Question 11187 — people with disabilities

Summary

Ms. Ersilia Soudais alerts the Minister of National Education to the shortage of AESH in national education, endangering its role in including children with disabilities. Indeed, according to recent data, at the start of the 2025 school year, nearly 48,726 students, out of approximately 352,000 students notified by the departmental centers for disabled people (MDPH), were without an AESH companion, or approximately 14.2% of the students concerned. At the same time, the Bulletin des communes indicates that in October 2025, 42,000 children with disabilities were still deprived of AESH on All Saints' Day. These figures demonstrate an imbalance between growing needs and the resources actually mobilized. On a departmental level, Seine-et-Marne seems particularly affected. The Departmental Council of National Education highlights a lack of AESH, with insufficient staff in 73% of establishments, according to the National Union of Secondary Education 77. This leads to grotesque situations, such as recently in Lizy-sur-Ourcq, where the municipality was forced to make a municipal agent available during certain hours to compensate for the lack of AESH. In fact, two of the thirteen AESH positions remain vacant in the schools of this municipality, where the number of students with special needs is nevertheless consequently. A person had applied for one of these positions, without ever receiving any news from the academy, which raises questions. Furthermore, it appears that the pooling of AESH in localized inclusive support centers is well documented and we note that each AESH can be responsible for three or more children, according to the National Unitary Union of Teachers, School Teachers and PEGC, which leaves one wondering as to the effectiveness of such a device. However, this shortage of AESH has serious consequences: partial or non-existent support, to the detriment of the fundamental right to education of students with disabilities; an overload of work for the remaining AESH, often part-time, which increases their precariousness and leads to high turnover; a disillusionment for families, sometimes forced to resort to justice so that their child obtains the support that has been notified to them and a dilution of the role of AESH via experiments (such as the education support centers) without clear assessment or transparency, despite the alerts raised by AESH collectives, such as the AESH en Lumière association and legislative proposals, such as that brought by La France insoumise to create the status of AESH civil servant. Inclusive school cannot remain a wish pious: it must rely on means commensurate with Republican ambitions and the rights of children with disabilities. In this context, the MP asks the Minister what concrete measures the Government intends to take before the start of the 2026 school year to recruit a sufficient number of AESH in order to guarantee that each student notified by the MDPH benefits from the support to which they are entitled and to ensure replacement AESH who go on long-term leave, such as maternity leave. She also asks him if he is considering a lasting, recognized and valued status for AESH, via the creation of a body of civil servants, to stabilize the workforce and make this profession attractive. Finally, she questions him on how he intends to guarantee transparency in the distribution of AESH at the departmental level, particularly in areas such as the Seine-et-Marne where the warning signals are strong, in order to avoid abusive pooling and understaffing.

Machine translation from French. The official text remains authoritative.

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