Question 17102 — teaching

Summary

Mr. Jean-Michel Brard draws the attention of the Minister of National Education to the persistent difficulties encountered by students with neurodevelopmental disorders, in particular “dys” disorders and attention deficit disorder with or without hyperactivity (ADHD), in their school career. In Loire-Atlantique, many families are alerting elected officials, particularly their mayor, to the obstacles facing their children. faced despite the commitments made in favor of inclusive schools. In the department's schools, middle schools and high schools, whether located in mainland towns or in more rural areas, parents report significant delays in the implementation of personalized support plans (PAP), educational arrangements applied unevenly depending on the establishment, or even their questioning during the course of the year. schooling. These difficulties are particularly worrying as “dys” disorders and ADHD affect one in ten children. Without intellectual disabilities, these students have the necessary abilities to succeed in their school career, provided that the planned adaptations are effectively implemented. However, many families in the department still report refusal of accommodations during assessments or examinations, even though these are recognized as essential by medical and educational teams. The recent decisions of the Defender of Rights have also highlighted the persistent inadequacies of our school system in terms of inclusion. They recall that equal access to education presupposes effective application of the rights open to students with disabilities or those with developmental disorders. neurodevelopment. Inclusive schools cannot rely solely on the goodwill of educational teams. It requires clear rules, adapted resources and reinforced training of staff so that practices are harmonized throughout the territory. Also, he asks what measures the Government intends to take to guarantee fully effective educational inclusion of all students with developmental disorders. neurodevelopment. In particular, he wishes to know whether he plans to make initial and continuing training for teachers in these disorders compulsory, to publish open data indicators making it possible to monitor, establishment by establishment, the implementation of educational inclusion, to strengthen the legal scope of the personalized support plan so that it is effectively imposed on educational establishments and, finally, to make automatic adjustments to exams when they are already planned and applied as part of the student's education. Finally, he asks what timetable these developments could be initiated in order to quickly guarantee each child the concrete conditions for their academic success.

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