnose and identify these students better in order to help them more effectively. According to the OECD, the term 'special needs' refers to students with medical deficiencies (sensory, motor, or neurological), students with emotional, behavioral difficulties, or learning disorders, and finally those who have social disadvantages.1. [...]

[...] Other troubles are detected by the speech therapist in this child, a dyslexia and a dysorthography. This interferes with the learning of written language and reading. As a C.P.E, what seems important to us to highlight is that school difficulties can influence the child's behavior in the sense that feeling different, they can lead to a decrease in self-esteem and devaluation affecting their social relationships in class and at school. Student J. arrives in 6th grade.ème with a P.A.P file (personalized action plan) and an E.I.P file (intellectually precocious child). [...]

[...] In his EIP booklet, it is stated that there is a gap between his written production and his verbal abilities. He has very great qualities of abstraction otherwise. Within the educational team, we have worked on a school support time to improve the abilities of students with difficulties. At the level of learning, this student has a time in a small group to learn to write and improve his spelling, for example. In French, he has a dictation exercise with blanks. [...]