Still many children without school

To give a voice to families in difficulty and to warn about the difficulties of children with disabilities at the beginning of the school year, UNAPEI is launching for the 4e successively his major awareness campaign and call for testimonials #Jaipasecole.

“The rights of students with disabilities are always being violated. Children who go to school only a few hours a week, or not at all… This is the daily life of children with intellectual and cognitive disabilities! “: As is now the case with each new school year, UNAPEI, an association movement that represents and defends the interests of people with intellectual disabilities and their families, is launching a new warning signal about the plight of children with disabilities in school.

Exclusion, lack of AESH, school time reduced to a few hours

UNAPEI particularly emphasizes the difficulties encountered by students with intellectual and cognitive disabilities. “If not completely excluded, some benefit from only a few hours of class a week, others have no place for a specialized institution or device they would need, still others cannot attend class because of the lack of a teacher in the classroom. the specialized system or of AESH at school… commentary on the associative movement. Their rights are not respected! How many are there? Unfortunately, only students enrolled in “regular” schools are counted. The figures do not say whether this solution is adapted to their needs, nor the number of hours allocated to them. They completely exclude those whose education today depends on specialized institutions.”

A platform open to all to witness the difficulties associated with disabilities during each new school year

To expose this situation and challenge the government, UNAPEI has been running a major awareness campaign called #Jaipasecole for 4 years. This works in conjunction with the online platform www.marentree.org, which aims to collect testimonials from families and professionals involved in difficulties related to a child’s disability during the beginning of the school year.

A few days after the start of the school year in September, there were already 814 testimonials on the platform. In particular, one can read: “After two refusals of the MDPH of orientation at a secondary school Ulis, my daughter is without any solution of schooling”; “4th return to school that my 14 year old daughter is not going to school and thus is at home due to lack of space in an IME or other specialized structure. There have been several meetings with social workers for great promises that were never kept…”; “Our 7 year old daughter with ASD, educated in a regular environment since kindergarten with AESH, certainly an opportunity as many stay at home… MDPH notification granted for Ulis TED training for over 2 years… but still nothing! Mila only asks that to learn and evolve, but her place is not in a traditional school to be able to progress! AR letter of despair sent to several ministers…. In vain ! “.

A tool to assess the reality of school problems for students with disabilities

In addition to this platform, UNAPEI has also created a tool intended to “evaluate and produce objective data on the realities of education for students supported by the associations in its network”. For example, UNAPEI reports uplifting results: “Out of 7,949 children, a third benefit from only 6 hours of teaching per week at most! 18% have no hours of education. 22% have between 6 and 12 hours, and only 27% benefit from 12 hours or more per week. For the record, in primary school the average teaching time is 24 hours a week… Where is the right to education? Note: Only 34% of students are registered in the Ministry of National Education “student base”! And the others ? Why make them invisible? “.

Figures that also prompted Luc Gateau, President of UNAPEI, to comment: “Again, people with intellectual or cognitive disabilities, etc. are the invisible, the forgotten. Many are excluded from the official figures, so it is impossible to know how many have access to education according to their needs, how many do not even have teaching hours… So we try to find the information ourselves, by creating a tool that allows our associations to fill in indicators and collect objective data. This makes it possible to realize the great difficulties faced by students with disabilities. No one would agree to these terms. They are forced to obey.”

Unapei makes recommendations to government agencies

To improve the situation, UNAPEI proposes to look at the problems in their entirety, by really taking into account all the children involved.

“Concrete actions should be taken to provide all students with effective educational solutions, benevolent, individualized and limit the impact on their families forced to compensate for the lack of schooling, UNAPEI recommends in this sense.

UNAPEI therefore calls for:

– Take into account students enrolled in specialized institutions (EMI…) in the National Education Figures, to get a realistic picture of the situation.
– Train teachers and teaching staff in the specificities of students with disabilities
so that they can adapt their education, for the benefit of all.
– Adjust education programs in terms of working method, rhythm and content.
– Adapting to the school environment and strengthening the resources allocated to teachers and teaching staff to provide the best reception conditions for students with disabilities.
– Adjust the number of classes that welcome students with disabilities.
– Ensure the possibility of therapeutic support adapted to students in a situation of
disability, regardless of where they are educated.
– Organizing educational cooperation projects between schools and institutions
specialists, spend time exchanging practice and construction between professionals in the
medical-social and national education.
– Guarantee continuity of care between school hours and leisure for students with disabilities.
– Raising awareness of the diversity of disabilities throughout the education community, in particular
invisible disabilities and their impact on learning and social life.

To share your testimony about back to school and the difficulties of a child with a disability, or to consult those already online, visit the site: https://www.marentree.org/

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