Question 43243 — people with disabilities

Summary

Ms. Monique Limon draws the attention of the Minister of Solidarity and Health to the limits of inclusion at all costs and for all. If the idea of ​​inclusive schools and classes that would welcome all types of disabilities is interesting in principle, it must be implemented in a concerted and progressive manner. Some young people with disabilities, particularly motor and mental, benefit from it but teachers are too often helpless in front of children with mental disabilities. Children with mild or moderate intellectual disabilities can indeed adapt and thrive in common law systems, but this is not as obvious for children with more profound or associated disorders who need care and reinforced monitoring in a specialized establishment. They need comprehensive support to ensure their education for daily autonomy, social or professional life. Integrated into class or a playground, the hypersensitivity to noise of some people can sometimes generate violence towards others and towards themselves. Inclusion in an ordinary environment cannot replace reception in specialized establishments in a uniform manner and without the will and adaptability of families. Inclusion on the move Forced violence and the transformation of the home into a care center can have detrimental effects on the socialization and development of the child as well as on the balance of the family circle. The ARS reform leads to a reduction in the number of places in IME which is accompanied by an increase in SESSAD places. This process has been initiated without the human and material resources necessary for a policy of generalized inclusion having been sufficiently deployed, particularly with national education. Many young adults are kept in children's establishments for lack of alternative solutions, in the name of the Creton amendment, to the detriment of children on waiting lists. This social subject needs to be treated in its proper measure and not in a top-down manner as we can sometimes deplore. For example, in Isère, withdrawal from AFIPH of a project to create a center for 40 adults with severe autism has been announced. At the same time, nearly 200 IME places will be eliminated within 5 years while figures from the Departmental House of Autonomy of Isère reveal that there are around 600 families waiting for a place in IME; the corresponding credits will be intended for the opening of SESSAD but these mechanisms will only very rarely allow inclusion full-time school. The rest of the time, the children will be looked after by their family at home. This phenomenon will most often force women to stop working. IME and SESSAD do not concern the same audience. Both are responses to different needs. Inclusion in an ordinary environment cannot systematically replace individualized reception in IME, MAS or FAM. The deputy asks the minister whether we should not personalize and adapt responses not only according to the specific needs of the disabled person but also according to the journey, the family context and life projects. She would like to know if the Government intends to carry out a territorialized study in order to provide differentiated responses depending on the local and family context and thus respond to the urgency of creating places in IME, MAS and FAM.

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