Question 1437 — teaching

Summary

Mr. Aly Diouara draws the attention of the Minister of National Education to the critical and urgent situation of those accompanying students with disabilities, known as AESH, whose function is essential to ensure the schooling and development of thousands of children with disabilities and whose working conditions remain far from the requirements that national education should have in terms of educational inclusion. Indeed, the ministry counts more than 490,000 students with disabilities enrolled in mainstream education at the start of the 2024 school year, marking a significant increase of nearly 13% compared to the previous year. With only 1 AESH for 4 students, the creation of 3,000 new positions, bringing the number of AESH to nearly 132,000, is not enough to meet the growing needs of students. The Government must imperatively take awareness of the seriousness of the situation, exacerbated by the lack of places in medical-educational institutes. In 2024, 11,000 children will be waiting for a place, an increase of 20% in one year. This structural deficit requires these children to be directed towards the ordinary environment, already faced with a glaring lack of human resources. The situation is particularly worrying in Seine-Saint-Denis, with around 29,100 students in a situation of disability, almost 50% of whom do not benefit from any appropriate support, and a deficit estimated at around 1,700 AESH in schools. In this department already facing major socio-economic challenges, this shortage reinforces inequalities in access to education for the most vulnerable students, thus exacerbating a territorial divide within an area that is nevertheless classified as a priority. Such a deficiency constitutes a hinders the fundamental principle of equality of opportunity, making urgent intervention by the State essential to restore a dignified and inclusive educational service. The AESH profession remains marked by great precariousness, with mainly temporary employment contracts and salaries often below 1,000 euros per month. The initial training, limited to 60 hours, is considered insufficient and difficult to complete with a continuing training, not very accessible and irregular in its implementation. Finally, this profession, although crucial for the educational inclusion of students with disabilities, is carried out 90% by women, thereby contributing to salary marginalization both in terms of remuneration and professional recognition. Several collectives and unions denounce the low remuneration and lack of recognition in this regard. professional, which they attribute to the female predominance in the profession. They also criticized the pressure imposed on AESH to support several students at once, which limits individualized support and degrades their working conditions. They thus call for the creation of a civil servant status, emphasizing that the recruitment crisis and current conditions threaten the continuity of public service of education and prevent AESH from fully meeting the needs set by the departmental centers for disabled people in terms of duration and support time slots. It is now essential that national education takes immediate action in the face of a situation which not only jeopardizes the inclusion of students with disabilities, but also affects the professionalization of AESH. Without one in-depth reform, the risk of depriving a generation of vulnerable students of appropriate support, while keeping AESH in a precarious situation, remains worrying. Thus, the MP questions the Minister about the strategy that the Government intends to implement to resolve the shortage of AESH, mobilize the necessary resources to ensure support adapted to each student and what actions Concrete measures will be put in place to improve their initial and continuing training of AESH. Finally, he would like to know the measures that will be taken in favor of the creation of a real civil servant status for AESH, in order to fully recognize their crucial role in supporting students with disabilities and offering them solid career prospects, like other national education agents.

Machine translation from French. The official text remains authoritative.

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