Inclusive education is currently undergoing a paradigm shift : beyond integration into mainstream schools, the school aims to guarantee all its students a continuous and successful academic journey . Thus, School for All is based on the deep conviction that all students are capable of learning , provided they have the conditions of accessibility to learning that allow their progress .
In a fundamental issue of equity, the School of the Republic must therefore be able to take into account all the needs shared by students , whether or not they are recognized as having a disability, and the more specific needs of some of them. Teachers are the first actors in this mission, ensuring that learning is made accessible to as many people as possible . This first level of response benefits all students, by enabling them to learn , even if some of them, with identified specific needs, may require additional support , in collaboration when necessary with professionals in the medical-social sector .
Act II of the Inclusive School is committed
On April 26, 2023, the last National Conference on Disability (CNH) was held , during which the President of the Republic presented the results of the policies implemented and drew up new perspectives for the next three years . The aim is to improve the quality of schooling conditions for students with disabilities , their monitoring, the reception of families, the link between schools and the medical-social sector, as well as the training of professionals.
The measures adopted at the National Council of National Disability (CNH) are being monitored and supplemented by the Interministerial Committees on Disability (CIH), chaired by the Prime Minister, Thus, some of the measures announced are already in effect :
7,000 computers were delivered to departments in spring 2024 to shorten the delivery times for suitable educational materials;
Mobile medical-social support teams for schooling (EMAS) have been deployed in all departments since 2019;
New integrated medical-social systems can now operate directly within educational establishments (Therapeutic Educational and Pedagogical Institute System (DITEP), Integrated Medical-Educational System (DIME), Medical-Educational Support System (DAME));
The State now takes charge of supporting students with disabilities during the lunch break who require the presence of an AESH to meet sustained and ongoing needs;
A national training program in conjunction with the academic continuing education schools of each rectorate, aimed at all National Education staff, has been deployed since the start of the 2024 school year;
Since 2024, after-school establishments and leisure centers welcoming students with disabilities can receive an inclusive supplement .
Others are being implemented :
A national student identification number (INE) is gradually being allocated to all children, particularly those enrolled in medical-social establishments;
100 School Support Centers (PAS) have been deployed to replace the PIALs in 4 prefiguring departments and others will be created in new departments at the start of the 2025 school year;
A career plan for AESH is being developed, which adds to the possibility of moving to a permanent contract after three years;
New conditions of cooperation with medical-social service platforms are currently being tested.
The Strategy for Neurodevelopmental Disorders (NDD): Renewed National Momentum
On November 14, 2023, the President of the Republic announced new commitments made as part of the 2023-2027 National Strategy for NDD, bringing together students with dys disorders, The objective is to guarantee the schooling of children with autism spectrum disorders by combining possible forms of response and tripling the reception capacity in preschool compared to what was implemented in the 3rd autism plan. The 4th commitment is dedicated to the schooling of students with NDD.
Concretely, the strategy resulted in the creation of :
At the start of the 2024 school year, there were 612 specialized autism programs and 101 ASD resource teachers in the departments. To strengthen the existing offering, 25 TND resource teacher positions have been created to support teachers teaching students with neurodevelopmental disorders. By 2027, all departments will have a TND resource teacher to complement the ASD resource teacher.
Educating your child with a disability
If you are registering your child for the first time in a primary school (nursery or elementary school), contact the schools department of your town hall . They will issue you with the registration certificate , which will include the name of your reference school , i.e. the school to which you are geographically attached. If, after nursery school , you wish to transfer your child to another school in your area, you will need to request an exemption from the schools department of your town hall.
If you enroll your child in secondary school , registration is done directly in the local secondary school . If you wish to have your child admitted to another public secondary school, you will need to send a request for exemption to the Academic Director of National Education Services (Dasen) before registration, so that he can decide on the new assignment .
Once your child is registered or assigned, you will need to make an appointment with the school principal or head teacher to discuss your child’s situation. They will put you in touch with the educational team and their designated teacher .
The educational team’s mission is to analyze the needs and assess the student’s skills to provide them with the best possible educational conditions . Based on the identified needs, it develops an educational project that enables learning. For students with disabilities, the Personalized Schooling Project (PPS) is drawn up by the Departmental House for People with Disabilities (MDPH).