the cry of alarm of the defender of rights

FatCamera/Getty Images In a report, rights defender Claire Hédon warns about the way French schools are organized and endowed in the face of disabilities (pictured).

FatCamera/Getty Images

In a report, rights defender Claire Hédon warns about the way French schools are organized and endowed in the face of disabilities (pictured).

SCHOOL – A cry for alarm about a real inequality. Disabled children who have dropped out of school due to lack of suitable care, carers of precarious pupils, poorly educated, sometimes absent: rights defender Claire Hédon calls in a report to better tailor schools to the needs of pupils with disabilities .

Parents who have been hoping for help for months so that their disabled child can go to school, others exhausted by almost weekly phone calls from school ” because he ” would be better if they keep it at home »… By 2021, these complaints accounted for nearly 20% of children’s rights referrals to the Defender of Rights.

Resources and weapons, but for what efficiency?

With the impetus given to inclusive schools in recent years, 400,000 children with disabilities will be entering mainstream education by 2021, a 19% increase over five years, according to this report published on Monday, August 29, which AFP announced today. could consult the day before. To help them, the accompanying persons of students with disabilities (AESH) recruited by the National Education, 125,000 in 2021, have seen their numbers increase by 35% in 5 years.

Concluding the report, the Defender of Rights nevertheless underscores the continuing discrepancy.” between increasing human and financial resources ” and ” the growing number of children whose needs are largely not or poorly covered “.

What we noticed in the complaints received in recent months and which are increasing is the attributions of AESH not being applied due to lack of financial and human resources The Defender of Rights noted in an interview with AFP. However, the consequences are dramatic for the child: school drop-out, school drop-out or very few class hours ”, notes Claire Hédon, who claims “ finer statistics about effective school time of these students with special needs.

The defender also recommends “ to include in the budgets of each school year a provisional envelope for AESH requests during the year many of which are rejected by schools due to lack of budget. It also recommends that the Departmental Homes of the Disabled (MDPH), which indicate the need for an AESH, be based solely on the child’s needs, and not on the academy’s lack of resources.

HR management instead of children’s needs

Situations reported to the Defender of Rights show that certain Inclusive Localized Support Centers (Pial), which coordinate human aid, ” prioritize human resource management over meeting the needs of the child “.

The AESH, in their vast majority of women, are not sufficiently educated, sometimes poorly integrated in the educational teams, have insufficiently defined missions and sometimes little relationship with the parents. Mainly, ” they need to be trained in the different forms of disabilities because we do not care for an autistic child and a dyslexic student in the same way says Claire Hedon.

The status of AESH, paid for by the National Education, has improved in recent years, but they still work part-time (24 hours a week), with salaries around 800 euros. In particular, the report points to the difficulties of extracurricular times, such as the canteen, where workers are paid by local authorities.

“In the best interest of the child » must take precedence

AESH would be willing to cover extracurricular time, but we’ll assign someone else as it doesn’t rely on the same budget and actors “, at the expense of ” the best interests of the child “That needs stability, Claire Hédon notes.

More broadly, the Defender of Rights emphasizes that the education system must adapt to students with disabilities and to do this, better train teachers to care for them, rather than relying solely on AESH. The award of an AESH is not “ neither a condition nor a condition of the apprentice’s education ‘ recalls the defender of rights.

The report cites the example of a teacher who was confronted with a child who did not understand the instructions. He decided to adapt his education to this child and realized that it would benefit all students. ” It is up to the school to adapt… And what we see is that the child is asked to adapt to the school concludes Claire Hedon.

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