Question 14155 — professions and social activities

Summary

Mr. René Lioret draws the attention of the Minister of National Education to the situation of those accompanying students with disabilities (AESH), whose role has become central in the implementation of inclusive schools. While the number of students with disabilities educated in ordinary settings has been increasing continuously for several years, the presence of AESH largely determines the effectiveness of their inclusion. school. However, numerous reports from the field indicate persistent difficulties. AESHs mainly work part-time, often on the basis of 24 hours per week, for monthly remuneration which is frequently around 900 to 1,000 euros net. This situation leads many of them to seek additional activity and contributes to the lack of attractiveness of the profession, in a context already marked by turnover. important. If access to a permanent contract after three years of practice constitutes a positive development, AESH remain contractual agents on missions which nevertheless meet the structural and lasting needs of the public education service. Changes of assignment, sometimes during the school year, generate a feeling of instability which harms the continuity of support for students. Furthermore, the initial training, limited in its volume, often appears insufficient given the diversity and complexity of the situations encountered, particularly in the face of behavioral disorders or serious disabilities. Many carers express the need for more in-depth continuing training that is better linked to the work of the teaching teams. Finally, in certain territories, students benefiting from notification human support do not actually have an AESH, due to lack of sufficient recruitment, which creates territorial inequalities in access to educational inclusion. In this context, he asks what measures the Government intends to implement in order to sustainably improve the remuneration conditions and work quotas of AESH, to strengthen their initial and continuing training, to stabilize their assignments and, more broadly, to secure their professional careers in order to guarantee the quality and continuity of support for students with disabilities.

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