In development, Outsourced Education Units (UEE) promote inclusion in schools. But their status remains apart. Some voices argue that they should acquire a real status within the National Education, following the model of Ulis. In particular, at stake is their workforce accounting in the school card to influence decisions opening classes and school budget.
Follow your training in the context of a medical-social institution (IME, IEM, etc.) but within an educational institution. The formula of outsourced education units (UEE), primary education units autism (UEEA) and UEMA (equivalent to the latter, but in kindergarten), favorable for inclusion, is under development.
Some voices even advocate moving forward. By placing these units under the responsibility of schools themselves and no longer under those of medico-social institutions or services (ESMS). And this, of course, without eliminating the partnership with the medico-social or the specificities of these units. One of the problems? Count the students in these units in the total enrollment of the schools.
Count absolutely all students
The School of Trust Act of 2019 had introduced a similar provision regarding Ulis classes. Although they depended on the National Education, they were not counted in the school staff before. The legislature had remained in the center of the ford. Today, students of UEE, UEEA, UEMA are physically in schools and registered there. But they don’t appear in the “student database” for the school card. They therefore play no role in decisions to open classes or in the allocation of budgets. Their parents have voting rights, but the number of eligible parents is not higher.
“They don’t count the same as the others”, regrets Bénédicte Kail, National Advisor Family Education at APF France Disability. The association claims that all of these devices go under the bosom of National Education. A necessity to involve its staff more. “It would then no longer be possible to think that a teacher is doing a favor by including a student in their class during the inclusion times, as they will be full students of the school. »
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Promoting inclusion in school
“Currently, students with disabilities are enrolled in these units are overcrowded when they move to the other classes, during inclusion. However, it is clear that taking the teacher into account is much easier if the class is not full »argues Guislaine David, spokesperson for the SNUipp-FSU, teachers’ union.
UEEs are always small. But counting them in the total number of the school could in certain cases lead to the opening or non-closing of a so-called regular class. The number of classes in a school depends on the total number of students. Thus, in the Eure, the mayor of Poses, Georgio Loiseau, won this battle with parents and teachers. The seven students of his school’s UEEA made it possible to open a fifth class last year. The children are now 17 to 22 per class compared to 26 before. “It’s much more comfortable” says the mayor of this small town of 1,200 inhabitants. But nothing required the inspection of the academy.
Budgetary and administrative issue
For Nicolas Eglin, President of the National Federation of Associations for Pupils with Disabilities, the challenge for local authorities is also to take into account pupils from the EU in the budgets allocated to schools, work policies and transport.
It is also an administrative matter: with a National Education identifier, these children would have access to digital work environments in high school. Or even statistically, because a single database of ESMS children would allow a real inventory of the educational conditions for children with disabilities in France.
It even advocates for all children with disabilities to be committed to their local school, making their education the responsibility of management. “It would empower all actors. »