“Inclusive education is a fundamental issue of equality. It is the ambition, year after year, to develop the autonomy of students and give them access to knowledge and knowledge. It benefits not only students with disabilities, but everyone , especially for all students with special educational needs. My responsibility, in collaboration with the other members of the government, is that every student with disabilities benefits from the conditions to pass. This is a question that is right for each of them This is also what will enable us in the longer term to build a truly inclusive society.”
Pap NdiayeMinister of National Education and Youth
“Working today to build a school that welcomes all children in France means laying the foundations for a fairer society. We want to enable every pupil, regardless of his or her situation, to reach their full potential. But we also have to “Collective view of disability. The challenges to face are enormous. By continuing to provide more resources to inclusive schools, the government plans to continue this effort in the long term.”
Genevieve DarrieusecqMinister Delegate for People with Disabilities.
Strengthen resources at the service of the inclusive school
The aim of the government is to make an effort to provide quality education for all students, from kindergarten to secondary school, taking into account their skills and educational needs.
For the start of the 2022 academic year, the resources have been significantly increased with an extra 6% budget compared to 2021 :
- 3.5 billion euros will go to inclusive schools in 2022;
- ie EUR 211 million extra compared to 2021;
- representing a 66% increase since 2017.
Situation of the inclusive school before the start of the 2022 school year
More and more students with disabilities welcome in regular schools
- This fall, 430,000 students with disabilities are enrolled in mainstream schools, representing a 4.8% increase in the number of students with disabilities in primary and secondary education.
- In comparison, at the start of the 2021 school year, 409,000 pupils with disabilities were welcomed to school, or 3.3% of the total number of pupils. At the start of the 2017 school year, there were 321,000.
More suitable devices
- 303 new Localized Inclusive Education Units (ULIS) will be created, bringing their total number to 10,272. This means that 6,000 additional pupils will be able to enter mainstream education this year thanks to these schemes, which have increased by about 20% since 2017.
- Education of children with Autism Spectrum Disorders (ASD) is a big problem. To pursue the goals of the National Strategy for Autism and Neurodevelopmental Disorders, 84 new schemes come into effect at the start of the 2022 school yearboth in kindergarten (UEMA) and primary school (UEEA).
Self-Regulating Devices (DAR) for students with autism spectrum disorders are also used. The “self-regulatory scheme” is a new form of inclusive education: children are still at school in their “regular” class with their peers, but benefit from “self-regulated education”. Within the school, a team of professionals is on hand to guide the students to help them better control their attention, behavior and emotions throughout the school day.
26 DARs were made : 9 were created in primary schools at the beginning of the 2020 school year and 17 in 2021 and 15 more at the start of the 2022 school year.
Educational units for children with multiple disabilities provide an appropriate framework for the education of children with multiple disabilities. 12 new units be made before the start of the 2022 school year. It is the intention that all academies will be equipped with this type of system before the start of the 2023 school year.
Better support for students with disabilities
More supervisors for regular education students :
- 4,000 additional full-time equivalents for those who supervise students with a disability (AESH) compared to 2021;
- As a reminder, there were 92,700 AESH in 2017; there will be 132,200 AESH this fall 2022, an increase of 42%.
Better Trained Companions :
- Initial teacher education includes a minimum of 25 hours of training consider the best accessibility of educational content and the special needs of students with disabilities;
- AESH benefit from a 60-hour job adaptation training ;
- Continuing education is reinforced in the academic plans and relies on available resources (thanks in particular to Cap Ecole’s inclusive platform).
Strengthen the link between the different actors to better support students with disabilities
Family listening unit durability
- A unique green number – 0 805 805 110 or 0 800 730 123 (accessible to the hearing impaired) makes it possible, thanks to an interactive server and according to expectations, to connect either the departmental cell or the national cell School Handicap Assistance. •
- With this toll free number you can:inform families about the existing systems and functioning of the public service for inclusive schools. It also makes it possible to respond to families in their child(ren)’s file with the aim of responding to applicants within 24 hours of the call.
Mobile medico-social support teams to address the special educational needs of students with disabilities
- The 166 mobile medical-social support teams for the education of children with disabilities are composed of different medico-social professions.
- They support schools and the educational community;
- They advise and participate in raising awareness among professionals in schools that welcome students with disabilities;
- They intervene in difficulties, always with the educational community
- Allow mobile teams take into account the special educational needs of students with disabilities by the educational community as soon as possible.
New tools for better coordination
- The inclusive course booklet is an application that provides educational answers to the special educational needs of students. It is intended for all professionals who support the pupil in his education (teachers and school principals, national education doctors, professionals of the Departmental Centers for the Disabled, etc.).
- After an experimental phase for the year 2021-2022, the booklet will be distributed throughout the territory from the beginning of the 2022 school year, to be generalized during the school year.