Question 5605 — agricultural education

Summary

Agricultural education is particularly committed to supporting pupils and students with disabilities. Its specific organization with human-sized establishments, the importance of boarding places, a differentiated pedagogy which leaves an important place for concrete projects around farming and nature, the significant autonomy left to establishments make it a well-established system. adapted to the expectations of young people with disabilities and their families. These elements partly explain the share of students benefiting from a personalized support plan has more than doubled since the start of the 2011 school year and that the share of these students is substantially higher than that of national education. The care of students with disabilities is the subject of an unprecedented budgetary effort by the Ministry of agriculture and food since credits for those accompanying students with disabilities have increased by 15% per year since 2012. Students in agricultural education who require it benefit from the assistance of school assistants (AVS). These are recruited by agricultural education establishments, either under a subsidized contract or under a contract supporting students with disabilities (AESH). HAS Like national education, the Ministry of Agriculture and Food is also engaged in a multi-year plan to transform subsidized contracts into AESH in particular to guarantee better conditions for training and practice in AVS functions. Decree No. 2014-724 of June 27, 2014 relating to the conditions of recruitment and employment of those accompanying students with disabilities applies in agricultural education. Its article 7 states that: “the work of those supporting students with disabilities is spread over a period of thirty-nine to forty-five weeks”. A reminder of these provisions has already been made to all regional directors of food, agriculture and forestry.

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