User:CircleGirl/Disability in France2

Things for Main article-Education in France
Most children with a disability are educated in mainstream schools.

Definition
Special education and specialized education, although close in some respects, are nevertheless two distinct fields. In the overall care of a child there are generally three areas of intervention: education (referring to special education), pedagogical (referring to school) and therapy. There are debates about the more or less important connections that may exist between these different fields, nevertheless it is professionals with different backgrounds and missions who practice there.

In the case of specialized education, professionals are national education teachers who pass an examination to obtain a specialization.

Field of intervention
Several modalities and structures make it possible to respond to school difficulty and disability. This can range from a special arrangement in a mainstream environment to an education in a special school.

The PPREs
Acronym for Personalized Educational Success program, PCERA is supposed to target specific difficulties identified in national assessments for working intensively for a short time. It concerns students who may not master a skill at the end of the cycle. The needs assessment is done individually. The RASED competition can take place.

It replaces the PPAP (Personalized Assistance and Progress Project), which was more comprehensive and related to the school year.

The RASED
The RASED (specialized help network for students in difficulty) is composed of three dominant: educational, re-educational and psychological. The master E provides a teaching aid, the master G a re-educational help, the school psychologist psychological help.

If necessary, the RASED can advise families to move towards a care structure ( CMPP for example) or to professionals practicing in a liberal way.

The PPREs
In middle school, the PPRE must be set up as in primary school. In addition to being signed by parents, it must be signed by the student.

The EGPA ( SEGPA and EREA ) The EGPA, general and adapted vocational courses, group two types of establishments:

The SEGPA : Division of Vocational adapted. These are in an ordinary college. The REIA : Establishment of regional adapted education. There is one such facility per department. The difference with SEGPAs is the presence of an internship. Schooling of students with disabilities Since the Act of February 11, 2005, all persons with disabilities should be able to benefit from compensation for their disability, of which the Personalized Schooling Project is the school version. Developed and proposed by the educational team, it is validated and decided by the MDPH.

Schooling in the ordinary environment
Many students with disabilities are educated in ordinary environment, sometimes with facilities, equipment (computer ...) or human (accompaniment of a AESH -accompagnant students with disabilities- formerly AVS -auxiliaire school life- or EVS -employment school life-). Regular schooling is always sought as long as it is possible and beneficial for the child.

Schooling in a collective system of school integration Collective school integration mechanisms articulate each pupil's personalized schooling plan (PPS) around individual and collective integrations.

The CLIS : inclusive education class
The last text that defines the CLIS is now the circular n o 2009-087 of 17 July 2009. LCIS, formerly school integration class, became inclusive education classes.

CLIS are specialized integrated classes ( included should we say) in mainstream schools. They can be of different types (1 → cognitive function disorder, 2 → auditory disorders, 3 → visual disturbances, 4 → motor disorders). However, it seems that CLIS 2 to 4 are disappearing little by little in favor of mainstream integration with material and human amenities [ref. necessary].

CLIS was officially created in 1991, two years after the 1989 Orientation Act. In fact, it took longer. In fact, these came in replacement of the old advanced classes, and the transformation took more or less time.

Students enrolled in CLIS can, depending on their personal project of schooling, be integrated individually or collectively in other classes of the school for a given time. CLIS classes can accommodate a maximum of twelve students. Generally the teacher is accompanied in his task by a second adult: AVS, EVS -H, Nurse , Atsem ...

Students can be between the ages of 6 and 11, and therefore have a wide variety of academic abilities. The age limit for leaving is the age limit for elementary school enrollment, which is 11 years at the end of the calendar year at the time of enrollment (equivalent to repetition).

The ULIS : unit located for inclusive education
The term integration has here also been replaced by that of inclusion in the last circular. Existing structure in some colleges and some rare vocational high schools. This structure works in a similar way to a CLIS, between collective and individual integrations. It is the logical continuation of a CLIS, although the directions at the end of CLIS are very varied.

Even more so than the CLIS, the ULIS are still few compared to the needs. Waiting lists exist and orientations are by default for lack of space. The UPI were renamed Ulis ( Units located for inclusive education ) by Circular n o 2010-088 of 18 June 2010.

Enrollment in a specialized institution
Schooling in a specialized institution can take place in a medical-educational institute (IME), in a therapeutic, educational and pedagogic institute (ITEP, formerly IR), in a day hospital ... Schooling is then generally held on a part-time basis, except in case of integration into another structure. Links with other structures are becoming more frequent.

The school (or educational ) is then in articulation with the educational and therapeutic. The professionals from the three fields work in these establishments.

Education
According to article 19 of the Disability Law, the government is responsible for providing support to people with disabilities in education. Special education in France can take to main forrms: some children attend mainstream schools with additional support, while others may special schools for children with disabilities. There are X types of special schools in France.
 * Medical-educational institutes provide education and medical care, such as physiotherapy and speech therapy
 * Therapeutic, Educational and Pedagogical Institutes are for children with severe emotional and behavioral disorders who cannot be accomodated for in mainstream school.

Some children in primary school are educated in Children in secondary schoool

Content from French "Education System in France" article
The Law on Equal Rights and Opportunities, Participation and Citizenship of Persons with Disabilities of February 11, 2005 defines the school disability as "any limitation of activity or restriction of participation in society experienced in its environment by person because of a substantial, permanent or permanent alteration of one or more physical, sensory, mental, cognitive or psychic functions, of a multiple disability or a disabling medical condition. ".

The law also mentions that "every disabled person has the right to the solidarity of the entire national community, which guarantees him, by virtue of this obligation, access to the fundamental rights granted to all citizens and the full exercise of his citizenship. ". From now on, the legal right to schooling is enshrined in law.

As in primary school, we find the different forms of schooling:

schooling in an ordinary environment, with or without development (equipment, school life support); enrollment in a collective integration scheme at the college: the ULIS (Localized Unit for School Inclusion). This one works like a CLIS in college. ULIS in vocational high school begin to emerge; schooling in a specialized institution (type IME, ITEP) allowing comprehensive care. In these establishments, a pre-professionalization can take place.