Question 3671 — teaching

Summary

Mrs. Aurélie Trouvé alerts the Minister of State, Minister of National Education, Higher Education and Research, to the situation of the more than 130,000 accompanying students with disabilities (AESH) working in France. In November, during a meeting with teachers from the Anatole France school in Pré Saint-Gervais, a commune in her constituency, the MP learned of the daily tensions caused by the lack of support for students with disabilities since the start of the 2024 school year. The data collected by the parents' representatives demonstrate this: for example, in this school, only 47% of the 330 hours notified by the departmental center for people with disabilities were provided as of October 15. In addition, the school hosts a localized unit system for educational inclusion (Ulis). The teacher of the system, although voluntary (she must be thanked), is not trained. There is only one AESH for ten students who should nevertheless have individualized attendance; several of these students therefore call on their side professionals who should intervene with other students, in regular classes. These problems are not specific to the Anatole France school: the same dysfunctions were raised by the educational community of the 6 other public schools of Pré Saint-Gervais. At Rosa Parks School, nearly 140 hours are reported to different students in the school and only 69 hours are covered, or around 49%. At the Nelson Mandela school, nearly 803 hours are reported to different students from all the schools in the town, including students enrolled in Ulis and only 464 hours are covered, or around 58%. At the department level, the inter-union estimates that 50% of students are without AESH. Today, an education assistant (AED) or an AESH working in a priority education college only receives 64% of the REP/REP+ premium. The difficulties of AESH have direct consequences on students with disabilities, who sometimes find themselves without adequate support. Beyond the impact on AESH, It is therefore the question of access to public school for children with disabilities that is raised. The AESH make several demands: creation of a body of category B civil servants, significant increase in remuneration and indexation to inflation, recognition of full time on the basis of 24 hours of student support, recruitment to meet needs, abandonment of inclusive support centers localized (PIAL), establishment of a real continuing training plan. These are strictly necessary measures given that the average salary of an AESH is around 850 euros net per month and the majority of them are part-time. Part-time contracts are all the more problematic and precarious as the management of departmental national education services (DSDEN) is harmonizing contracts for bring them into compliance with the latest management framework established in June 2019. This distinguishes between a number of actual hours in the presence of the child and hours of related activities (preparation, meeting, training). With this reading grid, 70% of the work quota before 2019 is equivalent to 27h25 of weekly hours with the student: it is these 3h25 difference with the class time in first grade that the administration wants to save today. To “ensure fair treatment between all our staff”, argues the DSDEN. These so-called related activities are no longer considered as working hours, which leads to a reduction in the working hours of AESH. Some find themselves obliged to accept contract proposals at 60% under penalty of dismissal for “refusal to substantially modify an element of the employment contract”. Facing This distress, several political responses have been outlined. The law of December 16, 2022 allowed progress with access to the permanent contract after 3 years of fixed-term contract. However, this law does not address the issue of salary. The Government has also promised the creation of 2,000 AESH positions to support inclusive schools. This measure aims to respond to the increasing support needs of students with disabilities. However, the unions and the AESH themselves emphasize that these job creations are insufficient to compensate for the existing shortage. In Côtes-d'Armor for example, there would be a shortage of 180 AESH and the creation of 2,000 positions would only create around twenty. This promise could not have come true: for this, the Government would have had to manage to reverse, as it had announced, the elimination of 4,000 teaching positions planned in the finance bill for 2025. However, these deletions were maintained in the version of the text voted by the Senate. The law of May 27, 2024 transferred responsibility for the remuneration of AESH during the midday break from the municipality to the State. However, the implementation of this law has caused problems and reductions in working hours for some AESH. Finally, the Minister herself announced that she would initiate a “major consultation on school time” which could impact the organization of AESH days, just as she promised to put discussions “on the social agenda” to be able to offer a “real professional path” to AESH. All this remaining in the order of the announcement, without concrete measures, she asks what measures she intends to propose in order to respond to the distress of the AESH.

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