Pupils with disabilities: what reception conditions?

It is a political will affirmed in the academy of Lyon; make school accessible to all, particularly children with disabilities. During a press conference on the eve of the start of the 2022 school year, its rector Olivier Dugrip underlined the ambition “to improve the supervision of these students”in particular with the creation of 18 additional localized units for inclusive education (Ulis), including five in the Rhône and eight in the Ain.

At the start of the 2021 school year, 22,875 students with disabilities were welcomed in public and private establishments under contract with the Lyon Academy. In addition to these students, there were 219 children and adolescents educated in health establishments and 3,549 in medical-social establishments.

Among this last type of structure, in Beaujolais, we find the Therapeutic, Educational and Pedagogical Institute (Itep) of La Bergerie, in Deux-Grosnes. Accredited by the Regional Health Agency and National Education, work with 33 young people with recognized disabilities, aged 3 to 20 years. “Among them, 30 have a behavioral disorder with preserved intelligence. The other three places are for young people with autism spectrum disorders”details the director of Itep La Bergerie Nicolas Cramoisan.

Schooling methods adapted to different profiles

The approval of the structure is broken down in different ways: support with 23 so-called “establishment” places, for young people fully supported within the structure, to which are added seven places in the specialized education service and home care (Sessad), outpatient support for young people enrolled 100% in their reference establishment.

In addition, there are three places for young people with autism spectrum disorders (ASD), and there is also outpatient Sessad support. “But for the care of the establishment of the 23 young people, we have several schooling methods: for this start of the school year, six young people, the most fragile, are fully educated within our structure. But we also have outsourced classes: the pupils are supported by our teams but in an ordinary establishment, in this case the school and the college of Monsols”, details Nicolas Cramoisan.

From these two devices, shared schooling can be put in place: for a college student, for example, determining the subjects in which he can take lessons in ordinary class; the rest of the time, he is taken care of by the Itep teams, generally always within his reference establishment to avoid back and forth between the Itep and the latter.

“We are in a very rural area, if we start to put time for inclusion for a child in his establishment and then he has to move to the other end of the territory to be taken care of by our teams, we quickly fall into fairly insurmountable logistical problems”explains Nicolas Cramoisan.

A need for skills development

Asked about the supervision of young people with disabilities in this new school year 2022, the director of La Bergerie underlines that on the side of the medico-social sector “interesting things are happening”.

The decompartmentalization between the medico-social environment and the ordinary school environment, in particular: for several years, students have been evolving more and more in schooling mixing the two. At La Bergerie, since January 2021, the Emas system (mobile education support team) has been in place, with the aim of being able to respond to requests from ordinary establishments, which do not always know how to meet the needs. students educated within them.

The idea is to be able to provide reading keys on the functioning of the child, to participate in the analysis of his needs and to support the educational teams in the implementation of adaptation within class, school and college”, explains Nicolas Cramoisan. A specialized educator, Cindy Boissie, coordinates this system. It can rely on Itep staff – psychologist, doctor – to then determine action plans.

For Nicolas Cramoisan, the management of disabilities in the school environment must be based on an increase in the skills of actors in the ordinary environment, in particular by offering training. “There are things that are already well taken care of, dyslexia or dysorthographia for example, where different learning and assessment materials are put in place. But behavioral disorders are still a problem in the ordinary environment. , hence the importance of not remaining alone in the face of difficulties, in order to get things done”.

Pupils with disabilities: what reception conditions?