Personalized Schooling Project for Disabled Children: An Analysis of the French Education System
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Themes
Inclusive education, personalized schooling, disabled children, French education system, school inclusion, complementary methods, social environment, aids for school inclusion
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Abstract
This document provides an in-depth analysis of the French education system's approach to inclusive education, focusing on the personalized schooling project for disabled children. It explores the history, purpose, and implementation of this project, as well as the organization of school inclusion and complementary methods. The study aims to understand the social environment that surrounds the Bellevue school and the aids provided by the State to facilitate school inclusion. The analysis is based on a comprehensive review of relevant literature and data, including the census and interministerial committee on disability reports.
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[...] The PAP implementation procedure The personalized accompaniment plan can be put in place either on the proposal ofthe school council or ofschool council either, at any time during the schooling, at the request of the major student, or of hisparents if he is a minor The fact of the trouble is made by thethe education national doctor based on the examination he performs and, if necessary, psychological and paramedical balances made with the student. It can also be done by a specialist in case of dyspraxia. He gives an opinion on the relevance of setting up a personalized support plan. The personalized support plan is then developed by the teaching team, which involves parents and relevant professionals. The implementation of the personalized support plan is ensured by teachers within the classroom. In the second degree, the main teacher can play a coordinating role. [...]
[...] He will not be able to integrate the CP in the first time. He will therefore go to an IME. Thanks to the will and perseverance of his parents, the kindness of his Home Care Assistant and specialized institutions, Yann is perfectly capable of expressing himself and no longer wishes to be at the IME but at school. From then on, he integrates an ULIS device for autistic disorders with inclusion in a CE1 class for mathematics and French, and then in the afternoons he goes to the IME. [...]
[...] The principal teacher and, depending on the situations, other teachers can also be invited during the signing of the PAI. The implementation and execution of the PAI The PAI is communicated to the members of the school community and to the partners concerned by the student's schooling. The respect of medical secrecy is a general and absolute obligation that imposes itself on doctors and nurses. Also, if certain medical aspects are mentioned, it must be with the consent of the families and under the control of the medical staff. [...]
[...] In REP, fourteen academies enroll more than 30% of two-year-old children; in REP+, only the Rennes academy enrolls more than one in two. Since twenty years, the totality of children aged three years and more is schooled. The evolution of the number of students from three to five years old follows demographic evolution, unlike that of children under three years old, which depends more on educational policy. Thus, the pre-elementary school enrollment has been in slight decline over the period 1985-1998 due to the decrease in the number of births. [...]
[...] Is your initial training adapted to your real needs on the ground? 1er enquêté: Mine yes. 2me enquêté: No but rather the external formations and experiences outside the National Education. 3me enquêté: The initial training is not adapted to the real needs of the field. The specialized training is better. 4me enquêté: I did not have initial training adapted to my needs, but within the framework of REP + (for the past 5 years) we have benefited from training that has provided us with tools to put into practice this inclusion. [...]
