This document provides guidance on promoting the academic success of students with Autism Spectrum Disorder (ASD) in an inclusive school environment.
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[...] Secondly, a partnership must be established with the School Assistant for Life (AVS). This is a person who oversees the student with a disability in order to accompany him in the realization of certain gestures and tasks of daily life at school. A good collaboration between these two actors is a major key to a quality schooling for the student. To promote this collaboration, the teacher must exchange with the school assistant for life concerning the preparation, the functioning of the class in order to make explicit what is expected for the student and associate this partner as much as possible with the life of the school. [...]
[...] Indeed, the teacher may be required to be interested in what the speech therapist does over a given period, just as the speech therapist may have to take into account the progress of the teaching developed by the teacher. Common ground must therefore be found in order to allow the academic success of the student concerned. These exchanges can take the form of meetings or telephone calls, due to busy schedules. The importance of exchanges also concerns partners who carry out complementary work in the ordinary class, within their specialized class or in medico-social establishments. Consequently, the cohesion of the team following the schooling of the student (parents, teachers, speech therapists, school assistant, psychologist . [...]
[...] The personalized schooling project takes into account the wishes of the child, his parents, as well as the evaluation of his needs carried out by the departmental house for people with disabilities (MDPH). This project is translated into different modalities of schooling. For example, it mentions the time of schooling of the student within the so-called ordinary class. It is essential to mention that this project is not fixed but is subject to regular revisions in order to constantly adapt to the student and allow him to achieve academic success. Thus, the teacher makes adjustments within his class to help the student with a disability to better integrate into the learning process. [...]
[...] Indeed, there are other means to promote the student's academic success and thus include him in the ordinary school system. Bibliography : documents of the file - Guide for the schooling of students with autism (2016). Available at : https://www.asperansa.org/docs/guide_scolarisation_2016.pdf - Law No. 2013-595 of July entitled Law on Orientation and Programming for the Refoundation of the School of the Republic. Available at : https://www.legifrance.gouv.fr/affichTexte.do? cidTexte=JORFTEXT000027677984&categorieLien=id - Serge Thomazet : Integration has limits, not inclusive school (2006). Passage studied: " What are the characteristics of an inclusive school? [...]
[...] Within this class, there was a student with autism spectrum disorder, who particularly caught my attention. In fact, my training had just started, and I therefore had very little information about the schooling of students with autism spectrum disorder. Thus, I was led to ask myself: how to favor the academic success of a student with autism spectrum disorder? To provide some elements of response, I relied on passages from three documents of different typology. First, a professional document, a 'guide for the schooling of students with autism' (2016). [...]
