An “unacceptable” situation: their sons with disabilities are left alone at their school in Fréjus

“L I don’t have the strength anymore, but I fight so that my son’s disability is recognized and he develops in good conditions”, breathes Amelie, exhausted. This medical secretary of the intermunicipal hospital of Fréjus-Saint-Raphaël holds the Geva-Sco file (school evaluation of disabled children) of her son. Disillusioned, she flips through it: “It says it all: Naël is in the middle section of kindergarten and has just about the level of a student in the small part. He does not recognize his first name, has difficulty understanding the current instructions”† She insists, “He definitely needs a facilitator, otherwise he will fail for sure”† Her four-year-old son, who has been attending the Honoré de Balzac kindergarten in Saint-Aygulf for two years, has a language delay and a psychomotor disability that hinders his learning. It’s not “neither autistic nor hyperactive. He doesn’t fit in any box and it’s even harder for us”, says his mother.

If Naël had nine hours a week of help from a Child with a Disability (AESH) counselor during his first school year in 2020-2021, he is now. “left to itself”“I had made my file and received an MDPH notification in 2020 (Application for companion validated by the Departmental House for the Disabled) in 2020. Naël was helped until last September. The AESH assigned to him was mobilized to work for another student concerns considered a priority this year”, details of the Frejusienne.

This companion had nevertheless enabled Nael to acquire autonomy and sociability. Since then, the schoolboy’s level has declined: “he falls out. And if he doesn’t have anyone with him, he hates school”

Appeal to the administrative court

Kaelan, 3 years old, in a small nursery ward, is in the same situation as his friend. He presents with cutaneous and ocular albinism that interferes with his daily life. “He sees very little and would need help reading. You should also keep an eye on him in the playground and put on his sunscreen, his anti-UV t-shirt, without which he runs the risk of getting a second-degree burn.” .”, describes his mother Cindy, 35, a home helper in Fréjus. But again, hard to win. Since the beginning of the school year, her son has to take care of himself when his teacher or the Atsem (kindergarten teacher assistant) is not available. “The industry disability counselor suggested I ask the school cleaner to look at him, it’s absurd. I’m reluctant to stop working to take care of Kaelan. I don’t have the resources, but I will do it for him. doesn’t want him to drop out of school. The school contributes to his development”† For now, the two mothers are still struggling: letters to the academic inspectorate, to the Ministry of National Education …

They intend to sue the administrative court in summary proceedings. “I would like the Minister of Education to open his eyes. It is good to want to involve students with disabilities in the classroom with their classmates. But you have to have the resources for it.”hammers Cindy. “Today this measure has the opposite effect, instead of being integrated, these children feel even more different”.

The needs are increasing

Aurélie Salel, principal of the aygulfoise primary school, where Naël and Kaelan are educated, admits she has noticed an increase in MDPH reports for “a few years” while the number of AESH available to him is falling. Today, 2 out of 6 students do not have a chaperone in their establishment.

“We are doing it with the resources we have. As soon as a child with AESH is absent, we ask his mentor to take care of another student “, the manager laments. But not the teacher “no decision-making power”.

On the other hand, she reports these problems to a referent teacher from the Inclusive Center for Localized Support (PIAL), who then contacts the Directorate of Departmental Services for National Education in Var (DSDEN). Franck Jean, director of the Eucalyptus primary school in the district of Villeneuve, was this year’s PIAL reference for several schools in Frejus, including Honoré-de-Balzac. According to him, at least 5 out of 20 students with disabilities have no AESH in the sector, despite their MDPH notification. † Some children have quite severe disabilities. It is also difficult for teachers who are not trained enough to support these students he says.

For him, a financial increase and better recognition of the supervisor position would encourage the recruitment of these contract staff. Currently, the latter work only an average of 20 hours a week for about 800 euros a month and also claim the necessary training to know and adapt different disabilities.

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