a copy for review, according to the Ombudsman

480. This is the number of referrals related to learning difficulties for students with disabilities received by national education mediators in 2021. Catherine Becchetti-Bizot takes stock in her annual report. Objective? “Restart the dialogue”.

On the first day of school, my visually impaired son learned that he does not have AESH. would have (note: supervising a student with a disability) This year. After a telephone communication with the MDPH (Editor’s Note: Departmental Home for People with Disabilities), It has been confirmed to me that he must have support for the current school year This testimony is one of 16,138 referrals received in 2021 by the Network of National Education and Higher Education Mediators. It testifies, according to Catherine Becchetti-Bizot, the institution’s facilitator, of a “ gap between the authority implementing these recommendations and the authority reporting the support resources She will speak on July 25, 2022 during the presentation of the 2021 annual report (link below). 69 mediators spread throughout the territory have the mission “ Reconnect -this is the title of this report-“ with neutrality “between the administrative services of National Education, the education teams and the users, but also ” to support applicants in their sometimes complex procedures ” and finally “ make recommendations to ministers to improve the education system (article in link below).

480 references relate to disability

The same observation as in 2020, in 2021 the health crisis has led to unprecedented tensions around education and in particular the inclusive school project – one of the three themes prioritized in this report. It is about the persistence of restrictive health regulations, the fatigue of the staff, but also the increasing demands of parents and students towards the school system. As a result, the number of referrals has doubled in ten years. Handicap is one of the recurring complaints, namely 480 out of 16 138. 78% of the complaints supported by the mediator led to full or partial success.

More resources dedicated to AESH

In five years, the number of students with disabilities enrolled in mainstream schools has increased by 19%, with the budget for inclusive schools reaching €3.5 billion by 2022, after new minister Pap Ndiaye announced the creation of 4,000 additional jobs. has announced dedicated to the start of the 2022 school year (article in link below). But he ” there is still progress to be made “Agree Catherine Becchetti-Bizot. Starting with the resources allocated to AESH. ” Most complaints concern either the lack of AESH or the inadequacy of study support hours. Two situations that can lead to partial school dropout ‘ she warns. In order not to reach this point, the Mediator advises ” make the profession of AESH more attractive by improving their training and supervision, by continuing to stabilize the material and financial situation of these staff, in particular by promoting full-time contracts and less fragmented schedules, by giving them access to the REP and REP+ premium and ensure the reimbursement of their travel expenses if they work in several places but also by changing perceptions of the profession and by “ strengthening the information of potential candidates “.

Individual solutions

But we can’t just record the student on AESH. base ‘ adds the Mediator. After all, an essential part of the well-being of the pupil depends on the accessibility of the school environment. However, it is still often up to the child to adapt to the material and pedagogical constraints of the education system, when the opposite should be the case. In addition, the report raises a problem of discontinuity between the adjustments (sometimes more like ‘relaxation’) made during training and exams and competitions. ” Because we want to do well, we have exempted students with a language disorder from language lessons, for example. Only in some competitions in higher education it is a must to learn English. laments Catherine Becchetti-Bizot. Another comment on the part of film schools that very often ” to forget » blind students who were able to follow the program very well thanks to audio description. ” You need to know how to find an individualized solution “says the rapporteur.

Strengthen communication

If the decree of December 4, 2020 simplified the procedure for applying for adaptations to exams and competitions, some difficulties remain during the period ” transient » the application of the texts, in particular with regard to the personalized guidance plans (PAP) for students with dysdisorders. In this regard, Catherine Becchetti-Bizot recommends strengthening communication on the new provisions of this decree, aimed at the heads of institutions, families, doctors appointed by the Commission for the Rights and Autonomy of Persons with Disabilities (CDAPH) who participate preparing the PAPs. She also advises scheduling an interview between the families and the educational teams to prepare the reception at the establishment,” what AESH . will illuminate », and finally proposes to strengthen teacher training to meet the specific needs of students. ” Finding a solution for these children means making progress in the education system as a whole. ‘ she concludes.

What does the start of the 2022 school year look like?

The new government does not appear to have waited for the recommendations of this report to make progress on this issue at the first meeting of the Borne Team’s National Monitoring Commission Inclusive School. On the same day, the Ministers of National Education and responsible for Disability (Jean-Christophe Combe and Geneviève Darrieussecq) set four priorities for 2022-2023: “ improving the working conditions of AESH », « assessing the needs of students, tutors and pedagogical adaptations “, the “ necessary cooperation between the actors ” and the ” improved dialogue with families New for the start of the 2022 school year, the government has announced the creation of 303 new devices for localized units for inclusive education (ULIS), 84 new devices for children with autism spectrum disorders (ASD) and new units of education for children with multiple disabilities, the number of which is not specified.” The education of all students with disabilities will be a priority of my action. That is why I, together with my colleagues Jean-Christophe Combe and Geneviève Darrieussecq, insisted that this committee be held before the start of the 2022 school year and while my teams are mobilized for its preparation. said Pap Ndiaye. After the holidays…

“All reproduction and representation rights reserved.© Handicap.fr. This article was written by Clotilde Costil, Handicap.fr journalist”

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