This document discusses the various inequalities in the French education system, including sex-based, social, and geographical fractures, and the challenges faced by students with disabilities.
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[...] They welcome children with mental disabilities. Ex: IME (medical-educational institute) - The socio-educational sector allows for the protection of young people deprived of family, judicial protection and delinquents. E. And after 16 years? Children with a polyhandicap are schooled in medical-social establishments. After schooling, places in workshops or work assistance centers are insufficient. What means does society provide to ensure the care of adult disabled individuals who are victims of a mental disorder? During the 2018 interministerial committee on disability, the following measures were taken: - Obligation to install a lift for three-storey buildings. [...]
[...] Biological and social causes of gender inequalities The biological cause is almost to be ruled out, male and female brains have very slight differences but nothing that explains these inequalities (Catherine Vidal). Marie Duru-Bellat, the tyranny of gender, explain that boys are also blocked in their learning due to stereotypes, particularly in reading where it is the mothers who do it. She denounces a inflation of gender, We put gender into all domains (as if H and F developed different personalities). However, women among themselves are different, just like men. [...]
[...] The Challenge of Inequalities I. Social Inequalities Social Inequality: With equal opportunities, children from different backgrounds do not have the same chances of accessing studies that match their interests and abilities. Since the school democratization movement, all classes of society can theoretically access all public schools. That's a quantitative democratization of education. A reinforcement of social selection through massified education. Society and the world of work socially and professionally reward the most educated segment of youth. It is false to think that general and short professional studies lead massively to unemployment. [...]
[...] At this time, two inequalities remained where H and F were thought to have natural specificities (cuisine, force . ) and their social utilities, which were seen as complementary. Girls were supposed to learn: - Household chores to be a future wife. - Towards office jobs, textile of 'feminine nature' (disadvantaged) - Being a housewife with a minimum education (favored). Today, girls are more numerous in general and higher education. Ex : in 2016, they are 87% at ENM. The sex-based inequalities at school have been reversed, particularly for the baccalaureate, where girls have more than boys. [...]
[...] It is carried out by the school doctor at the request of the family and head of establishment. The schooling of students with disabilities is linked to the promotion of the inclusive school. Since 2014, the AVS have been replaced by the AESH (accompanying student with a disability): - Concerning individual support, they are recruited by the State. - Concerning shared support, they are recruited either by the State or the establishment - The Law for a school of trust (2019), creation of the PIAL (Inclusive Localized Support Hubs) which coordinates the human resources dedicated to supporting students with disabilities. [...]
