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Special Education Needs Provision within Mainstream Education, team of…
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Children in ULIS classes may also be the target of such mechanisms. The care may be of multiple forms (physical therapy, speech therapy, etc.)
ACCOMODATIONS
Appropriate educational devices
braille keyboards, specific softwares, etc.) - Individual-use devices belongs to the State or provided to the student in the framework of a lending convention.
The student keeps the device during his/her whole school career, even if he changes school or département.
- Arrangements for exam conditions:
- allows to take part in exams and competitive examination under specific conditions (a helper, a longer timeframe, specific material).
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proposal from the council of teachers/class council or, at any point during the school career of the student, upon his/her either request or the family’s request
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Arrangements :
- individual school life auxiliary (AVS-i)
- specific educational devices.
- Teachers' training in special needs education
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Arrangements :
- ULIS are lead by a specialized teacher. - certified teachers : (CAPPEI - Professional Aptitude Certificate to Inclusive Education Practices).
- Collective school life auxiliary (AVS-co) support the teacher.
- ULIS classes replace School integration classes (CLIS).
- ULIS students also frequent whenever possible their normal classes.
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- coordinated action plan that aim at respond to the needs of the student, going from
- differentiated educational support in the classroom - specific additional support. The
- implementation is decided by the school head, and put in motion by the teaching staff in collaboration with the parents.
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ACCOMODATION
- skip classes according to their own learning rhythm.
Moreover, measures may be decided when the gifted child shows behavioural or learning difficulties. These measures are developed by the teaching and the non-teaching staff
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METHODS
- Development of curricula
- Reinforcing the student’s autonomy by working on research situations,
- making presentations,
- giving the student a role of tutoring with classmates,
- Putting the child in an upper class for specific subjects.
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- normal classes. It may be
- provided without any specific support
- some arrangements if need be for the student.
- requirements are too important,
- the disable student may be schooled in (ULIS – local units for school inclusion) that are
- opened in primary, lower secondary or upper secondary schools. They
- receive an appropriate education that applies the objectives given in the PPS
- Specific education provided by teams of professionals whose
- aim is to support disabled children and adolescents that are in mainstream education.and home care (SESSAD):
Law no. 2005-102 of February 11th, 2005 Moreover, the decision of October 10th, 2016, allows disabled students or students that have a PPS to obtain an arrangement or an exemption of certain exams or part of the exams in the case of the Diplôme National du Brevet (DNB).
Circular letter no. 2016-117 of August 8th, 2016
specific difficulties with language (oral or written) such as dyslexics, dysphasic, etc.
the teaching staff along with the student’s parents and medical professionals develop the PAP
In secondary education, a main teacher can play a role of coordination.
students that are in risk of not mastering certain knowledge and skills that are required at the end of a cycle.
gifted children or students that manifest specific abilities should benefit from arrangements in their education to develop their potential.
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REFERENCESLa loi n° 2005-102 du 11 février 2005 pour l'égalité des droits et des chancesLa loi n°2019-791 pour une « école de la confiance »L'article L. 111-1 du Code de l'éducation précise que le service public de l'éducation est conçu et organisé en fonction des élèves et des étudiants et qu'il veille à l'inclusion scolaire de tous les enfants, sans aucune distinction.La Circulaire de rentrée 2019 - École inclusive
La Circulaire de rentrée 2019 - École inclusive
L. VANEY : « Déinstitutionnalisation et intégration : le rôle des établissements spécialisés ». Intervention lors du colloque international de la Vie Active (Arras) Déficiences intellectuelles, intégration scolaire et établissements spécialisés. Quels enjeux ? Quels accompagnements ? 2004. P. Guyot : L’inclusion des personnes en situation de handicap en Scandinavie : préfiguration de la réforme de la loi d’orientation de 1975 ? URL : http://www.creaibourgogne.org/04/archives/2003/228-07-2.pdf P. MIET (APF) et Lionel Derau (AIRe) : Enfants handicapés : faut-il « désinstitutionnaliser » tous azimuts ? URL http://www.uniopss.asso.fr/resources/trco/pdfs/2010/G_juillet_2010/US238_en_debat.pdf