School Inclusion Devices in France: Challenges and Opportunities

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[...] However, the school has a series of specific devices to include these different students. The schooling of children said to be in difficulty, whether disabled or with learning disabilities, is part of an important institutional framework. Two major trends for children with disabilities: children enrolled in the National Education system and those in specialized services ( medico-social institutions ITEP, IME, etc.). We will focus here on the devices related to the first since it is a matter of "inclusive" schooling. [...]

[...] Do the school inclusion devices implemented really promote an improvement for students with any kind of difficulties? The question of disability in school is topical in our country. The school inclusion of people with disabilities is a right ratified in article 24 of the United Nations Convention. This convention stipulates that signatory countries « recognize the right of people with disabilities to education. In order to ensure the exercise of this right without discrimination and on the basis of equal opportunities, the Parties to the Convention ensure that the education system provides for the school inclusion of all levels1. [...]

[...] Finally, there is the S.E.G.P.A (sections of general and professional adapted teaching) for students with severe learning difficulties, that is to say, who do not possess the common core of knowledge. This section must allow them to build a training project. Conclusion The multiplicity of devices highlights a declared willingness of policies to work on the inclusion of students with disabilities. However, there are difficulties related to practices centered on the needs of students in a normative school context. A universal program with a common core that leaves no pedagogical amplitude, nor time. [...]

[...] a personalized school path defined according to the needs of the family and the student. A specialized teacher-referent takes care of gathering the follow-up team for schooling to elaborate a watch on this project of school inclusion. The family is invited to follow all its steps. There is also another device, the P.A.I, the individualized action project that allows defining arrangements, dispensations or care organizations if necessary. It is organized with the Education National doctor. In certain cases, the need for an assistant to help the student (AVS or AESH) is defined. [...]

[...] It aims to meet the specific needs of each child. To include means to promote a certain social cohesion, without discriminating. In the first part, I will define what school inclusion is. The question that then arises is whether the devices implemented actually favor a real improvement for its students with difficulties of any kind. There are different types of devices in France that allow these students to learn. We will focus on briefly describing in the second part some of these devices. I. [...]