Initiated since 2005 and the law for equal rights and opportunities, participation and citizenship of people with disabilities of February 11, 2005, the journey towards a truly inclusive school is still underway. While complex situations still remain, progress is real, believes Sylvie Delafont, the National Education Inspector in Indre-et-Loire.
When we talk about inclusive school, what are we talking about?
“Semantically, we went from inclusion to inclusive school, then to school for all. The desire of the institution is that everyone can access education that meets their needs. School is a right. Even if, for some young people, care is necessary outside, families must be able to say that their child has the same rights as others: contact with the school must be possible. »
In total, how many students are we talking about?
“In Indre-et-Loire, 4,300 young people are recognized by the MDPH (1) as having a disability, from kindergarten to high school. A figure which is up 10% this year, mainly due to early detection, better information for families and greater attention from the educational community. »
Devices exist. Are there enough of them?
“No student should be left without a solution. Students are given a target project and an alternative project. If the target project cannot be implemented, we work on the alternative project, with global support. There are perhaps ten young people for whom we have developed “hand-made” projects. »
So there is no young person without a solution?
“There are situations where young people do not have the place they should have in the medico-social structure and for whom schooling is very complex. »
Are there any difficulties in rural areas?
“When we work on the device implementation map, we look at the needs of each territory. If they are far from their reference establishment, young people can benefit from transport support from the departmental council. »
For several years, there have been strong tensions over the recruitment of support workers for children with disabilities (AESH). Is this the case again this year?
“There are a thousand AESH in Indre-et-Loire who, individually or collectively, support 2,060 students out of the 2,200 who have a support notification. The effective support rate is therefore 93%. We can consider that the situation is tense, but we have still more than doubled the number of AESH in five years, with greater professionalization and possible tenure. »
This notion of educational inclusion is not so recent. Can we say that it shook up the school?
“Hustle is a strong term. The school has opened up a lot, the teachers have truly embraced this strong ambition to welcome students with disabilities. The view on disability itself has evolved a lot. It remains sometimes difficult, the situations are sometimes complex, but the teachers demonstrate a constant commitment to the inclusion of all students. »
(1) Departmental home for disabled people.
What are the modes of educational inclusion in Indre-et-Loire
> Les Ulis or localized units for educational inclusion. Students are enrolled in their reference class and have the support of the system and the professionals attached to it in the establishment. Indre-et-Loire has 44 in schools, 33 in middle schools and 9 in high schools, including 8 in vocational high schools. They may specialize in cognitive function disorders, specific language disorders, hearing functions or motor functions.
> UEMA or autism kindergarten teaching units. These are classes attached to social medical establishments but located in nursery schools, for students with autism spectrum disorders. They offer early reception with the aim of integration into ordinary classes. There are three in Indre-et-Loire, as well as an elementary autism teaching unit.
> DARs or self-regulatory devices. These systems, which are more oriented towards students with autism spectrum disorder, rely on a multidisciplinary team, with medical and social support, to support students who remain enrolled in their reference class and aim, ultimately, to disseminate the principles self-regulation throughout the establishment.
> AESH or accompanying students with disabilities. These supports, who can be individual or collective, are there to make learning accessible to students, depending on their disability, and to help them gain autonomy. Around a thousand are in office in Indre-et-Loire.
> DEEs or outsourced teaching systems. These are medico-social classes which are integrated within an establishment with the aim of developing projects and common time between students. After a first opening in Indre-et-Loire, these devices are in the development phase.
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